Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Adrian Gentry; Peter Bermel, Purdue University at West Lafayette (COE); Eric Holloway, Purdue University at West Lafayette (COE); Kerrie Douglas, Purdue University at West Lafayette (COE)

., 2020), minoritizedgender and sexual identities (Tatum, 2018), first generation undergraduate students (Garriott etal., 2017), people with disabilities (Pham et al., 2020), and low socioeconomic status individuals(Pulliam et al., 2017). Additionally, SCCT has been heavily used to understand the career pathsof historically underrepresented populations in STEM fields (Fouad & Santana, 2017; Hardin &Longhurst, 2016; Lent et al., 2018; Turner et al., 2019). SCCT explains how career choice is formed based on five key factors: self-efficacy,outcome expectations, personal interests, choice goals and actions, and performance domains andattainments. In SCCT, self-efficacy and career outcome expectations, in combination withenvironmental

Conference Session

Virtual and Augmented Reality Applications in Manufacturing Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

John Liu, Massachusetts Institute of Technology; Emma Higgason, Massachusetts Institute of Technology; Emily Welsh, Massachusetts Institute of Technology; Joseph Wight; A. John Hart; Gabrielle Enns

activity measured affective outcomes and consisted oftwenty-one questions on a 7-point Likert scale (1- “not at all true of me” to 7 – “very true ofme”) adapted from the Motivated Strategies for Learning Questionnaire (MSLQ) [11]. Twelvequestions were written to check for three types of self-efficacy: an individual's belief in one’scapacity to learn the content (3 questions), apply the necessary skills to equipment (5 questions),and to perform well in the class (4 questions). Five questions checked the students' motivation tore-engage with the content and four questions measured their fear of making mistakes. Eachtheme was covered by multiple questions to measure the average over multiple questions tonormalize for variation in question phrasing

Conference Session

Student Division Technical 1: Diversity, Equity, Inclusivity (DEI)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cassandra McCall, Utah State University; Layla Araiinejad, Auburn University; Thomas Heaps, Utah State University; Wade Goodridge, Utah State University; Brooke Cochran, University of Colorado Boulder

students’ priorknowledge to create a more inclusive learning environment that values and respects students’individual needs and identities.Theoretical FrameworkThe framework that grounded our study is Tinto’s Model of Motivation Persistence [8], shown inFigure 1. In this model, Tinto describes motivation using three components: 1) self-efficacy (i.e.,a person’s belief that they can succeed in a specific situation or at a specific task); 2) sense ofbelonging (i.e., the extent to which a person perceives themselves as a valued member of acommunity); and 3) perceptions of curriculum (i.e., the perceived quality, value, and utility of acurriculum and its associated content). In this study, we apply Tinto’s Model to consider howchanges in assessment

Conference Session

Equity and Ethics in Engineering-I

Collection

2022 ASEE Zone IV Conference

Authors

Agnes Germaine d'Entremont P.Eng., University of British Columbia, Vancouver; Jennifer Pelletier, University of British Columbia

Tagged Topics

Conference Submission, Diversity

otherwise need to provide. All supervisors saidthey would participate in the program again.Program supportsWhile we intended to measure any changes in self-efficacy and belonging in research betweenthe CREATE-U and non-CREATE U students, few summer research students completed bothpre- and post-surveys. There were similar changes in research self-efficacy between the twogroups, but a larger range of change in research belonging (Figure 4). This could possibly beinfluenced by CREATE-U students being different from the more common identities in their labplacement in ways that affected their experience of belonging (e.g. gender, cultural background).Figure 4: Pre-post survey results on self-efficacy in research and belonging in research fromCREATE-U (n

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Indira Chatterjee, University of Nevada, Reno; Kelsey Scalaro, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Jeffrey Lacombe, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

to pursueopportunities like internships, research, etc.Engineering Education Research The mixed methods engineering educational research study that is part of the CREATEprogram, involves collecting quantitative survey (via the Intersectionality of Non-normativeIdentities in the Cultures of Engineering (InIce) instrument [17] to measure student future-oriented motivations, identities, and career and outcome expectations), and qualitative focusgroup data every semester. The research questions that are being addressed are: (1) How stronglyis the implementation of evidence-based programs and activities linked to academic success(based on GPA), increased graduation rate, and change in self-efficacy and engineering identity?(2) Which specific

Conference Session

International Division Technical Session 6: Monitoring, Evaluating and Research

Collection

2022 ASEE Annual Conference & Exposition

Authors

Maria Alves, Texas A&M University; Ahmarlay Myint, Texas A&M University; Zenon Medina-Cetina, Texas A&M University; Sonia Garcia, University of Georgia

college career. The goal of the course is tofamiliarize young students with the essentials of research methods/process; although students didnot report an increase in statistical knowledge, they expressed an interest in graduate school. Plans to Attend Grad School per Cohort 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 2016 2017 2019 Grad School OtherFig. 8. Plans to attend grad school: 2016-2019 cohorts. The 2018 cohort was not asked about their future plans. C. Self-efficacy and Self-identity Eleven survey questions focused on the students’ self-identity and self-efficacy, and alleleven questions

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Dina Verdin, Arizona State University, Polytechnic Campus; Seline Szkupinski Quiroga

hypothesis were tinkering self-efficacy (three items, Cronbach alpha value0.89), engineering recognition (3 items, Table 1 Out-of-school STEM exposureCronbach alpha value 0.85), and engineering Categories listed on Survey Yes Noagency beliefs (seven items, Cronbach alpha Science fair 6 12value 0.87; [50]–[53] and one item to examine Robotics competition 1 17 Engineering competition 1 17understanding, i.e., I know what engineering After school STEM 4 14is. All survey questions were measured using program/cluba Likert scale of 0

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Katrina Donovan, South Dakota School of Mines and Technology; Jon Kellar, South Dakota School of Mines and Technology; Paula Jensen, Texas Tech University; Michael West, South Dakota School of Mines and Technology; Stuart Kellogg, South Dakota School of Mines and Technology

relational. Conversely, graduatingengineers tend to be primarily analytical despite industry demand for greater diversity. This aspectis spurred by research indicating diverse teams produce better results. Therefore, new elementswere integrated into selected C&A courses to better engage and retain students in all HBDIquadrants, such as:  Experiential workshops  Service-learning  Kinesthetic "hands-on" activities  Group discussion and cooperative learning  Brainstorming and visualization  Industrial site visits  Engineering design case studies  Teaming  Engineering synthesis and historical perspectivesResults of student typology and self-efficacy assessment about student professional developmentand curricular

Conference Session

Minorities in Engineering Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Carmen Lilley, The University of Illinois at Chicago; Gregory Larnell

self-efficacy,sense of belonging and increased self-care. In general, having a strong sense of belonging andself-efficacy within STEM is strongly linked to academic success [8] and increases motivation topursue STEM education [9]. The researchers adapted measures form the Prematriculation Inventory (PMI) developedat and for the University of Illinois at Chicago. The PMI measures noncognitive assets that havebeen found to correlate to academic success for first year undergraduate students [10]. The PMIis administered at UIC to first year students prior to starting their first semester (i.e. pre-matriculation). The PMI includes a battery of items focused on what it terms noncognitive assets.Noncognitive assets include skills, strategies

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tracy Hammond, Texas A&M University; Matthew Runyon, Texas A&M University; Julie Linsey, Georgia Institute of Technology; Kimberly Talley, Texas State University; Kristi Shryock, Texas A&M University; Vimal Viswanathan, San Jose State University; Benjamin Caldwell, LeTourneau University

intelligent web interface for automatic grading of sketched free-body diagrams,”presented at the 2021 ASEE Virtual Annual Conference, 2021.[11] P. S. Steif and J. A. Dantzler, “A statics concept inventory: Development andpsychometric analysis,” Journal of Engineering Education, vol. 94, no. 4, pp. 363–371, 2005,doi: https://doi.org/10.1002/j.2168-9830.2005.tb00864.x.[12] D. Hestenes, M. Wells, and G. Swackhamer, “Force concept inventory,” The physicsteacher, vol. 30, no. 3, pp. 141–158, 1992.[13] A. R. Carberry, H.-S. Lee, and M. W. Ohland, “Measuring engineering design self-efficacy,” Journal of Engineering Education, vol. 99, no. 1, pp. 71–79, 2010, doi:https://doi.org/10.1002/j.2168-9830.2010.tb01043.x.[14] N. Stites et al., “Analyzing an

Conference Session

Biomedical Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sharon Miller, Indiana University - Purdue University Indianapolis; Steven Higbee, Indiana University - Purdue University Indianapolis

Knowledgeable Biomedical Workforce,” CBE Life Sci. Educ., vol. 13, no. 4, pp. 636–640, 2014, doi: 10.1187/cbe.14- 06-0101.[15] N. A. Mamaril, E. L. Usher, C. R. Li, D. R. Economy, and M. S. Kennedy, “Measuring Undergraduate Students’ Engineering Self-Efficacy: A Validation Study,” J. of Eng. Educ., vol. 105, no. 2, pp. 366–395, 2016, doi: 10.1002/jee.20121.[16] S.L. Ash and P.H. Clayton, “The Articulated Learning: An Approach to Guided Reflection and Assessment,” Innovative Higher Educ., vol. 29, no. 2, pp. 137-154, 2004, doi:10.1023/B:IHIE.0000048795.84634.4a

Conference Session

LEAD Technical Session 1: Fostering Leadership Identity Development and DEI in Engineering Students and Professionals

Collection

2022 ASEE Annual Conference & Exposition

Authors

John Park, Pennsylvania State University; Dena Lang, Pennsylvania State University; Meg Handley, Pennsylvania State University; Mihee Park, Pennsylvania State University

the program improved on their leadership self-efficacy and belief that womencan be successful in leadership positions. In addition, the Women in Engineering LeadershipInstitute (WELI) has also held workshops to support the formation of a network of womencolleagues and mentors that help participants evaluate future leadership opportunities to succeedin academia. Participants reported that the program helped them to prepare for complexleadership roles by developing critical leadership knowledge and skills [5].Purpose of studyThis “work in progress” paper highlights how women engineering students acquire leadershipknowledge and skills to develop their leadership identity in a project-based engineeringleadership course with teams composed

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

manufacturing course at three large state universities:Texas Tech University, Kansas State University, and California State University – Northridge.The research questions addressed are: (1) What are the changes in skill and knowledge concerning additive manufacturingexperienced by undergraduate students? (2) What is the effect of this course on attitudes towards engineering and self-efficacy inengineering for enrolled undergraduate students?The sample consists of four years of data from the undergraduate students enrolled in the courseat all three universities (combined N = 196). Our method for data collection was matched-pairsurveys that contained both (i) an assessment for content knowledge and (ii) an attitudinalassessment previously

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kay Cutler, South Dakota State University; Craig Silvernagel, South Dakota State University; Todd Letcher, South Dakota State University

teams were reminded to complete their bi-weekly logs and their weekly mindmaps. During the final week, undergraduates completed the post-test survey during class to limitattrition.MeasuresStudents completed both quantitative measures and qualitative measures. The self-report surveysof the soft skills measures included a problem-solving inventory, and an interpersonalcompetence scale. The multiple perspectives measures included an interpersonal competencyquestionnaire, and an interpersonal reactivity index. The openness to failure measures included ageneral self-efficacy scale, a theory of intelligences survey, and a curiosity and explorationinventory.A. Problem-Solving (Heppner & Petersen [12] Problem-Solving Inventory) consisted of 32

Conference Session

WIED: Partnering with and Supporting the WIED Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Christine Delahanty, Bucks County Community College; Jason Silverman, Drexel University

success in the major is evident. In 2017, women comprisedapproximately 20% of engineering graduates, up from 18% in 1997, and 15% never entered theengineering workforce. In 2019, women comprised 48% of the workforce, 34% of the STEMworkforce, and only 16% of practicing engineers, a 3% increase from 2009. In an effort to betterunderstand these disparities, this mixed methods research investigated the creative self-efficacy(CSE) of women engineering majors and their beliefs about creativity in relation to livedexperiences and explores the research question: In what ways do undergraduate womenengineering students describe their creativity and how their lived experiences influenced theirdecision to major in engineering? The researchers investigated

Conference Session

PCEE Technical Session 6: Engineering Design in High School

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sherri Youssef, The Ohio State University; J. Hylton, Ohio Northern University; Todd France, Ohio Northern University; Patrick Herak, The Ohio State University; Bruce Wellman, Olathe Northwest High School

the EDVES, the VESAS, Carberry’sEngineering Design Self-Efficacy Scale, and the STEM-CIS were the primary contributors to itemcontent and wording in the EDVES while Eccles’ Expectancy-Value Theory grounded the attitude-focused items [3-6] [9-10]. Note that the three scales exhibited their own validity and reliabilityby their creators, and subsequently allowed us to ensure EDVES items were created withestablished, high-quality practices in mind. Upon assembling and finalizing all items, theinstrument was reviewed by two engineering faculty members and a psychometrician. Additionalrevision of the instrument was conducted upon receiving their feedback and gave rise to the currentform of the EDVES (see Appendix 1) where items measure expectancy

Conference Session

ERM: Design!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nusaybah Abu-Mulaweh; William Oakes, Purdue University at West Lafayette (COE); Justin Hess, Purdue University at West Lafayette (COE)

post empathy surveys atthe beginning and at the end of the semester. The pre/post-tests consisted of three empathysubscales that served as proxies to assess the cognitive, affective, and behavioral components ofempathy. Two subscales (perspective taking and empathic concern) were taken from theInterpersonal Reactivity Index (IRI) [15] and one subscale (interpersonal self-efficacy) was takenfrom Hess et al. [16]. The full survey instrument is included as an appendix.The IRI is a tool that measures empathy using a multi-dimensional approach [15] and waschosen because it is the standardized tool that is widely used and accepted among scholars whomeasure empathy. Empathic concern assesses "other-oriented" feelings of sympathy and concernfor others

Conference Session

CIT Division Technical Session #7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Wei Zhang, University of Louisville

-efficacy. 6Although finding statistically significant improvement in self-efficacy is difficult to measure with such asmall n (n = 10), the analysis nevertheless shows participant growth in a number of categories. Thegraph below shows growth across topics. Because of the small n, growth at both the 0.1 and 0.05 levelsare reported. Growth statistically significant at the 0.1 level is somewhat likely to gain statisticalsignificance at the 0.05 level when combined with future cohorts to expand the sample size. Differencesstatistically significant at the 0.1 level are indicated with a plus sign (+) following the question, whiledifferences

Collection

2022 ASEE Illinois-Indiana Section Conference

Authors

Rashmi Deodeshmukh, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

the focus on the educational interface [6]. Kahu’s frameworkof student engagement identifies four main factors that influence a student’s experience with theintervention and the success of the intervention. These are self-efficacy, emotions, belonging, andwellbeing. These factors are not independent of each other e.g. self-efficacy is related to self-confidencein one’s academic abilities and also affects, emotions, belonging, and wellbeing of the student and theirperception towards a particular field of study. Belonging is also key as it brings down psychologicalbarriers for a young woman when she sees herself associated with the institution.This study is dual faceted with the intent to instill confidence in students, and expose students to

Conference Session

Professional Skills and Community Building in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Betul Bilgin, The University of Illinois at Chicago; James Pellegrino, The University of Illinois at Chicago; Cody Mischel, The University of Illinois at Chicago; Lewis Wedgewood, The University of Illinois at Chicago; Vikas Berry, The University of Illinois at Chicago

Processing Immunoglobulin (IG) 500Instrument Development and EmploymentTwo survey instruments to measure self-efficacy and engineering identity were chosen based onthe literature. Both instruments were piloted in two different courses at the end of the Fall 2020semester. Upon analyzing the results of the surveys, self-efficacy survey instruments wereslightly modified, including changing the Likert scale. On the other hand, the engineeringidentity survey instrument was found to be outdated, and another up-to-date engineering identityinstrument was chosen based on the literature. Both surveys were implemented at the beginningand end of the Spring 2021 and Fall 2021 semesters.The graduate research assistant

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rick Hill, University of Detroit Mercy; Jocelyn Bennett Garraway, University of Detroit Mercy

, though the program might not have had a positive impact on student self-efficacy inSTEM.Keywordsbroadening participation, engineering education, high schoolIntroductionIt is well established that the domestic need for a qualified, technical workforce is increasinglyimportant, and increasingly unmet. This need is especially acute in the greater Detroit area withits historical reliance on the automotive and manufacturing industries. Such need provides animperative to improve pathways for our nation’s youth to enter STEM fields. This is true, inparticular, for students from groups historically underrepresented in STEM professions. As of2017, only 4.1% of engineering bachelor’s degree in the U.S. were awarded to Black studentsand only 11.1% to

Conference Session

ERM: Mental Health and Wellness

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sarah Wilson, University of Kentucky; Katie Wilder, University of Kentucky; Whitney Blackburn-Lynch, University of Kentucky; Joseph Hammer; Daniel Dailey, University of Kentucky

440 first-year engineering students during thefirst month of the Fall 2021 semester, including psychometrically sound measures of mental healthhelp-seeking attitudes, perceived norms, personal agency, and intention developed in accordancewith the Integrated Behavioral Model. Results show 12% of students self-report symptoms ofmoderate or higher depression and 14% moderate or higher anxiety. While these statistics arelower than the national averages for college students, breakdowns by gender showed that femalestudents showed a higher prevalence of anxiety and depression compared to the correspondingnational average. In general, students had positive attitudes, control, and self-efficacy related toseeking help for a mental health concern. Mean

Conference Session

Technical Session M3A

Collection

2022 First-Year Engineering Experience

Authors

John Krupczak Jr, Hope College; Katharine Hopkins Polasek, Hope College

Tagged Topics

Workshops

conducting these hands-on design projects. Materials will be provided for thoseinterested so they can try some of these activities with their own students. The workshop organizers willbe available via teleconference after the FYEE Conference to help instructors that would like to try theprojects in their own classes.Acknowledgement: This work was supported by the National Science Foundation under award 1650889.Any opinions, findings, and conclusions or recommendations expressed in this material are those of theauthors and do not necessarily reflect the views of the NSF.References:1. Carberry, A.R, Hee Sun Lee, Matthew W. Ohland, Measuring engineering design self-efficacy, Journalof Engineering Education, V99n1, January 2010

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ursula Nguyen, University of Texas at Austin; Catherine Riegle-Crumb

], [17]. Young people’sconsideration of entry into an engineering major has been studied extensively and linked tostudent sociodemographic and academic factors [18], [19], [20]. In one study, researchers foundthat advanced science course-taking positively predicted students’ likelihood of deciding tomajor in STEM fields [21]. Moreover, researchers have linked students’ attitudes and beliefs totheir intentions to major in engineering [15], [21], [22]. To illustrate, one longitudinal study onundergraduate students found that their self-efficacy was positively related to their decision tomajor in engineering [23]. In another longitudinal study, the researchers noted a significantassociation between adolescent girls’ counter-stereotypic beliefs

Conference Session

WIED: Analysis, Challenges, Success, and Impacts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Heather Orser; Ella Swanson-Hysell, University of St. Thomas

engineering disciplines each academic year.This analysis found that the number of female faculty may account for some of the increase inenrolled female students; however, the data available is insufficient to prove it.Understanding the causes of higher-than-expected enrollment requires continued assessment ofthe composition of the student body and an approach to assessing the less tangible reasonsbehind our success to date. From prior work [9, 10], factors such as self-efficacy and recognitionof capability are important for those women who persist in engineering. Future work todetermine the cause of higher-than-expected enrollment include assessing self-efficacy andrecognition. These assessments could help shed more light on the reason for higher

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Esther Tian; Daniel Showalter; Tara Kishbaugh; Scott Barge

international consulting projects. While at MIT, his dissertation research and collaborative research with institute colleagues focused on domain-specific self-efficacy in engineering entrepreneurship, and on the impact of project-based pedagogies on persistence in engineering among undergraduate students. He served as Director of Institutional Research at Goshen College for five years before coming to EMU in 2016. © American Society for Engineering Education, 2022 Powered by www.slayte.com STEM Scholars Engaging in Local ProblemsAbstract Eastern Mennonite University received a 5-year S-STEM award for their STEM ScholarsEngaging in Local

Conference Session

WIED: Analysis, Challenges, Success, and Impacts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Roberta Rincon, Society of Women Engineers; Erin Carll; Emily Knaphus-Soran, University of Washington

career pathways in thesefields, stronger relationships with engineering professionals, and greater self-confidence in mathand science.The Phase III pilot program included six virtual networking events, three in spring 2021 andthree in fall 2021. The aim of the networking program was to (1) provide more information aboutcareer pathways, (2) strengthen interpersonal relationships, networking, and mentorship, and (3)boost confidence through connections with same-gender STEM experts to counteractstereotypes.Research QuestionsThe questions guiding the evaluation of the intervention were: 1. Does the STEM networking intervention increase community college women’s motivation, self-efficacy, and confidence in engineering and computer science? 2

Collection

2022 ASEE - North Central Section Conference

Authors

Matthew Cavalli, Western Michigan University; Anetra Grice, Western Michigan University

first semester, one near the start of the term and one nearthe end. Questions related to two aspects of the Big Five personality inventory(Conscientiousness and Openness to Experience), as represented by the International PersonalityItem Pool9, were included. The survey also contained questions about mindset, self-direction,and student self-efficacy (e.g., confidence in eventually graduating). Results of the start-of-semester survey have been presented elsewhere18,19. The purpose of this work is to compareresponses to the end-of-semester surveys with those from the start of the term as well as toinvestigate correlations from the end-of-term responses with subsequent student retention.Experimental Methods/Materials/Project ApproachFor both the

Conference Session

First-Year Programs Division Technical Session 11: Program Descriptions and Learning Analytics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joan Tisdale, University of Colorado Boulder; Angela Bielefeldt, University of Colorado Boulder; Laura MacDonald, University of Colorado Boulder; Carlo Salvinelli, University of Colorado Boulder

evaluate student interest and motivationtoward sustainability and 11-point rating items on confidence/self-efficacy. Student perceptionon sustainability was found to differ by: course, discipline, gender, major, student previousknowledge, and student general interests. Within each course, impactful factors include thelearning objectives, quantity of sustainability inclusion and method of delivery. A given courseis not the sole determining factor of students’ awareness of sustainability, but it can have aneffect. Sustainability can look different across engineering disciplines, and each area and methodof incorporating sustainability has its own place, value, and impact.Introduction and Background “Development can be considered sustainable if it

Conference Session

Energy Conversion and Conservation Technical Session 2: Enhancing Energy-Related Education with Student Design Projects

Collection

2022 ASEE Annual Conference & Exposition

Authors

Leon Liebenberg, University of Illinois at Urbana - Champaign; Taylor Tucker, University of Illinois at Urbana - Champaign

]. However, self-regulation is strongly influenced by external factors such as the learningenvironment, instructor and instruction, modeling, and peer interaction [9]. Effective self-regulation requires not only the provision of clear instruction and explicitmodeling of possible solutions and problem-solving strategies, but also designing a learningenvironment conducive to such learning [10]. The level of self-regulation depends on the extentof the learner’s knowledge within the subject domain [9]. A key facet of self-regulation is self-efficacy, which requires the knowledge and use ofspecific learning strategies and performance self-monitoring [11]. Thus, self-efficacy indicateslearners’ belief in their innate ability to achieve