Conference Session

Enhancing CE Learning Through Use of Technology

Collection

2010 Annual Conference & Exposition

Authors

Ghulam Bham, Missouri University of Science and Technology; Dan Cernusca, Missouri University of Science and Technology; Uday Manepalli, Missouri University of Science and Technology; Ronaldo Luna, Missouri University of Science and Technology

Tagged Divisions

Civil Engineering

could choose “I don’t know” option. That is, a “0” was given for a wrong answer, a “1” was given for selecting “I don’t know” and finally a “2” was given for a correct answer. The adjusted assessment score was computed as the percentage of the sum of answers to seven assessment questions to maximum possible score (14 in this case). Page 15.1114.7  Exit self-efficacy, self-reported motivation, perceived usefulness, and perceived difficulty of laboratory activity measured with the previously mentioned tool and ranged from 1 to 5 for self

Conference Session

Embedded System Design

Collection

2010 Annual Conference & Exposition

Authors

Paul Weber, Lake Superior State University

Tagged Divisions

Electrical and Computer

Student Presentations”12 with the basis for several modifications havingbeen described in “Inherently Adaptable Education through Student Presentations”11. One of theprimary methods of student motivation in the presentation is the utilization of student choice. Ithas been shown that there is a high correlation between student choice and the students’ self-efficacy and motivation to learn2, 13. In addition, changes have been made to the originalpresentations to incorporate a marketing style format to better mimic a real-life situation, theimportance of which has been explained by Bhagat3. Lastly, research has shown the usefulness ofboth cooperation and competition in learning environments7. The presentations combined both asstudents must work

Conference Session

Classroom Engagement

Collection

2010 Annual Conference & Exposition

Authors

Tamara Floyd-Smith, Tuskegee University; Denise Wilson, University of Washington; Ryan Campbell, University of Washington; Rebecca Bates, Minnesota State University, Mankato; Diane Jones, University of Washington; Donald Peter, Seattle Pacific University; Melani Plett, Seattle Pacific Univ; Elaine Scott, Seattle Pacific University; Nanette Veilleux, Simmons College

Tagged Divisions

Educational Research and Methods

the conceptual model, Table 1 provides examples of Likert-scale items and the inputs oroutputs that they measure. The items are measured on a scale of 1 to 5 where 1 is stronglydisagree and 5 is strongly agree. Figure 2: Conceptual Model of Outcomes of Engagement Table 1: Examples of Likert-scale Survey Items Input/Output Likert-scale Item University PSC There is a social atmosphere on campus. Classroom Belonging I feel accepted in class. Locus of Control Persistence and hard work usually lead to success. Self Efficacy I expect to do very well in this

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

Allison L. Felix; Joel Z. Bandstra; William H.J. Strosnider

Likelihood of Applying Avg. Rating of Interest in Engineering 3.29 3.24 Future plans for assessment of the Environmental Engineering Design Academy include incorporating a pre and post assessment of content knowledge as well as student response journals and exit interviews to collect qualitative data about the program and design project on the students’ interest in engineering and SFU. In addition, a survey of students’ self-efficacy (adapted from the LAESE - Longitudinal Assessment of Engineering Self-Efficacy tool from Assessing Women and Men in Engineering, the Pennsylvania State University and University of Missouri, available at: http://www.engr.psu.edu/AWE

Conference Session

Students' Abilities and Attitudes

Collection

2010 Annual Conference & Exposition

Authors

Geoff Wright; Peter Rich, Brigham Young University; Keith Leatham, Brigham Young University

Tagged Divisions

Mathematics

mathematical self-efficacy and problem solving skills). The research project is in its second year of implementation. Last year 120 students were introduced into the course, and this year 80 more students are involved in the project. Thus far, the results of the project have shown a strong correlation between student engineering interest, aptitude, programming understanding, and an increased understanding of mathematics.IntroductionMathematics has long been regarded as an essential skill, as noted by the American Society forEngineering Education’s mathematics division (Selingo, 2008). The Cold-War era “space race”pushed engineering awareness, mathematical, and scientific ability to the fore of our educationalsystem. And

Conference Session

Mentoring First Year Students

Collection

2010 Annual Conference & Exposition

Authors

Rose Marra, University of Missouri; Whitney Edmister, Virginia Tech; Bevlee Watford, Virginia Tech; Barbara Bogue, Pennsylvania State University; Chia-Lin Tsai, University of Missouri; Fleur Gooden, Virginia Tech

Tagged Divisions

First-Year Programs

underrepresentedminorities derive greater benefit from models that involve social and networkinginformation in addition to more mechanistic career development information (e.g.,Learning to negotiate the politics of an organization as well as understanding thesteps to advancement) 11,12,8.Ongoing research on mentoring identifies and investigates a broader range ofmodels. Chesler and Chesler 6, a team comprising sociology and engineeringexpertise, investigate how existing gender roles and dynamics impact the creationof effective mentoring programs. They report that a prevalent model, the HeroicJourney, emphasizes organizational and technical information and guidance butneglect psychosocial issues such as self-efficacy or sense of belonging. This isimportant because

Conference Session

Assessment of K-12 Engineering Programs & Issues

Collection

2010 Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Emily Medders, Southern Wesleyan University; Cheryl Cass, Clemson University

Tagged Divisions

K-12 & Pre-College Engineering

? What went well?  Self-efficacy for Why did you want to  What have you learned this week? Scientific research participate in this RET  What have you been doing related to your  Self-efficacy for teaching program? engineering teaching module? engineering What do you hope to get  How confident are you feeling this week about  General program out of the RET program? teaching your students about engineering?Table 2. Coding structure to measure RET interns’ functionality as scientific researchers.Constructs 1. Low 2. Low-Middle 3. High-Middle 4. High Internal vs

Conference Session

Thinking, Reasoning & Engineering in Elementary School

Collection

2010 Annual Conference & Exposition

Authors

Christine Cunningham, Museum of Science, Boston; Cathy Lachapelle, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

. Each EiE unit has commonelements, including a four-lesson structure. The first lesson introduces a field of engineering anda design challenge through a fictional story. The second lesson explores the field of engineeringmore broadly through hands-on activities. The third lesson includes a controlled experiment formore in-depth exploration of different materials, processes, or design elements that will informthe final design. For the fourth lesson, students plan, create, test, evaluate and improve theirdesigns. As a result of engaging in engineering challenges and better understanding engineeringconcepts and being exposed to the kind of work of engineers do, some students might also reportincreases in their attitudes and self efficacy related

Conference Session

Student Learning

Collection

2010 Annual Conference & Exposition

Authors

Dianne Raubenheimer, North Carolina State University; Eric Wiebe, North Carolina State University; Chia-Lin Ho, North Carolina State University

Tagged Divisions

Educational Research and Methods

all) to 4 (Very valuable).a The pre- and post-test means of all computing capabilities are significantly different from eachother at p < .05.The authors also examined the impacts of the course intervention on (a) students' self-efficacyabout learning in the discipline of engineering/computer science (9 questions), and (b) on theself-efficacy of using computers (7 questions). The results, aggregating across questions in eachscale, are shown in Table 8. No change in either of the scales was found after implementing thecourse interventions.Table 8: Self-reported engineering/computing self-efficacy and computer self-efficacy Pre-test Post-test Scale

Conference Session

Computer Education Innovations I

Collection

2010 Annual Conference & Exposition

Authors

Alisa Gilmore, University of Nebraska, Lincoln; Herbert Detloff, University of Nebraska, Lincoln at Omaha

Tagged Divisions

Computers in Education

the Introduction to Robotics students conducted by Dr. NealGrandgenett, Professor of Mathematics Education at the University of Nebraska-Omaha (UNO),and Dr. Elliot Ostler, Professor of Education at UNO. The course instructor was not presentduring the focus group session. It was conducted with 2 weeks remaining in the course.Analysis of Assessment DataThe pre and post survey results revealed an increase in the students’ perceived technical abilitiesand measures of self-efficacy in the overall group of seniors at the end of the semester (questions11 – 14) compared to the subset of Introduction to Robotics students surveyed earlier in thesemester, prior to CEENBoT™ exposure. However, additional studies are needed todifferentiate the specific

Conference Session

Teaching Technological Literacy - College Courses and Minors

Collection

2010 Annual Conference & Exposition

Authors

John Krupczak, Hope College; Mani Mina, Iowa State University; Robert J. Gustafson, Ohio State University; James Young, Rice University

Tagged Divisions

Technological Literacy Constituent Committee

motivation, extrinsic motivation, task value, self-efficacy, and testanxiety.Promising results are summarized in Figure 1. The pre- and post-MSLQ data were analyzedusing paired t-tests. After completing just one engineering course for non-engineering majors,these students demonstrated increased intrinsic motivation, increased task value, and improvedself-efficacy about science and technology. Self-efficacy increased by more than 10% and testanxiety about technological topics decreased by almost 15% in one semester. All results arestatistically significant (p<0.05). These results are encouraging for the prospect of attracting non-engineering students to pursue an engineering minor

Conference Session

Tablet and Portable PCs for Education

Collection

2010 Annual Conference & Exposition

Authors

Julia Williams, Rose-Hulman Institute of Technology; M. Hossein Hariri, Rose-Hulman Institute of Technology; Sudipa Mitra-Kirtley, Rose-Hulman Institute of Technology; Shannon Sexton, Rose-Hulman Institute of Technology

Tagged Divisions

Computers in Education

ability. In addition, eachinstructor developed a set of learning outcomes specific to the course, and students weresurveyed on their self-efficacy with the outcomes both pre- and post course. The mid-coursesurvey contained 6 items identical to the pre-course survey. These items included comfort withvarious hardware devices, enjoyment of the tablet PC, and note preference and reference. Thepost-survey consisted of 14 items. Eight of the items were identical to the pre-course surveyaddressing comfort with various hardware devices, enjoyment of the tablet PC, note preferenceand reference, and confidence in learning objective ability. Additional items on the post-coursesurvey included those assessing technology used by both the instructor and student

Conference Session

Frontiers in Engineering Management

Collection

2010 Annual Conference & Exposition

Authors

Suzanna Long, Missouri University of Science & Technology; Hector Carlo, University of Puerto Rico; Jane Fraser, Colorado State University, Pueblo; Abhijit Gosavi, Missouri University of Science and Technology; Scott Grasman, Missouri University of Science & Technology

Tagged Divisions

Engineering Management

workforce. The structure ofthe class projects will include goal setting behavior for the projects and intercultural relations.Research has shown that goal setting behavior significantly enhances the participant'sperformance 17 and plays an instrumental role in improving the student’s self-efficacy andintrinsic interest in the task. In addition the course design allows for the creation of specifictasks, roles, and learning goals. Specifically, each student is assigned tasks and is part of a team-directed management structure; this structure includes the election of leaders for each sub-teamand the team at large. In addition, tasks are divided up into smaller focused tasks with frequentreporting requirements, and specific questions that explore

Conference Session

Technological Literacy for K-12 and for Community College Students: Concepts, Assessment, and Courses

Collection

2010 Annual Conference & Exposition

Authors

Stephen O'Brien, The College of New Jersey

Tagged Divisions

Technological Literacy Constituent Committee

about how these objects would be used by Owen in school. This lesson was centered on Reading, one of the three “R’s,” but certainly integrated T&E in a very intimate and direct manner. The MST students routinely design outstanding cross-curricular lessons, often integrating T&E content.(2) “Internal” Research: a) Survey student teachers and their experience and lesson plans. b) Technological literacy, T&E anxiety & self-efficacy of teacher candidates (MST vs. non-MST populations). c) STEM affect of teacher candidates (MST vs. non-MST populations). d) Lesson plan design effectiveness w.r.t. STEM, but especially T&E content (MST vs. non-MST populations).(3) “External” Research: a) Locate

Conference Session

Knowing our Students, Faculty, and Profession

Collection

2010 Annual Conference & Exposition

Authors

Katherine Winters, Virginia Tech; Holly Matusovich, Virginia Tech; Ruth Streveler, Purdue Universtiy

Tagged Divisions

Educational Research and Methods

between our current classroom practices and students’ needsfor autonomy, competence and relatedness. With regard to autonomy, students do not feelsupported. They do not feel in control of their own learning or have the clarity instructions,functioning laboratory equipment, etc. that they need to successfully complete assignments andlearn the content. With regard to competence, across all four years students are not feelingsupported by faculty in their efforts for competence and mastery. We know from recent researchthat competence related constructs, including self-efficacy, are important to students‟, andparticularly women students‟, success. 26-31 The news for faculty is better with regard torelatedness. Other than the third year, students do

Conference Session

Modeling Student Data

Collection

2010 Annual Conference & Exposition

Authors

P.K. Imbrie, Purdue University; Joe Jien-Jou Lin, Purdue University; Kenneth Reid, Ohio Northern University

Tagged Divisions

Educational Research and Methods

factors andthe outcome of student’s retention after one year.A. Data CollectionIndependent Variables: The students’ non-cognitive measures were collected acrossnine scales in a self-reported online SASI survey completed prior to the freshman year5,6.These scales are: Leadership, Deep vs. Surface Learning Types, Teamwork, Self-efficacy, Motivation, Metacognition, Expectancy-value, and Major decision.The following eleven cognitive items were also collected: overall GPA and core GPAfrom high school, standardized test results, average high school grades in mathematics,science, and English classes and the number of semesters taking mathematics, science,and English

Conference Session

Engineering in the Middle Grades

Collection

2010 Annual Conference & Exposition

Authors

Christine Schnittka, University of Kentucky; Michael Evans, Virginia Tech; Brett Jones, Virginia Tech; Carol Brandt, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

approach in Studio STEM applies the “dual-space model” 21 of thedesign studio which allows youth to clarify the content of the problem and its relational context,both essential to a design-based approach.Motivation and BelongingnessAlthough teachers often claim that students are interested in and enjoy the use of innovative Page 15.1138.4technology and engineering-design projects, there is little empirical evidence to demonstrate howsuch projects affect student motivation in science and math. The data gathered from this projectrelate to constructs in the expectancy-value, self-efficacy, and interest theories.Expectancy-Value Model of

Conference Session

Instructional Strategies in AE Education

Collection

2010 Annual Conference & Exposition

Authors

Joseph Betz, State University of New York

Tagged Divisions

Architectural

–257.10 Locke, E. A., Frederick, E., Lee, C., & Bobko, P. (1984). “Effects of self-efficacy, goals and task strategies on task performance.” Journal of Applied Psychology, 69, 241–251.11 Meyer, J. P., & Gellatly, I. R. (1988). “Perceived performance norm as a mediator in the effect of assigned goal on personal goal and task performance.” Journal of Applied Psychology, 73, 410–420.12 Reidel, J. A., Nebeker, D. M., & Cooper, B. L. (1988). “The influence of monetary incentive on goal choice, goal commitment, and task performance.” Organizational Behavior and Human Decision Processes, 42, 155–180.13 House, R. J. (1971). “A path goal theory of leader effectiveness.” Administrative Science Quarterly, 16, 321– 328.14

Conference Session

Teacher and Counselor Professional Development

Collection

2010 Annual Conference & Exposition

Authors

Stephen O'Brien, The College of New Jersey

Tagged Divisions

K-12 & Pre-College Engineering

, coupled with high anxiety and low self-efficacy can lead to low teachereffectiveness and lack of interest from the K-5 students. At our institution, The College ofNew Jersey (TCNJ), it was felt that the Department of Technological Studies, housed withinthe School of Engineering, was well positioned to provide a unique K-5 academic major bycombining the T&E with the M&S components of STEM, resulting in a program breadth thatmatches well the breadth of skills needed by a highly skilled K-5 teacher.Such a program was established at TCNJ in 1998 and is formally referred to as the Math-Science-Technology or MST program. The program has substantial requirements in allSTEM areas, and takes a truly integrated-STEM approach. To the authors

Conference Session

Pedagogical Developments in BME

Collection

2010 Annual Conference & Exposition

Authors

Randolph, Randy Hutchison, Randy Hutchison, Clemson University; John DesJardins, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Biomedical

confident with the subject matter outside theclassroom and were able to apply it in “everyday” situations. Student A recalled tearing a tendonin her foot during the summer after the study abroad class and going to the doctor’s office. Sheelaborated that: “I could visualize how my foot was twisting when I tore the tendon. I made the podiatrist go up to the board to explain how my tendon was formed. It was just nice to talk to the doctor as a student in his practice.”This student was particularly shy and this interaction showed a change in her confidence with thesubject matter. During the study abroad class, this student had trouble taking a leadership rolewhen playing the “expert.” Changes in self efficacy relative to the course

Conference Session

NSF Grantees Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Jorge Valenzuela, Auburn University; Jeffrey Smith, Auburn University; Ben Reece, Auburn University; David Shannon, Auburn University

. They are alsoavailable at the project website.Students were given two weeks to complete each module. After each module was due, an in-class announcement requesting that students complete a feedback survey was made. Thefeedback survey included course and module information, attitudes toward the class, and modulefeedback. More specifically, students were asked to identify the module they just completed, thecourse of enrollment and whether they had previously completed any instructional modules intheir coursework. The remaining items were used to form four measurement scales.There were 19 items pertaining to student attitudes toward the class. Of these 19, eight wereaimed at measuring students’ self-efficacy, six regarded the value of the course

Conference Session

Culture, Society, and Co-op

Collection

2010 Annual Conference & Exposition

Authors

Lindsey Jenkins-Stark, Iridescent; Tara Chklovski, Iridescent

Tagged Divisions

Cooperative & Experiential Education

Page 15.500.3By working with engineers at the university level, Iridescent provides families with challengingcontent and college readiness experiences; key components to increasing the participation ofminorities and women in STEM courses and careers5. Iridescent trains engineers to develop andteach hands-on, Family Science Courses to underserved children and their parents. The programhas been successfully implemented in Los Angeles, the Bay Area and Salinas and shown toimprove participants’ interest in science, content knowledge and self-efficacy. The FamilyScience Courses are designed and taught by engineers to families at schools in the evenings.Topics illustrate the real-world applications of Physics and range from CardiovascularMechanics

Collection

2010 ASEE Zone 4 Conference

Authors

& Shane Brown............................................................................................................ 331“Engineering Economy with „Green‟ and Energy Evaluations” William Bloxsom .................................................................................................................................... 339“Understanding Student and Workplace Writing in Civil Engineering”* Susan Conrad, Peter Dusicksa, & Timothy Pfeiffer ............................................................................... 342“The Relationship between Self-Efficacy, Critical Thinking, and the Quality of First Year Engineering Students” Ann-Marie Vollstedt & Eric Wang

Conference Session

Pedagogy and Assessment in ECE

Collection

2010 Annual Conference & Exposition

Authors

Gordon Skelton, Jackson State University; Wei Zheng, Jackson State University; HuiRu Shih, Jackson State University; Evelyn Leggette, Jackson State University; Tzusheng Pei, Jackson State University

Tagged Divisions

Electrical and Computer

to rely upon the efforts of the stronger membersof their teams. Of course, this decision making process was reflected in both their knowledge ofthe subjects and the results on their examinations. Their research papers, also, were animportant effort to aid the students in enhancing their self-efficacy through completing researchand producing a professional paper that could be presented at a regional or national conference.Though there was much anticipation at the beginning of the class, many of the students wereinterrupted in their efforts due the fact that a number of the students were completing their seniordesign projects. Instead of using their time management skills in this situation, where they hadmultiple assignments and tasks to

Conference Session

Mentoring & Outreach for Girls & Minorities

Collection

2010 Annual Conference & Exposition

Authors

Lindsey Jenkins-Stark, Iridescent; Tara Chklovski, Iridescent

Tagged Divisions

K-12 & Pre-College Engineering

Area and Salinas and shown to improve participants’ interest in science,content knowledge and self-efficacy. The Family Science Courses are designed and taught byengineering undergraduate and graduate students to families at schools in the evenings. EachFamily Science Course consists of five evening sessions of two hours each. Families are invited(including younger siblings). Formative assessments such as Exit Slips (three questions checkingfor content understanding) are conducted at the end of every session. Pre and post tests areconducted in each Family Science Course. Food is provided at every session. Instruction istranslated into Spanish if the majority of families are Hispanic and non-English speaking. Topicsillustrate the real-world

Conference Session

NSF Grantees Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Ashley Clayson, Laboratory for Innovative Technology and Engineering Education; P K Raju, Auburn University; Chetan Sankar, Auburn University

the assignments accompanying case studies oftencall for various communicative projects, like writing reports or making presentations, many ofthe professors evaluating the LITEE case studies included in their evaluations an examination ofstudents’ communication skills.Self-Efficacy (SE): Many of the surveys measured issues of self-efficacy, such as students’confidence in their own skills.3.3.2 Summary of Findings: Quantitative DataThe table below summarizes each of the accepted papers’ findings in relation to these fiveconstructs. It details whether the studies found that: (a) the studies did not have a statisticallysignificant impact on the construct (“no”), (b) the case studies had a moderate, but notstatistically significant impact on the

Conference Session

Gender and Minority Issues in K-12 Engineering

Collection

2010 Annual Conference & Exposition

Authors

Laura Winn, Virginia Military Institute; Gary Winn, West Virginia University; Robin Hensel, West Virginia University; Reagan Curtis, West Virginia University

Tagged Divisions

K-12 & Pre-College Engineering

Academies Press.Washington, DC. 346 pages.3. McLaughlin, D.K., Lichter, D.T. and Matthews, S.A. (1999). "Demographic Diversity and Economic Change inAppalachia". Population Research Institute, Pennsylvania State University. p. 18.4. ibid., p. 123.5. ibid., p. 1266. ibid., p. 147. ibid., p. 468. ibid., p. 329. ibid., p. 16010. ibid., p. 21011. ibid., p. 21512. ibid, p. 22213. American Association of University Women (AAUW). (1998). "Gender gaps: Where schools still failour children." Washington, DC: AAUW Educational Foundation.14. Lupart, J. L., & Odishaw, J. (2003). "Canadian Children and Youth At-Risk." Exceptionality EducationCanada, 2 & 3(13), 9-28.15. Post-Kammer, P., & Smith, P. L. (1985). "Sex differences in Career Self-Efficacy

Conference Session

Educational Research & Methods Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Ming-Chien Hsu, Purdue University; Monica Cardella, Purdue University; Senay Purzer, Purdue University; Noemi Mendoza Diaz, Purdue University

Tagged Divisions

Educational Research and Methods

Learning (INSPIRE). She received a Ph.D. and a M.A in Science Education, Department of Curriculum and Instruction from Arizona State University. Her creative research focuses on collaborative learning, design & decision-making, and the role of engineering self-efficacy on student achievement.Noemi Mendoza Diaz, Purdue University Page 15.449.1© American Society for Engineering Education, 2010 Assessing Elementary Teachers’ Perceptions of Engineering and Familiarity with Design, Engineering and Technology: Implications on Teacher Professional DevelopmentAbstractSixty-nine elementary

Conference Session

New Learning Paradigms II

Collection

2010 Annual Conference & Exposition

Authors

Ming-Chien Hsu, Purdue University; Monica Cardella, Purdue University; Senay Purzer, Purdue University

Tagged Divisions

Educational Research and Methods

received a Ph.D. and a M.A in Science Education, Department of Curriculum and Instruction from Arizona State University. Her creative research focuses on collaborative learning, design & decision-making, and the role of engineering self-efficacy on student achievement. Page 15.200.1© American Society for Engineering Education, 2010 Development of an Instrument to Assess Elementary Teachers’ Design Process Knowledge: Findings from a Pilot TestAbstractAs more states are adding engineering to their teaching and learning standards, teacherprofessional development activities are necessary to foster

Conference Session

Potpourri of First-Year Issues

Collection

2010 Annual Conference & Exposition

Authors

Farid Farahmand, Sonoma State University; Saeid Moslehpour, University of Hartford

Tagged Divisions

First-Year Programs

promoting racial understanding),self-efficacy, leadership, choice of a service career, and plans to participate in serviceafter college 2.In the past few years service-learning has become increasingly common pedagogy inengineering programs around the globe. One reason for its popularity is the industry’sdesire for individuals with the communication and collaboration skills who are betterequipped for working in a global context 3,4.In the United States, many different universities have also incorporated service-learninginto their curricula5. Perhaps the best well-known example is the Engineering Projects inCommunity Service (EPICS) program8 created by Purdue University in 1995 and now itincludes 18 universities. Under this program freshman to senior