Conference Session

Technical Session 5 - Paper 5: The Impact of Prior Programming Experience on Computational Thinking in First-Year Engineering Experience.

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Noemi V Mendoza Diaz, Texas A&M University; Deborah A. Trytten, University of Oklahoma; Russ Meier, Milwaukee School of Engineering; Janie M Moore, Texas A&M University

Tagged Topics

CoNECD Paper Sessions, Diversity

thebasics of engineering computational thinking [15] [16] [17]. Other institutions use a direct-to-major admission strategy and vary in how much computing is introduced in the first year.Regardless of admission type, white males continue to receive most of the engineering degrees inthe United States [18]. Factors including technology access, pre-university course access,classroom dynamics, societal stereotypes, social support, cultural relevancy, academic advising,and self-efficacy affect how women and underrepresented minorities prepare for and experiencethe first-year engineering classroom [5] [19] [20] [21] [22] [23] [24]. Computational thinkinginteracts with these existing factors.The participants that we discuss in detail in the Results and

Conference Session

Electrical and Computer Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rania Hussein, University of Washington; Denise Wilson, University of Washington

Tagged Divisions

Electrical and Computer

from a dis- tance. She is a senior member of the Institute of Electrical and Electronics Engineers IEEE and a member of the International Association of Online Engineering IAOE. Her research interests focus on Internet of Things, embedded systems, and engineering education.Dr. 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

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maria Chrysochoou, University of Connecticut; Arash E. Zaghi, University of Connecticut; Connie Mosher Syharat, University of Connecticut; Sarira Motaref P.E., University of Connecticut; Shinae Jang P.E., University of Connecticut; Amvrossios Bagtzoglou, University of Connecticut; Caressa Adalia Wakeman, University of Connecticut

Tagged Topics

Diversity, NSF Grantees Poster Session

inclusion of neurodivergent students requiresus to move beyond the implementation of accessibility measures and adopt a strengths-basedapproach to acknowledge and cultivate the unique abilities and diverse thinking styles that thesestudents possess. While there is scant literature on the implementation of a strengths-basedapproach toward neurodiversity in the context of engineering or other STEM fields, a review ofthe existing literature finds that this approach is promising to enhance the wellbeing andacademic outcomes of neurodivergent students. One study found that a neurodiversity view wasassociated with expressions of greater career ambition and academic self-esteem [10], while thepost-program survey responses of participants in a strengths

Conference Session

Minorities in Engineering Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Deanna Christine Easley Sinex, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Wendy Carter-Veale, University of Maryland, Baltimore County; Drew G. Yohe, University of Pittsburgh; Steven Abramowitch, University of Pittsburgh; Sylvanus N. Wosu, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

principles of UMBC’s programs; andthe University of Pittsburgh’s SSOE has adapted (i.e., adjusted) many of the programs andstrategies that are the hallmark of UMBC Meyerhoff and PROMISE programs. The goal of thisdescriptive paper is to highlight key replicable factors and/or principles that support sustainedsuccess of URM academic programs developed at UMBC. Employing content analysis methods,we illustrate the alignment of these principles within our institution to create a baseline by whichthe success of the University of Pittsburgh’s SSOE program (hereafter referred to as PittSTRIVE) can be assessed.Supporting the Academic Success of URM in STEM: Evidence Based TheoriesFundamental to the measured success of all academic programs, regardless of

Conference Session

Biomedical Engineers and Professional Development - June 23rd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Biomedical Engineering

learning and development [1]. Broadly, studies of student engagement have oftenexamined relationships between a student’s educational experiences and the outcomes of interest,finding that, in general, higher engagement was linked to gains in outcomes such as learning andpersistence [2], [3]. In particular, engagement in co-curricular settings, or experiences outside theclassroom, has been linked to the development of several technical and professional outcomesfor engineering students such as leadership, ethical decision making, teamwork, andcommunication [4]–[9]. Beyond those outcomes, co-curricular engagement has also been linkedto outcomes such as self-efficacy and a sense of belonging, which can improve retention andpersistence in engineering

Conference Session

Aerospace Design and Manufacturing (Student Papers)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Braden K. Oh, Olin College of Engineering; Justin Haruaki Kunimune, Olin College of Engineering; Jonah Spicher, Olin College of Engineering; Lauren Anfenson, Olin College of Engineering; Rebecca Christianson, Draper Labs

Tagged Divisions

Aerospace

: 10.1119/1.2909742. URL https://doi.org/10.1119/1.2909742.[2] Jay S. Huebner, Alice S. Fletcher, Julia A. Cato, and Jennifer A. Barrett. Micro-rockets for the classroom. American Journal of Physics, 67(11):1031–1033, 1999. doi: 10.1119/1.19167. URL https://doi.org/10.1119/1.19167.[3] Dita Nur Syarafina, Jailani, and Ririn Winarni. The application of problem based learning to improve students’ self-efficacy. AIP Conference Proceedings, 2014(1):020024, 2018. doi: 10.1063/1.5054428. URL https://aip.scitation.org/doi/abs/10.1063/1.5054428.[4] M. P. Silverman. Self-directed learning: A heretical experiment in teaching physics. American Journal of Physics, 63(6):495–508, 1995. doi: 10.1119/1.18080. URL https://doi.org/10.1119

Collection

AEE Journal

Authors

Sarah Dart; Edmund Pickering; Les Dawes

midway through and at the end of each semester to evaluate the overall course experi-ence. The Likert scale question “I am satisfied with this course” was used as a measure of studentsatisfaction for the present study. Response rates on this survey are also included in Table 2. RESULTS AND DISCUSSION To understand the impact and effectiveness of WEVs, several areas were analyzed includingusage statistics, student interactions with WEVs, student satisfaction, and impact on perceivedacademic performance.Usage Statistics Table 2 presents key metrics across the eleven cohorts, totaling 3290 students. It is immediatelyapparent that the videos were highly utilized with approximately 55,000 recorded views

Conference Session

Cooperative and Experiential Education Division Technical Session 1 - Skill and Competency Development through the Co-op Experience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Haaniyah Ali, York University; Jeffrey Harris, York University

Tagged Divisions

Cooperative and Experiential Education

. The model was updated based on conversations with professors, facultymembers, and students outside of the institute of this study. This is because the model ismeant to be transcendent of location and context.Furthermore, certain exclusions to the data gathering and literature review were made: ● This project is focused on comparing programs; therefore, the individual experience is not as important as the group experience. This means that we excluded components of these skills that relate to the self (efficacy, comfort, confidence, etc.) ● We are using the community-centered framework, which means student motivation is not a major part of this study. It is accepted as part of the questioning and for contextualizing

Conference Session

ERM Technical Session 9: Persistence and Retention

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nena E. Bloom, Northern Arizona University; Jennifer Johnson, Northern Arizona University; Jennifer Marie Duis, Northern Arizona University; Pauline Entin, University of Massachusetts Dartmouth

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

challenges General student challenges Typical challenges experienced by undergraduates Non-traditional students These students had different demographics and needs Supports provided by the program Financial support Financial supports critical for focused participation in higher education; opens academic doors Social activities Transfer students have different personal needs On-campus housing Peer mentor support Mentors are champions who support and value Coordinator support students Confidence Participation in a program supports student self

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines

Tagged Topics

Diversity, NSF Grantees Poster Session

FoK play in enhancing students’ self-efficacy, whichultimately influences their desires and abilities to complete and succeed in engineering programs.We are also beginning an international collaboration investigating the role of socioeconomicclass for teaching and learning about engineering design and community engagement.The next steps in research on FoK must go beyond simply “recognizing” them to consider howthey can be converted into social and cultural capital.16 Possible steps include mentoringprograms between universities and community colleges to help LIFG students transitionsuccessfully and a university outreach program to assist LIFGs in enhancing their résumés byhighlighting their FoKs and their relevance for engineering and

Conference Session

Mechanical Engineering Capstone Design

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jared David Berezin, Massachusetts Institute of Technology; Jane Kokernak, Massachusetts Institute of Technology

Tagged Divisions

Mechanical Engineering

contribute, but rather due to “a reduced senseof self-efficacy” and confidence2. Pentland posits less global, more interpersonal reasons why ateam member may appear unengaged: Are they trying to communicate and being ignored or cut off? Do they cut others off and not listen, thereby discouraging colleagues from seeking their opinions? Do they communicate with only one other team member? Do they face other people in meetings or tend to hide from the group physically? Do they speak loudly enough?8Research has shown that emotion and stress impact individual and team communication duringthe decision-making process; however, results regarding the nature of the impact oncommunication are mixed. For example, De Grada et al

Conference Session

Pre-college Engineering Education Division Technical Session 17

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Deborah Besser P.E., University of St. Thomas; Karin Brown, University of St. Thomas; Alison Haugh Nowariak, University of St. Thomas; Tami Brass, University of St. Thomas and St. Paul Academy and Summit School; Rebecca Ann Leininger, University of St. Thomas; Annmarie Thomas, University of St. Thomas

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

the twenty-year existence has been to inspire 6 th and 8th grade girlswho are making critical middle school and high school curriculum choices to choose rigorousmathematics and science courses with an eye towards a STEM related career. As a means ofensuring best program practices, research is consistently conducted on the program. Previousresearch has yielded innovative curriculum developments, demographic/gender informedengineering self-efficacy knowledge and findings on the inclusion of cross-cutting concepts inout-of-school activities.Yet previous observations, surveys and interviews has also led to a pivot in considering thecontextual thread that weaves the program’s activities together. Observations, interviews andsurveys pointed to a

Conference Session

Mental Health of Graduate Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amanda C. Arnold, Arizona State University; Kerrie G. Wilkins-Yel, University of Massachusetts Boston; Jennifer M. Bekki, Arizona State University; Bianca L. Bernstein, Arizona State University; Madison Natarajan, University of Massachusetts Boston; Ashley K. Randall, Arizona State University ; Roxanna Francies, Arizona State University; Chinwendu Elyse Okwu, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

; Kanagui-Munoz, 2015; Navarro, Flores, Lee, &Gonzalez, 2014). The key predictive elements in SCCT include self-efficacy (confidence inone’s ability to successfully perform a task), outcome expectations (beliefs about theconsequences of performing specific behaviors), and contextual factors (environmental supportsand barriers). Regarding the latter, contextual factors, SCCT posits that these factors can eitherenhance or constrain educational and career progress (Lent, Brown & Hackett, 2000). To date,limited attention has been given to examining the impact of barriers such as institutionalstructures and STEM departmental climate on the mental health of women in STEM and in turnon STEM persistence. The advancement of women in STEM hinges on

Conference Session

Training and Mentoring of Graduate Teaching Assistants

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tershia A. Pinder-Grover, University of Michigan

Tagged Divisions

Graduate Studies

as microteaching) is a practice that is recommended by Prieto, Yamokoski, & Meyers(2007) for graduate student development because the practice helps increase TAs’ self-efficacy.21 Page 23.136.3During the 5-minute practice teaching, TAs plan & present a topic, reflect on their teaching withthe support of a trained facilitator (often a peer teaching mentor) and provide feedback to a smallgroup of their peers about their teaching. For students where English is their second language,we ask students to self-select into microteaching sessions where there is at least one facilitatorwho is trained to provide English language feedback and

Conference Session

Learning and Teaching Issues

Collection

2003 Annual Conference

Authors

Glenn Ellis; Alan Rudnitsky; Borjana Mikic

wererelated to each other. After completing this exercise, the class was introduced to the courseconcept map as the instructor essentially constructed the map by using each of the variables thatthey listed. This may well have resulted in increased self-efficacy since students saw that theirideas were, in fact, the basis for the course. Page 8.596.5 Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright  2003, American Society for Engineering EducationThroughout EGR 270 the course concept map was revisited regularly as each new topic wasintroduced. The purpose of

Conference Session

Design Tools & Methodology I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Denny C. Davis, Washington State University; Michael S. Trevisan, Washington State University; Howard P. Davis, Washington State University; Steven W. Beyerlein, University of Idaho, Moscow; Susannah Howe, Smith College; Phillip L. Thompson, Seattle University; Jay McCormack, University of Idaho; Patricia Brackin, Rose-Hulman Institute of Technology; Javed Khan, Tuskegee University

Tagged Divisions

Design in Engineering Education

. Motivation for learning will depend upon alignment of individual goals with team,course, and stakeholder goals, and this motivation will affect the durability of learning 20, 25, 26.Students’ self-efficacies also influence their motivation, so feedback from peers and instructors Page 22.791.5will affect student confidence and motivation to learn 27. Table 2 summarizes conditions inwhich the team-based design experience occurs.Table 2. Summary of Team-Based Project Learning ContextLearning Environment Team Cultureo Each student is a member of a team developing o Each student brings unique experiences, a design

Conference Session

Educational Research and Methods Division (ERM) Technical Session 19

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lucas J. Wiese, Purdue University ; Alejandra J. Magana, Purdue University

Tagged Divisions

Educational Research and Methods Division (ERM)

, students completed the formalized procedure for ethical reasoning as studentsbalanced the ethical principle among real-world constraints and alternate perspectives from peerdiscourse [10], [48]. This both implicitly showed that ethical principles need to be contextualizedand provided a site for data collection for future studies on ethical reasoning in a ReflexivePrinciplism-integrated pedagogical framework. As students wrote an argument, this further builtcommunication skills, self-efficacy, and confidence. While it is a simple post-decision-makingstep, the cultivation of strong communication skills is often missed in courses that promoteethical development, ethical reasoning, or basic ethics knowledge [25].4.8. Private take-home reflectionsTo

Conference Session

Flaming Moe's Influence: Bio-Inspired STEM Explorations, Hot Stuff!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Abeera P. Rehmat, Georgia Institute of Technology; Michael Helms; Meltem Alemdar, Georgia Institute of Technology; Jeffrey H Rosen, Georgia Institute of Technology

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

(ranging from 1-strongly disagree to agree 5-strongly). Students were asked torespond to items covering their intent to persist in engineering, the value of biologically inspireddesign, general engineering self-efficacy, and environmental values. The researchers developedthe items based on the expectancy-value theory (EVT) because EVT postulates that students’motivation in learning relies on their beliefs in academic success and the values they perceiverelative to the task they are learning [32]. The items showed good reliability based onCronbach’s alpha (> 0.75). For this study, we only examined students’ perceived value ofbiologically inspired design (pre-post) to determine if students’ views about the use of biology inthe context of

Conference Session

Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, The University of Texas at San Antonio; M. Sidury Christiansen, The University of Texas at San Antonio

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

]. Inengineering, where cultural norms, values, and practices converge to shape a unique discourse,the process of identity formation becomes particularly significant. Marginalized students,including those coming from underrepresented racial and ethnic backgrounds, LGBTQ+communities, and low-income households, often navigate complex dynamics of identity withinengineering spaces [6, 7, 16, 17]. The formation of one's engineering identity can profoundlyimpact marginalized students, influencing their sense of belonging, self-efficacy, and academicpersistence. Moreover, the negotiation of multiple identities, including race, gender, sexuality,and socioeconomic status, within the predominantly white, middle and upper class, male, andWesternized focus of

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Abdullah Ibrahim, Texas A&M University at Qatar; Roudha Saif Al-Khaldi, Texas A&M University, Qatar; Doaa Elamin Emam; Yasser M. Al Hamidi, Texas A&M University, Qatar; Marwan Khraisheh, Texas A&M University, Qatar

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

studentsthe ability to reflect upon their learnings and leads to a general increase in self-motivation and self-efficacy. UBD or understanding by design models help students inrelating what they learn in a course to the real world, and thus deepening theirunderstanding. But given the limitations of these and other models, there is always someimportant piece of experience or learning that is left out. For that very reason, designthinking is one of the most renowned educational models. The model incorporates notonly the self-motivation and reflection of project-based learning, and the real-lifeassociation of concepts as seen in UBD models, but goes a step further and grantsstudents the freedom of exploration to truly expand their horizons

Conference Session

Design in Engineering Education Division (DEED) - Student-Centered Approaches in Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tela Favaloro, University of California, Santa Cruz

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

, while later modules build in complexity to focus on integrating these newfoundskills and knowledge. Within each week’s module, learning also builds towards articulatedlearning goals made known to learners via a Canvas Overview and Wrap-up, agendas during in-class activities, and (light) assignment rubrics. The repeated weekly structure creates a familiartempo that fosters both learner and student-teacher self-efficacy, guiding learners while theybuild up their engineering project portfolios. We provide examples of the Canvas LearningManagement System artifacts in the figures below. Figure 1: Canvas depiction of the full course module structure of two First Year Design offerings, as designed by student- teachers: Intro to Cybersecurity (Left

Conference Session

The CE Profession: Perspectives from the U.S. & Canada

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tanya Kunberger, Florida Gulf Coast University; Steven J. Burian, University of Utah; Whitney A. Lutey, Montana State University; Audra N. Morse, Texas Tech University; Robert O'Neill, Florida Gulf Coast University; Kristen L. Sanford P.E., Lafayette College; Andrea L. Welker, Villanova University

Tagged Divisions

Civil Engineering

AC 2011-619: TWENTY-FIRST CENTURY CIVIL ENGINEERING: ANOVERVIEW OF WHO, WHAT, AND WHERETanya Kunberger, Florida Gulf Coast University Dr. TANYA KUNBERGER is an Assistant Professor in the Department of Environmental and Civil Engineering in the U.A. Whitaker School of Engineering at Florida Gulf Coast University. Dr. Kunberger received her B.C.E. and certificate in Geochemistry from the Georgia Institute of Technology and her M.S. and Ph.D. in Civil Engineering with a minor in Soil Science from North Carolina State University. Her areas of specialization are geotechnical and geo-environmental engineering. Educational areas of interest are self-efficacy and persistence in engineering and development of an interest in

Conference Session

WIED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Natalie Fabert, Arizona State University; Marilyn Cabay, Ph.D., Argosy University, Phoenix; Melissa B Rivers, Arizona State University; Mary Lee Smith, Arizona State University; Bianca L. Bernstein, Arizona State University

Tagged Divisions

Women in Engineering

consequent actionstaken by the participants. We were particularly interested in the meanings women formed ofinteractions with their advisors and others within the program and discipline, as well as theinfluence of broader institutional and cultural elements related to gender (e.g. sexual harassmentgrievances procedures, family friendly policies) on their decisions to persist or not in STEMdoctoral studies.MethodologyThis analysis focuses on the qualitative component of a larger set of multi-method data lookingat self-efficacy, resilience, problem-based coping, satisfaction with program, and intention tocomplete the degree. The study was part of a larger research project designed to investigate theeffects of an online career intervention developed

Conference Session

WIED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elaine R. Millam, University of Saint Thomas; Ronald J. Bennett, Univeristy of Saint Thomas

Tagged Divisions

Women in Engineering

science. 2  Of scientists and engineers managers employed in business and industry in 2003, men on average have 12 subordinates while women have 9 subordinates.  According to a survey of 42 chemical companies: o Only 9.2% of all 404 executive officer positions were filled by women; this has risen from 8.7% in 2006. o Women are only 12% of the 416 board directors. While this is an improvement since a 2006 survey where only 11.1% of its directors were women, it has not surpassed the 12.8% measured in a 2003 survey of board directors at chemical companies.Another Catalyst 2009 study3 was

Conference Session

Student Services & Supports

Collection

2025 ASEE Annual Conference & Exposition

Authors

Fethiye Ozis P.E., Carnegie Mellon University; Kyle Nathan Winfree, Northern Arizona University; Corinna Marie Fleischmann P.E., United States Coast Guard Academy; Scott R Hamilton P.E., York College of Pennsylvania; Kaitlyn T Hanley P.E., New York University Tandon School of Engineering; Tanya Kunberger P.E., University of Pittsburgh at Johnstown; Monica Palomo P.E., California State Polytechnic University, Pomona; Jennifer Retherford P.E., The University of Tennessee, Knoxville; David A Saftner, University of Minnesota Duluth; Camilla M. Saviz P.E., University of the Pacific

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

” environment in engineering classrooms, much of which wasrelated to student-faculty interaction. Several studies through the 1990s and early 2000sevaluated the retention issues in engineering as related to interactions and experiences in theclassroom [9] [10]. Most students reported the learning environment as a significant reason forleaving engineering disciplines [11]. Findings from Vogt’s [12] research linked poor facultyinteractions to low retention rates among engineering students. Additionally, the study concludedthat negative experiences with faculty significantly impacted students' self-efficacy andconfidence. The results of negative rapport are consistently shown to be severe and should beconsidered detrimental to classroom engagement and

Conference Session

ENT-5: Pathways for Developing Entrepreneurial Skills Across Educational Levels

Collection

2025 ASEE Annual Conference & Exposition

Authors

Irene Reizman, Rose-Hulman Institute of Technology; Maysam Nezafati, Wallace H. Coulter Department of Biomedical Engineering at Georgia Tech & Emory University; Michelle Marincel Payne, Rose-Hulman Institute of Technology; Liping Liu, Lawrence Technological University; Mary Lauren Benton, Baylor University; Blake Everett Johnson, University of Illinois Urbana-Champaign; Mitchel Daniel, Rose-Hulman Institute of Technology; Jonathan Rylander, Baylor University

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

between thetwo groups. However, it was positive to see that the majority of the students who responded tothe follow-up survey continued their research, and those who did generated outputs that werevaluable to their own development, such as scholarships or awards, as well as the professionaldevelopment of their mentors, such as conference papers.Conclusions and future work:Research experiences support student skill development in a wide variety of areas, from researchplanning to data analysis to communication. However, mentors have limited time to spend withundergraduate mentees, and targeted training workshops have the potential to enhance studentskill development and self-efficacy during research experiences. By comparing an interventioncohort

Conference Session

Teamwork: Priming, Empathy, and Metacognition

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nathalie Al Kakoun, Swansea University; Frederic Boy, Swansea University; Catherine Groves; Patricia Xavier, Swansea University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Diekman et al. [77], “STEM careers are perceived as less likely than careers inother fields to fulfil communal goals (e.g., Working with or helping other people)” andindeed, found that “STEM careers, relative to other careers, were perceived to impedecommunal goals” and that “communal-goal endorsement negatively predicted interest inSTEM careers, even when controlling for past experience and self-efficacy in science andmathematics”; pointing out the agentic (as opposed to the communal) value of STEM.Ramsey [78] took on a study to test for the value systems of students and faculty staffmembers of a science department in a university, and found that all participants involved(students and faculty) “perceived agentic traits as more important for

Collection

2025 Northeast Section Conference

Authors

Nadia Albishi; Peter Cavanaugh

within impact of technology management of OPD courses whichclassrooms while also identifying its effectiveness within the influences the experiences of the high school teachers withinprograms of OPD [65]. The presence of Vision 2030 helps in Saudi Arabia while also further enhancing their digital literacymanaging the adoption of sustainable technology while further and leadership competencies. Based on the aim of this researchincreasing the leadership roles within educators. the following research questions have been identified. Asiri highlighted that the perceptions of educators in OPD RQ1: What is the current measurable impact of all thetake precedence over measurable

Conference Session

Engineering Libraries Division (ELD) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Laura Woods, University of Sheffield

Tagged Topics

Diversity

Tagged Divisions

Engineering Libraries Division (ELD)

have been published while Mercer et al.wrote their review, plus any published since then. Some older papers may also be includedwhere they provide useful context. The themes identified by Mercer et al. will be used as aframework for discussing the literature, along with the additional themes of measurement ofinformation literacy, and gender balance and differences.Student information behaviour mirrors that of professional engineersHistorically, LIS research into the information behaviour of engineering students has castthem into a deficit role, identifying their behaviours as inadequate when compared toinformation literacy standards [18]. Madden et al. [19] take a different view, arguing thatstudents with a preference for “hard” disciplines

Conference Session

Pre-College: Fundamental Research in Engineering Education (2)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue, Towson University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

elementary schools isworthwhile for students and society at large, its implementation is not a trivial matter. One of thechallenges is that most elementary teachers have not had pre-service coursework or in-serviceprofessional learning experiences related to engineering education, and many elementaryteachers lack self confidence or self efficacy with respect to teaching engineering.10-13 Anotherchallenge has to do with the use of fail words and ideas about what failure means in theelementary context. What it means to fail in engineering is different than what it means to fail ineducation.9 In most elementary school environments the concept of failure and the fail wordsthemselves have very negative connotations. A simple online search of “failing