bioengineering plans employedEvaluators their bio- concentration concentration Measurement ofFunding from medical # of students en- Increase secondary Self efficacy forNSF courses rolling into single students under- STEM and Career Workshop courses of the standing and inter- aspirations (for sec- material for concentration est in STEM ca- ondary and post- secondary # of students reers secondary students) school teach- Improved and Plan to replicate or
doctoral students at the Adult Education program at NCSU.Dr. Rex E Jeffries, North Carolina State UniversityMs. Barbara Smith, North Carolina State University Page 23.8.1 c American Society for Engineering Education, 2013 Mentoring Minority Students in Biomedical Engineering: An Engaged ApproachAbstract There is a compelling need for a program that develops self-efficacy inUnderrepresented Minority (URM) students in STEM related fields. To answer this need, aprofessor and lifelong mentor developed the national mentored-leadership initiative program toempower URM
programs, based on Tinto’s theory of retention. The second survey, theEngineering Fields Questionnaire was constructed and validated as described in Lent, et al.33 toprobe students’ self-efficacy, outcome expectations, and distal and proximal contextualinfluences. Participants’ demographic data was also collected.Semi-structured interviews. The one-on-one semi-structured interview design was astandardized list of questions that allowed for additional probing when deemed necessary. Thesemi-structured interviews were aligned with the survey and allowed for the collection ofspecific information related to engineering education, particularly identity development. Theresearchers were conscious of the participants’ perspective and oftentimes adjusted
common responses tended to focusaround two main themes: student self-efficacy in the skills necessary to work in these fields andstudent discovery of the creativity associated with these fields. Some of the representativecomments include:• Yes, because of the opportunity to be creative and to create self-confidence.• Yes, because you can awaken in them curiosity and interest in constructing and manufacturing new things.• It awakens their interest for the creation of new things and satisfaction of achieving them; it is gratifying.• I believe that yes, already out children many times do not believe that they are able to be these things; however, with these games, they can see their creations and believe it is simpler than they
’ levels ofconfidence were mixed. Female and male students differed by less than one percentage point;Asian students had the highest expectations (94.1% responded “OK/Pretty Well or Very Well”),with Hispanic/Latino students slightly lower (91.6%), and Black/African American studentsslightly lower still (90.8%). By school-level, students varied slightly: elementary students hadthe most confidence (92.9% responded “OK/Pretty Well or Very Well”) and high school studentshad the least confidence (88.1%). Overall, though, these demographic differences were relativelysmall with regards to self-efficacy in these core STEM areas.Table 2. Upper Elementary and Middle and High School Student Demographic Characteristics
extent onstudents’ self-efficacy and the degree of collaboration among peers. In problem-basedenvironments, learners practice higher order cognitive skills (analysis, synthesis and evaluation),and constantly engage in reflective thinking.49 Students using problem-based learning can havea varied level of guidance form their instructors ranging from no to moderate guidance. If theguidance level is too low in problem-based learning, heavy cognitive loads may result during thelearning process. Lape10 presented tiered scaffolding techniques to bridge the gaps in high-cognitive-load problem-based learning in thermodynamics.Alvarado44 described a problem-based activity in which students were asked to design anexperiment based on a thermodynamics device
teachers had fewerconcerns and were beginning to think about how they could collaborate with other teachers.Teachers’ attitudes toward engineering, their knowledge of careers in engineering, and theinformation they had to help students interested in studying engineering increased as a result ofparticipating in the Medibotics program. Students’ attitudes toward engineering, theirknowledge of careers in engineering, and their self-efficacy for engineering type skills increased Page 23.787.3significantly.As information about the Medibotics program was disseminated through conferencepresentations, journal articles, book chapter11-15 and teacher learning
expectations related to their majors and experiences.An encrypted numeric ID (privy only of the program support assistant and destroyed at the endof the program) is created for each participant with the main purpose of analyzing the genderrelated questions.MATERIALSSURVEY CONTENT: The survey instruments were chosen to collect program evaluationresponses and to measure beliefs, expectation/perceptions of engineering and science careers,self-efficacy, and other constructs. From the surveys, specifically the NSF-funded AssessingWomen and Men in Engineering (AWE) project at Penn State University provided several ofthe instruments used in this study [7]. After a review of the literature, an assessment plan wasdeveloped to focus on career, confidence
reflections, and observations by the instructor while they work in class as well as students’ responses to a survey related to the assignment. Formative assessments are in the form of discussions with the members of the individual groups .14II. Emerging technologies for virtual active learning Pilot results were impacted by variability in students’ competency and self-‐efficacy with the new tools presented to them under tight time constraints. In order to establish baseline student competency with, and thereby measure the effectiveness of, A) the digital tablet and stylus and B) the Moodle Discussion Forum as collaborative ideation tools, units of
analyzing school, teacher, and classroom effects on student learning out- comes. Dr. Bagaka’s has also been involved in studies utilizing hierarchical linear modeling to identify the value-added indicators of school and teacher effectiveness on student achievement. His recent work on the role of teacher characteristics and practices on upper secondary school students’ mathematics self- efficacy was published in the International Journal of Science and Mathematics Education. Dr. Bagaka’s is a recent African Regional Research Fulbright Program scholar to Kenya where he conducted research on teacher beliefs and practices on high school mathematics self-efficacy.Dr. Matthew W Roberts, University of Wisconsin, Platteville Dr
California (USC). She is jointly appointed in the Viterbi School of Engineering’s Division of Engineering Education and the Rossier School of Education. Her research interests and areas of expertise include: engineering education, STEM college access, teacher education and retention, literacy education, content literacy, special education and deaf education as well as assessment and measurement in STEM education. She teaches courses in sci- ence education, measurement, literacy and language development, courses in learning and instructional theory, and teacher education research courses. She extensive expertise in assessment, psychometrics, advanced quantitative analyses, and multimodal research design
and contexts of TPD by analyzing teachers’ responses to theschools and staffing survey (SASS). Garet et al. (2001)7 identified the features that influencedthe effectiveness of TPD based on teachers’ responses from a teacher activity survey. Lowden(2005)14 evaluated TPD and its impact on teacher change by applying a designed survey.Posnanski (2002)15 analyzed the TPD model that was developed by Haney, Czerniak, and Lumpe(1996)16 and elementary science teachers’ self-efficacy beliefs based on the data collected froman evaluation form and a survey that included open-ended questions.C. Previous Studies about Teachers’ Evaluations of Engineering TPDFor TPD in engineering, only a few studies have investigated the evaluations of TPD fromteachers
(November 2009): pp. 14í25.13. M. Schuurman, M. Alley, M. Marshall, and C. J. Johnstone (2008, June). The effect of a targeted speech communication course on the public speaking self-efficacy of engineering undergraduates. Proceedings of the 2008 American Society for Engineering Education Annual Conference and Exposition. Pittsburgh, Pennsylvania: American Society of Engineering Educators.14. Sarah Zappe, Karen Thole, Melissa Marshall, and Michael Alley (2013, June). Engineering Ambassador Network: Dissemination through an inaugural national workshop. Proceedings of the 2013 ASEE National Conference, Atlanta, Georgia; American Society of Engineering Educators.15. Catherine Talbot, Melissa Marshall, Michael Alley, and Joanna
/ethicsedtech.pdf?sequence=2 9. Maag, M. (2004). The Effectiveness of an Interactive Multimedia Learning Tool on Nursing Students’ Math Knowledge and Self-efficacy. CIN: Computers, Informatics, Nursing. 22(1), 26– 33 10. McDonald, G. M. (2004). A case example: Integrating ethics into the academic business curriculum. Journal of business ethics, 54, 371-384. Retrieved from http://link.springer.com/content/pdf/10.1007/s10551-004-1826-9 11. McDonald, G. M., & Donleavy, G. D. (1995). Objections to the teaching of business ethics. Journal of business ethics, 14, 839-853. Retrieved from http://link.springer.com/content/pdf/10.1007/BF00872350 12. McWilliams, V., & Nahavandi, A. (2006). Using live cases to
a text-based environment: computer conferencing in higher education. Internet and Higher Education 2, 87-105 (2000).10. Shea, P. & Bidjerano, T. Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a Communities of Inquiry in online and blended learning environments. Computers & Education 55, 1721-1731 (2010).11. Sorensen, C.K. & Baylen, D.M. Learning online: Adapting the Seven Principles of Good Practice to a web- based instructional environment. in The perfect online course: Best practices for designing and teaching (eds. Orellana, A., Hudgins, T.L. & Simonson, M.) (Information Age, Charlotte, NC, 2009).12. Lehman, R.M. & Conceicao, S.C.O
motivation and subsequent academic achievement, we are assessingstudents’ perceived competence in and interest/value for engineering. Perceived competence isbeing measured using the 5-item self-efficacy scale from the Patterns of Adaptive LearningSurvey (PALS).21 A sample item includes ‘I’m certain I can master the skills taught in myengineering courses.’ Interest/value is being assessed in terms of students’ enjoyment and valuefor engineering using an 8-item interest/value scale developed Linnenbrink-Garcia andcolleagues.22 Sample items include ‘Engineering is exciting to me’ (enjoyment) and ‘Engineeringis practical for me to know’ (value). Pilot data obtained from Duke undergraduates indicated thatitems from both scales are highly reliable
; Truch, N. (2010). Assessing Self-Efficacy, Identity, Morality, and Motivation in a First-Year Materials Engineering Service Learning Course. ASEE Annual Conference Proceedings. Louisville, KY.[11] Olsen, L., & Washabaugh, P. D. (2011). Initial Impact of a First-Year Design-Build-Test-Compete Course. ASEE Annual Conference Proceedings. Vancouver, BC, Canada.[12] Sheppard SD, Gilmartin S, Chen HL, et al. Exploring the Engineering Student Experience: Findings from the Academic Pathways of People Learning Engineering Survey (APPLES). Engineering. 2010;(September).[13] Knight, D. W., Carlson, L. E., & Sullivan, J. F. (2003). Staying in Engineering: First-Year Projects Course on Student Retention. American Society of
-reported survey data was alsocollected for the spring 2011 group at the end of the semester. The complete survey administeredto this group of students is included in Appendix A. The survey questions covered affectiveoutcomes related to the class. Figure 4 shows the results of the self-efficacy of the studentsassociated with skills covered in the digital logic project. Data was recorded on a five-pointLikert scale with 1 being the lowest level of confidence in performing the skill and 5 being thehighest. Both measures were reported by students at the end of the semester so that they couldbetter convey their perceived change in skill level. Since most students come in with very littlecomputer hardware knowledge, it is not surprising that initial
also provide asound basis for reliable peer assessment of teammate performances [31].Roles are not the same as responsibilities, but they are related. Both are important to teamperformance and to member self-efficacy [18]. Here we define roles and responsibilities as: • Roles are job titles or names given to the type of contribution a person makes (e.g., team leader, project manager, website developer, sponsor liaison) • Responsibilities are lists of tasks for which a person is held accountable (e.g., posting meeting minutes within 12 hours of meeting adjournment, coordinating design activities associated with power system design, oversight of market research
processes with interactive assessment activities thatprovides immediate feedback to students. From a learning perspective, they are intended to movestudents from a passive stance in a lecture-type classroom setting to an active position of con-structing learning and tracking their own comprehension through immediate feedback receivedfrom the exercises.The theory of change driving the design and implementation of these tutorials is to encouragestudents’ engagement with the content materials and involve them in the loop of assessment asactive participants in such a way that they as well as their instructors know that they are learning.According to Bandura’s9 cognitive theory of self efficacy, instruction that allows students tocheck their own
identities as motivators of action. Educational Psychologist, 44(2), 78-89.29. Bandura, A. (1977) Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191—215.30. Schreyer Institute for Teaching Excellence (2007). Adult Learners in Higher Education. Pennsylvania State University.31. Aycock Jr, G. L. (2006). Support Needed By Adult Learners To Accomplish Educational Goals In Higher Education.(Doctoral dissertation).32. Main, J. B. (2012). Trends in doctoral education: engineering students' perspectives on faculty advising. American Society for Engineering Education Annual Conference and Exposition.33. Khiewnavawongsa, S., & Schmidt, E. (2009). Assessment of the mentoring relationship between
III institution, CSULA has a large number of students from minoritygroups and low income families. Many students have low self-efficacy due to their lack ofacademic preparation. In the past two years, we have been continuously improving theimplementation of CPBL to address the learning issues for students from minority groups. In thispaper, we will share what we learned in our practice on how to effectively embed inquiry basedlearning through in-class and after class projects. Examples will be presented to show how todesign a project to complete a natural learning cycle and strategies will be described on how toconduct remote CPBL to ensure the achievement of learning outcomes for underpreparedstudents. Although the presented projects were
, has beenshown in many studies to have a consistently positive impact on many affective and cognitivemeasures. These include community engagement, self-efficacy, leadership, academicengagement, and academic performance1-3. As more positive outcomes are demonstrated, S-Lcontinues to grow in many disciplines. Page 23.1098.2In spite of these gains, participation in S-L in mathematics and the sciences remains low4. A2009 study conducted by Sherman and MacDonald focused on the question of low participationin S-L in the sciences, interviewing participants in S-L projects in math and biology collegecourses. At the end of the study, both
indirect method of measuring gains in skills for service-learningvs. non-service learning students. Proceedings of the 2013 ASEE Gulf-Southwest Annual Conference, The University of Texas at Arlington, March 21 – 23, 2013. Copyright 2013, American Society for Engineering EducationTable 1. Studies documenting service learning benefits for engineering students, and relatedABET outcomesService Studies Documenting Related ABET OutcomeLearning Service Learning Benefit forBenefit Engineering Students1) Improved Borg and Zitomer, 2008 9; (a) An ability to apply knowledge ofability to apply Budny and Gradoville, 2011
solving process. Motivation: including mastery goal for self-actualization (i.e., personal pursuit of well- being and passion); self-efficacy for maintaining optimal emotion and overcoming frustration due to failure; and persistency in valuable task until achieving goals; Metacognitive knowledge: including awareness of one’s beliefs regarding learning and creativity, and metacognitive knowledge of the following interrelated parts: (a) knowledge of one’s own cognitive and creative process; (b) conceptual knowledge about the specific cognitive and creative strategies that might be used for various learning and creativity tasks; and (c) procedural knowledge of when and where to use the
addition, they shared some of the positive experiences that characterizedtheir first year of engineering.The interviews were coded by an engineering education researcher who followed the stepssuggested by Patton10. First, all the interviews were read to determine possible codingcategories. Then, the interviews were again read with the purpose of “coding in a systematicway” (p.463). Finally, categories were determined by looking at the “recurring regularities”(p.465), or patterns, in the data. This process was used to determine categories for eachparticipant, and then to determine categories that were common across participants.ResultsWhen developing the survey, we had classified items into the following categories: self-efficacy,knowledge of the
discussed and showed that collaboration is “doable and critical to success”. Baker-Doyle3 described how teachers (especially new ones) can develop their Intentional ProfessionalNetworks for support. Research by Stump et al.4 indicated that collaborative learning strategieshelped students increase their self-efficacy in learning course materials. In the area of roboticseducation, Ren et al.5 surveyed over twelve syllabi from different universities and suggested aproblem/project based approach to foster creativity and insight about robotics in students. Other Page 23.341.2researchers also concurred in this approach such as Cappelleri6 , Correll
online electronic portfolio system (www.innovationportal.org). The electronic portfoliosystem contained step-by-step elements that guided students in the design process: from thedevelopment of an idea to execution of a plan.Summative findings from the curricular material indicated that both freshmen and sophomoresdemonstrated enhanced confidence and performance in key areas (i.e., hypothesis design) andcompetencies (cognitive, intrapersonal, and interpersonal). Interestingly, while freshmendemonstrated improved confidence in the use of bioengineering analytical tools, sophomoresshowed increased self-efficacy in fundamental scientific topics. In the intrapersonal andinterpersonal domains (ethical awareness and teamwork, respectively), little
? In his book “Collaborate!”,Sanker2 discussed and showed that collaboration is “doable and critical to success”. Baker-Doyle3 described how teachers (especially new ones) can develop their Intentional ProfessionalNetworks for support. Research by Stump et al.4 indicated that collaborative learning strategieshelped students increase their self-efficacy in learning course materials. In the area of roboticseducation, Ren et al.5 surveyed over twelve syllabi from different universities and suggested a Page 21.24.2problem/project based approach to foster creativity and insight about robotics in students. Otherresearchers also concurred in this
implementation of theprogram have generated high quality research outcomes from the participating community collegestudents. Post-program surveys also indicate success in strengthening students' identity asengineers, in increasing student interest to further engage in research activities, and in enhancingstudent self-efficacy for successfully transferring to a four-year university, completing abaccalaureate degree in engineering, and pursuing a graduate degree.1. IntroductionA recent report prepared by the President’s Council of Advisors on Science and Technology(PCAST) indicates that the United States needs to produce one million additional STEMprofessionals in the next decade in order to retain its historical preeminence in science andtechnology.1 The