Collection

2020 Gulf Southwest Section Conference

Authors

Kristine Denman; Joel Robinson; Tariq Khraishi

the National Science Board published a report drawing attention to the growing need forengineers in the workforce, and the concurrent deficit of the U.S. workforce to meet that need.One of the key challenges they identified is retaining students in engineering programs. Manyfactors influence persistence, including both individual (demographics, prior academicperformance, self-efficacy) and institutional (teaching quality, faculty-student relationships,academic support services, financial support, and opportunities for professional development)[1,2,3]. While some of these factors cannot be changed (e.g., sex, parental income status,race/ethnicity, first-generation college student), others can be influenced. The research identifies

Collection

2020 ASEE North Midwest Section Annual Conference

Authors

Gül E. Kremer, Iowa State University of Science and Technology

. Testing. 8- Return on Investment (ROI). 9- Expected Outcomes. Student participants (subjects) completed classification (demographics) and self-efficacysurveys and a modified unusual uses task. The modified unusual uses task and self-efficacy surveywere administered several times during the semester – at the end of the first class (Assessment 1),after project 1 (Assessment 2), after project 2 (Assessment 3), and at the start of the final designcompetition (Assessment 4). Self-efficacy was measured as students’ responses to a 0-100 scalewhere they recorded their confidence level in being able to complete a specific task. 3. Subjects and Context Because data collection required the use of graduate students of different majors who

Conference Session

Engineering Design Graphics Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hannah Dawes Budinoff, Pima Community College

Tagged Topics

Diversity

Tagged Divisions

Engineering Design Graphics

givenapproximately three assignments throughout the semester that required them to sketchorthographic projections and isometric views of objects. These assignments were designed tohelp improve spatial visualization ability. However, the class was generally focused on 3Dmodeling skills and SolidWorks operation, and not on spatial visualization ability.A survey was also administered to assess self-efficacy and to ask the students about how helpfulthey found the different learning activities in the course. We measured self-efficacy regarding 3Dgraphics topics using the three-dimensional modeling self-efficacy scale described by Densenand Kelly [21]. We will refer to this scale as the 3DM-SES in this paper. Agreement on eachitem of the nine items of this survey

Conference Session

2-Year College Division: Workforce Pathways and ATE

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Megan Morin, University of North Carolina - Chapel Hill; Alireza Dayerizadeh, North Carolina State University

Tagged Divisions

Two-Year College

Engineering Department’s Merit Fellowship (2016) and the NSF Graduate Research Fellowship (2018). His current research interests include electric vehicle fast chargers and wireless power transfer. c American Society for Engineering Education, 2020 Filling the Technical Gap: The integration of technical modules in a REU Program for 2+2 Engineering StudentsAbstractDue to the abstract nature of the field, electrical engineering students can benefit significantlyfrom active learning to increase understanding and self-efficacy in the field. In some cases,students may lack of confidence in their abilities, which can lead them to avoiding

Conference Session

Pre-college Engineering Education Division Technical Session 16

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jacqueline A. Zeiber, New Mexico State University; Tamara Elise Stimatze, New Mexico State University; Patricia A. Sullivan, New Mexico State University; Steven J. Stochaj, New Mexico State University

Tagged Divisions

Pre-College Engineering Education

evaluation measures were altered every1 The challenge of increasing diversity in STEM has been with us for more than two decades. Despite effort andtime, little has been achieved in changing the representation in STEM. The paradigm that exposure to STEMgenerates STEM degrees and drives the STEM workforce does not appear to work. Exposure to STEM is necessary,but it is not sufficient to diversify the STEM workforce. The PREP program focuses on activities that will increaseSTEM self-efficacy, STEM career awareness, and grit. This was accomplished by including activities led byyear. The modality of collecting data also changed throughout the years (paper and pencil,SurveyMonkey, Google Forms, and REDCap7,8) As such, it should be noted the remainder

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jamie R. Gurganus, University of Maryland, Baltimore County; Shannon M. Clancy, University of Michigan; Richard Olaf Blorstad, DeMatha Catholic High School; Ryan Reinhardt; Charles D. Eggleton, University of Maryland, Baltimore County; L. D. Timmie Topoleski, University of Maryland, Baltimore County

Tagged Divisions

First-Year Programs

in 1993to evaluate the efforts to improve engineering education at the University of Pittsburgh. “ThePFEAS was constructed to measure many of Seymour and Hewitt’s primary reasons studentsleave engineering. The PFEAS attitudinal subscales were administered to assess students’attitudes about engineering” [17]). Seven factors identified by the original authors werepostulated to underlie the attitudinal items: general impressions, financial influences,contributions to society, perceptions of work, enjoyment of math and science, engineering asexact science, and family influences. The LAESE (longitudinal assessment of engineering self-efficacy) instrument was usedto measure the self-efficacy of women studying engineering, including feelings

Conference Session

Mechanical Engineering Technical Session: Outreach and Retention

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Liang Zhu, University of Maryland, Baltimore County; Jamie R. Gurganus, University of Maryland, Baltimore County; Charles D. Eggleton, University of Maryland, Baltimore County; Ronghui Ma, University of Maryland, Baltimore County; Timmie Topoleski, University of Maryland, Baltimore County; Deepa Madan, University of Maryland, Baltimore County

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

In partnership with the psychology department in our institution, a survey was developedand it contained measurable items regarding their attitudes, perspectives, science/engineeringidentity, and research self-efficacy. The first section of the survey consisted of 10 questionsfocusing on students’ demographic information. The second section contained Likert scaleditems to include “Research Self-Efficacy” (9 questions), “Science/Engineering Identity” (5questions), “Expectations and Goals” (4 questions), “Academic Integration” (5 questions), and“Senses of Belonging to Program and Campus (8 questions)”. The following describesdevelopment of the questions in each category. Research Self-Efficacy: It is measured by items from the

Conference Session

NSF Grantees: RED 2 / Civil Eng

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Madeline Polmear, University of Florida; Denise Rutledge Simmons P.E., University of Florida; Nicholas Anthony Clegorne

Tagged Topics

NSF Grantees Poster Session

data analysis and synthesisprocess and to solicit input from the engineering education community on the initialconceptualization.Figure 2: Preliminary grounded theory modelNext Steps and Future DirectionsThe findings from the student interviews and preliminary model are being used to inform thedevelopment of an instrument. The instrument will include measures related to power, sharedprocess of leadership, transformational leadership skills, self-efficacy, and motivation to expandour understanding of how undergraduate engineering students perceive and engage in leadershipbased on constructs that were salient in the qualitative phase.AcknowledgmentsThe authors gratefully acknowledge the National Science Foundation for supporting this workunder

Conference Session

ENT Division Technical Session: Creativity and Innovation

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sunni Haag Newton, Georgia Institute of Technology; Roxanne A. Moore, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Timothy Cone, Center for Education Integrating Science, Mathematics and Computing

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

associated with a variety of student outcomes. Additionally, modified versionsof previously validated instruments were used to measure teachers’ motivation for participatingin the K12 InVenture Prize program [15] and teachers’ self-efficacy for teaching engineering andentrepreneurship [16]. Participants A total of six teachers from our focal region began the survey. Of these, two discontinuedthe survey during the demographics and teaching background sections; a total of fourrespondents completed the survey. All four teachers who completed the survey are women, andall four teachers are White. For all four teachers, the 2018-2019 school year was their first yearimplementing the K12 InVenture Prize program. Two teachers implemented in a

Conference Session

Evidence-based Practices in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Ilkhanipour Rooney, University of Delaware; Joshua A. Enszer, University of Delaware; Julia A. Maresca, University of Delaware; S. Ismat Shah, University of Delaware; Sheldon Allister Hewlett, University of Delaware; Jenni M. Buckley, University of Delaware

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

no effect on faculty members’ self-efficacy related toculturally responsive classroom management (CRCMSE) and engineering pedagogy (TESS).Faculty reported moderately high self-confidence on all CRCMSE measures (range: 2.06-2.50 on0-3 pt Likert), and there were no statistically significant gains in these measures from pre- topost-workshop. Similarly, faculty also had moderately high self-confidence on TESS measures(range: 3.33-4.72 on 0-5 pt Likert); and pre- vs. post-workshop gains were reported for two of 15survey items. Specifically, faculty reported gains in confidence related to their ability to guidestudents in the engineering design process or scientific method (d=1.15, p=0.009, n=18) and self-confidence in encouraging critical

Conference Session

Computers in Education Division Technical Session 2: Teaching and Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

D. Cenk Erdil, Sacred Heart University; Darcy Ronan, Sacred Heart University

Tagged Divisions

Computers in Education

module of the rotation-based course RQ3: Does the rotation-based course impact career ambitions? RQ4: Do students in the rotation-based course see themselves as Computer Scientists and/or Engineers?4 Methodology & Data Sources4.1 Data SourcesA pilot study was crafted to monitor the impact of the rotation-based course on identified outcomes of interestduring the Fall 2020 semester using a pre-post-survey design. We build upon the work of a prior study (Erdil &Ronan, 2019) that tested the applicability of the SCCT theoretical framework and tested survey items measuringstudents’ career intentions (pre and post) and course satisfaction (post). Desiring to measure additional internalmediators related to self-efficacy and outcome

Conference Session

Design Methodologies 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrea M. Ragonese, Pennsylvania State University, University Park; Elizabeth Marie Starkey, Pennsylvania State University, University Park

Tagged Divisions

Design in Engineering Education

through theimmersion of “creative work…[and] ‘deliberate practice’” [8]. One way to gauge one’s creativeability is through the measure of Creative Self-Efficacy (CSE) [30], [31]. CSE is a measure ofone’s belief in their creative ability and has been shown to be a predictor of future creative success.Not only is CSE important, but short creative activities have been shown to increase CSE.Many tools exist to help people brainstorm ideas such as: brainstorming, Design Heuristics Cards,SCAMPER, and C-Sketch [29],[32]. While product dissection has traditionally been used as alearning tool, it has also been investigated as a creativity tool [21]. Prior research has found thatboth virtual and physical product dissection have a positive impact on

Conference Session

Women in Engineering Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shaundra Bryant Daily, Duke University; Jessica Sperling, Duke University; Megan Gray, Duke University; Medha Gupta, Thomas Jefferson High School for Science and Technology; Amy Arnold, Duke University; Kelly Perri, Duke University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

internships (this occurred between July and August 2018). All surveys wereadministered electronically through Qualtrics, and participants completed the surveys on theirown time. In total, 52 Scholars completed the pre-survey, 49 completed the post-survey, and 44completed both (68% response rate both pre and post assessments, based on n=64 summerprogram completers).Outcome measures were based upon the program theory of change and included multi-itemscales for general self-efficacy/perseverance; computer science/engineering self-efficacy in anapplied setting; teamwork, leadership, and communication skills (in both academic and appliedsettings); and mentoring and peer relationships. In addition, the post-program questions alsoaddressed confidence and

Conference Session

Women in Engineering Division Technical Session 10

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine L Walters, University of Georgia ; John M Mativo, University of Georgia; Uduak Zenas George, San Diego State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

efficacy in mathematics higher than women [17]. Itis also important to look at SES as a factor as higher SES students tend to have higher gradeswhich may lead to higher reports of self-efficacy across disciplines. By identifying the influences and interests of the undergraduate women enrolled inengineering majors, the ultimate goal of this study was to identify possible avenues to invest oureffort towards enhancing the recruitment and retention of female engineering students. The studywas guided by the following research questions. 1. What do women identify as influences for enrolling in an engineering major? 2. What role does their educational and family backgrounds play in their success, as measured by GPA? To answer the research

Conference Session

Pre-college Engineering Education Division Technical Session 18

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

using the Math and Science Teaching Efficacy Beliefs instruments forteachers, and a validated 65-item STEM attitude survey for students. A content knowledgeassessment was also conducted for the students. Analyses of data from the professionaldevelopment workshop and the summer camp indicated a positive impact of the teaching andlearning technique. The teachers reported high self-efficacy in their ability to implement theapproach in their classrooms. Assessment of students’ content knowledge showed increasedunderstanding of the concepts taught with the approach. A positive attitude towards STEM wasalso reported by the student participants. This research is supported by NSF Grant# 1614249.IntroductionThe science, technology, engineering and

Collection

2020 First-Year Engineering Experience

Authors

Joie Marhefka, Penn State New Kensington; Dalynn D Park, Penn State New Kensington; Laura E Cruz, Penn State

, connection,integration, literacy, and recommendation. It should be noted that not all outcomes applied to allassignments. Formative assessment questions were offered periodically across the semester.Following each problem-based assignment, students were asked to answer two questions thatpertained to knowledge of the topic, their understanding of the topic in relation to future career,and their ability to assess themselves. These qualitative data were coded using a structuredcoding method based on the five desired learning outcomes (listed above).IV. FindingsWe chose the widely-used career decision self-efficacy scale to measure gains in career literacy,motivation, awareness, and (perceived) skills [27], [28]. Based on the learner self

Conference Session

Learning Mechanics Through Experimentation

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ethan Hilton, Louisiana Tech University

Tagged Divisions

Mechanics

engineeringprofessionals all had a generally positive attitude towards the inclusion of project-based learningin curriculum. Furthermore, the inclusion of project-based learning has been found to have severalpositive impacts. Even though these projects generally take away from the amount of timededicated to lectures, these tradeoffs do not detract from the understanding of course content, andstudents even gain a better ability to adapt their knowledge to new situations [4]. These types ofcourses have also been found to improve performance and retention at all levels of education [5–7]. Working on these types of projects has been shown to boost self-efficacy and careeraspirations [8]. Self-efficacy (or a person’s belief in their ability to complete a task

Conference Session

NSF Grantees: S-STEM 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Paul D. Adams, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Wenjuo Lo, University of Arkansas; Carol S. Gattis, University of Arkansas; Jennie S. Popp Ph.D., University of Arkansas Honors College

Tagged Topics

Diversity, NSF Grantees Poster Session

similar to the procedures that had been used in Study 1. We applied the samecriteria and one to five ratios to select our matched group, the final sample included 66 students.See Table 2 for their demographic information, ACT composite scores and high school GPA.MeasuresThese surveys involving eleven subscales (See Table 3 for details) were developed or adaptedfrom existing validated surveys. Two subscales (initial perceived social support and pre-collegeschooling) were surveyed only in the first semester, and two subscales (academic/socialintegration and institutional experiences) were only surveyed only in the second semester. Theremaining seven subscales (academic self-efficacy, career self-efficacy, self-regulation,perceived social support

Conference Session

Student Success, Learning Strategies, and Retention in the Aerospace Industry

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Aerospace

research. c American Society for Engineering Education, 2020 Innovative Learning Strategies to Engage Students CognitivelyAbstractThe role of cognitive engagement in promoting deep learning is well established. This deeplearning fosters attributes of success such as self-efficacy, motivation and persistence. However,the traditional chalk-and-talk teaching and learning environment is not conducive to engagestudents cognitively. The biggest impediment to implementing an environment for deep learningsuch as active-learning is the limited duration of a typical class period most of which isconsumed by lecturing. In this paper, best practices and strategies for cognitive engagement ofstudents in the classroom are

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Oleksandr Kravchenko, Old Dominion University; Konstantin Cigularov, Old Dominion University; Phillip Dillulio, Old Dominion University

Tagged Divisions

Educational Research and Methods

individual needs and concerns.” All school demands were measured on a 5-point Likert-type scale. While different variables had different response options, for all school demands a higherscore indicated a greater perceived demand. Personal resources. Personal resources were measured with five variables consisting often items. The personal resources of mastery goal orientation, performance approach goalorientation, self-esteem, and academic self-efficacy, and self-efficacy to graduate with anEngineering degree were each measured with two items. For example, mastery goal orientationwas measured with the items “I want to learn as much as possible from my ODU classes” and “Idesire to completely master the material presented in my ODU classes

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Lezotte, Rowan University; Harriet Hartman, Rowan University; Stephanie Farrell, Rowan University; Tiago R. Forin, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

present its results, and discusssuggestions for improvement.Literature reviewEngineering Students with Disabilities: Because disability is not always visible and becausecollege students must self-identify as disabled, it is difficult to know the true number ofengineering students with disabilities. This section will review literature about students withdisabilities’ commitment to the engineering major and career, their extracurricular engagement,their feelings of self-efficacy in engineering, and their perceptions of “otherness.”Commitment to the engineering major and career: According to the National Science Foundation[8], students with disabilities enroll in undergraduate science and engineering fields at similarrates to their non-disabled

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Manuel Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Sonia M. Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Carla López del Puerto, University of Puerto Rico, Mayaguez Campus; Pedro O. Quintero, University of Puerto Rico, Mayaguez Campus; Nelson Cardona-Martínez, University of Puerto Rico, Mayaguez Campus

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

shapeinterventions aimed at impacting SCCT factors and studying their effect on LIATS success.Success in our case is defined by the student ability to complete an engineering degree within133% of the nominal program time and inserting into the grad school or the engineeringworkforce during the first-year post-graduation. Metrics to measure students’ advancementtowards such a goal include retention, time-to-graduation, completion rates, and post-graduationchoices.The main question driving this research is: How effective is the L-CAS model at improvingengineering LIATS success as a consequence of developing awareness of their career paths,improving self-efficacy beliefs, developing leadership skills, and going through a sequence ofcourses designed to develop

Collection

2020 Gulf Southwest Section Conference

Authors

Chadia Affane Aji; M. Javed Khan

. The study was based on a quasi-experimental within-subject design. Theindependent variables (dimensions) were Self-Efficacy, Intrinsic Value, Test Anxiety, CognitiveStrategies Use, and Self-Regulation. A semester-long intervention which consisted of active-learningpedagogy was implemented in selected lower level math and aerospace engineering courses.Participants. The participants were undergraduate students at an HBCU who had registered in thecourses in Spring 2019 in which the intervention was implemented. There were 48, 38, 21, 25, and 9students registered in the MATH107 Pre-Calculus, MATH108 Pre-Calculus Trigonometry,MATH207 Calculus I, AENG200 Introduction to Aerospace Engineering, and AENG242 AerospaceStructures I courses respectively

Collection

2020 Gulf Southwest Section Conference

Authors

M. Javed Khan; Chadia Affane Aji

noted thatin 2011 Blacks were 11% of the total workforce, but only 6% were employed in STEM-relatedcareers. This was in contrast to Whites who were 71% of the workforce with 67% of them in STEMcareers. It is pertinent to point out that according to the 2015 census12, Blacks/African-Americanswere 13% of the US population and Whites were 72% of the population. While there are severalstructural reasons for this disparity13, one of the challenges is the retention of underrepresentedstudents in STEM disciplines in college. A literature study14 in 2013 identified six factors resultingin students to leave engineering, these being (i) classroom and academic climate, (ii) grades andconceptual understanding, (iii) self-efficacy and self-confidence, (iv

Conference Session

NSF Grantees: Student Learning 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Patricia Ann Maloney, Texas Tech University; Weilong Cong, Texas Tech University; Meng Zhang, Kansas State University; Bingbing Li, California State University, Northridge

Tagged Topics

NSF Grantees Poster Session

UniversitiesWIP: Implementation and Assessment of ProjectAbstract: This paper documents the effects of an additive manufacturing course on two sets ofstudents: (1) the undergraduates who took the course and (2) the middle and high school studentswho visited our labs. At the time of the conference, nine semesters of data (three years at threeschools) will have been collected, as well as data from the middle and high school students whovisited our labs. Overall, our research questions were: (1) what is the effect of this course on thecontent knowledge of (a) enrolled undergraduates and (b) middle and high school students? And(2) what is the effect of this course on the attitudes towards engineering and self-efficacy inengineering for (a) enrolled

Conference Session

NSF Grantees: K-12 Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Osazuwa John Okundaye Jr., Texas A&M University; Malini Natarajarathinam, Texas A&M University; Sharon Lynn Chu, University of Florida; Mathew Kuttolamadom, Texas A&M University; Francis Quek, Virginia Polytechnic Institute and State University; Alexander Nicholas Berman, Texas A&M University

Tagged Topics

Diversity, NSF Grantees Poster Session

parts and ordering of needed parts; 2)creating a minimal viable prototypeand designing a production plan; 3)engage in production of kits; 4)packaging kits; 5)deploy kitsin the classroom; 6)perform a post-mortem review of strengths and weaknesses of the past sixweek’s production pipeline. As this was occurring, students were surveyed weekly to observe anychanges that occurred in their Maker Mindset and self efficacy on math and engineering. MakerMindset is a scale measure following a 7-point Likert scale using the Maker Mindset Assessment[3]. The assessment consists of 11 items that measures core facets of Making including creativityand teamwork (e.g., “I am willing to help other people”, “I like to share things I make with otherpeople

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Campbell R. Bego, University of Louisville; Jason Immekus, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville

Tagged Divisions

First-Year Programs

Research Paper examines non-cognitive predictors of first-year engineeringretention for students who received a C in their first semester mathematics course at theUniversity of Louisville. Scores across eight non-cognitive measures served as model predictors,obtained at the beginning of the first year, including: value interest in engineering, perceivedeffort, opportunity, and psychological costs, perceived belonging uncertainty, contingencies ofself-worth: academic competence, test anxiety, and self-efficacy. Using least absolute shrinkageand selection operator regression, we found that value interest and test anxiety were the strongestpredictors of C-student retention. The results from this study inform research on the decision-making of

Conference Session

Women in Engineering Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Denise Wilson, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

study. All participation was voluntary, and students were informed that theirsurvey responses would remain confidential. In several courses, students were incentivized witha nominal amount of extra credit for the course in which they were recruited. All studentscompleted an electronic survey online and outside of class. Surveys were collected withidentifying information so that duplicates could be removed before aggregating data for analysis.All results were cross-sectional. Students reported their perceptions of various items related toengagement, belonging, effort, peer harassment, task value, self-efficacy, TA and facultyinteractions, and measures of course achievement as well as responding to demographic items.Data AnalysisThe data were

Conference Session

Pre-college Engineering Education Division Technical Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tamecia R. Jones, North Carolina State University

Tagged Divisions

Pre-College Engineering Education

Less Obtrusive Peer Assessmentpractice, improve metacognition because students are using a using EEFK12metric to identify exemplars and will approximate the exemplarsthemselves, improve their self-efficacy regarding specific elements of the EEFK12, and grow intheir epistemological identity because they can see assessment results from their peers or self-reflect. This paper describes the development of the tool, LOPA2 (Less Obtrusive PeerAssessment Application).Engineering Epistemic FrameThe engineering epistemic frame (EEFK12) was developed as an alternatively comprehensiveassessment method for K-12 students in formal or informal settings[4]. It synthesizes

Conference Session

NSF Grantees: S-STEM 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David Hartenstine, Western Washington University; Perry Fizzano, Western Washington University; Joseph Arthur Brobst, Old Dominion University; Elizabeth Litzler, University of Washington; Regina Barber DeGraaff, Western Washington University

Tagged Topics

Diversity, NSF Grantees Poster Session

lowsocioeconomic status) be adequately and appropriately supported throughout their studies, bothacademically and in terms of affective factors like self-efficacy [4], identity [5] [6], and sense ofbelonging [7] (Recall we use SEIB as an abbreviation for these three factors). This perspective,and the corresponding measures described below, are grounded in social cognitive career theory[8] [9] and expectancy-value achievement models [10]. Specifically, undergraduate students’decisions to persist in STEM studies (and, ultimately, enter STEM careers) are believed to beinfluenced by their patterns of career interests and the value that they place upon STEM-specificacademic and career outcomes, with SEIB factors playing a key role in moderating theseinterests