practice from ouranalysis: (a) authentic-task driven, (b) collaborative inquiry, (c) reflective-design process, (d) engineeringidentity. Future we will build on this study and develop some valid instruments to measure thesecharacteristics in order to clarify the relationship between community of practice and engineeringstudents’ learning effect.Keywords: community of practice; engineering learning; authentic-task driven; collaborative inquiry;reflective-design process; engineering identityINTRODUCTIONAs the largest developing economy in the world, China is facing a lot of challenges in terms of emergingindustries and new technologies. As a result, China is calling for increasing the quantity and quality ofengineering students to meet society’s
self-efficacy and supporting their further classroom experience andprofessional identity.Fletcher et al. [16] illustrates the former and highlights the top HBCU, Spelman College as anexemplary institution. The women-only HBCU historically provides a climate that centers asset-based practices yielding an environment—regardless of external factors— of professionalexcellence and scholarly development. Spelman leverages the strengths and unique features oftheir students by ensuring that they are not only prepared to be in any sector, but they embodyexcellence in their lives. The notions of identity begetting success are complex and present afurther complicated concept when considering the pressures placed on students to navigateacademia
: Was admitted in Summer 2018, completed all courses; commented saying admission to program was smoother than admission to the University.Findings from the SurveyExhibit 3 shows numerical summaries of responses to survey questions. Students admitted inSpring 2021 could only answer the first 3 survey questions related to Application & Admission,Onboarding, and MEM SSC Effectiveness. This was due to minimal interaction and experiencewith the program at the time of survey completion. Hence, several students admitted in Spring2021 wrote in the open comments area of the survey that they marked Neutral or they chose tonot answer questions 4 – 9 (see Exhibit 3).Questions were measured on a 5-point Likert scale and an open response field was
predicted interestin STEM careers, even when controlling for past experience and self-efficacy in science andmathematics”.This concept was further supported by Ramsey [20] when she took on the case study ofstudents and faculty members of a university science department and found that “both facultyand students, regardless of gender, perceived agentic traits as more important for success inscience than communal traits”.To ‘tie’ value systems together, Trapnell and Paulhus [21], conducted a study and found thatagentic values are more corelated to Self Enhancing values, and similarly, communal valuesto those of Self Transcending and Conservation values, of the Schwartz’s Personal Valuesystem. These findings were obtained during their development of the
presented at more than 100 international, national and re- gional research conferences. Some of his more general research areas of interest include teacher and student’s self-efficacy and motivation research, reading and mathematics education research, and quality of teacher preparation research. Recently, he concluded several educational program evaluations across Texas in the areas of reading, bilingual education and technology. Three of the most recent evaluations in- clude study on middle school students writing, evaluation of the impact of technology in schools, Reading First Grants, a bilingual education program, a nursing student training program funded by the NSF and a Department of Education grant in Green
, as they worked concurrently on group projects and began to frame and build theirunderstanding of individual, year-long projects. Themes include both cognitive, design-relatedchallenges, such as scoping and problem framing, and personal capabilities representingstudents’ self-efficacy, such as time management and maturation. In addition, we noted theimportance of the students’ self-monitoring of their own ability, and the ways in which thisemerged in group and individual work.Scoping and Problem FramingOne of the fundamental challenges in addressing ill-structured problems is the negotiation of anappropriate problem frame, which describes the scope of work and allows the designer tounderstand the dimensions of the solution space16,24. While
oralpresentations, effective teamwork and project management, and demonstration of creativity (inaesthetics and functionality) using the morphological design process [16].Using Arduino in an undergraduate mechanical engineering design course is not new [2-9].Many higher institutions have chosen to incorporate it into a sophomore-level design classeswhere most students have already gained design, CAD, or coding skills prior to registration. Inthese courses, students typically enjoy a single hands-on project while learning aboutmanufacturing. Students have generally responded positively to adding Arduino into thecurriculum, with high levels of self-efficacy in basic mechatronics projects [2]. Whenintroduced early in the curriculum, students gain confidence
. Incorporating an item or two from Table 1 is agood place to start. Also focus on some of these key elements of EML as defined by Wheadonand Duval-Couetil: In order to better create value in society, students need to learn how to discover, identify, and dig deeper into real problems rather than just solve given problems. Learning through experience and reflection is critical to entrepreneurship education due to the situated nature of entrepreneurial thought and action. EML is student-centered and focused on developing a combination of affective factors, thinking patterns, knowledge, and skills. EML involves creating learning experiences through which students develop self-efficacy, value-orientation
trips and “hands on” learning in the PLI program would be good.” “The PLI should expose students to more business-world processes and thinking (e.g. budgets, product development, and actual ethical situations).” “The PLI program should be made to achieve its good end-goal; it doesn’t do so now.”As a result of the previous assessment measures, strides have been made to make the PLI morerelevant for students. The program now includes more hands-on activities and learning exercises,such as interactive games and case studies that emulate real-world scenarios, as well as field tripsto local companies. A new online assessment process has also been implemented to continuouslyimprove the quality of the workshops and the program
colleagues49, mastery goals have been positively associated with how astudent perceives him/her academic ability and self-efficacy. “for me I’m the kind that likes a challenge I like to be in a challenging major,… I know there is a lot of praise in doing engineering, but I don't want the praise to be because I’m a women doing engineering… I know I’m a girl but it shouldn't be Page 26.1291.12 extra amazing it should just be that oh okay you’re doing engineering that's cool but uh it helps cause in my mind yea I can do this and
technicians that can adapt to new processes, systems,and equipment were mentioned repeatedly by employers. This poses an interesting question forfuture work in this area: How can future AM technicians be taught to problem-solve anddevelop the self-efficacy, motivation, and initiative needed to operate systems they haven’t seenyet? Although this study did not focus on non-topical nouns, more work should be done in thisarea.The creation of an AM Body of Knowledge (BOK), which combines the competencies thatemployers, academia, and professional
design improvements to the apparatus, manufactured a set ofthe devices to outfit a laboratory classroom at the university, and helped define instructionalmethods and learning outcomes for a mechatronics laboratory curriculum. In addition todeveloping research skills among participants, three years of implementation of the program havealso been successful in strengthening students' identity as engineers, in increasing student interestto further engage in research activities, and in enhancing student self-efficacy for successfullytransferring to a four-year university, completing a baccalaureate degree in engineering, andpursuing a graduate degree.1. IntroductionEfforts to remain competitive internationally in engineering and technology require a
demonstrates an expectation of positive mental and physical health for groupmembers. Faculty and staff suggested self-care in the form of healthy emotional outlets,celebrating positives, and taking breaks or otherwise having time away from work. Similarly,extracurricular activities [47], positive self-efficacy [48], mindfulness and meditation [49], [50],and meaningful breaks for downtime [51] have been shown to benefit student wellness. Aspectsof Physical Health and Mental Health were considered important by participants, and whilesome actively promoted behaviors
Journal Yes ResearchUses term mentor triad, “Near peer” (i.e. student to Other/None Conference Nosurface level descriptor student)Other/None Other/None Other DiscussAssessing the quality of included articles is an important, but often overlooked step in systematicreviews [13]. In this systematic review on mentoring triads, we include all articles (qualitative,quantitative, and mixed methods studies) that meet the inclusion criteria outlined above. Giventhat we have considered all types of research studies for inclusion in our review, there is not onestandard measure of the quality of these
conversationsthrough social media platforms in the context of engineering education? Engineeringeducation pathways contain many dimensions, as shown by several studies. One investigationwas into the elaboration of self-concept and self-efficacy in engineering education,highlighting differences and suggesting frameworks for improving first-year retention [5].Another study critically investigates language in discussing inequity, signifying atransformation from "underrepresented minority" to "Excluded Identities" to address systemicissues [6]. Finally, another study with a comprehensive approach created a pathway programaligning with national models to increase engineering graduates through peer support andskill development [7]. Evidence from the literature
staffthroughout the entire planning and exploration process [12]. This Student as Partners (SaP)approach has revealed several critical pedagogical elements contribute to the success of student-initiated projects, including increased student engagement, motivation, and ownership oflearning, as well as heightened student confidence and self-efficacy [13], [14].While SaP is a promising model in supporting the SIGs, the survey study reminds that asuccessful SaP implementation values reciprocity of partnership, emphasizing equal support andbenefit for the students and staff involved [13]. Research further points out that tensions andchallenges in SaP that could potentially occur when different perspectives and motivations ofstakeholders come into play, such
gather thestudents’ perceptions. Others have used Likert-type scales in the context of design assessment; afew examples include a decision-making tool for prototyping9, self-efficacy surveys in a designcourse10, and learning outcomes surveys for pre-capstone teams11.Despite the ubiquity of Likert-type scales within the design literature, there are a number of keychallenges that researchers have experienced while using them. Studies have found that peopleanswering questions using Likert scales may preferentially choose options on the ends of the scaleinstead of choosing less extreme answers12. Other studies have shown that misuse (ormisunderstanding) of the midpoint on the Likert scale can confound results; if someone wants toavoid a question, or
students ending their studies in 2012 were higher than in previous years [2].The study also highlighted an increase in four-year graduation rates from 29 percent in 2006 to33 percent in 2011. However, the graduation rate dropped to 22 percent in 2015, and surveyresponses from colleges were inconsistent, making it difficult to determine the exact rate in thatyear.Numerous studies have researched the factors influencing retention rates in engineeringprograms. In a 2013 Geisinger and Raman analyzed fifty studies on attrition rates in engineeringeducation at the postsecondary level and found broad factors driving students to leaveengineering including “classroom and academic climate, grades and conceptual understanding,self-efficacy and self
of Virginia. Whitney earned her Ph.D. in Teacher Education and Learning Sciences with a concentration in Educational Psychology from North Carolina State University. She holds a Master of Arts in Teaching from the University of North Carolina at Charlotte and received her Bachelor of Science in Biology from Winston-Salem State University. McCoy’s research explores identity development for Black girls in educational settings. Her research interests include critical race theory, racial identity devel- opment, self-efficacy, and STEM education. Her dissertation, Black Girls Accepting the Grand Challenge: A Qualitative Exploration of a Summer Engineering Program’s Influence on Black Girls’ Racial Identity, Engineering
of creative problem solvingoutcomes for their community service learning projects, indicating that scaffolding throughquestion prompts may play an important role in self-regulated learning processes and creativeproblem solving outcomes. The authors’ ASEE conference paper published in 2015 revealedthe impacts of scaffolding for creative problem solving through question prompts on students’perception on creative problem solving, self-efficacy, identity, and application of creativestrategies based on data collected from implementation at that time [14]. Results fromanalysis of available data indicated that scaffolding for creative problem solving mightenhance students’ self-efficacy and their interest in engineering and promote their
involves designing and assessing interventions for extra- and co-curricular activities for students throughout the educational ecosystem. He is also a member of the ASEE CDEI Spotlight Team. Dennis holds a B.S. in mechanical engineering from The University of Alabama and a M.S. in mechanical engineering from the University of Florida.Jabari Wilson, University of FloridaDr. Karen Theodora HicklinDr. Jeremy A. Magruder Waisome, University of Florida Dr. Jeremy A. Magruder Waisome is an Assistant Professor in the Engineering Education Department at the University of Florida (UF). Her research focuses on self-efficacy and critical mentoring. She is pas- sionate about broadening participation in engineering, leveraging
Paper ID #38168What Do Engineering and Other STEM Faculty Need? Exploring the Nu-ancesof Psychological NeedsDr. Denise Wilson, University of Washington Denise Wilson is a professor of electrical engineering at the University of Washington, Seattle. Her research interests in engineering education focus on the role of self-efficacy, belonging, and other non- cognitive aspects of the student experience on eDr. Jennifer J. VanAntwerp, Calvin University Jennifer J. VanAntwerp is a Professor of Engineering at Calvin University in Grand Rapids, Michigan. She earned an M.S. and Ph.D. in Chemical Engineering from the University
ensuring thatteachers implement new approaches as intended. [16], [17], [18].More studies have shown that teacher beliefs tend to influence how the enacted curriculum differsfrom the intended curriculum [19], [20]. It is also important to investigate curriculumimplementation beyond teachers’ self-report measures because what is reported tends to differ fromwhat is observed in the classroom [20]. To avoid the repeated pattern of instructional practices thatdo not align with what was intended in the curriculum, it is important to consider teacher beliefs asthey enact the curriculum. The study that is described in this article was designed to potentiallygather support for this claim.Research QuestionThere are many factors that can lead to the
courses have better entrepreneurial self-efficacy [17]. Hence, students who took entrepreneurship courses showed more interest in startingtheir own business than others. Motivated by the aforementioned reasons, and by furtherconsidering [18],[19], entrepreneurship was included as an integral component of the roboticseducation workshop for high school participants conducted at the NYU Tandon School ofEngineering in summer 2018.To effectively and seamlessly integrate robotics and entrepreneurship in our curriculum, theproject team brainstormed and envisioned real-world projects (discussed in later sections) asdesign challenges for summer workshop participants. Moreover, to enable the participants learnbusiness development and product design
-determination theory variablesincluding competence, autonomy, and relatedness, with the addition of effort scale items inaccordance with recommended practices [33]. As the number of student responses is very small,we share frequency distributions below.Competence, according to SDT, refers to a sense of accomplishment and self-efficacy related toa focus area [19]. Three questions contributing to the competence construct were, “during thiscourse I felt…” a. that I was successful in completing difficult tasks. b. that I was taking on and mastering hard challenges. c. very capable of learning the material.As illustrated in Fig. 1, most of the answers to this question were positive with three negativeresponses to “I felt that I was taking on and
motivation and increasedconfidence. On the importance of learning through experiencing small successes in playing theguitar, Greg commented: “You start really slowly and it doesn't sound good at all, but eventually you get the calluses on your fingers, you work over time, you get more coordination, you learn how to read tablature on the internet, that's what I learned from. Then you just get more confidence in yourself and it just builds on itself.”This negative case serves to re-affirm that the causal mechanism is closely related tomotivational constructs such as self-efficacy. Had the small successes not lead to buildingconfidence and interest, Greg would have likely quit learning to play the guitar.RQ3: Comparisons Across
Educational Psychology with the specialties in Gifted Education and Research Methods & Measurement, respectively from Purdue University. Her work centers on P-16 engineering education research, as a psychometrician, program evaluator, and institutional data analyst. She has authored/co-authored more than 30 journal articles and conference proceedings and served as a reviewer of journals in engineering education, STEM education, and educational psychology, as well as an external evaluator and an advisory board member on several NSF-funded projects.Dr. Noemi V. Mendoza Diaz, Texas A&M University Dr. Mendoza Diaz is Instructional Assistant Professor at the Dwight College of Engineering at Texas A&M University. She
major rolein institutional priorities, individual experience, and engineering culture that necessitates anuanced and holistic research agenda.1.1. Prior Empirical Work on Smartness Relevant in Engineering EducationDespite evidence that smartness is interwoven into disciplinary practice and implicated in issuesof equity and inclusion, there is a limited amount of critical dialogue about it in our community.Some extant work has concluded that intelligence beliefs are linked to self-efficacy and the useof active learning strategies and knowledge building behaviors [18]. A study considering howyoung African American students construct perspectives of science and school related to theirown identity showed that students conceptions of science and
40 different makerspacesshows that makerspaces have an opportunity to revolutionize the current educational system byproviding an extracurricular means for students to engage in more hands-on projects and developa large range of the skills that are currently being underdeveloped. This project is a collaborationacross Georgia Tech, Texas State – San Marcos, and James Madison University to measure theimpact that makerspaces have on engineering idea generation skills, design self-efficacy,retention and minority/female engagement.The Invention Studio at Georgia Tech provides a large pool of engineers in training for study, asit is used by students enrolled in over 25 different courses and numerous other students who justwant to build things for