Conference Session

ERM Technical Session 7: Learning and Research in Makerspaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lee Michael Martin, University of California, Davis

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Development, vol. 72, pp. 187-206, 2001.[9] M. K. Ponton, J. H. Edmister, L. S. Ukeiley, and J. M. Seiner, "Understanding the Role of Self- Efficacy in Engineering Education," Journal of Engineering Education, vol. 90, pp. 247-251, 2001.[10] A. R. Carberry, H. S. Lee, and M. W. Ohland, "Measuring engineering design self‐efficacy," Journal of Engineering Education, vol. 99, pp. 71-79, 2010.[11] T. D. Fantz, T. J. Siller, and M. A. Demiranda, "Pre-Collegiate Factors Influencing the Self-Efficacy of Engineering Students," Journal of Engineering Education, vol. 100, pp. 604-623, 2011.[12] H. M. Matusovich, R. A. Streveler, and R. L. Miller, "Why Do Students Choose Engineering? A Qualitative, Longitudinal Investigation of

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Corey Payne, University of Florida; Kent J. Crippen, University of Florida; Lorelie Imperial; Chang-Yu Wu, University of Florida; Philip J. Brucat, University of Florida; Maria Korolev, University of Florida

Tagged Topics

NSF Grantees Poster Session

organize and execute the courses ofaction required to produce given attainments” [6](p. 3), is a critical form of motivation and basisfor evaluating persistence. It is one of the strongest predictors for undergraduate studentachievement [7],[8] and a lack of self-efficacy has been shown to foreshadow a change of majorsand leaving engineering for underrepresented students [9],[10]. For engineering students, self-efficacy predicts interest, achievement and persistence in the major [11],[12],[13]. Self-efficacyis most likely to drop during the first two years a student spends at a university [14].This paper reports on a field study of student self-efficacy and persistence across a semester forthree groups taking general chemistry laboratory for

Conference Session

ASEE TUESDAY PLENARY FEATURING BEST PAPERS & INDUSTRY DAY SPEAKER Sponsored by University of South Florida & University of Maryland

Collection

2019 ASEE Annual Conference & Exposition

Authors

Abisola Coretta Kusimo, Stanford University ; Marissa Elena Thompson, Stanford University ; Sara A. Atwood, Elizabethtown College; Sheri Sheppard, Stanford University

Tagged Topics

ASEE Board of Directors, Corporate Member Council

industry experiences includes engineering positions at Detroit’s ”Big Three:” Ford Motor Company, General Motors Corporation, and Chrysler Corporation. At Stanford she has served a chair of the faculty senate, and recently served as Associate Vice Provost for Graduate Education. c American Society for Engineering Education, 2018 Effects of Research and Internship Experiences on Engineering Task Self- Efficacy on Engineering Students Through an Intersectional LensAbstractHigh-impact academic experiences, particularly research and internship experiences, havepositive impacts for engineering students on engineering task self-efficacy (ETSE), a measure ofstudents’ perception of their ability to perform

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Timothy Sawchuk, Georgia Institute of Technology; Ethan Hilton, Georgia Institute of Technology; Robert L. Nagel, James Madison University; Julie S. Linsey, Georgia Institute of Technology

Tagged Topics

NSF Grantees Poster Session

has on thedevelopment of design skills. In an effort to better understand the impact of involvement inacademic makerspaces, a longitudinal study on students at three different universities has beencarried out over the last four years. Data were collected from students through the use of surveysand collection of GPA and retention data. Students were tracked throughout their respectiveprograms to observe how changes in involvement correlated to changes in factors such as retentionand engineering design self-efficacy. This paper gives an overview of the entire study and presentsresults including trends in voluntary involvement in academic makerspaces over the course of eachprogram and how these trends correlate to other measured

Conference Session

Innovations in Curriculum, Projects, and Pedagogy in Aerospace Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Chadia A. Aji, Tuskegee University; M. Javed Khan, Tuskegee University

Tagged Topics

Diversity

Tagged Divisions

Aerospace

3 © American Society for Engineering Education, 2019 2019 ASEE 126th National Conferencethought processes on the white board, working out problems, using “Jeopardy” style games forreviewing the concepts, etc. The post-class work included graded homework problems tostrengthen the concepts.The Motivation Strategies for Learning Questionnaire (MSLQ) [55] was administered to thestudents of the intervention and control groups to measure the five dimensions (a) Self efficacy,(b) Intrinsic value, (c) Test anxiety, (d) Cognitive strategy use, and (e) Self-regulation. Students’perceptions of the flipped classroom were determined with a Flipped Classroom survey. Theseinstruments had a 5-point

Conference Session

Best In DEED

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eric Reynolds Brubaker, Stanford University; Vikas Rammohan Maturi, Stanford University; Barbara A. Karanian, Stanford University; Sheri Sheppard, Stanford University; David Beach, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

in making—in tinkering, infiguring things out, in playing with materials and tools” [8, p.528]. Recent studies found thatstudents involved in hand-on design and making exhibited increased motivation, self-efficacy,expectations of success, and interdisciplinary awareness [9-12]. Further work is underway todevelop scales that measure belonging in makerspaces [13] and maker identity [14]. Finally,research has begun to uncover barriers to equity in makerspaces, including ways in which theyare gendered [15-17] and the learning strategies employed by women who make [18]. This study aims to better understand how much and under what conditions students aretransformed through hands-on experience designing and making`. We examine a

Conference Session

Assessment of Learning in ECE Courses

Collection

2019 ASEE Annual Conference & Exposition

Authors

Laura K. Alford, University of Michigan; Andrew Deorio, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

success of our program is to use entry and exit surveys to gauge thechange in students’ perceptions of their abilities and learning environment. In particular, we areinterested in the difference between URM students’ and non-URM students’ perceptions of theirabilities and the learning environments in these courses.In the present study, our overarching research question is: Do underrepresented students andnon-underrepresented students show a statistically significant difference in their perceptions oftheir abilities and learning environment as measured by self-efficacy, intimidation byprogramming, and feelings of inclusion?This paper presents entry and exit survey results from three semesters (Fall 2017, Winter 2018,and Fall 2018) of two

Conference Session

NEE 2 - Strategies to Improve Teaching Effectiveness

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joanna Wright, University of Washington; Lauren N. Summers, University of Washington; Denise Wilson, University of Washington

Tagged Divisions

New Engineering Educators

one’s capacity to organize and execute the courses of action required to produce givenattainments” (p. 3) [22]. Bandura identified four primary sources of self-efficacy: masteryexperiences, vicarious experience, verbal persuasion and physiological states [23]. Self-efficacybeliefs have been understood to be strong predictors of behavior [24].Self-efficacy beliefs are not inherent or global traits of an individual; rather, they are “active andlearned systems of belief held in context” (p. 754) [25]. Thus, an instructor may feel high levelsof teacher self-efficacy in particular teaching tasks or domains and lower levels of teacher self-efficacy in others. Scales used for measuring teacher self-efficacy ask teachers to rate their levelof

Conference Session

CEED Technical Session II: Developing Research and Design Skills Through Experiential Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Diana R. Haidar, Carnegie Mellon University; Michael C. Melville, Carnegie Mellon University

Tagged Divisions

Cooperative and Experiential Education

significant improvement in students’ self-efficacy for applyingthese skills after completing the course. Furthermore, a notable number of students expressingdoubt in their abilities to complete a particular task with a maker skill had improvements to theirself-efficacy upon noting the steps towards successful completion of that task, and expressedconfidence in completing an even more complex task.IntroductionEngineering educators are often interested in knowing whether their students can confidentlyapply the skills they were taught from coursework. In many studies, exams and final grades areused as the key metrics in measuring students’ success towards applying theory to practice [1]–[5]. Yet, other researchers have repeatedly taken more interest in

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joni M. Lakin, Auburn University; Mary Lou Ewald, Auburn University; Nancy Nowlin Blanco, Project Lead the Way; Jessica A. Gilpin, Auburn University

Tagged Divisions

Pre-College Engineering Education

More training for students in collaboration skills Added more activities that relate to science or engineering Introduced an engineering design project I hadn't used before More effective in my science teaching More confident in my science teaching Started a robotics or STEM club No changes to my teachingAnalysesWe used a repeated measures ANOVA to look at the change in scores on each of the three self-efficacy measures. Focus group interviews from all eight sites were transcribed and coded forcommon themes related to teachers’ comfort with STEM, their perceptions of student gains, andtheir own learning experiences. A follow up survey was distributed in December, 2018, askingteachers to complete the efficacy

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rachel Vitali, University of Michigan; Noel C. Perkins, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Topics

NSF Grantees Poster Session

intervention group(Control, Level 1, Level 2) for each of the subfactors being measured by the modified LAESEincluding: 1) engineering self-efficacy (ESE), 2) feelings of inclusion (INC), 3) intention topersist in the field (PER), and 4) course-specific self-efficacy (CSE).From Fig. 2, engineering self-efficacy (ESE) generally has negative gains regardless ofintervention. However, the Level 2 intervention group (Prescribed Experiments) has negativegains that are statistically different from 0 whereas the other two groups do not. All three groupsalso experience significant negative gains in their course-specific self-efficacy (CSE).Persistence (PER) generally has positive gains, though the Level 1 intervention group(Demonstrations) is the only group

Conference Session

Design in Engineering Education Division: Design Mental Frameworks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jenni Buckley, University of Delaware; Sara Bernice Grajeda, University of Delaware; Amy Trauth, University of Delaware; Dustyn Roberts P.E., Temple University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

and taskorientation in first-year engineering design courses. In Frontiers in Education Conference (FIE),2014 IEEE (pp. 1-4). IEEE.[38] D. Baker, S. Krause, and S. Y. Purzer, “Developing an instrument to measure tinkering andtechnical self-efficacy in engineering,” presented at the 2008 ASEE Annual Conference andExposition, 2008.[39] Ohland, Matthew W., et al. "The comprehensive assessment of team member effectiveness:Development of a behaviorally anchored rating scale for self-and peer evaluation." Academy ofManagement Learning & Education 11.4 (2012): 609-630.[40] Basadur, G. Graen, and M. Wakabayashi, “Identifying individual differences in creativeproblem solving style,” J. Creat. Behav., vol. 24, no. 2, pp. 111–131, Jun. 1990.

Conference Session

Engineering Design Graphics Division Technical Session 3 - Spatial Visualization Topics

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lelli Van Den Einde, University of California, San Diego; Nathan Delson, University of California, San Diego; Elizabeth Rose Cowan, Spatial Vis & Spatial Kids

Tagged Divisions

Engineering Design Graphics

and their impressionsof the app. Students found the app engaging, easy to use, and something they would do wheneverthey had “a free moment”. 95% of the students recommended the app to a friend if they arestruggling with spatial visualization skills. This paper will describe the implementation of themobile Spatial Vis™ sketching app in a large college classroom and highlight the app’s impactin increasing self-efficacy in spatial visualization and sketching despite the small screen size.IntroductionThe use of mobile devices and specifically touchscreen technology in education has increasedtremendously over the years due to their increase in ubiquity and computing capabilities. Asurvey was conducted online within the United States by Harris Poll

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Baker A. Martin, Clemson University

Tagged Divisions

First-Year Programs

personal agency. Self-efficacy is a person’s ownconfidence in their ability to complete a task. Self-efficacy can be informed by classroomexercises, internships, social interactions with peers, abilities, and completing goals, among otherthings. Outcome expectations are the expected consequences, positive or negative, of completinga given task. Similar to self-efficacy, outcome expectations can be informed by the learningprocess, observing outcomes from the actions of others, as well as outcomes from previouslyperforming a task, among other things. Personal goals are the desires and willpower to cause anoutcome to become reality. Personal goals, as the name infers, are informed by the individualand are shaped by their self-efficacy and outcome

Conference Session

Aerospace Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Chadia A. Aji, Tuskegee University; M. Javed Khan, Tuskegee University

Tagged Topics

Diversity

Tagged Divisions

Aerospace

)they are interested, and 5) they feel cared about by the instructor and/or other students” [13].Marzano, Pickering and Heflebowen [14] noted that a pedagogical environment that elicits positiveresponses to questions: “a) How do I feel? b) Am I interested? c) Is it important? and d) Can I dothis?” may indicate an engaged student. Such an environment leads to self-efficacy which has beendefined by Bandura [15] as "how well one can execute courses of action required to deal withprospective situations". Academic achievement and self-efficacy have been empirically shown tobe related [16]-[20]. Successful learning enhances an individual’s self-efficacy [21]-[23].The objective of this work is to assess an innovative active learning environment. In

Conference Session

Design in Engineering Education Division: Student Empathy & Human-centered Design

Collection

2019 ASEE Annual Conference & Exposition

Authors

Devanshi Shah, Florida Institute of Technology; Elisabeth Kames, Florida Institute of Technology ; McKenzie Carol Clark, Florida Institute of Technology; Beshoy Morkos, Florida Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

. Fivemotivation factors were studied to examine student motivation within and between the cohorts:cognitive value, self-regulation, presentation anxiety, intrinsic value, and self-efficacy. The datawas collected from three cohorts of mechanical engineering senior capstone design students,through three different yearlong senior capstone courses: 2013-2014, 2014-2015, and 2016-2017.The data was analyzed using an ANOVA Single Factor analysis and a t-test for single variance toexamine which factors affected student motivation.The goal of this research is to examine the effect of the student’s choice of project type on theirmotivation and changes in motivation in senior capstone design. This will thereby provideeducators with insight on the impact of the

Conference Session

ERM Technical Session 8: Survey and Instrument Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Melissa G. Kuhn, Old Dominion University; Joanna K. Garner, Old Dominion University; Shanan Chappell, Old Dominion University

Tagged Divisions

Educational Research and Methods

structure of a sample ofstudent ambassadors who completed the measure at the outset of the academic year.MethodsA review of literature revealed existing resources measuring undergraduate engineering students’motivation and self-efficacy, future intentions, and engineering-related beliefs. These include theLongitudinal Assessment of Engineering Self-Efficacy (LAESE) [5], the Project to AssessClimate in Engineering (PACE) survey [13], the Laanan Transfer Students Questionnaire (L-TSQ) [6], the National WEPAN pilot climate survey [11] Academy of Engineering Changing the 2Conversation survey [12], Assessing Women and Men in Engineering (AWE

Conference Session

Minorities in Engineering Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicole M. Colston, Oklahoma State University; Sherri L. Turner, University of Minnesota, Twin Cities; Gale Mason Chagil, Culture Inquiry Consulting, LLC; Sue C. Jacobs Ph.D., Oklahoma State University; Sarah Johnson, Oklahoma State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

activities” (CareerExploration Skills).The SCDI has been used in studies of adolescent, college student, and post-high school youngadult career development [e.g., 27, 28, 29], including studies of the career development of NativeAmerican young people. Career exploration, as measured by the SCDI, has been positivelyrelated to interests and efficacy among Native American young people [30].The Career-Related Parent Support Scale [31] is a 27-item instrument that was used to measurestudents’ self-reports of their parents’ support in the four areas of self-efficacy information(Instrumental Assistance (IA), Career-Related Role Modeling (CM), Emotional Support (ES),and Verbal Encouragement (VE)) identified by Bandura [32]. IA is the tangible help provided

Conference Session

Outreach and Beyond in the Chemical Engineering Classroom

Collection

2019 ASEE Annual Conference & Exposition

Authors

Byron Hempel, University of Arizona; Paul Blowers, University of Arizona; Kasi M. Kiehlbaugh, University of Arizona

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

co-teaching, classroom technologies, active learning in the classroom, and various classroom-based affective inter- ventions targeted at fostering self-efficacy, belongingness, metacognitive learning strategies, and growth mindset affect outcomes such as student retention and success, particularly during the freshman and sophomore year. Her field of research is undergraduate engineering education. Dr. Kiehlbaugh com- pleted her BS and MS at the University of Arizona and her PhD at UC Berkeley. She is now a Research Assistant Professor in the College of Engineering at her undergraduate alma mater. c American Society for Engineering Education, 2019 1 Scalable and Practical

Conference Session

Sustainability in Civil Engineering Education: Service Learning, Capstone Integration, Student Affect and Rating Systems

Collection

2019 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Civil Engineering

an existing survey instrument that measured: (1) the extent students’ value sustainableengineering (including beliefs of importance, interest, and utility value to achieve future careergoals; 6 items, 7-point scale); (2) affect and behavior related to sustainable engineering (4 items,7-point scale); and (3) students’ self-efficacy or confidence in their ability to understand andincorporate societal, economic, and environmental sustainability issues (6 items; 0 to 100 scale).The value items map most closely to the CEBOK3 rubric for the affective domain of thesustainability outcome, while self-efficacy relates to personal perceptions of cognitive domainoutcomes. Sustainable engineering (SE) value was high among both CE seniors and

Collection

2018 Gulf Southwest Section Conference

Authors

Margo Cousins; Daniel Puperi

303L in the fallsemester, and students who did not participate in FIG and 1.2 Communication measurementare enrolled in BME 303L in the spring semester. These Section 3 of the survey measured the students’ scientificdata will be used to optimize advising and curriculum for communication self-efficacy, which is related to ABETfirst year students and improve engineering outcomes for Student outcome g: an ability to communicate effectively.all students. Future surveys are planned for sophomore and This included 15 Likert-scale questions adapted from ajunior years as well. validated self-efficacy in scientific communication

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jacques C. Richard, Texas A&M University; So Yoon Yoon, Texas A&M University

Tagged Topics

Diversity, NSF Grantees Poster Session

REU affect students’ self-efficacy of making decision about graduate school and success therein? 3. How does the REU affect students’ preferences on research type? 4. How does the REU change participants' perceptions of their research knowledge, skills, and engineering career path?II. MethodA. SettingObjectives of the REU Program. The specific objectives of the REU program at the universitywere to (a) engage a minimum of 10 undergraduates annually; (b) prepare the students forgraduate school through workshops on the Graduate Record Examinations (GRE), increasingawareness of graduate opportunities, strengthening of resumes by publishing research, andimproving written and oral communication; and (c) measure the effectiveness of

Conference Session

Perspectives on Service Learning: Challenges, Successes, and Opportunities

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michael Foster, George Fox University; Gary E. Spivey, George Fox University

Tagged Divisions

Community Engagement Division

her contribution to the statistical analyses completedfor this paper.References[1] M. Foster and G. Spivey, "Preparing Engineers for Service," in 2012 ASEE Annual Conference and Exposition, San Antonio, TX, 2012.[2] E. Coyle, L. Jamieson and W. Oakes, "EPICS: Engineering Projects in Community Service," International Journal of Engineering Education, vol. 21, no. 1, pp. 139-150, 2005.[3] E. Coyle, L. Jamieson and W. Oakes, "Integrating Engineering Education in Community Service: Themes for the Future of Engineering Education," Journal of Engineering Education, vol. 95, no. 1, pp. 7-11, 2006.[4] A. Carberry, H. Lee and M. Ohland, "Measuring Engineering Design Self-Efficacy," Journal of Engineering Education, vol. 99, no. 1, pp

Conference Session

Teaching and Assessment in Chemical Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew Cooper, North Carolina State University; Lisa G. Bullard, North Carolina State University; Christopher C. Willis, North Carolina State University - DELTA; Dan Spencer, North Carolina State University

Tagged Divisions

Chemical Engineering

refers to interest developed during a course that with maintained engagement in a task, endures beyond the particular situation (e.g., increased self-efficacy and self- lecture or module). regulation [12]. Measurement Description: Two scales from Inclusion in Study: We felt it necessary Harackiewicz et al. [11] were used to measure to see if the course develops (and initial interest and maintained interest. The maintains) interest in the subject area. measure of initial interest included seven items adapted to specifically refer to the chemical engineering prior to students engaging in

Conference Session

STEM Issues

Collection

2019 ASEE Annual Conference & Exposition

Authors

Anthony E. Sparkling, Purdue University; Anne M. Lucietto, Purdue Polytechnic Institute; Aayushi Sinha, Purdue University; Trenton Thomas Hasser, Purdue Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

were also investigated based on high school preparedness, path to CM as amajor, self-efficacy, institutional and curriculum satisfaction, and future career plans. Parentaleducational level (i.e., completed a bachelor’s) is used as a measure of first-generation college student.The measure of high school preparedness evaluates students’ math and science experience. For instance,students respond to semester of math in high school, math/science course completed, whether advancedplacement courses were offered, and perceived college math preparedness. Students indicated their pathstudents followed to CM major, institutional and curriculum, and future plans. Most of the measuresused multiple choice survey options while others, such as self-efficacy

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brittany Bradford, Rice University; Margaret E. Beier; Michael Wolf, Rice University; Megan McSpedon, Rice University; Ann Saterbak, Duke University

Tagged Divisions

Educational Research and Methods

nationally, particularly for students who tookless rigorous STEM courses in high school, a population that disproportionally comprisesunderrepresented minorities. The authors developed an 11-item measure of STEM-specific studystrategies, termed the STEM Study Strategies Questionnaire. We explored STEM-specificidentity, self-efficacy, and career aspirations, as well as perceived utility of attaining a STEMdegree, using a model based on Eccles and Wigfield’s (2002) expectancy-value framework ofachievement. An exploratory factor analysis found a four-factor solution to the newly developedscale: Group Work in STEM, Active STEM Learning, Interactions with STEM Professors, andSTEM Exam Familiarity. The authors found significant moderate to strong

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Anas Chalah, Harvard University; Fawwaz Habbal, Harvard University; Michael Raspuzzi, Harvard University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

duringsummer programs2 and here we employed a similar assessment process.Pre-program questionnaires were sent to the students and were completed before the startof the program. This included asking the students to provide their backgrounds, relevantclasses they had taken, and their learning expectations from the program. During theprogram, assessments are completed at the end of each day and students are asked to reflecton the effectiveness in delivery of content, their self-efficacy ratings in material presented,instructors rating and any feedback for improvement. We anonymized the data daily andsent it to the instructors. Post-program evaluations covered feedback on the program,learnings from each student, and self-efficacy of the content. Students

Conference Session

M2C: Learning by Design 2

Collection

2019 FYEE Conference

Authors

Jonathan R. Brown, Ohio State University; Irina Kuznetcova, The Ohio State University; Ethan Kirk Andersen; Nick H Abbott; Deborah M. Grzybowski, Ohio State University; Christopher Douglas Porter, The Ohio State University Department of Physics

Tagged Topics

Diversity, FYEE Conference - Paper Submission

students’ learning if it is not integrated in the classroombased on sound educational theories [27], [31].We aimed to ensure student engagement and learning by promoting self-efficacy, one’s beliefthat one can successfully complete a specific task [32], [33], because it helps determine whetherstudents engage with tasks, persist when they face difficulties, and finish tasks. Masteryexperiences (actually performing a task and succeeding) can increase self-efficacy [34],especially when they are built on achieving proximal goals - smaller tasks that are almostguaranteed to be completed successfully. Since self-efficacy is domain-specific [35], wehypothesized that low visuospatial self-efficacy could be one of the main reasons of whystudents disengage

Conference Session

Student Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stefanie A. Hotchkiss, Undergraduate Research Assistant; Kimberly Grau Talley P.E., Texas State University; Michelle Londa, Texas State University; Austin Talley P.E., Texas State University

Tagged Topics

Diversity

Tagged Divisions

Student

, is crucial to manifesting interest in a subject or domain [4, 2] and, asresearch shows, contributes significantly to self-efficacy [4]. By capitalizing on methods toincrease students’ sense of belonging and confidence in STEM majors, more students could beattracted to pursue STEM degrees [4]. Recent trends in welcoming makerspaces into educationalenvironments suggests that makerspaces provide a domain in which interest and creativity ispropagated. This work-in-progress study hypothesizes that by implementing a universitymakerspace that welcomes a representative population through non-verbal, physical cues,increased feelings of belonging and self-efficacy can be achieved. However, a tool is needed toevaluate stereotypes and ambient belonging

Conference Session

CEED Technical Session II: Developing Research and Design Skills Through Experiential Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicole Bowers, Arizona State University; Michelle Jordan, Arizona State University; Kate Fisher; Zachary Holman, Arizona State University; Mathew D. Evans, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

to theengineering CoP as well as their imagination of their current relationship to the CoP in the formof self-efficacy. Two data sources were used to operationalize participants imagination as a modeof belonging: pre-post administrations of a self-efficacy survey and post-program used to probefor how participants’ saw themselves in relation to the CoP. Self-efficacy. The self-efficacy measure focused on participants’ imagined sense of theirown current capabilities related to engineering. At two points in the program (pre and post), REUparticipants were asked to rate themselves on a scale from 0 (Completely Unconfident) to 100(Completely Confident) with respect to their current level of self-efficacy or confidence forinnovation and