Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Steffen Peuker, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Opportunity in Higher Education, 20088. Meyers, Kerry L., Silliman, Stephen, E., Gedde, Natalie, L., Ohland, Matthew, W., "A comparison of engineering students’ reflections on their first year experiences.", J. Engineering Education, April 20109. Hutchison, Mica A., Follman, Deborah K., Sumpter, Melissa, Bodner, George M., "Factors influencing the self-efficacy beliefs of first year engineering students", J. Engineering Education, January 200610. Landis, R. B., "Student Development: An Alternative to 'Sink or Swim'", Proceedings of 1994 ASEE Annual Conference, June 199411. Lotkowski, Veronica A., et al. "The Role of Academic and Non-Academic Factors in Improving College Retention", ACT Policy Report, 200412. Turns, J

Conference Session

Maker Spaces in Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Xinyu Liu, Lamar University; Xuejun Fan, Lamar University; Julia Yoo, Lamar University; Nicholas Andres Brake, Lamar University; Jiang Zhou, Lamar University; Xianchang Li, Lamar University; Dorothy Sisk, Lamar University

Tagged Divisions

Design in Engineering Education

. Throughassembling a 3D printer, each teacher improved their hands-on skills and self-efficacy inproviding guidance to their own students. The teachers also participated in field trips to local companies including C&D Robotics,Metalforms (heat exchanger repair and maintenance), Optimus Steel (Steel mill), and AmericanValve & Hydrant, to name a few. On the final day of the program, the teachers presented their curriculum prototype for thefall semester to the group and received completion certificates. The program assessment was ledby assessment specialist, Julia Yoo, who is associate professor in the department of educationalleadership at LU. The first cohort shared their experience in a local teacher conference inFebruary 2018. Most of

Conference Session

Research! Research! Research! in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicole McIntyre, University of California, Berkeley; Catherine T. Amelink, Virginia Polytechnic Institute and State University; Jeffrey Bokor, University of California

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

. King Liu, “Examining the self-efficacy of communitycollege STEM majors: Factors related to four-year degree attainment,” Community CollegeJournal of Research and Practice, vol. 39, no. 12, pp. 1111–1124, Dec. 2015.[13] D. Shapiro, A. Dundar, F. Huie, P.K. Wakhungu, X. Yuan, A. Nathan, and Y. Hwang,“Tracking Transfer: Measures of Effectiveness in Helping Community College Students toComplete Bachelor’s Degrees”, National Student Clearinghouse Research Center, Herndon, VA,Sept. 2017.[14] J. A. Smith and M. Osborn, “Interpretive phenomenological analysis,” in QualitativePsychology: A Practical Guide to Research Methods. London: Sage, 2003, pp. 51-80.[15] S. Stemler, “An overview of content analysis,” Practical Assessment, Research &Evaluation

Conference Session

Information Literacy in First-year Courses and Co-curricular Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shelby J. Hallman, North Carolina State University; Bertha P. Chang, North Carolina State University

Tagged Divisions

Engineering Libraries

literature types were coveredequally in the workshop sessions (i.e., the majority of the time was spent on searching for journalarticles), exposure to previously unfamiliar literature types boosted the students’ comfort levelwith being able to find these sources on their own. The marked difference in students’ pre-session responses between Versions 1 and 2 for Monographs/Edited Collections versusBooks/Monographs indicates that simply understanding the definition of a literature type isimportant to these students’ self-efficacy. It was also a reminder for us that library jargon can beconfusing to our patrons. 100% 80% 60% 40% 20% 0

Conference Session

Aerospace Student Projects, Engineering Design and Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael C. Hatfield, University of Alaska Fairbanks; Catherine F. Cahill, University of Alaska Fairbanks; Peter W. Webley, University of Alaska Fairbanks

Tagged Topics

Diversity

Tagged Divisions

Aerospace

, 2013 [3]) sums up the status of K-12education in the US. Several programs have been launched aimed at remedying this situation.Project-based active learning opportunities have been empirically determined to be effective in studentengagement and learning (Prince 2004 [4]; Thomas, 2000 [5]). Project-based learning environmentscan be designed to enhance teamwork, communication skills, understanding of application of STEM inreal life, and self-efficacy. Unfortunately, schools that primarily serve under-represented groups oftendo not have the resources to provide such learning environments. Simply stated, there is a longer-termneed to have more students target STEM related careers, and the best way to do this is via engaginghands-on project-based

Conference Session

Sustainability in Civil Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Marisa Swift, Purdue University, West Lafayette; Allison Godwin, Purdue University-Main Campus, West Lafayette; Tripp Shealy, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

their careers. Outcome expectations are defined as “beliefsabout the outcomes of various courses of action” [15, p. 458] and differ from goals, which arerelated to one’s intentions to pursue a course of action. For example, a student might have aparticular career interest in an engineering field (e.g., civil engineering, environmentalengineering, etc.) because she has a particular outcome expectation (e.g., solving societalproblems). Outcome expectations have been important in several frameworks used to understandstudents’ career choices and pathways. It is a key feature in social cognitive career theory [16],[17] and expectancy-value theory [18]. In social cognitive career theory, outcome expectationsalong with self-efficacy beliefs and

Conference Session

Creating Equity Through Structure and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Chelsea Nneka Onyeador, Stanford University; Shannon Katherine Gilmartin, Stanford University; Sheri Sheppard, Stanford University; Gloriana Trujillo, Stanford University; Carol B. Muller, Stanford University

Tagged Topics

ASEE Diversity Committee, Diversity

work as a developmental neu- robiologist and was awarded an National Science Foundation GK-12 Fellowship. She became intrigued by pedagogical approaches and how these impact students in the biology classroom during her National Institutes of Health-funded IRACDA Postdoctoral Fellowship at the University of New Mexico. Glori- ana’s interest in biology education research led her to San Francisco State University, where she worked with Dr. Kimberly Tanner on biology department-wide faculty professional development funded by the Howard Hughes Medical Institute. At SFSU, Gloriana’s research sought to understand students’ self- efficacy, sense of belonging, and science identity to ultimately affect change in undergraduate

Conference Session

Creating Equity Through Structure and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Peter Golding, University of Texas, El Paso; Celena Arreola, American Society for Engineering Education; Crystal Fernandez-Pena, University of Texas, El Paso; Mike Thomas Pitcher, University of Texas, El Paso; Cory Brozina, Youngstown State University; Helen Elizabeth Geller, University of Texas, El Paso; Carolina Favela, University of Texas, El Paso; Melissa Stearns

Tagged Topics

ASEE Diversity Committee, Diversity

, and Mathematics(STEM) Ability Awareness program. This work in progress is part of a STEMGROW program [1]that is informed by a theory-to-practice model [2] and uses a funds of knowledge framework [3].The goal is to bring together students already studying STEM fields and learn more about howthey can serve as an an inspiration not only for future students with disabilities, but for all allstudents at EPCC, UTEP, in STEM-fields and beyond. Our work centers on our students’ self-efficacy development and growth pathways. Therefore, we ground our project in the Model of Co-Curricular Support (MCCS) [4], whereby it is posited that there exist four main areas in whichstudents become integrated and educationally engaged within the university. The MCCS

Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rika Wright Carlsen, Robert Morris University; Shamika Zyhier, Robert Morris University; Arif Sirinterlikci, Robert Morris University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

., Implementing Project-Based Learning in Civil Engineering-A Case Study. Journal of Engineering Education Transformations, 2017. 30(3): p. 272-277.3. Chen, P., A. Hernandez, and J. Dong, Impact of Collaborative Project-Based Learning on Self-Efficacy of Urban Minority Students in Engineering. Journal of Urban Learning, Teaching, and Research, 2015. 11: p. 26-39.4. Shekar, A., Project based Learning in Engineering Design Education: Sharing Best Prac-tices, in ASEE Annual Conference. 2014.5. Waychal, P., Team and project based learning: A critical instructional strategy for engineering education. QScience Proceedings, 2015: p. 40.6. Aditomo, A., P. Goodyear, A.-M. Bliuc, and R.A. Ellis, Inquiry-based learning in higher

Conference Session

Girls in Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rafic Bachnak, Pennsylvania State University, Harrisburg, The Capital College; Susan Kathryn Eskin, Pennsylvania State University, Harrisburg, The Capital College; Sara Love, Penn State Harrisburg

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

): p. 117-136.7. Hylton, P.e.a. Science Bound: A Success Story for STEM Education. 2012 Frontiers in Educ. Conf. Proc. 2012. Seattle, WA.8. Pong, W.E., A.G.; Shahnasser, H. ; Chen, C.; Ozer, N.M.; Cheng, A.S.; Jiang, H.; Mahmoodi, H. Enhancing the interest, participation, and retention of underrepresented students in engineering through a summer engineering institute. 2011 Annu. Conf. & Expo. 2011. Vancouver, BC.9. Enriquez A.G.; Pong, W.O., N.M.; Mahmoodi, H.; Jiang, H.; Chen, C.; Shahnasser, H; Patrick,N. Developing a Summer Engineering Program for Improving the Preparation and Self-Efficacy of Underrepresented Students. 21st ASEE Annu. Conf. & Expo. 2014. Indianapolis, IN.10. Bachnak R, G.R., Summer

Conference Session

Potpourri

Collection

2014 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Purdue University, West Lafayette; Mel Chua, Purdue University

Tagged Divisions

New Engineering Educators

self-efficacy; when new facultysee other faculty go through workshops successfully, or hear stories about them doing so, theyare more likely to believe they can do the same. The longitudinal study this paper belongs to will Page 24.1366.11eventually develop a collection of faculty workshop experience reports that can be used for sucha purpose. In the meantime, simply asking experienced colleagues and faculty developmentprofessionals to describe their own workshop experiences may already help new faculty moreconcretely envision and situate a workshop within their personal development plans.Prepare specific strategies for engaging with other

Conference Session

Broadening Participation in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Coleen Carrigan, Cal Poly San Luis Obispo; Eve A. Riskin, University of Washington; Jim L Borgford-Parnell, University of Washington; Priti N Mody-Pan, University of Washington; Dawn Wiggin, University of Washington; Sonya Cunningham, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. First, our participants, all of whom were persisting inengineering majors at the time of this study, expressed high levels of self-efficacy, and self-identified as someone who seizes opportunities and combats self-doubt with a fierce work ethic.We call this type of student an “active agent.” Second, emerging across all domain categorieswas a strong sense of responsibility toward kin, and community and support from theseoftentimes-nontraditional sources. In identifying and analyzing these two seeminglycontradictory characteristics – strong individual drive and interdependent, relational orientation –we hope to inform diversity advocates in engineering about the unique attributes that helpstudents from low socioeconomic standpoints persist and

Conference Session

First-year Programs Division Technical Session 12: Teaching and Advising Students in that Critical First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shelley Lorimer P.Eng., MacEwan University; Jeffrey A Davis P.Eng., Grant MacEwan University

Tagged Divisions

First-Year Programs

studentswith a higher probability of failure) reduce attrition through improving self-efficacy and skilllevel in mathematics. Moses et al.6, in an article devoted to math readiness and personality, stressthe need to examine math readiness to in order to improve retention of first-year students. Thisstudy consisted of participation from 129 freshman engineering majors, and used logisticregression as a means of evaluating the data. Moreover, research in engineering education has indicated that pre-university assessment of“student readiness” might be used to inform best practices in teaching first-year engineeringcourses. A substantial portion of the literature considered in this paper was devoted to theevaluation of mathematical and other pre

Conference Session

Technical Session: Pedagogical Strategies and Classroom Techniques for Teaching Assistants

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephen W. Crown, University of Texas, Pan American; Ana Alanis, University of Texas, Pan American ; Jose Luis Chavez Jr., The University of Texas, Pan-American; Joel Guadalupe Montemayor, University of Texas, Pan American; Ricardo Montemayor, University of Texas, Pan-American; Haidy Enid Soto, University of Texas, Pan American

Tagged Topics

Diversity

Tagged Divisions

Student

STAR Legacy cycle11 which guidesstudents through six phases entitled The Challenge (problem definition), Generate Ideas(brainstorming), Multiple Perspectives (open inquiry), Research and Revise (guided inquiry,lecture, textbook), Test Your Mettle (formative assessment), and Go Public (summativeassessment, presentation).A decision was made to use CBI as the framework for the development and implementation ofthe fourth year curriculum for the outreach program. The decision was based on the previoussuccess of integrating projects into the curriculum in the TexPREP program and studies showingpositive results, especially in self-efficacy and adaptive expertise12, associated with theimplementation of CBI. The development of four courses using CBI

Conference Session

K-12 & Pre-College Engineering Division: Fundamental & Research-to-Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mandy Biggers, Penn State University; Leigh Ann Haefner, Penn State University; Jonathan Bell, Penn State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

, and crosscutting concepts1. Even ifdeveloped tomorrow, it would still take years for most districts to adopt and implementthis new curriculum in elementary classrooms. Curriculum adoption and revisionrequires many levels of professional development, pilot study implementation, anddistrict/board approval. In the meantime, teachers are left to work with the curriculumthey currently have and attempt to meet the demands of the NGSS. Research has shown that, given their limited preparation for teaching science,elementary teachers rely heavily on their science curriculum materials7, 8. This reliancestems from a combination of factors including (1) teachers’ reported low self-efficacy forteaching science9, (2) their reported lack of deep

Conference Session

Thermodynamics, Fluids, and Heat Transfer I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nihad Dukhan, University of Detroit Mercy

Tagged Divisions

Mechanical Engineering

thermodynamics instructions by someresearchers. This method trains students to tackle ill-defined, ill-structured problems as found inthe real world.4 Studies have shown that this learning method results in more positive students’attitudes, a deeper conceptual understanding and improved retention of knowledge.12 Thesuccess of problem-based learning depends to some extent on students’ self-efficacy and thedegree of collaboration among peers. In problem-based environments, learners practice higherorder cognitive skills (analysis, synthesis and evaluation), and constantly engage in reflectivethinking.34 Lape35 presented tiered scaffolding techniques to bridge the gaps in high-cognitive-load problem-based learning in thermodynamics. In a problem-based

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alan R. Peterfreund, SageFox Consulting Group; Emanuel Costache, SageFox Consulting Group; Helen L. Chen, Stanford University; Shannon Katherine Gilmartin, Stanford University & SKG Analysis; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

% 42% 34% 32% Customer development 21% 17% 22% 8% * Economic development 22% 27% 14% 31% * Self-efficacy 27% 27% 23% 25% Endurance 30% 26% 16% 18% Need for autonomy 13% 14% 10% 17% Social orientation 12% 8% 10% 3% * = p < 0.05What’s changed since 2012‘Creativity’ is an even stronger associative characteristic for I&E

Conference Session

Technology-Related Educational Research

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ting-Ting Wu, Graduate School of Technological and Vocational Education, National Yunlin University of Science and Technology; Yueh-Min (Ray) Huang, Cheng-Kung University; Rustam Shadiev, Department of Engineering Science, National Cheng Kung University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

discussion and collaborative leaning, they could get problem solutions and deepen theircognitive understanding and thus develop the abilities of critical thinking and professionaljudgment.According to the results of the experiment, the peer evaluation has the lowest score amongthe three evaluation methods because of the competition among peers, while the self-evaluation and the expert evaluation share a similar score. Additionally, the analysis of thelearning behaviors show that most of the students with low creativity read and downloadedinformation in the learning system and interacted with peers in the platform to have diverseviews and enhance their abilities of self-efficacy analysis; the students with high creativitywere willing to seek, explore

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Louis A. DiBerardino III, Ohio Northern University; Lawrence Funke, Ohio Northern University; David R. Mikesell, Ohio Northern University

Tagged Divisions

Entrepreneurship & Engineering Innovation

-Olimat, K., 2013. “Inculcating an entrepreneurial mindsetin engineering education: Project approach”. ​Proceedings - Frontiers in Education Conference,IEEE​, pp. 121–126.[16] Duval-Couetil, N., Shartrand, A., and Reed, T., 2016. “The Role of EntrepreneurshipProgram Models and Experiential Activities on Engineering Student Outcomes”. ​Advances inEngineering Education, ​5(1), pp. 1–28.[17] “KEEN Framework,”https://keenwarehouse.blob.core.windows.net/keen-downloads/KEEN_Framework_spread.pdf​.[18] Carberry, A. R., Lee, H. S., and Ohland, M. W., 2010. “Measuring Engineering Design Self-Efficacy”. ​Journal of Engineering Education, ​99(1), pp. 71–79.[19] Hylton, J. B., France, T., and DiBerardino III, L. A., 2017. “Impact of Various Pedagogieson

Conference Session

Aerospace Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kuldeep S Rawat, Elizabeth City State University; Ellis Eugene Lawrence, Elizabeth City State University; Robin Renee Mangham, Elizabeth City State University; Orestes Devino Gooden, Elizabeth City State University

Tagged Topics

Diversity

Tagged Divisions

Aerospace

and science. The program must aim to foster students’ interest in coresubjects, engagement in learning activities, and improved self-efficacy, which is central to thedevelopment of students’ academic motivation [10].Studies have shown that rural students are less likely to attend colleges, have greater gapsbetween high school graduation and entering college, and are less likely to be continuouslyenrolled in college [11]. In addition, many rural students don’t see the connection between theirhigh school education and careers. Math and science focused programs can help rural studentsaim high while providing real-world, experiential learning opportunities. These experiences canmotivate students to engage in more rigorous coursework, envision

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Gail Baura, Loyola University Chicago; Leanne Kallemeyn, Loyola University Chicago; Noe Arroyo; Vincent C.F. Chen, Loyola University Chicago; Allan Beale

Tagged Divisions

Design in Engineering Education, First-Year Programs

studydesign, conclusions cannot be drawn about the impact of this pedagogical strategy, incomparison to other strategies, on student engagement, situated learning and studentperformance. With the longitudinal design, this study will continue to explore the impact of themulti-semester cardiograph project on situated learning, student engagement, studentperformance, and student self-efficacy, which could support student retention in engineeringprograms. The cardiograph project provides students with the practical experience of howdevices are made/work that students and industry desire in Engineering programs.References[1] ASME, "Vision 2030: Creating the Future of Mechanical Engineering Education, Phase 1 Final Report," ASME, New York2011.[2

Conference Session

First-year Programs Division Postcard Session 2: Identity and Sense of Belonging

Collection

2018 ASEE Annual Conference & Exposition

Authors

Saira Anwar, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette; Damji Heo Stratton, Purdue University, West Lafayette; Dayoung Kim, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

First-Year Programs

,” Foster. Crit. Reflect. adulthood, vol. 1, p. 20, 1990.[30] J. Dewey, Experience and education. New York: Macmillan, 1938.[31] E. Elbers, “Classroom interaction as reflection: Learning and teaching mathematics in a community of inquiry,” Educ. Stud. Math., vol. 54, no. 1, pp. 77–99, 2003.[32] A. Y. Lee and L. Hutchison, “Improving Learning From Examples Through Reflection,” J. Exp. Psychol. Appl., vol. 4, no. 3, pp. 187–210, 1998.[33] D. Boud, D., Keogh, R. & Walker, “Promoting reflection in learning: a model,” in Reflection: turning experience into learning, London: Routledge, 1985, pp. 18–40.[34] B. J. Zimmerman, “Self-Efficacy: An Essential Motive to Learn,” Contemp. Educ. Psychol., vol. 25, no. 1

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephen Roberts, University of Florida; Fazil T. Najafi, University of Florida; Curtis R. Taylor, University of Florida

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

include: o Exceptionally high stress levels associated with successful transition into the college/university, as well as, pressures related to academic performance, o Feelings of isolation and/or a lack of “belonging” within the college/campus setting (ESP. First Generation students). This may pose negative effects on student confidence and perception of self-efficacy, o Assistance avoidance behaviors related to asking for help both inside and outside of the classroom. Utilizing campus support services if efforts to avoid association with negative stereotypes historically attribute to their cultural, ethnic, or gender group (11). o Perceptions of isolation which result in USP students becoming less involved in

Conference Session

Materials Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stephen J. Krause, Arizona State University; Sarah Hoyt, Arizona State University

Tagged Divisions

Materials

Materials Course. 2013 ASEE Annual Conference Proceedings.11. Zimmerman, B., Bandura, A., and Martinez-Pons, M., (1992). Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting American, Educational Research Journal, Vol. 29, No. 3 pp. 663-676.

Conference Session

NSF Grantees: Entrepreneurship

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bahram Roughani, Loyola University Maryland

Tagged Topics

NSF Grantees Poster Session

defined problem, they develop higher level of creative confidence.This can have positive impact on self-efficacy as a science or engineering major. Moreover, thisapproach allows having greater emphasis on sociotechnical approach by applying scientificknowledge and technical skills to address societal and human needs using entrepreneurialmindset. Our future efforts will further explore the impact of user innovation module and thewhole course on students’ perception of and understanding about entrepreneurial mindset usingconcept map approach.References:1. Trilling, C. and Fadel, B. (2012), “21st Century Skills: Learning for Life in Our Times”, Jossey-Bass (a Wiley Imprint) ISBN-13: 978-0470475386. https://www.amazon.com/21st-Century-Skills

Conference Session

NSF Grantees: REU 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mathew Kuttolamadom, Texas A&M University; Jyhwen Wang, Texas A&M University

Tagged Topics

Diversity, NSF Grantees Poster Session

program provided both knowledge about research, andincreased the student’s self-efficacy related to graduate school. The majority of students alsoindicated a high-level of confidence in doing standard and new technical tasks related to theproject. The team-framework was viewed by students as beneficial to both their learning and theresearch progression. The mixture of different (vertical) researcher levels was perceived to havea positive impact on the research performance, as well as the multi-disciplinarity of the team. Foritem-(iii), all participants rated the aspects of the program administration at ~5.5 out of 6 (Likertscale: 6 = very satisfied). Overall, the participants responded positively on the programadministration, housing (improvement

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Scott Martin Hanson, North Dakota Established Program to Stimulate Competitive Research (EPSCoR); Austin James Allard, Turtle Mountain Community College; Robert V. Pieri, North Dakota State University; Paula Jean Comeau, North Dakota State University; North Dakota State College of Science; Megan Even, North Dakota Established Program to Stimulate Competitive Research; Daniel John Luecke, North Dakota State University; Jean Ostrom-Blonigen, North Dakota Established Program to Stimulate Competitive Research; Kelly A. Rusch, North Dakota EPSCoR and North Dakota State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

been caused by the participants’ unfamiliarity with the 3D printing software/hardware,inadequate supplementary instruction material, and/or the complexity of the device (anintermediate level project). The purpose of the second face-to-face session was to prepare theparticipants adequately for their independent project, and in retrospect, more hands-onexperience with the hardware/software is necessary for participant success. Future individualengineering projects should start with a simpler model that could be upgraded to a moreadvanced design for participants that are more skilled. The authors believe this shift inphilosophy would boost participant success and self-efficacy, as they would be more likely toconstruct their initial device

Conference Session

First-Year Programs: Peer Mentoring

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Noah Salzman, Boise State University; Ann E. Delaney, Boise State University; Catherine Rose Bates; Donna C. Llewellyn, Boise State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

expand a student’s personal and professional networks,and provide validation and critical feedback on their academic progress. For these reasons,faculty and student interactions are critical to the undergraduate student experience. Additionalstudies done by Crisp and Cruz have found that mentoring can help with student persistence incollege and overall adjustment [14].Impact on Underrepresented StudentsSeveral studies indicate the critical role mentoring and social support networks play specificallyin the educational progress of students from racial and ethnic groups who have been traditionallyunderrepresented in the STEM fields [15], [16]. Studies have demonstrated that mentoring canlead to higher grade point averages, increased self-efficacy

Conference Session

New Trends in ECE Education I

Collection

2008 Annual Conference & Exposition

Authors

Sandra Yost, University of Detroit Mercy; Mohan Krishnan, University of Detroit Mercy; Mark Paulik, University of Detroit Mercy

Tagged Divisions

Electrical and Computer

attempting tosolve a problem for which they had not yet been given any instruction to see what behaviors theyactually exhibited in such situations. These observations were also conducted pre- andpost-course.In the focus groups, students were asked questions that addressed four themes: • Strategies: What are some strategies you use when you need to learn new concepts or apply concepts to a new problem? • Self-Efficacy: What do you do when you get stuck on a homework problem or project? • Group Benefits: If you study with other students, describe how you interact with group members when you study. • Novel Problems: How well do you do when the homework problem looks completely different from problems the

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Stephen Thompson, University of South Carolina; Jed Lyons, University of South Carolina

Page 12.383.5in project activities. The variety of data sources (surveys, open-response questions,interviews, notes, artifacts) permitted the triangulation of data and supported the validityof these findings. Finally, the pre and post profiles were compared to determine thedegree of change that could be attributed to project participation. FindingsTeaching/SchoolingAcross both groups of GK-12 Fellows the consensus was that these experiences leftparticipants better positioned to teach within their respective content areas. Survey datashowed positive pre to post change in teaching self-efficacy across several domains.Areas of change included the ability of GK-12 Fellows to engage students in problemsolving