Conference Session

Classroom Practice II: Technology - and Game-Based Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathryn W. Jablokow, Pennsylvania State University; Xiaorui Zhu, Pennsylvania State University; Jack V. Matson, Pennsylvania State University, University Park; Akshay Nitin Kakde, Pennsylvania State University, Great Valley

Tagged Divisions

Educational Research and Methods

form (see Figure 2) and as a short(1-minute) video, featuring one instructor and several course assistants. Basic Instructions: Build the tallest free-standing tower you can make entirely of shoes. Also think aesthetically: How beautiful is your shoe tower? How much art can you add to it (shapes, colors, etc.)? No other materials are allowed (i.e., no string, tape, glue, etc.). Take a picture, or draw a diagram, or write a description of your tower in words, and submit this together with the reflection questions to receive credit for the normal certificate or the certificate with distinction. Measuring Your Tower: To make the problem more challenging, you must also measure your tower using the following formula. See how high a T-value you can

Conference Session

Capstone Design Courses and Tools in support of Systems Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Pablo Biswas, Texas A&M International University; Runchang Lin, Texas A&M International University

Tagged Divisions

Systems Engineering

, and 82 teachers completed a questionnaire concerning amount of homeworkassigned by teachers, portion of assignments completed by students, and attitudes abouthomework. Upon collection of student achievement measures, the authors found weak relationsbetween the amount of homework assigned and student achievement, and positive relationsbetween the amount of homework students completed and achievement, especially at uppergrades (6-12). Hoover-Dempsey et al.[16] reviewed research on parental involvement in studenthomework, and found that parents involve themselves in student homework because they believethat they should be involved, believe that their involvement will make a positive difference, andperceive that their children or children's

Conference Session

NSF Grantees Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Stephen Krause, Arizona State University; Jacquelyn Kelly, Arizona State University; Dale Baker, Arizona State University; Amaneh Tasooji, Arizona State University

mental models, giving the instructormore insight and allowing students to reflect on their learning. These sheets were later used toassess attitude, self-efficacy, and understanding by students.MeasuresBonding Module AssessmentTo obtain more specific information about student conceptions about atomic bonding, an open-ended pre-and-post topic module assessment was created. In order to develop the assessment,common misconceptions were reviewed from the literature, past research, the Materials ConceptInventory, and experiences from prior sections of the introductory materials science andengineering course. This assessment asked students to briefly describe and sketch a diagram torepresent each of the four types of atomic bonding: covalent, ionic

Conference Session

Systems Engineering Division Technical Session 4

Collection

2014 ASEE Annual Conference & Exposition

Authors

Pablo Biswas, Texas A&M International University; Runchang Lin, Texas A&M International University

Tagged Divisions

Systems Engineering

questionnaire concerning amount of homework assigned by teachers, portion ofassignments completed by students, and attitudes about homework. Upon collection of studentachievement measures, the authors found weak relations between the amount of homeworkassigned and student achievement, and positive relations between the amount of homeworkstudents completed and achievement, especially at upper grades (6-12). Bempechat3 obtainedresearch on parental involvement in student homework, and found that parents involvethemselves in student homework because they believe that they should be involved, believe thattheir involvement will make a positive difference, and perceive that their children or children'steachers want their involvement. Unfortunately, the first

Conference Session

Special Session: Engineering Leadership—The Courage to Change

Collection

2024 ASEE Annual Conference & Exposition

Authors

Marnie Jamieson, University of Alberta; John R. Donald P.Eng., University of Guelph

Tagged Divisions

Engineering Leadership Development Division (LEAD)

able to design things that workand manage high stress environments. In addition, key values surfacing in the literature include:achievement, adaptability, commitment, competence (technical, problem solving, people),collaboration, flexibility, innovation, negotiation, persistence, perseverance, self-efficacy, andwork ethic. Engineering education culture is constrained by the culture and regulations of thehigher education institution, degree requirements, and the research and service requirements forfaculty; accreditation requirements; graduate degree requirements; and the prevailing beliefssurrounding achievement, competition, difficulty, perseverance, collaboration, responsibility andmeritocratic ideology.4.2 Examining Culture in the

Conference Session

Understanding Diversity, Equity, and Inclusion from Students' Perspectives

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy Trauth, University of Delaware; Tia Navelene Barnes, University of Delaware; Jenni Buckley, University of Delaware; Joshua A. Enszer, University of Delaware; Sarah Ilkhanipour Rooney, University of Delaware; Rachel Davidson, University of Delaware; Xiaoxue 'Vera' Zhang, University of Delaware

Tagged Topics

ASEE Diversity Committee, Diversity

, insufficient preparation and barriers in recruiting into engineering programs at the K-12 level, low self-efficacy, lack of peer support, inadequate academic advising or faculty support, harmful stereotypes of particular groups that influence interactions in classrooms or in peer groups, and a chilly or unappealing climate [1- 9]. These factors may exist at the level of the institution, the engineering college, and/or the engineering-specific department. Given the current accreditation structure for engineering programs, students’ experiences may be more influenced by institution and college-level factors in their first two years, when they are taking basic science and breadth courses, and shift to department-level factors in their upperclassmen years

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mark V. Huerta, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

engineering students. The results indicate students who had taken one or moreentrepreneurship courses were more likely to have the desire to start their own business or workfor a small business or startup. They were also significantly more confident in specificentrepreneurial self-efficacy measures including their ability to ‘write a clear and completebusiness plan’ and ‘recognize when an idea is good enough to support a major business venture’.These students also possessed statistically significant higher levels of risk tolerance. Another recent quantitative study called the Entrepreneurship Education Projectinvestigates the motivational processes of three groups of undergraduate students participating inentrepreneurship (entrepreneurship

Conference Session

Sociotechnical Integration

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jacquelene Erickson, Colorado School of Mines; Stephanie Claussen, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Kathryn Johnson, Colorado School of Mines; Janet Y. Tsai, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

. Results also show thatlong-term retention of learning improved for all topics, including ones where student examperformance was traditionally satisfactory. Finally, she reported that student interest in coursematerial increased slightly for male students following the implementation of E3s, butsignificantly for female students. She cites this as an important finding since interest in a topichas been correlated with students’ self-efficacy, which in turn relates to persistence rates inengineering, a field which fails to retain female students at the same rates as male students [34].Use of real-world examples with sociotechnical integrationDuring our search of the literature, the work of Andrade and Tomblim emerged as a case studyon the use of real

Conference Session

Broader Approaches to Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kyle Payne, Collins Engineers

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

. Justine reflected on times when she did not trust herinstincts, stating, “The most important thing is to not give up on that instinct. There’s a reasonyou feel that way.”Acknowledging Pressure to Go Along Just like pressure in a liquid or gas may be used by a professional engineer to exert forcein a mechanical system, pressure may be used by a leader to encourage compliance with anunethical directive or request. Of course, pressure in a liquid or gas may be easier to measure andevaluate than the human mind when under stress. Participants emphasized the importance oftheir awareness of what actions others had taken to apply pressure and how they were feelingunder that pressure, both as a means to respond appropriately and to avoid

Conference Session

Formation and Development of Engineers

Collection

2023 ASEE Annual Conference & Exposition

Authors

Dina Verdin, Arizona State University, Polytechnic Campus; Carlos Luis Perez, Arizona State University; Sharona Krinsky, California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

, such as calculus, they may endorse a more incrementalview of their abilities that manifest as a growth mindset. Even within the same domain (i.e., astatics course), students may exhibit elements of a growth mindset in one topic area, but fixedviews of their abilities in another. The types of mindset students endorse have implications forhow they view and respond to challenging tasks, their persistence in a difficult engineering class,and their motivation to pursue engineering [1], [4]. Situational factors, such as feeling threatenedor facing a challenge, can provoke an individual to take on a certain mindset [5].There are linkages between students’ growth mindset and various success measures. For example,studies of elementary and secondary

Conference Session

Software Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bruce Maxim, University of Michigan - Dearborn; Thomas Limbaugh, University of Michigan - Dearborn; Jeffrey Yackley, University of Michigan - Dearborn

synchronous and asynchronous online versions of the same course.The project team critically examined existing active learning materials used for face-to-facedelivery of the course and adapted them for use in online and socially distanced face-to-facecourse delivery during Fall 2021. The authors monitored the levels of student engagement ineach group and surveyed individual students to measure their perceived levels of engagementwith course activities. Our assessment data suggests that students attending face-to-face classmeetings (with or without social distancing) felt more engaged with the active learning coursematerials than those taking the class online. Students interacting with the active learning coursematerials, whether face-to-face or though

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mike Borowczak, University of Wyoming; Andrea Burrows, University of Wyoming; Shawna Wolf, University of Wyoming; Shaya Wolf, University of Wyoming; Hui Hu, University of Wyoming

understanding the trade-off between high qualitycontent and the extra time and money it takes to create higher quality videos. It furtherhelped establish best practices for online content such as where the content should be accessedfrom, for how long, and the overall delivery of the materials.2 Related Works2.1 Summer CampsSummer Camps have become popular and efficient methods in education research. For ex-ample, Aritajati et al. [1] investigated students’ attitudes towards computing careers andtheir computational self-efficacy by using summer camps. Braswell et al. [2] proposed tocreate a virtual summer camp that provides informal computer science learning opportuni-ties that were intentionally designed to increase the confidence of Black and

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bonnie Kathleen MacKellar, St John's University; Natalie Kiesler, DIPF | Leibniz Institute for Research and Information in Education; Rajendra K. Raj, Rochester Institute of Technology ; Mihaela Sabin, University of New Hampshire; Renee McCauley, College of Charleston; Amruth N. Kumar, Ramapo College of New Jersey

Tagged Topics

NSF Grantees Poster Session

Measure Student Science Teachers’ Professional Competencies. American Journal of Educational Research, 2(7):555– 558, July 2014. ISSN 2327-6126. doi: 10.12691/education-2-7-20.[47] Jamie Gorson and Eleanor O’Rourke. Why do CS1 Students Think They’re Bad at Programming?: Investigat- ing Self-efficacy and Self-assessments at Three Universities. In Proceedings of the 2020 ACM Conference on International Computing Education Research, pages 170–181, Virtual Event New Zealand, August 2020. ACM. ISBN 978-1-4503-7092-9. doi: 10.1145/3372782.3406273.[48] David H. Tobey. A Vignette-based Method for Improving Cybersecurity Talent Management through Cyber Defense Competition Design. In Proceedings of the 2015 ACM SIGMIS Conference on

Conference Session

Graduate Studies Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shannon Barker, University of Virginia; Amy Clobes, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

been proven again and again to bepoor indicators of success in graduate school, particularly in research-based degree programs;and instead, are better predictors of gender and race/ethnicity. Likewise, research tells us that astudent’s GPA is a result of a wide variety of factors in addition to academic potential, includinggender, race, first generation status, and socioeconomic standing [24-29].Alternatively, several better indicators have now been correlated with graduate school success inresearch-based degree programs, including self-efficacy, perseverance, motivation, and a passionfor research and prior research experience [30-34]. A holistic application review process thatfocuses on these evidence-based metrics of success with a de

Conference Session

Studies of Student Teams and Student Interactions

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marcia Gail Headley, University of Delaware; Amy Trauth, University of Delaware; Haritha Malladi, University of Delaware; Jenni Buckley, University of Delaware

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Civil En- gineering from North Carolina State University in the USA. Her disciplinary research interests lie in the area of sustainability in asphalt pavements using material considerations, green technologies, and efficient pavement preservation techniques. Her doctoral work focused on improving the performance of recycled asphalt pavements using warm mix asphalt additives. As a postdoctoral scholar at North Carolina State University, she worked on several NCDOT sponsored research projects including developing specifica- tions for crack sealant application and performing field measurements of asphalt emulsion application in tack coats and chip seals. Her undergraduate teaching experience includes foundational

Conference Session

2-Year College Division: Students and the Pipeline

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Leo Salgado, University of California, Irvine; Sharnnia Artis, University of California, Irvine; Hye Rin Lee, University of California, Irvine; Lorenzo Valdevit, University of California, Irvine

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

and Marshall College. Hye Rin’s research interests are self-reflection, academic interventions, online learning in education, mea- surement, temporal motivation, and resilience in students with disabilities. Specifically, her research focuses on (1) creating an effective intervention that helps URMs persist and continue on in STEM ma- jors via the social media platform, YouTube; (2) examining the nuances related to various measures of academic self-related motivational beliefs; (3) resilient students who achieve high levels of academic per- formance despite their disability; and (4) combining aspects of cognitive and positive psychology to study individual differences in motivation, particularly in exploring

Conference Session

NEW THIS YEAR! - ASEE Main Plenary II: Best Paper Recognition & Industry Day Session: Corporate Member Council Speaker

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen R. Turns, Pennsylvania State University, University Park

Tagged Topics

ASEE Board of Directors, Corporate Members Council

these strategies also draws the attention of bothstudents and teachers to the importance of learning how to learn and solve problems. Studentswho attend to these processes are more likely to detect progress toward their learning goals andhave higher self-efficacy relative to their peers who attend to the quality of final products.39 Taken together, these instructional methods can be employed to help students acquiredeclarative, procedural, and conditional knowledge. In the remainder of this section, we shareideas on how this can be achieved in an introductory thermodynamics course. For our purposes,we define an introductory course to cover the content shown in Table 3. Table 3. Topics Covered in a Typical Introductory

Conference Session

Industrial Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Christian Enmanuel Lopez, Pennsylvania State University, University Park; Omar Ashour, Penn State Erie, The Behrend College; Conrad Tucker, Pennsylvania State University, University Park

Tagged Divisions

Industrial Engineering

topics and real-world problems [1], [2]. The lack of thisconnection could be due to time and context separation [2].The lack of connection and understanding could impact students’ attrition rates. Engineeringgraduate rates in the US have been consistently around 50% over the last 60 plus years [3]–[8].Many factors contribute to these low rates, such as classroom and academic climate, grades andconceptual understanding, self-efficacy and self-confidence, high school preparation, interest andcareer goals, and race and gender [9]. The classroom environment and academic climate mayinclude factors such as the lack of feeling engaged or differences in teaching styles. Grades andconceptual understanding means difficulties in understanding concepts and

Conference Session

Flipped, Blended, Online, Oh My

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kimberly Warren, University of North Carolina at Charlotte; Meagan Padro, University of North Carolina at Charlotte; Chuang Wang, University of Macau

Tagged Divisions

Civil Engineering

President of the Chinese American Educational Research and Development Association (2008-2010). c American Society for Engineering Education, 2020 Highlights and Lessons Learned from a Partially Flipped Civil Engineering ClassroomIntroduction and Rationale To handle the complex challenges associated with engineering and other STEM fields, itis important that students engage higher-order cognitive skills including the ability to criticallyanalyze, conceptualize, and synthesize knowledge. Bloom and Krathwohl’s taxonomy [1], [2],[3] measures a student’s level of understanding based on the following six cognitive levels (fromlowest to highest): 1) remember, 2) understand, 3

Conference Session

Two-Year College Division Transfer Topics Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Erin Shealy, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Catherine Mobley, Department of Sociology and Anthropology, Clemson University; Richard A. Layton, Rose-Hulman Institute of Technology

Tagged Divisions

Two Year College Division

significant.There may also be differences between lateral and vertical transfer students in GPA and otherstudent outcomes. Specifically, in a study of one-time transfers who were non-science and non-professional majors, Kirk-Kuwaye and Kirk-Kuwaye15 found that vertical transfer students Page 23.39.5scored higher than lateral transfers on three out of four measures of engagement: active andcollaborative learning, a supportive campus environment, and enriching educational experiences.The lateral transfer students scored higher than vertical transfers on the student-facultyinteraction measure. The authors conclude that because of the inconsistency in culture

Conference Session

FPD II: Increasing Engagement and Motivation of First-Year Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Walter Curtis Lee, Virginia Tech ; John Andrew Janeski, Virginia Tech; Katherine E. Winters, Virginia Tech

Tagged Divisions

First-Year Programs

of these needs lead to greater psychological well-being. Asshown in Figure 1, we hypothesize that classroom instructors and environment factors contributeto students’ fulfillment of autonomy, competence and relatedness needs, which in turn contributeto greater motivation as measured through self-reported course engagement.Figure 1: Proposed relationship between classroom environment, SDT constructs and students’engagement in lecture and workshop activitiesResearch on Student Autonomy, Competence, and RelatednessAlthough much of the work exploring self-determination among students is quantitative andfocuses on primary and secondary school students, such research has shown promising tiesbetween need fulfillment and indicators of course

Conference Session

Outstanding Contributions: Mechanical Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen R. Turns, Pennsylvania State University, University Park; Peggy Noel Van Meter, Pennsyvlania State University

Tagged Divisions

Mechanical Engineering

statics.21 The organization of knowledge is constructed at the time of learning and can beinfluenced by instruction8 and study behaviors.13 In fact, studies comparing the knowledgeorganization of successful and struggling students in postsecondary classrooms shows that moresuccessful students’ express an organizational structure that more closely resembles that ofexperts than do their less successful peers (e.g., Refs. 22, 23). These differences have beenassociated with performance on classroom assessments24 and problem solving measures.2 Taken together, this body of research suggests that one way in which an instructor couldimprove students’ problem solving is by helping students to develop a well-organized knowledgebase and showing

Conference Session

Special Session: Impacts of Service in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Linda Barrington, University of Massachusetts, Lowell; John Duffy, University of Massachusetts Lowell

Tagged Divisions

Educational Research and Methods

understanding of subject matter. They found that service-learning is moreeffective over four years and that the messiness inherent in helping solve real community-basedproblems enhances the positive effects  (Eyler & Giles, 1999).  Astin et al. found with longitudinal data of 22,000 students that service-learning had significantpositive effects on 11 outcome measures: academic performance (GPA, writing skills, criticalthinking skills), values (commitment to activism and to promoting racial understanding), self-efficacy, leadership (leadership activities, self-rated leadership ability, interpersonal skills),choice of a service career, and plans to participate in service after college. In all measures exceptself-efficacy, leadership, and

Conference Session

Software Engineering Division (SWED) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bruce R. Maxim, University of Michigan, Dearborn; Jeffrey Jonathan Yackley, University of Michigan, Flint

Tagged Topics

Diversity

Tagged Divisions

Software Engineering Division (SWED)

delivery and online delivery of the courses. Usingactive learning techniques, the authors sought to improve the students’ levels of engagementwhile teaching how to design, implement, and test 2D and 3D video games. The students learn touse agile software engineering practices, most notably Scrum and Kanban, to deliver incrementalgame prototypes in each course whereas the focus of the second course is a term-long roleplaywhere students play the roles of developer-owners of a failing game company. In-person andonline students were surveyed to measure their perceived levels of engagement with courseactivities. Using these assessments the authors demonstrate that it is possible to move an in-person active learning course to online delivery without

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Moses Olayemi, Purdue University, West Lafayette; Collins N. Vaye, Florida International University; Viyon Dansu, University of Nebraska - Lincoln; Jennifer Deboer, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

assignificant predictors of teacher self-efficacy and job satisfaction in South Africa [49].Aconsistent theme in these articles was the need to revisit the underlying reasons that teachersjoin the profession to start with.Long-term teaching practices. The next systemic reform recommendation advocates theextension of government-sponsored teaching practice for STEM educators to betterappreciate the requirements of the teaching profession in schools. The recommendation waswidely encouraged by 91.8% of the sample population that was involved in the mixedmethods study [50]. The authors investigated school administrators’ perceptions of theemployability of preservice science, technology, and mathematics teachers through teachingpractice in Nigeria. The

Conference Session

Focus on Faculty

Collection

2010 Annual Conference & Exposition

Authors

Keisha Walters, Mississippi State University; Soumya Srivastava, Mississippi State University; Adrienne Minerick, Mississippi State University; Jacqueline Hall, Mississippi State University; Kaela Leonard, Michigan Technological University; Amy Parker, Mississippi State University; Heather Thomas, Mississippi State University

Tagged Divisions

Women in Engineering

for significant periods of time after the presentation. Theexperience of losing self confidence after one of these situations was discussed, especially in thecontext of different approaches and behaviors, in general, exhibited by males and females andthe growth expected in each of the students over the course of a graduate program and career. Inaddition, the instructor and students discussed realistic scenarios and solutions to tackle Page 15.753.9performance anxiety and self-confidence issues. Self-confidence issues in undergraduate academic environments have been studied and self-efficacy is seen as a larger issue for women than for men18-25

Conference Session

Improving ME Education: Trends in Mechanical Engineering I

Collection

2007 Annual Conference & Exposition

Authors

John Duffy, University of Massachusetts-Lowell; Linda Barrington, University of Massachusetts-Lowell; Cheryl West, University of Massachusetts-Lowell; John McKelliget, University of Massachusetts-Lowell; Eugene Niemi, University of Massachusetts-Lowell; Sammy Shina, University of Massachusetts-Lowell; Hongwei Sun, University of Massachusetts-Lowell; Chris Niezrecki, University of Massachusetts-Lowell; Robert Parkin, University of Massachusetts-Lowell; Majid Charmchi, University of Massachusetts-Lowell; Peter Avitabile, University of Massachusetts Lowell

Tagged Divisions

Mechanical Engineering

racial understanding), self-efficacy, leadership (leadershipactivities, self-rated leadership ability, interpersonal skills), choice of a service career,and plans to participate in service after college. “These findings directly replicate anumber of recent studies using different samples and methodologies.”6 They found thatS-L to be significantly better in 8 out of 11 measures than just service without the courseintegration and discovered “strong support for the notion that service learning should beincluded in the student’s major field.” 6 Page 12.1274.4Eyler and Giles7 in a classic study included 1500 students from 20 colleges/universities ina study

Conference Session

Civil Engineering Division - Innovating New Ways to Teach

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Swenty, Virginia Military Institute; Benjamin Dymond, University of Minnesota Duluth; Camilla Saviz, University of the Pacific; David Saftner, University of Minnesota Duluth; Jeffrey Shafer, University of the Pacific; Kacie D'Alessandro, Virginia Military Institute; Tanya Kunberger, Florida Gulf Coast University; Christopher Shearer

Management in the U.A. Whitaker College of Engineering at Florida Gulf Coast University. Dr. Kunberger's educational research interests are in self-efficacy, persistence, and effective learning approaches in engineering and the development of an interest in STEM topics in K-12 students.Christopher R. Shearer (Associate Professor) Dr. Shearer is an Associate Professor in the Department of Civil and Environmental Engineering at the South Dakota School of Mines and Technology. His research investigates the chemical, physical, and mechanical properties and durability performance of infrastructure materials, with a focus on sustainable concrete materials technology. He also researches new strategies to improve STEM education

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Roxanne Moore, Georgia Institute of Technology; Leslie Flynn, The University of Iowa; W. Ethan Eagle; Joanna Garner, Old Dominion University; Adam Maltese, Indiana University-Bloomington; Adam Talamantes; Stephanie Couch, Massachusetts Institute of Technology; Erica Matheny; Nisha Detchprohm, Georgia Institute of Technology; Leigh Estabrooks

career outcomes [10]. In addition, capstone courses arenow explicitly promoting entrepreneurial versions of the course; while many capstone projects aredefined by industry partners and sponsors or sometimes academic projects, courses are now beingpiloted that specifically cater to the needs of students who want to discover and work on their ownideas [11].Entrepreneurially infused educational opportunities are also catching on with some vigor in designcourses before senior year. These cornerstone experiences were developed for first and secondyear engineering students based on the known impacts of design on self-efficacy and persistencewithin engineering through the formation of an engineering identity [5]. Existing frameworks, suchas the

Conference Session

Virtual and Augmented Reality Applications in Manufacturing Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Xiangxiong Kong, Coastal Carolina University; Alex Fegely, Coastal Carolina University; Wout De Backer, University of South Carolina; Monica Gray, The University of Texas Permian Basin; George Hitt, Coastal Carolina University; Ryan Kerns

-determination, self-efficacy, and grade motivation related to engineering beforeand after completing their VR story experience. Descriptive statistics and inferential statisticaltests will be used to gauge the impact of the VR story by analyzing the differences between thepre- and post- questionnaire ratings for each subscale in addition to the total measurements. Inaddition, semi-structured interviews will be used to gather qualitative data on students’ engineeringmotivation. The quantitative findings from the engineering motivation questionnaire will beinterpreted and then these results will be compared with the qualitative themes from the semi-structured interviews. In this way, the qualitative data will be used to emphasize and detail