Conference Session

Design in Engineering Education Division (DEED) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Damon Kirkpatrick, U.S. Air Force Academy; Michael Anderson, U.S. Air Force Academy; Phillip Cornwell, U.S. Airforce Academy

Tagged Divisions

Design in Engineering Education Division (DEED)

werederived from the proficiencies of the USAFA Outcomes for Application of Engineering Problem-Solving Methods and Critical Thinking (see Appendices A and B). The final question was includedto capture the students’ self-efficacy in their learning development, which is a topic not specificallyaddressed in this paper. The initial and final questionnaires were identical to gauge a student’sself-assessed development in a given outcome proficiency from the beginning of the semester tothe end. In the Spring 2022 semester, all seven instructors and 369 students participated in the newcourse with the new course projects. The same questionnaire was given to the students at the startand end of the semester, and 321 students responded.The students responded to

Conference Session

Student Division (STDT) Technical Session 4: Minoritized Student Experiences

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mei-Yun Lin, University of Illinois, Urbana-Champaign; Hsinju Chen, University of Illinois, Urbana-Champaign; Holly M. Golecki, University of Illinois, Urbana-Champaign; Leah Espenhahn; Erin Marie Raftery; Alyssa Huang; Mayura Kulkarni

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

Culture in US Higher Education: Navigating Experiences of Exclusion in the Academy. Routledge, 2022.[17] J. Maloy, M. B. Kwapisz, and B. E. Hughes, “Factors influencing retention of transgender and gender nonconforming students in undergraduate stem majors,” CBE—Life Sciences Education, vol. 21, no. 1, p. ar13, 2022. [Online]. Available: https://doi.org/10.1187/cbe.21-05-0136[18] E. Kersey and M. Voigt, “Finding community and overcoming barriers: Experiences of queer and transgender postsecondary students in mathematics and other STEM fields,” Mathematics Education Research Journal, pp. 733–756, 12 2021. [Online]. Available: https://doi.org/10.1007/s13394-020-00356-5[19] J. A. Miles and S. E. Naumann, “Science self-efficacy in

Conference Session

Graduate Studies Division (GSD) Technical Session 4: Mentoring Programs in Graduate Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nahndi Tirrell Kirk-Bradley, Texas A&M University; Cara London, Texas A&M University; Eldridge Raymond Jr., Texas A&M University; Janie M. Moore, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

theprogram. The third action, supporting students' self-actualization and actively motivating them, isimportant because it helps students to develop a sense of agency and self-efficacy. This can beachieved through encouragement, positive feedback, and support for their personal andprofessional growth. The fourth action, contributing to the development of the student's professional andacademic network, is critical because it can help students build valuable connections andopportunities for their future careers. This could include introducing students to relevantprofessionals in their field, helping them network at conferences or other events, or providingguidance on how to build a strong professional brand. Finally, the fifth

Conference Session

DEED Technical Session 11 Empathy and Human-Centered Design 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Pamela Dickrell, University of Florida; Jeremy Waisome, University of Florida; Lilianny Virguez, University of Florida; Andrea Goncher, University of Florida; Idalis Villanueva, University of Florida

and Ph.D. in civil engineering from UF. During her studies, she became passionate about issues of equity, access, and inclusion in engineering and computing and worked to develop programs and activities that supported diverse students in these disciplines. Today, Dr. Waisome is an incoming Assistant Professor in the Department of Engineering Education where she conducts research on broadening participation in science, technology, engineering, mathematics, and computing (STEM+C). She is particularly interested in understanding how formalized mentoring programs impact student trajectories and self-efficacy. In her teaching, she utilizes the learner-centered approach to instruction.Lilianny Virguez (Lecturer

Conference Session

Social Justice: Pedagogy, Curricular Reform, and Activism

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rachel Koh, Smith College; Jenn Stroud Rossmann, Lafayette College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

] analyzed the “low-choice culture” of engineering curricula, particularly incontrast to other fields of study. In the context of new research demonstrating the value of selfdetermination or autonomy for students in motivating learning, enhancing self-efficacy, andsupporting persistence, the relative inflexibility of engineering curricula stood out starkly. Withinindividual courses, studies have shown the “power of choice” to positively influence studentoutcomes, for example, when students may choose from among a menu of design projects[45, 46], and recommendations have been made for the design of self-determination supportiveengineering-student learning experiences [47, 48]. However, Forbes, et al.,’s statistical analysis ofthe curricula at 46

Conference Session

Design Methodologies 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Yan Chen, University of New Mexico; Eva Chi, University of New Mexico; Abhaya K. Datye, University of New Mexico; Sang M. Han, University of New Mexico; Jamie Gomez, University of New Mexico; Andrew Olewnik, University at Buffalo, The State University of New York

Tagged Divisions

Design in Engineering Education

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Courtney Janaye Wright, University of Kentucky; Lucy Elizabeth Hargis, University of Kentucky; Ellen L. Usher, University of Kentucky; Joseph H. Hammer, University of Kentucky; Sarah A. Wilson, University of Kentucky; Melanie E. Miller, University of Kentucky

Tagged Divisions

Culture & Social Justice in Education, Equity

context of the IBM and help-seeking, personal agency is driven bybeliefs about barriers and facilitators to seeking help and self-efficacy beliefs (e.g., confidence inability to seek help). Personal agency beliefs are influenced by background variables such asdemographic characteristics, culture, socioeconomic status, personality, and environmentalstressors. IBM provides researchers with a qualitative protocol for identifying key backgroundvariables and personal agency beliefs.In this study, we use an integrative approach to investigate students’ beliefs by combiningqualitative research methods with the Integrated Behavioral Model. As we seek to understandwhat beliefs drive help-seeking behavior, it is also important to understand the unique

Conference Session

Business and Professional Literacy Within Chemical Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Ferris, University of New Mexico; Pil Kang, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Vanessa Svihla, University of New Mexico; Eva Chi, University of New Mexico; Jamie Gomez, University of New Mexico; Yan Chen, University of New Mexico; Susannah C. Davis, University of New Mexico; Sang M. Han, University of New Mexico; Abhaya K. Datye, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

communicate to students that accuracy and efficiency are valued over meaning-making. This can serve as an incentive to high-performing students and a disincentive to lower performing students and students with lower self-efficacy. In displaying content-centered courtesy and civic virtue, faculty prepare resources and provide feedback on progress; with few truly low-stakes opportunities for feedback, these reinforce the primacy of accurate and efficient knowledge acquisition. Ruinous Faculty display short-sighted learner-centered altruism and courtesy behaviors, empathy expressing care for students in ways that lower their expectations out of concern

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zahrasadat Alavi, California State University, Chico; Kevin Buffardi, California State University, Chico; Kun Zhang P.E., California State University, Chico; Kathleen Meehan, California State University, Chico; Webster R. Johnson, California State University, Chico

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

● I am confident with Calculus ● I enjoy math ● I can apply my math skills to computing and engineering projectsThe pre- and post-bootcamp survey included the same ratings. Ten (n=10) out of seventeenstudents (59%) participated in the survey. The participation in surveys decreased 23 percentagepoints compared to the 2019 bootcamp which was held face-to-face. Table 2 shows the mean(M) and standard deviation (sd) for each item’s rating.By looking at Delta we observe that the average change in attitude represents mostly small-to-moderate increases in students’ ratings of their self-efficacy from before (pre-) to after (post-) thebootcamp. Deltas are greatest for students’ confidence with trigonometry (M = 1.05, sd = 0.21

Conference Session

Supporting Biomedical Engineering Students in Holistic Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cassandra Sue Ellen Jamison, University of Michigan; Annie AnMeng Wang, University of Michigan; Aileen Huang-Saad, Northeastern University; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan

Tagged Divisions

Biomedical Engineering

, vol. 2018- Octob, no. 1428689, 2019.[16] W. H. Guilford, “Clinician-engineer career bias and its relationship to engineering design self-efficacy among Biomedical Engineering undergraduates,” in ASEE Annual Conference and Exposition, Conference Proceedings, 2020, vol. 2020-June.[17] G. Potvin et al., “Gendered interests in electrical, computer, and biomedical engineering: Intersections with career outcome expectations,” IEEE Trans. Educ., vol. 61, no. 4, pp. 298–304, 2018.[18] J. Rohde, J. France, B. Benedict, and A. Godwin, “Exploring the early career pathways of degree holders from biomedical, environmental, and interdisciplinary/multidisciplinary engineering,” in ASEE Annual Conference and

Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Desen Sevi Ozkan, Tufts University; Avneet Hira, Boston College

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

Conference Session

Engineering Communication I: History and Praxis

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kathryn A. Neeley, University of Virginia; Michael Alley, Pennsylvania State University

Tagged Divisions

Liberal Education/Engineering & Society

andOrganizational Foundations of Integration In 2010, although the total number of papers that fell into our categories did not increasesignificantly (17 in 2010 vs. 14 in 2000), awareness of published research did increase. In 2000,the average number of references was 6.4, but in 2010, the average number was 13.6, which ismore than a 100 percent increase. Whereas the median number of references in 2000 was 4.5 andthe mode was 1, the median number of references for 2010 was 10 and the mode was 7. Inessence, almost every paper in 2010 attempted to bring in a range of sources, whereas almosthalf of the papers in 2000 had only one to three citations. The number of references is, of course,only a crude measure of awareness of published research. That

Conference Session

Sociotechnical Thinking II: Interpretation, Curricular Practices, and Structural Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jenn Stroud Rossmann, Lafayette College; Kristen L. Sanford P.E., Lafayette College; Benjamin Cohen, Lafayette College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

an energy audit of [our] campus, working on a bookabout sustainable agriculture in the Lehigh valley, working on a traffic calming solution for [local]street. All within arms length with measurable and visible impact on student life (especially if youwere a student who volunteered at [campus organic farm], like I did!)” Another respondent invokedsustainability as a way of explaining the program to others: “I try to explain that it is a degreefocused on policy and critical thinking in engineering and sustainability with a technicalbackground.”Responses about the perceived strengths of the program also surfaced an emergent theme of“professional preparation” (8 responses). While this theme was not unexpected as a response tosurvey questions

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Maria Soledad Santisteban, University of North Carolina at Pembroke; Jill E. Thomley, Appalachian State University; Rebecca Bullard-Dillard

Tagged Topics

Diversity, NSF Grantees Poster Session

modified the curriculum to the needs of scholars.Week 1 instruction focused on algebraic concepts and dimensional analysis. Week 2 addressedcalculus concepts. The course received excellent evaluations from students and data analysisshowed measurable gains in knowledge as assessed by pre- and post-tests. All but one student inCohort 1 achieved growth during Math Boot Camp. The mean post-test score across all threecohorts was 81/100 (SD = 15), versus a mean pre-test mean of 52/100 (SD = 29). Using a pairedt-­‐test, we found that growth was statistically significant, t(26) = 6.376, p < 0.0001. Besidesmaking virtually all students feel like they had improved their mathematics skills, students alsoreported that they had increased confidence in other

Conference Session

Women in Engineering Division: Strategies Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Evelyn R. Sowells, North Carolina A&T State University; Nina Exner, North Carolina Agricultural & Technical State University; Sherry F. Abernathy, North Carolina A&T State University; Rajeev K. Agrawal, North Carolina A&T State University ; Brenda S. Faison Ph.D., North Carolina A&T State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Page 26.1744.11 to pursue careers in STEM- related areas. Studies suggest that gender differences in terms of interest in science, technology, engineering, and math can begin at an early age22. In many cases, females tend to feel they are neither competent enough nor have the ability to study disciplines that are traditionally male dominated. As a result, females end up having a negative attitude towards the STEM fields of study. This attitude towards the STEM study areas are further exaggerated when considering the fact that there are a limited number of female mentors, roll models, or peers to improve self- efficacy in this area. The Women in Technology Discussion Panel and Symposium is instrumental in stimulating interest

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2007 Annual Conference & Exposition

Authors

Valerie Galarza, University of Puerto Rico-Mayaguez; Mariela Figueroa, UPRMUniversity of Puerto Rico-Mayaguez; Cristina Lugo, University of Puerto Rico-Mayaguez; Ricardo Rodriguez, University of Puerto Rico-Mayaguez; Francisco Rivera, University of Puerto Rico-Mayaguez; Alexandra Medina-Borja, University of Puerto Rico-Mayaguez

Tagged Divisions

K-12 & Pre-College Engineering

that constitute a gap once freshmen –who had high-self efficacy beliefs in highschool-- enter engineering to face a rigorous math and science program and leave engineeringdue to attrition or beliefs of lack of adequacy for the career. Our objective with this research is to search what are the deficiencies in HS preparationto identify improvement opportunities so that to enhance the college experience of our studentsand improve attrition. In the next section we will review the main factors that appear in the literature as criticalfor freshmen success and subsequent retention.II- LITERATURE REVIEWA. Critical and Non-Critical Factors in Freshman Enrollment Heckel1 presented some high school factors that can influence the

Conference Session

Women in Engineering Division Technical Session 6

Collection

2017 ASEE Annual Conference & Exposition

Authors

Janet Callahan, Boise State University; Donna C. Llewellyn, Boise State University; Vicki Stieha, Boise State University; Ann E. Delaney, Boise State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

need to hire female math and science instructors and teachers and parents need workshops to help them envision a broader future for their girls.Demetry and Sontgerathi11 reported on the long-lasting effects on perceptions of engineering andengineering self-efficacy for a two-week summer camp held at Worcester Polytechnic Institutefor rising seventh-grade girls. They found that girls who attended the camp and who sustainedtheir contact with the program (e.g. returning to the program as a staff member) had morepositive and accurate perceptions of engineering. Multiple interventions were important – girlswho participated in multiple STEM programs or events had stronger long-term outcomes.Participants in the camp did show

Conference Session

Women in Engineering Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kath Xu, Massachusetts Institute of Technology; Dawn Wendell, Massachusetts Institute of Technology; Andrea S. Walsh, Massachusetts Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

with theleadership of both women and men in positions of power.Thematic analysis of interviews reveals that the gender equality so far achieved by thedepartment has been a result of very deliberate structural changes, (e.g. hiring processes), and astrong representation of proactive department members with high levels of self-efficacy—theyare both aware of gender issues and believe in their ability to enact change. Different butcomplementary actions, from changing the way the admissions office recruits admissionscandidates to broadening the faculty hiring searches, have compounded over time to produce thecurrent state of near parity in the undergraduate population. These actions may not have beencoordinated, but, taken together, resulted in a

Conference Session

Engineering Ethics Division Technical Session - Classroom Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; David Zhao; Alexandra Danielle Kulich, Tufts University; Madeline Polmear, University of Colorado, Boulder; Nathan E. Canney, CYS Structural Engineers Inc.; Chris Swan, Tufts University; Daniel Knight, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

than a survey.When the total number of themes identified per student on the post survey were compared to theLikert-type response items, two weak correlations were found: student ratings of importance ofethical issues to engineering (Spearman’s rho 0.184, two-tailed sig. 0.002) and average self-efficacy (preparation/ confidence across 4 items; Spearman’s rho 0.140, two-tailed sig. 0.017).However, there were not correlations with students’ rating of the importance of the considerationof societal issues to engineering (Spearman’s rho .083, sig. .156) or the level they felt prepared toface ethical issues in their future work (Spearman’s rho 0.90, two-tailed sig. 0.125). It wasexpected that if students’ believed ethics was important they would have

Conference Session

College-Industry Partnerships Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Breanne Przestrzelski, University of San Diego; Chell A. Roberts, University of San Diego

Tagged Divisions

College Industry Partnerships

;Development, as shared through MentorCity, that 75% of industry executives point to mentorship asplaying a key role in their career [8]. For engineering students, even if this value of mentorship is known,the process by which to find a mentor can be intimidating and awkward. For many, gender, race, andperceived self-efficacy define these limitations [9].A year-long intentional industry mentorship program was developed at the University of San Diego toaddress this lack of workforce preparedness and intimidation around mentorship. The Industry ScholarsMentorship Program, was industry initiated and launched in Fall 2018, as a continuation of the IndustryScholars immersion program, also industry initiated but more focused on skillset development and

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Beata Johnson, Purdue University; Joyce B. Main, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

average, higherGPAs and are more likely to graduate in engineering than students who do not participate in co-ops [8], [11]. Furthermore, co-op students experience positive gains in employment outcomes,including positive mentoring relationships, socialization into the engineering profession, andhigher post-graduation starting salaries than students who do not participate in co-ops [7], [8],[12], [13]. Studies measuring outcomes related to co-op participation consistently affirm thevalue of this experience.Qualitative studies of students’ perceived co-op experiences also confirm the positive effects ofco-ops. One study of underrepresented minority engineering students who completed either co-ops or internships found that these students reported

Conference Session

DISTINGUISHED LECTURE: 2019 Best PIC, Zone, and Diversity Papers Live Q&A

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Angela R. Bielefeldt, University of Colorado Boulder; David Zhao; Alexandra Kulich; Madeline Polmear, University of Florida; Nathan E. Canney; Chris Swan, Tufts University; Daniel Knight, University of Colorado Boulder

Tagged Topics

2019 Best Zone & PIC Papers

theLikert-type response items, two weak correlations were found: student ratings of importance ofethical issues to engineering (Spearman’s rho 0.184, two-tailed sig. 0.002) and average self-efficacy (preparation/ confidence across 4 items; Spearman’s rho 0.140, two-tailed sig. 0.017).However, there were not correlations with students’ rating of the importance of the considerationof societal issues to engineering (Spearman’s rho .083, sig. .156) or the level they felt prepared toface ethical issues in their future work (Spearman’s rho 0.90, two-tailed sig. 0.125). It wasexpected that if students’ believed ethics was important they would have developed moreknowledge of ethics and therefore greater feelings of preparation, as well as being able to

Conference Session

Preparation for Graduate Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeremy Straub, North Dakota State University

Tagged Divisions

Graduate Studies

, 2014, pp. 141–146.[6] M. Ardis and N. R. Mead, “The Development of a Graduate Curriculum for Software Assurance,” in Proceedings of the Seventeenth Americas Conference on Information Systems, 2011.[7] M. Bashir, C. Wee, N. Memon, and B. Guo, “Profiling cybersecurity competition participants: Self-efficacy, decision-making and interests predict effectiveness of competitions as a recruitment tool,” Comput. Secur., vol. 65, pp. 153–165, Mar. 2017.[8] K. J. Knapp, C. Maurer, and M. Plachkinova, “Maintaining a Cybersecurity Curriculum: Professional Certifications as Valuable Guidance,” J. Inf. Syst. Educ., vol. 28, no. 2, pp. 101–114, 2017.[9] T. R. Andel and J. T. McDonald, “A Systems Approach to

Conference Session

Electrical and Computer Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Saharnaz Baghdadchi, University of California, San Diego; Rebecca Anne Hardesty, University of California, San Diego; Paul Andreas Hadjipieris, University of California, San Diego; Jace Hargis, University of California, San Diego

Tagged Divisions

Electrical and Computer

, C. & Dweck, C. (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology, 75, 33-52.Puentedura, R. R. (2006). Transformation, technology, and education. Retrieved on September 2, 2016 from http://hippasus.comZimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting. American Educational Research Journal, 29(3), 663-676. doi:10.3102/00028312029003663AppendicesMid-Term Exam AnalysisAverage: 71 out of 100Standard Deviation: 19A few midterm problem averages:Problem 5. 71%Problem 8. 55%Problem 9. 70%Problem level analysis:Problem 1.Level

Conference Session

Engineering Leadership Competency and Skill Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Meagan R. Kendall, University of Texas at El Paso; Debbie Chachra, Olin College of Engineering; Kate Roach, UCL; Emanuela Tilley, University College London; Kyle G. Gipson, James Madison University

Tagged Divisions

Engineering Leadership Development

involving students in curriculum development and teaching through Peer Designed Instruction.Prof. Debbie Chachra, Olin College of Engineering Debbie Chachra is a Professor of Engineering at Olin College of Engineering. Her education-related research interests include self-efficacy, design, intrinsic motivation, and gender. She speaks and consults on curricular design, student-centered learning, and gender and STEM.Dr. Kate Roach, UCLMrs. Emanuela Tilley, University College LondonDr. Kyle G. Gipson, James Madison University Dr. Kyle Gipson is an Associate Professor at James Madison University (United States) in the Department of Engineering (Madison Engineering) and the Director of the Madison Engineering Leadership Program

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Christian Schnell, Stanford University; Johann Elmar Nordhus gen Westarp, Technical University of Munich (TUM); Sheri Sheppard, Stanford University

Tagged Divisions

Entrepreneurship & Engineering Innovation

represent decreased, increased or constant remained intentions in this order.Furthermore, the table shows the overall level of Intentions according to the EMS surveys, whereas0 represents the lowest and 4 the highest intentions. In addition, the table shows the majors of theparticipants. In total 19% have founded or co-founded a for-profit or non-profit company, 6% are 2 C=Constant, I=Increasing, D=Decreasing 3 Measuring on a scale of 0-4, where 0 indicates the lowest and 4 the highest level of intentionsin academia, 25% are working for a small-sized and 50% for a medium- or large-sized business.To make sure privacy is ensured, all the names of the interviewees were changed in order to hidetheir identity.Data Collection and

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

María del Carmen Garcia-Higuera, Universidad Panamericana; Rocio Chavez-Telleria, Universidad Panamericana; Armando Alemán-Juárez, Universidad Panamericana ; Isabel Joaquina Niembro García P.E., Universidad Panamericana

Tagged Divisions

First-Year Programs

the last 60 years, engineering graduation rates have been around 50% [4]; similarly, inMexico, engineering graduation rates barely achieve 40%. A review of the literature conductedby Geisinger and Raman [4] identified a set of factors that contribute to the attrition of students.These factors include classroom and academic environment including teaching and advising,grades and conceptual understanding, self-efficacy and self-confidence determined by highschool preparation in math and science among others. Engineering educators have argued thatpersonal and socio-economic factors can contribute to the attrition of students; however, there isa proportion of engineering students that leave because of the educational system. Studies haveshown that

Conference Session

Design in Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mohamed Galaleldin, University of Ottawa; Hanan Anis, University of Ottawa; Patrick Dumond, University of Ottawa

Tagged Divisions

Design in Engineering Education

them to an authentic and iterative engineering design activity helps studentsincrease their self-efficacy and confidence in relation to their design skills.This paper addresses the research gap in the Maker Movement literature about the impact thatthe integration of making activities into cornerstone design courses has on engineering students.The existing literature lacks studies that aim to determine specific impacts of maker education onstudents’ technical or soft skills [16]. This study follows fourth-year mechanical engineeringstudents in their capstone design course and explores the effects of different students’ learningexperiences on the outcome of their capstone design project. Students who took one or both ofthe courses discussed

Conference Session

Student Success II: Self-Regulatory, Metacognitive, and Professional Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ronald R. Ulseth, Iron Range Engineering

Tagged Divisions

Educational Research and Methods

indicating that a traditional engineering education results in little, if any,development of self-directed learning abilities20,35-37. Further, there is a pattern ofresearch that indicates project-based learning can result in SDL development20,21,32,34Guglielmino’s self-directed learning readiness scale (SDLRS) has been validated andwidely used to measure self-directed learning readiness20,21,34-36. SDLRS results TheSDLRS can be used to predict success in PBL36.Explicit self-directed learning skill acquisition and scaffolding should be included in thecurriculum38,39. Student ownership in choice during instruction is key to the motivationalaspect of SDL10,32,37. The basic psychological needs of competence, autonomy, andconnectedness as identified by

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Rachel Roberts, School of Environmental and Forest Sciences, University of Washington; Cheryl Allendoerfer, University of Washington; Mee Joo Kim, University of Washington- Seattle

Tagged Topics

NSF Grantees Poster Session

Paper ID #13798A Sustainability Toolbox for Engineers: Exploring how Students are likely toEngage in Sustainability EducationDr. 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 engagement, success, and persistence and on effective methods for teaching global issues such as those pertaining to sustainability.Rachel Roberts, School of Environmental and Forest Sciences, University of