Collection

2014 ASEE Zone 1 Conference

Authors

Tara Kulkarni

critical thinkingtest results will be available for presentation and reporting, at theconference. skills, to personal attributes such as self-efficacy, and leadership showed significant positive correlations. Index Terms—service-learning, community partners, Professional schools, such as engineering are uniquelycollaboration, reflections, projects positioned to create these experiential education opportunities for their students as stated by Bringle and Hatcher (1996)8

Collection

2025 Rocky Mountain Section Conference

Authors

Randy Hurd; Sulabh Khadka; Dustin Grote

in college. Ashley et al., (2017) explored the goals of 14 differentSTEM Summer Bridge programs across the United States and divided those in three parts: 1)academic success goals—providing students with foundational knowledge in a STEM domain, 4improving student content knowledge in a discipline, maximizing student GPA, increasingresearch participation, increasing student retention, and increasing student graduation rate fromthe college; 2) psychosocial goals—increase interest in the major, improve student sense ofbelonging, increase student sense of preparedness, increase student self-efficacy, and networkwith students and faculty; and 3

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

David MacNair, Georgia Institute of Technology; David Edward Torello, Georgia Institute of Technology; Jeffrey A. Donnell, Georgia Institute of Technology

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

explicitly ask them to display and explain their output displays before theyleave. This is a time-consuming activity; to create time to do this, we have reduced the numberof required tasks in each lab, allowing us and the students to concentrate on a few, criticalconcepts. In this way, we are able to verify assure that students understand what they have doneand they can correct errors before they leave lab.Our third problem-solving activity for the students involves the validation of their results byquantifying uncertainty and identifying discrepancies between predictions and measured results.While it is not unusual for lab instructors to require that uncertainty be quantified, we askstudents to take the extra step of discussing uncertainty in depth

Conference Session

Engineering Economy Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Deborah Ann Pedraza, Texas Tech University; Mario G. Beruvides P.E., Texas Tech University

Tagged Topics

ASEE Diversity Committee

Tagged Divisions

Engineering Economy

than either of the twoeffects alone.”[21] In his study, Henson[21] suggests that we may be able to predict outcomes notbased on a person’s past aptitude or grade point average, but rather, on their self esteem,dogmatism, and intrinsic or extrinsic motivation to be successful.[21] Evidence of the use of performance comparisons in efficacy belief formation is supportedby other research and supports the claim of self-efficacy theory that vicarious experiences aremore influential on students who have little experience in a particular area such as in comingfreshman engineering students.26 Yet, another study stated that individuals “who are lessconfident, experience negative interactions with peers and instructors, and hold

Conference Session

FPD 10: Teamwork

Collection

2014 ASEE Annual Conference & Exposition

Authors

Oguz Hanoglu, Purdue University, West Lafayette; Aladar Horvath, Ivy Tech Community College; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

distribution. The team did not realize thatstandard deviation does not provide sufficient information about how data is distributed for thecontext of the given problem. The lecture discussion on the bell shape of a normally distributeddata set and how standard deviation helps describe that shape were not understood. This resultedin the comment about 96% of the data being included within two standard deviations. This teamdid not test the data sets they were provided for normality.Hattie and Timberley3 discuss that the way students receive feedback is dependent on theircharacteristics (e.g. self-efficacy). Students construct their own meaning out of the providedfeedback. This was observed in Team A’s case (Table 3). Student A-1 said that the

Conference Session

Evaluation: Exploring High School Engineering Education Initiatives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Roxanne Moore, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Sunni H. Newton, CEISMC; Jeffrey H Rosen, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology; Stefanie A Wind, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

modified from severalvalidated instruments related to the 21st Century Skills listed above 33, 34. In addition to 21stCentury Skills, student engagement and self- efficacy were also measured. This instrument,developed by researchers at Georgia Tech for this project, included forty-five items on a 5-pointLikert-type rating scale (e.g., ranging from “Strongly Agree” to Strongly Disagree”), with aCronbach’s α of 0.91, and internal consistency for each of the five scales ranging from 0.84 to0.95. Engineering design portfolio assessment. In addition to affective data, studentachievement data were collected using an engineering design portfolio assessment (EDPA). Foreach project, students used a digital log to document their progress through the

Conference Session

Working in Teams: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan Mentzer, Purdue University, West Lafayette; Andrew Jackson, Purdue University, West Lafayette; Kevin Andrew Richards, Northern Illinois University; Angelika N Zissimopoulos, Purdue University, West Lafayette; Dawn Laux, Purdue University

Tagged Divisions

Educational Research and Methods

research interests are engineering self-efficacy, creativity, and decision making.Dr. Kevin Andrew Richards, Northern Illinois University K. Andrew R. Richards is currently a visiting assistant professor at Northern Illinois University. Prior to his current post, Richards was a post-doctoral research associate with the Center for Instructional Ex- cellence at Purdue University, USA. His post-doctoral position focused on the evaluation of a large-scale course transformation project that sought to increase active learning and student-centered pedagogies in university-level teaching. Prior to post-doctoral studies, Richards completed his Master’s degree and PhD at Purdue University, and Bachelor’s degree at Springfield

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hitesh D. Vora, Oklahoma State University; Brad Rowland, Oklahoma State University; Joe Conner, Oklahoma State University; Brian K. Norton P.E., Oklahoma State University; Qinang Hu, Oklahoma State University; Toni Ivey, Oklahoma State University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

orchange to other majors mainly due to poor teaching and advising; the difficulty of theengineering curriculum; and more importantly - the lack of “belonging” within engineering [1-8]. In addition, the review paper of Geisinger at el. provided a detailed investigation provides allthe reasons why students leave engineering majors and identified common reasons that influencestudents to leave engineering programs [9]. The factors listed in this paper are: inadequate andtraditional forms of teaching and advising; classroom and academic climate, difficulty inunderstanding course content, lack of conceptual understanding, competitive grading structure,lack of self-efficacy or self-confidence, unsuitable high school preparation, difficulty incapturing

Conference Session

High School Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Amy Prevost, University of Wisconsin, Madison; Mitchell Nathan, University of Wisconsin, Madison; Benjamin Stein, University of Wisconsin; Allen Phelps, University of Wisconsin, Madison

Tagged Divisions

K-12 & Pre-College Engineering

learn what they are taught and what they spend time doing rather than what isintended2. For example, content of the enacted curriculum is a reliable predictor ofstudent achievement gains3,4. Measures of the enacted curriculum can also be used toinvestigate the quality of instruction and curriculum implementation5. In this case westudy the enacted curriculum to try to understand where explicit integration occurs, whichin turn addresses some of the necessary pre-conditions that allow students to transferknowledge to new tasks and to situations beyond the classroom. The enacted curriculumis interesting to study using video analysis because we can review what was actuallytaught to the students and compare it to the intended curriculum. (Teacher

Conference Session

Student Learning, Problem Solving, & Critical Thinking 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nathan M. Hicks, University of Florida; Amy Elizabeth Bumbaco, University of Florida; Elliot P. Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

, and importance.70,78,112,113,118,120A number of studies have compared critical thinking ability to various demographic variablesand learning orientations. According to one study, a student’s cultural background stronglyimpacts the expression of critical thinking skills.121 The same study reported that students atpredominantly black universities experienced more widespread development and that Asianstudents struggled to think critically. Another study reported higher levels of critical thinking formales than females.122 Other studies have indicated positive correlations between criticalthinking and information literacy,110 self-efficacy, and effort,122 no correlation between criticalthinking and problem based learning,73 and a negative

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

Taylor Martin, University of Texas, Austin; Tom Benton, University of Texas, Austin; William McKenna, University of Texas, Austin; Pat Ko, University of Texas at Austin

Tagged Divisions

K-12 & Pre-College Engineering

andincluded some that we wrote. It uses a 5-point Likert scale to measure agreement with avariety of statements, falling into several broad categories: • Societal role engineering (ex: I see engineering as addressing human needs.”) • Technical characterization of engineering (ex: “I see engineering as a career that uses lots of math.”) • Self-efficacy (ex: “I am good at technology,” or “I enjoy science.”) • Engineering education (ex: “Creative students should become engineers.”)Overall, the participants see engineering as a highly technical field offering great benefitsto humanity. They rated themselves as being proficient in pertinent technical areas, valuebalance within teams, and see teamwork as being commonplace in and

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Moses Olayemi, Purdue University, West Lafayette ; Jennifer Deboer, Purdue University, West Lafayette ; Mohammad Javad Ahmadi

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

IraqiUniversity. Each faculty member had excellent content knowledge of their respective disciplines.After a series of meetings with members of the school administration, we sent out a needsassessment survey via personalized links to the 161 faculty members in the college of engineering.The survey consisted of 11 sections including background and qualifications, current work,individualized approach to teaching, Information and Communication Technologies (ICT) self-efficacy and perceived usefulness, professional development history, school climate, and schoolculture. The primary goal of this analysis was to facilitate conversation and inform stakeholdersof the areas of interest to concentrate the efforts of the proposed faculty development workshop.The

Conference Session

Project Based and Experiential Learning in Manufacturing

Collection

2022 ASEE Annual Conference & Exposition

Authors

Derek Yip-Hoi, Western Washington University; Sura Alqudah, Western Washington University

andintegrity of the learning system by providing a supportive learning environment for students [8].Tsenn J. from Texas A&M published that the students' self-efficacy in their MechanicalEngineering capstone course during the pandemic was not significantly different from thosereported on previous years before the pandemic. Tsenn also mentioned that the Fall2020 COVIDaffected class had an exciting increase in their overall project satisfaction score compared withthe year before. It was concluded that even though there were significant changes to the way thatthe class was instructed during 2020, the students were resilient and adaptable to the change, andthat left the instructors confident that regardless of the delivery method, all course outcomes

Conference Session

Student Division (STDT) Technical Session 1: Student Success and Mentoring

Collection

2023 ASEE Annual Conference & Exposition

Authors

Duncan H. Mullins, State University of New York, Buffalo ; AraOluwa Adaramola, Purdue University, West Lafayette

Tagged Divisions

Student Division (STDT)

. F. Tang, and A. Y. N. Cheng, “Preservice teacher education students’ epistemological beliefs and their conceptions of teaching,” Teach. Teach. Educ., vol. 25, no. 2, pp. 319–327, Feb. 2009, doi: 10.1016/j.tate.2008.09.018.[18] H.-J. Kim and S. Im, “Preservice Physics Teachers’ Beliefs about Learning Physics and Their Learning Achievement in Physics,” Asia-Pac. Sci. Educ., vol. 7, no. 2, pp. 500–521, Dec. 2021, doi: 10.1163/23641177-bja10038.[19] B. Baki̇ oğlu, “Teacher candidates’ teaching-learning conceptions and self-efficacy in organizing out-of-school trips: The mediating role of lifelong learning,” Res. Pedagogy, vol. 11, no. 2, pp. 483–500, 2021, doi: 10.5937/IstrPed2102483B.[20] D. Hardjito, “The Use of

Conference Session

Using Computation and Modeling, Engineering Physics and Physics Division (EP2D) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ruben D. Lopez-Parra, University of New Mexico; Ravishankar Chatta Subramaniam; Jason Morphew, University of Illinois, Urbana-Champaign

Tagged Divisions

Engineering Physics and Physics Division (EP2D)

M. S. Topçu, “Improving early childhood pre-service teachers’ computational thinking teaching self-efficacy beliefs in a STEM course,” Res. Sci. Technol. Educ., pp. 1– 27, 2022, doi: 10.1080/02635143.2022.2036117.[4] J. Zhang, B. Meng, L. Zou, Y. Zhu, and G. Hwang, “Progressive flowchart development scaffolding to improve university students’ computational thinking and programming self- efficacy,” Interact. Learn. Environ., pp. 1–18, 2021, doi: 10.1080/10494820.2021.1943687.[5] C. Vieira, M. Penmetcha, A. Magana, and E. Matson, “Computational thinking as a practice of representation: A proposed learning and assessment framework,” J. Comput. Sci. Educ., vol. 7, no. 1, pp. 21–30, 2016, doi: 10.22369/issn.2153-4136/7/1/3.[6

Conference Session

Personnel Development & Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Devayan D. Bir, Loras College

Tagged Topics

Diversity

Tagged Divisions

Aerospace

) influencing students’ decision to drop out of STEM majors. Students withweaker academic backgrounds were at higher risk of leaving STEM majors. This directlypoints to a student’s schooling, and skills and abilities prior to joining the institution.Intentions, goals, and commitments were identified as attitudinal factors (motivation,confidence, and self -efficacy to STEM) in the report. Formal academic experiences such aslow academic performance and rigor involved with introductory STEM courses lead studentsto drop out while informal academic experiences such inadequate advising, negativeexperiences with faculty were cited as reasons for the same. The report did not highlight anyexperiences in the social system as defined by the framework.Figure 4

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joanne Kay Beckwith, University of Michigan; Laura Hirshfield, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

education, choosing and engineering, and determining their career goals.According to Eccles and Wigfield’s categories, it is a theory focused on the reasons forengagement[9]. SDT asserts that actions are motivated by the desire to fulfill three basic humanneeds: competence, autonomy, and relatedness [10]. Competence is the knowledge and skills onemust possess to succeed and feel effective in dealing with the environment. Perceivedcompetence is often compared to self-efficacy, which is a person’s beliefs about their capabilitiesto produce designated levels of performance that exercise influence over events that affect theirlives [11]. Competence is built through providing optimal challenges, promoting task feedback,and freedom from demanding

Conference Session

Undergraduate Students' Development of Computational and Programming Skills

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angela Minichiello P.E., Utah State University; Muhammad Asghar P.E., Utah State University; Ebenezer Ewumi, Washington State University; Candis S. Claiborn, Washington State University; Olusola Adesope, Washington State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

requirement for graduation.Other studies provide insights into the usefulness of HIP for underrepresented students. Servicelearning is reported to contribute to substantial improvements in underrepresented studentoutcomes. Song, Furco, Lopez and Maruyama [9], for example, analyzed the effects of servicelearning on underrepresented students enrolled at a Midwestern university. Their findingssuggested positive relationships between STEM undergraduate participation in service learningand several academic outcomes, including cumulative grade point average and continuedenrollment. Service learning has also been shown to effect student self-efficacy and self-concept[10]. Because service learning has been shown to produce several benefits, it is

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sam Kelly-Quattrocchi, University of Washington; Denise Wilson, University of Washington; Rachel Roberts, University of Washington School of Environmental and Forest Sciences; Rachel Yonemura, The University of Washington

Tagged Topics

Diversity, NSF Grantees Poster Session

, and others. 81% of the population was male and 19% was female. Noattempt to oversample women or minorities was made in collecting this sample. 8.2% of thesample were freshman or sophomores, 59% were juniors, and 33% were seniors (including fifthyear seniors).C. InstrumentsThe questions analyzed in this study were included in a survey that included basic demographicsand affective indicators including self-efficacy, task value, belonging, and job values that maymediate or otherwise influence the way in which the primary indicators grow and evolve over theundergraduate years. The primary indicators included various measures of sustainability values(e.g. social responsibility, consumer responsibility), and five short answer questions related

Conference Session

Active learning in BME, Session II

Collection

2018 ASEE Annual Conference & Exposition

Authors

John R Clegg, University of Texas, Austin; K. R. Diller, University of Texas, Austin

Tagged Divisions

Biomedical Engineering

“alittle bit” more like and engineer on the 7-point Likert scale were separated as “low identifiers,”and those who said “more” or “much more” of an engineer were labeled as high identifiers.In contrast with what the expectation of an engineering student, these “high identifiers” preferredproblems that were more creative, cumulative, and qualitative, that had more answers that arecorrect. They were more comfortable, engaged, interested, motivated, and assured of self-efficacy in solving engineering challenges. Our observation herein is somewhat preliminary, asthe size of the low-identifying sample was small. We cannot conclude whether the challenge-based instruction model shifted the class preferences of high-identifying students toward those

Conference Session

System 1 in Engineering Education and Research

Collection

2018 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University; Kanembe Shanachilubwa, Harding University; Stephen Secules, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

lonely position, disconnected from her femalenon-engineering friends and a close female parent. Does being a “smart engineer” mean all of these non-engineers that she cares about are not smart? Perhaps in direct contradiction to what one would expectabout positive self-efficacy and identity in engineering, she stands in solidarity with her female non-engineering network as a support mechanism. And yet, Rebecca also enjoys a sense of solidarity withmale engineering peers. Here, once again, the label of “smart engineer” would be a dangerous identity toembrace, if smartness and high grades could come at the expense of social connections to these malepeers who underperformed Rebecca. One could argue that Rebecca’s actual self-efficacy and

Conference Session

Minorities in Engineering Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Felicia James Onuma, University of Maryland, College Park; Bruk T. Berhane, University of Maryland, College Park

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

classroom or workplace is not measured by a deepattention to issues of race, ethnicity, gender, etc. Conceivably, many Clark School alumnirepresented in the study were trained in more of a traditional engineering pedagogical tradition,and therefore did not explicitly need to grapple with issues of race in order to persist in theircourses. Foregrounded by these prior studies and the implications described here, it may not beespecially surprising that some study participants did not respond strongly to the idea that therewas any type of negative treatment based upon their race or gender identity. At the same time,the lack of attention to identity based on race may have allowed these alumni to see faculty in amore positive manner.Notwithstanding

Conference Session

Works in Progress: Classroom Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ada Hurst, University of Waterloo; Oscar G. Nespoli, University of Waterloo

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

,encouraging teacher-student dialogue, improving student motivation and self-esteem, bridgingthe gap between current and expected performance, and ultimately improving teaching.32Narciss33 identifies two components of feedback – the evaluative part, which assesses the qualityof the answer, and the informational part, which provides direction for progress. Shute1 reviewsa similar model, according to which feedback contains both verification and elaborationcomponents. A more informative feedback is found to be related to better performance, and insome cases, better motivation33. Whether or not more information in the feedback improvesstudent motivation depends on the student’s confidence in their own abilities (or self-efficacy)34.Different frameworks

Conference Session

Interest and Movitation: Formulating New Paradigms to Increase URM Participation in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michele Yatchmeneff, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

because it is linked to student success and persistence in STEM degrees30,33–39.Students’ self-efficacy in mathematics and science is also related to student success andpersistence in STEM degrees10,20,35,37,40–42.MethodsSelf-Determination TheoryI used Ryan and Deci’s self-determination theory of motivation as the theoretical framework formy study. Self-determination theory takes into consideration intrinsic and extrinsicmotivations43–46. ANSEP makes public the extrinsic motives they provide to their high schoolstudents, such as scholarships, to motivate them to complete advanced mathematics and sciencecourses19. Due to ANSEP’s high levels of success at motivating high school students to takeadvanced mathematics and science course19,21,22, ANSEP

Conference Session

Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rongrong Yu, Virginia Tech; Denise Rutledge Simmons PE, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

women’sprofessional outcome expectations using the same data.22 They found, after controlling forstudents’ demographic and academic background characteristics, pre-college self-efficacy andself-confidence, learning experience, academic and social contextual influence, and fourth yearself-confidence, participation in the living learning program positively influenced students’overall professional outcome expectation, as well as achieving career success and combining aprofessional career with having a balanced personal life.To sum, these studies reported positive influences of LLC on student engagement, connectionwith engineering programs, and career expectations. The LLC involvement affects studentdevelopment through interactions with peers and faculty and the

Conference Session

Mentoring, Advising, and Facilitating Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michelle Marie Grau, Stanford University; Shannon Katherine Gilmartin, Stanford University; Beth Rieken, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

better understanding of their early career work. Drawing from the PEARS data,Brunhaver4 showed that engineering graduates who were non-engineering focused four yearsafter earning their degree were different from their engineering focused peers in terms of certainundergraduate experiences (e.g., they were less likely to have participated in an internship or co-op) and level of technical interests. Moreover, while women and men graduates in this samplewere not different in terms of their current position (engineering or non-engineering), they weredifferent in terms of future plans. Women tended to have lower technical self-efficacy andinterests than did men, which helped to explain why they were more non-engineering focused intheir

Conference Session

Expanding Diversity, Equity, and Inclusion in Engineering Cultures from a Theoretical Perspective

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brianna Benedict McIntyre, Purdue University, West Lafayette; Dina Verdín, Purdue University, West Lafayette; Rachel Ann Baker; Allison Godwin, Purdue University, West Lafayette; Thaddeus Milton

Tagged Topics

ASEE Diversity Committee, Diversity

, students’ sense of self-efficacy and task value. Self-efficacy isdefined as a students’ beliefs about their capabilities to succeed in a given task [18], and taskvalue refers to beliefs students’ hold about the potential importance, utility, and enjoymentassociated with an academic task [19]. Both motivational factors were found to predict classroomengagement and achievement [17].The seminal work of Seymour and Hewitt [20] found that a lack of belongingness drove manytalented women, as measured by grade point average, to switch out of their STEM undergraduateprograms to non-STEM programs. In their study, Seymour and Hewitt [20] noted that the culturein various STEM programs undermined women’s sense of belonging. Similar results have beenfound in

Conference Session

Multidisciplinary Service and Outreach Projects

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kristie Gutierrez, Old Dominion University; Stacie I. Ringleb, Old Dominion University ; Jennifer Jill Kidd, Old Dominion University; Orlando M. Ayala, Old Dominion University; Pilar Pazos, Old Dominion University; Krishnanand Kaipa, Old Dominion University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

, education courses for PSTs shouldprovide resources and opportunities to increase science and engineering knowledge, andassociated pedagogies to help address the needs of elementary teachers and their students. Hsu et al. [11] found that while elementary school teachers believed that it was importantto incorporate engineering into their curricula, they did not feel confident to teach the concepts.A possible solution is to have PSTs implement engineering lessons in a supported and low-riskcontext. This strategy was found to be a powerful mediator of self-efficacy in a recent study within-service teachers [12]. One means to provide a supportive environment is to partner PSTs withengineering students as they develop lessons. One study found that

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Liusheng Wang, Jackson State University; Jianjun Yin, Jackson State University

Tagged Topics

NSF Grantees Poster Session

solving process.  Motivation: including mastery goal for self-actualization (i.e., personal pursuit of well- being and passion); self-efficacy for maintaining optimal emotion and overcoming frustration due to failure; and persistency in valuable task until achieving goals;  Metacognitive knowledge: including awareness of one’s beliefs regarding learning and creativity, and metacognitive knowledge of the following interrelated parts: (a) knowledge of one’s own cognitive and creative process; (b) conceptual knowledge about the specific cognitive and creative strategies that might be used for various learning and creativity tasks; and (c) procedural knowledge of when and where to use the

Conference Session

Research and Models for Professional Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cher C. Hendricks, Georgia Institute of Technology; Barbara Burks Fasse, Georgia Institute of Technology; Donna C. Llewellyn, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering