’ communication and teamwork skills4. It can also enhance students’ intrapersonal skills by promoting self-efficacy, character building, and resilience5. All of these traits are commonly cited desired attributes of a global engineer working in a multi-disciplinary world, and are reflected in engineering accreditation requirements today6-8. Project-based learning in particular can simulate an industry-like environment for students, to facilitate the development of the skills required for practicing professional engineers. In project-based learning, students are formally instructed to ensure they have the foundation of knowledge needed to work on and complete the project assigned9,10. Emphasis is
beliefs that guide behavior” (Guthrieand Wigfield, 1999, p. 99, as cited in Piaw, 2014, p. 510).23 To assess the role of humor cartoonsin increasing motivation, Piaw conducted an experiment in which subjects were given twodifferent versions of a chapter: (1) a text-only version and (2) a text with humor cartoons. Themain conclusions emerging from the experiment were that “Reading the text with humorcartoons led to great self-efficacy, intrinsic and social motivation [and thus] help a reader toachieve a higher reading comprehension score” (Piaw, 2014, p. 513).23 One way to interpretthese findings is that humor enhances reading motivation, and motivated readers invest moreeffort in reading. Another way to interpret these findings is to say that the
greater percent gains on the concept inventory than either Section B or D. The 0.089points loss appears to be offset by the 0.12 points gain seen in students of an instructor withtraining in active-learning pedagogies.Student intrinsic motivation and self-efficacy is known to improve student engagement andperformance.12 Professors 1 and 4 began their quarters with discussions on best practices forstudent success, explained why the course was using active learning techniques, and learnedstudent names by the second week. Professors 2 and 3 report not learning names or explainingthe purpose of the active learning modules. Professor 3 did tell the students he was usingmaterial developed by other faculty without providing a full explanation of the
director at-large (2013-15) positions.Dr. Lori D. Lindley, Gannon University Lori D. Lindley is an Associate Professor in the Department of Psychology and Counseling, and the Associate Dean of the College of Humanities, Education, and Social Sciences. She earned her B.A. in Psychology from the University of Notre Dame, and her M.S. and Ph.D. in Counseling Psychology from Iowa State University. She serves on the editorial boards of the Journal of Vocational Behavior and the Journal of Career Assessment. Her research is on women’s career development, specifically self-efficacy and career barriers.Dr. Elisa M. Konieczko, Gannon University Elisa M. Konieczko, Professor of Biology at Gannon University, received her
for reviewer comments; only minor revisions were recommended in the review process.This client’s review indicated how well the team had been incorporating his feedback throughoutthe project.Our assessment of student learning is not based on a statistical model, as in large-scaleassessments, but rather it measures how students perform on a classroom-based assessment.Pellegrino argues that classroom assessments, which depend on interpretations made by teachersusing qualitative data, rather that statistical models, are not being used to their fullest potential[12]. The qualitative data that follow provide evidence for interpreting student performance,including students’ use of feedback in the revision process. These data are provided to
we saw with our young man’s frustration and outburst. We can see how simplestrategies and actions by researcher supported or hurt identity and self-efficacy. Learners of allages could possibly benefit from formal and informal activities which generate and mature a ‘gutfeel’ for how a language works and then how it connects to the commands and syntax. Foryoung learners developing confidence in using the technology and an identity as someonecapable of doing so is a valuable precursor skill towards later learning in programming.Limitations and Next Steps The main limitations in this research are the small number of trials and the ‘second hand’nature of the data. In total just over five hours of video were analyzed with about 60
programs and project/problem-basedlearning cases aim to bring real-world challenges into the classroom, an overlapped regionclearly exists between the two research fields [18]-[22]. For example, Kuo et al. [19] proposedthe concept of Interdisciplinary Project-Based Learning (IPBL): Motivated Strategies forLearning Questionnaire which was used to evaluate the participant’s perception of learningmotivation via three subscales: self-efficacy, the joyfulness of learning, and valuing thesignificance of learning on future career development. Within the time frame of 18 weeks,guided by design thinking, the IPBL approach was reported to have significant impacts onstudent's learning motivation. Bischof et al. [22] argued that project-based learning
such asCalculus, and increase their sense of belonging, preparedness, and self-efficacy. To understandstudent perspectives and experiences, we utilized Participatory Action Research (PAR) toconstruct a series of formative assessments prioritizing the views and participation of the RAMPstudents themselves. PAR was selected as a research and assessment strategy due to its emphasison student participation and empowerment linked with action for positive change. Onlinesurveys and four focus groups involved the students in topics geared towards developing apsychologically safe space for sharing experiences, providing feedback on program activities,and reflecting on personal goals, values, and aspirations. Based on our findings, we identify
Mayaguez and Director of the International Service Systems Engineering Lab. Alexandra holds a Masters and Ph.D. degrees in Industrial and Systems Engineering, both from Virginia Tech, and a BS in Production of Materials Engineering from the Federal University of Sao Carlos, in Sao Paulo, Brazil. Her research interests are systems thinking, systems dynamics, service operations, economic design issues, performance measurement using DEA, evaluating success factors in engineering and the cognitive processes that occur during their acquisition. Page 12.1159.1© American Society for Engineering Education, 2007
mentors and mentees, not on any official recommendations or suggestions.While the mentors were generally positive and optimistic program participants, differences ininitial assumptions or assumed understanding of program expectations led to variedinterpretations of their self-efficacy as mentors. Early on, several mentors explained theirperspectives on the difficulties of being a mentor without a clearly established structure: “Since she [my mentee] can only work on my primary project, she’s just been reading papers that are way over her head and helping me order stuff. The phase my project has been in is not hands-on. This lack of flexibility has also made meeting with her a drain on my time…When structured well
. Page 24.273.15Some highlights of the teaching strategies section of survey results include the following.Students have a very positive attitude about engagement pedagogy as seen by an 89% average ofthe first three items of team based and hands on active learning. A second highlight is theimportance of Muddiest Points in the teaching strategies is highlighted by the fact that 83% ofstudents supported or strongly supported Muddiest Point discussions as well as Muddiest PointYouTube videos. Motivation and self efficacy are promoted
Seikkula-Leino, 2023. The Link Between Entrepreneurship and STEMEducation.[9] Winkler C, Troudt EE, Schweikert C, Schulman SA (2015) Infusing business andentrepreneurship education into a computer science curriculum—a case study of the STEMvirtual enterprise. J Bus Entrep 1–22.[10] Elliott C, Mavriplis C, Anis H (2020) An entrepreneurship education and peer mentoringprogram for women in STEM: mentors’ experiences and perceptions of entrepreneurial self-efficacy and intent. Int Entrep Manag J 16:43–67. https://doi.org/10.1007/s11365-019-00624-2.[11] Coger RN, De Silva HV (1999) An integrated approach to teaching biotechnology andbioengineering to an interdisciplinary audience. Int
developed by the research team to assess the effect of the course on self-efficacy as well as their interests in STEM, design, and robotics; while the university-administered evaluation is the standardized course evaluation that are conducted for all coursesacross campus. The objective of the university-administered evaluation is to gather feedbackfrom students regarding their learning experiences, the effectiveness of the instructor, and theoverall quality of the course. The evaluation serves as a valuable tool for the instructor andadministrators to assess teaching methods, identify areas for improvement, and make informeddecisions about curriculum development and faculty performance. The anonymous university-administered course evaluation was
students,” Journal of Indian Academy of Forensic Medicine, vol. 35, no. 4, pp. 321-324, 2013.[24] R. Mireles-Rios, J. A. Becchio, and S. Roshandel, “Teacher evaluations and contextualized self-efficacy: Classroom management, instructional strategies and student engagement,” Journal of School Administration Research and Development, vol. 4, no. 1, pp. 6-17, 2019.[25] E. Gandhi-Lee, H. Skaza, E. Marti, P. G. Schrader, and M. Orgill, “Faculty Perceptions of Student Recruitment and Retention in STEM Fields,” European Journal of STEM Education, vol. 2, no. 1, pp. 2, 2017.[26] E. Dean, “Factors promoting retention of adult nontraditional students in the community college,” Doctoral dissertation, Carson
model (see Appendix B), team dysfunctional. Students’ explain how to overcome the responses are collected. dysfunctions of a team Identify the individual team Instruct students to work in their Explain the characteristics of team goals noting that goals must be teams to write down their team goals and give examples. specific, measurable, goals, and individual roles. This Encourage students’ participation achievable, realistic, and assignment can start in the in setting goals. timebound classroom and gets completed
measurements. • Our Mission to be Green: The Arthur Hill H.S. DIPLOMATS are researching, designing, and constructing a Michigan Natural Green Spot, consisting of a variety of floral plants, vegetables, and shrubs along with a pathway in an 80 x 130 foot area on the school’s campus. It will provide an educational space for the students and a place for the community to visit. • Underwater Remotely Operated Vehicle (ROV) Competition: Utica Community Schools students participated in the annual MATE (Marine Advanced Technology Education) Underwater ROV competition. Preparation for this starts early in the school year and extends beyond the end of the year into the summer months. In 2009, the Utica team
%) Page 15.79.5followed by brother (15.2%) and uncle (11.4%); sister, son, and grandfather each represented7.6% of entrepreneurial family members indicated. Wife, parents, and father-in-law were alsomentioned.Data CollectionThe interview protocol included questions relating to faculty beliefs of entrepreneurshipeducation focusing on the following: ≠ What are the critical components of entrepreneurship education? ≠ How do individuals develop an entrepreneurial mindset? ≠ Are necessary characteristics developed through experiences or are they inherent to an individual’s personality? ≠ How can students’ self-efficacy to be an entrepreneur be cultivated? ≠ What strategies are used in the classroom to teach entrepreneurship?A
. Page 23.1149.148. Grasso, D., and Martinelli, D. (2008). Holistic Engineering: The Dawn of a New Era for the Profession. In G. Madhavan, B. Oakley, & L. Kun (Eds.), Career development in bioengineering and biotechnology. (pp. 303- 307). New York, NY: Springer.9. Henderson, W. D., & Cudahy, R. D. (2005). From Insull to Enron: Corporate (re)regulation after the rise and fall of two energy icons. Energy Law Journal, 26, 35-110.10. Hoel, M., & Kverndokk, S. (1996). Depletion of fossil fuels and the impacts of global warming. Resource and Energy Economics, 18(2), 115-136. doi:10.1016/0928-7655(96)00005-X.11. Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student
. Walker, “Impacts of a summer bridge program in engineering on student retention and graduation,” J. STEM Educ., vol. 19, no. 2, pp. 26– 32, 2018.[36] J. M. Barth, S. T. Dunlap, A. C. Bolland, D. M. McCallum, and V. L. Acoff, “Variability in STEM summer bridge programs: Associations with belonging and STEM self- efficacy,” Front. Educ., vol. 6, no. June, pp. 1–12, Jun. 2021, doi: 10.3389/feduc.2021.667589.
science, students, and teaching,” Science Education, vol. 102, no. 4, pp. 771–795, 2018, doi: 10.1002/sce.21343.[25] J. Watkins, D. Hammer, J. Radoff, L. Z. Jaber, and A. M. Phillips, “Positioning as not- understanding: The value of showing uncertainty for engaging in science,” Journal of Research in Science Teaching, vol. 55, no. 4, pp. 573–599, 2018, doi: 10.1002/tea.21431.[26] J. E. Dowd, I. Araujo, and E. Mazur, “Making sense of confusion: Relating performance, confidence, and self-efficacy to expressions of confusion in an introductory physics class,” Phys. Rev. ST Phys. Educ. Res., vol. 11, no. 1, p. 010107, Mar. 2015, doi: 10.1103/PhysRevSTPER.11.010107.[27] P. K. Lai, A. Portolese, and M. J. Jacobson, “Does
Paper ID #44099How Should Teaching Assistants Teach? Differences in Student Perspectivesby Gender, Race/Ethnicity, and Country of OriginDr. Denise Wilson, University of Washington Denise Wilson is a professor and associate chair of diversity, equity, and inclusion in electrical and computer engineering at the University of Washington, Seattle. Her research interests in engineering education focus on the role of self-efficacy, belonging, and instructional support on engagement and motivation in the classroom while her engineering workplace research focuses on the role of relatedness, autonomy, and competence needs on
harnesses AI and NLP to design accessible educational tools for underrepresented college STEM students. He holds his Bachelor’s and Master’s degree in ECE from The Ohio State University and UW, respectively.Dr. Denise Wilson, University of Washington Denise Wilson is a professor of electrical and computer 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 on the student experience. Her research interests and publication record are split among workforce, engineering education, and sensors research. She is committed to supporting progress toward gender parity in engineering and enabling equitable
results indicate that enrichment programs increase student awareness of and interest inSTEM careers. (Kwon, 2017) STEM focused summer camps have also demonstratedsignificant increases in student’s attitudes towards mathematics. (Wang & Frye, 2019) TheBroadening Access to Science Education Camp conducted a four-year investigation of theimpact of summer STEM camp on the interest in the pursuit of STEM careers. (Phelan, Harding,& Harper-Leatherman, 2017) Their findings state that 95% of participants applied to college, ofwhich 87% intended to pursue a career in a STEM related field. They also report increasedscience self-efficacy and understanding of science related careers. The STEM identities ofunderrepresented students grew positively
increased during the last decade.The results indicate that enrichment programs increase student awareness of and interest inSTEM careers. (Kwon, 2017) STEM focused summer camps have also demonstratedsignificant increases in student’s attitudes towards mathematics. (Wang & Frye, 2019) TheBroadening Access to Science Education Camp conducted a four-year investigation of theimpact of summer STEM camp on the interest in the pursuit of STEM careers. (Phelan, Harding,& Harper-Leatherman, 2017) Their findings state that 95% of participants applied to college, ofwhich 87% intended to pursue a career in a STEM related field. They also report increasedscience self-efficacy and understanding of science related careers. The STEM identities
development of engineering community relate to the educational process.21 Others,such as race, gender, and interest in other fields depend on a particular student.22,23,24Engineering identity and self-efficacy are the factors that are influenced both by an individualstudent and the educational process.24,13 The first year curriculum is where many universitiesstart tackling all of these retention-related factors.4,25,26,27 Developing experiences in the first yearthat actively engage the student in learning, such as an integrated curriculum, updated teachingmethods, or a cornerstone course, can be used to counteract attrition by improving theeducational process and addressing issues related to student specific variables.28,29,30,31,32Educational
wheels and DC motors connected on a slave MCU that receives the instructions formovement and decides the direction of the motors. Another slave MCU is connected to theultrasonic sensor that sends the signal when an obstacle is present which triggers an avoidancealgorithm as a safety measure in case there is an object or a person in front of it. IR color sensorson the bottom of the robot detect the following path and if it has reached a specific spot thatrequire a guided explanation, (laboratories, classrooms, showrooms, etc.). The robot wassupposed to be big enough so that tourist and people on the area could easily see it or follow it.This was one of their biggest challenges because considering a weight of 2 kg they needed tofind the correct
Outgoing, Energetic Openness to experience Cautious, Conservative Inventive, Curious Agreeableness Competitive, Outspoken Friendly, Compassionate Conscientiousness Easy-going, Careless Efficient, Organized Emotional (Neuroticism) Secure, Confident, Calm Sensitive, Anxious Figure 5. Five Factor Model (http://intraspec.ca/images/eysenck.gif)There exist a number of other dimensional measures of personality, such as Webster and Kruglanski’s“Need for Closure” scale (Webster, 1994). These dimensional measures, e.g., Webster and Kruglanski’s,are known to be related to the Five Factor Model. One well known