Conference Session

Assessment-Driven Practices in ECE

Collection

2023 ASEE Annual Conference & Exposition

Authors

Curt Schurgers, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Alex Phan, University of California, San Diego; Huihui Qi, University of California, San Diego; Maziar Ghazinejad, University of California, San Diego; Minju Kim, University of California, San Diego; Marko V. Lubarda, University of California, San Diego

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

the course. This approach is rooted in the work on early intervention strategies.The idea is to focus on at-risk students. In this context, we do not consider the oral assessmentprimarily as being part of a summative assessment strategy. Instead, it is designed to be a touchpoint for a meaningful one-on-one interaction between a student and a member of theinstructional team. The value of early interventions for at-risk students is to increaseconnectedness to instructional staff and resources, and student engagement and self-efficacy. Theoral assessments were implemented explicitly with this focus. We also considered additionalbenefits, such as serving as formative assessments for the students to reflect on their level ofconceptual mastery and

Conference Session

Edifying Engineering Education through Multidisciplinary Efforts

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hsiao-Wen Wang, National Cheng Kung University

Tagged Divisions

Multidisciplinary Engineering

(the degree to which the learning task is deemed to be ofimportance for present and future work and learning) and self-efficacy for learning (pertainingto the individual’s confidence in their ability to successfully complete assigned tasks). The fullscales are provided in Table 3. For each statement, the respondents rated themselves on a 6-point Likert scale ranging from 1 point, “Strongly disagree” to 6 points, “Strongly agree”. TheCronbach’s α of the two subscales was .91 and .89.Table 3. Questionnaire of Learning MotivationItems Questions 1. I am very interested in the content area of this course. 2. I like the subject matter of this course.Task value 3. It is important for

Collection

2023 ASEE Midwest Section Conference

Authors

Yimesker Yihun; Lena Lamei

included embeddedassessment questions related to three scales: (a) General Academic Self-Efficacy Scale (GASES)by Nielsen et al. [11], with five items measured on a 5-point Likert scale. (b) The Individual TaskPerformance sub-scale (ITP) [12], comprising seven items measured on a 6-point Likert scale,assessing overall task performance. (c) Teamwork Effectiveness (TE) in Team-based ProjectsQuestionnaire [13], adapted and shortened for assessing students' teamwork effectiveness. Thestudy investigates the relationship between students' general academic self-efficacy (GASE) andtheir individual task performance (ITP), as well as their teamwork effectiveness (TE) in semester-long projects. The regression analysis indicates a direct but not significant

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Monica E Cardella, Purdue University, West Lafayette; Marisa Wolsky, WGBH Educational Foundation; Christine Andrews Paulsen, Concord Evaluation Group; Tamecia R. Jones, Purdue University, West Lafayette

Tagged Topics

NSF Grantees Poster Session

environment all play important roles in an individual’s academic and careerchoices16. SCCT expands on SCT by providing a model for understanding the choices thatindividuals make with respect to academic and career pathways. The SCCT framework arguesthat these choices are influenced by three main factors: self-efficacy (the degree to which onebelieves that one can succeed at a given activity), outcome expectations (one’s beliefs about theoutcomes of certain behaviors), and personal interest (i.e., intentions). Brown and Lent17 foundthat people choose not to follow certain career paths because of faulty beliefs they may holdabout their own self-efficacy or faulty outcomes expectations. They found that modifying self-efficacy and outcome expectations

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Janna Jobel, University of Massachusetts, Lowell; Yanfen Li, University of Massachusetts Lowell; Hsien-Yuan Hsu, University of Massachusetts, Lowell

Tagged Topics

Diversity, NSF Grantees Poster Session

. Dr. Hsu received his PhD in Educational Psychology from Texas A&M University and has a background of statistics education. He works closely with researchers in STEM to pursue high quality of STEM education for future researchers. He is currently participating in an NSF-funded grant (#1923452) to spearhead research into middle school students’ digital literacies and assessment. Recently, Dr. Hsu has received a seed grant at UML to investigate how undergradu- ate engineering students’ digital inequalities and self-directed learning characteristics (e.g., self-efficacy) affect their learning outcomes in a virtual laboratory environment during the COVID-19 pandemic. Dr. Hsu’s research interests include advanced

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

Make It!

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue Polytechnic Institute; Nathan Mentzer, Purdue University, West Lafayette; Hugh Jack P. Eng. P.E., Western Carolina University

Tagged Divisions

Manufacturing

compared totraditional robot design experiences. This development and study is contextualized in a courserequired of many 9th grade students called Foundations of Technology, which is the freshman-level technology and engineering education course provided by the Engineering byDesign coreprogram. It is taught in over 270 school districts across 23 states to about 100,000 studentsannually. The study will employ a design research framework to develop the 8-hour unit andstudy its implementation in 11 classrooms in two school districts. Measures include theSituational Motivation Scale and the Engineering Self-Efficacy Scale. In Year 3, the project willimplement an efficacy study to compare results of the soft robotics unit with the unitimplemented

Conference Session

Classroom Practice I: Active and Collaborative Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nancy K. Lape, Harvey Mudd College; Rachel Levy, Harvey Mudd College; Darryl H. Yong, Harvey Mudd College; Nancy Hankel, Cobblestone Applied Research & Evaluation, Inc.; Rebecca Eddy, Cobblestone Applied Research & Evaluation, Inc.

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

forLearning Questionnaire (MSLQ), Metacognitive Awareness Scale (Schraw & Dennison), and theSTEM Questionnaires developed by the STEM team at the Higher Education Research Institute(HERI). A factor analysis was conducted on the pretest survey questions to determine whichquestions were most appropriate to represent the various constructs of interest including self-efficacy for learning, metacognitive self-regulation, peer learning, and help seeking behavior.Based on these data, a truncated scale was administered to students at posttest. Items used as partof the posttest include 14 items from the MSLQ and 4 items from the Metacognitive AwarenessScale (MAS). The posttest also included additional items from the HERI questionnaire as well ascourse

Conference Session

Student Success II: Self-Regulatory, Metacognitive, and Professional Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christopher Herring, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

Educational Research and Methods

examined HSB within an undergraduate engineering context.Primary efforts are quantitative which, due to typical engineering demographics, limits the voiceof minority constituents. The purpose of this research is to develop a rich, empiricalunderstanding of engineering students’ lived experiences of HSB ensuring the perspective ofunderrepresented groups. Self-efficacy (SE) and self-theory of intelligence (STOI) wereexamined as inputs into HSB.This qualitative research is based on interviews of students’ perceptions and constant-comparative techniques drawn from grounded theory. A multi-approach sampling method wasused to ensure varied experiences, equal gender, and ethnic diversity. Results indicate adiversity of themes related to SE and STOI as

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jean S. VanderGheynst, University of California, Davis; Colleen Elizabeth Bronner, University of California, Davis; Alin Wakefield, University of California, Davis

Tagged Topics

Diversity, NSF Grantees Poster Session

address certain challenges facing first-generation, low-income graduate students. In addition, measures of participants’ self-efficacyrelated to persistence in graduate school improved with participation in the program and changesin self-efficacy were greater than the general population of first-year graduate engineeringstudents. Future efforts will include a refinement of practices and resources creating moresuccessful strategies for increasing numbers of low-income, academically-talentedunderrepresented engineers with graduate degrees in the workforce.IntroductionRecent federal budgets for STEM education are based on the belief that “the United States mustequip students to excel in science, technology, engineering and mathematics to meet the

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

Conference Session

A Focus on Sustainability

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Inez Hua, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Environmental Engineering

minimizing evaluation burden to the teacher participants. The DET survey wasadministered pre- and post-program each year, the TESS survey was administered only mid-program in 2016, pre- and mid-program in 2017 and pre- and post-program in 2018. The open-ended mid-program survey was used in 2016 and 2017, and replaced with a focus groupinterview in 2018. The Design, Engineering and Technology (DET) survey and the Teaching EngineeringSelf Efficacy Scale (TESS)) were used to measure teachers' attitudes towards teachingengineering and their self-efficacy related to teaching engineering. These instrument wereselected for three primary reasons: alignment with the objectives for the RET; specific focus onengineering; and previous use of the

Conference Session

Student Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hassan Ali Al Yagoub, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Student

). Enhancing learning in the life sciences through spatial perception. Innov High Educ 15, 5–16 https://doi.org/10.1007/BF00889733 13) Lord, T., & Nicely, G. (1997). Does spatial aptitude influence science–math subject preferences of children? Journal of Elementary Science Education 9: 67–81. 14) Maier, P.H., Spatial geometry and spatial ability – How to make solid geometry solid? In Elmar Cohors-Fresenborg, K. Reiss, G. Toener, and H.-G. Weigand, editors, Selected Papers from the Annual Conference of Didactics of Mathematics 1996, Osnabrueck (1998), 63–75. 15) Mamaril, N. A., Usher, E. L., Li, C. R., Economy, D. R., & Kennedy, M. S. (2016). Measuring undergraduate students' engineering self‐efficacy: A

Conference Session

NSF Grantees Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Jacquelyn Kelly, Arizona State University; Aaron Graham, Arizona State University; Andrea Eller, Arizona State University; Dale Baker, Arizona State University; Amaneh Tasooji, Arizona State University; Stephen Krause, Arizona State University

here on theresearch question of, “How can we use class reflections to support student learning, attitude, andretention?” Assessment of the Class Reflection Points through emergent themes coding indicatesthat responses to the Most Interesting Point show students' quite active engagement in content,activities, and team member interactions. The Muddiest Point shows confusion, uncertainty, orlack of self efficacy on sometimes a narrow content slice, sometimes scattered concepts ofconfusion, and sometimes no muddiest point at all. The instructor is frequently surprised that hisperception of his clarity of content concept and presentation that do not always align with studentcomments. Analysis of the Take Away Point indicates responses are strongly

Conference Session

First-Year Programs Division Technical Session 8: Academic Progress, Retention, and Mathematics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yanfen Li, University of Massachusetts Lowell; Na'imah White, University of Massachusetts Lowell; Karoline Evans, University of Massachusetts Lowell; Douglas Correa Ospina, University of Massachusetts Lowell

points in time: Time 1—the beginning of the semester—and Time 2—the end of the semester.Each student received a link to a Qualtrics survey that was collected by a member of the research team who was not involved with thecourse. At Time 1, we measured general self-efficacy, Big 5 personality traits, leadership schema, followership role orientations,engineering identity, sense of belonging in the engineering major, engineering self-efficacy, and demographics. At Time 2, we againmeasured general self-efficacy, engineering identity, sense of belonging in the engineering major, and engineering self-efficacyquestions to compare to Time 1. We also included at Time 2 scales for voice, belonging to group, psychological closeness, socialworth, friendship

Conference Session

K-12 & Pre-College Engineering Division: Outreach in K12 through College Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tony Lee Kerzmann, Robert Morris University; John Howard Walker, University of Pittsburgh; David V.P. Sanchez, University of Pittsburgh

Tagged Divisions

Pre-College Engineering Education Division

. pp. 30-35.[4] G. Pleiss, M. Perry, Y.V. Zastavker. “Student Self-Efficacy in Introductory Project-Based Learning Courses”. IEEE. Proc. Front. Educ. Conf. FIE, 2012.[5] “A Guide to Bloom’s Taxonomy”. Innovative Instructor. Johns Hopkins University. 2015. http://ii.library.jhu.edu/tag/blooms-taxonomy/.[6] A. R. Carberry, H.S. Lee, M.W. Ohland. (2010, Jan.). “Measuring Engineering Design Self-Efficacy”. Journal of Engineering Education. pp. 71-79.

Conference Session

Research Related to Learning and Teaching Engineering in Elementary Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jeremy V. Ernst, North Carolina State University; Laura Bottomley, North Carolina State University; Elizabeth A. Parry, North Carolina State University; Jerome P. Lavelle, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

assess science understanding, engineering and designunderstanding, identify STEM attitudes, engineering self-efficacy, and student assessment ofteacher effectiveness. This was accomplished through an online survey format. The STEMcoordinator was sent a survey link for the students, the STEM coordinator prepared eachcomputer in the school laboratory (accessed the link on each computer), students completed theassessments and surveys, the students clicked “submit” and the results were made accessible tothe researchers in coded format. The pre-assessment of the Understanding Engineering Designinstrument was administered January 20, 2010, and the post-assessment was administered April14, 2010. The pre-assessment of the Understanding of Science

Conference Session

First-Year Programs Division (FYP) - Technical Session 5: Supporting Success 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs Division (FYP)

StudentsAbstractThis Complete Research Paper presents changes in data from a combined wellness, self-efficacy,and mindset survey for new students in the College of Engineering and Applied Sciences(CEAS) at Western Michigan University (WMU) during their first semester. Correlationsbetween individual survey factors and student retention and success are explored. The generalstructure of a first-year experience course focused on various dimensions of wellness is alsodescribed.Two electronic surveys (start-of-semester and end-of-semester) were created in Qualtrics basedon the Perceived Wellness Survey (PWS), the Interpersonal, Community, Occupational,Physical, Psychological, and Economic (ICOPPE) wellness scale, mindset, and self-efficacy. Thecombined surveys were

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Janeth Martinez-Cortes, The University of Texas at San Antonio; Mark Appleford, The University of Texas at San Antonio; Jose Francisco Herbert Acero, The University of Texas at San Antonio; Harry R. Millwater Jr., The University of Texas at San Antonio; Heather Shipley, The University of Texas at San Antonio

Tagged Topics

Diversity, NSF Grantees Poster Session

changes in STEM self-efficacy, sense ofbelonging, GPA, persistence in STEM major, good standing, and graduate school application. Aregression model was utilized to examine the relationship between participating in anengineering course section by level of implementation and student outcome data. Findings fromthe regression analysis indicated no statistically significant differences between studentsparticipating in a moderate or high implementation redesigned section compared to a sectionwith no redesigned lessons. Student self-efficacy was marginally significant (p=.10) afteraccounting for student characteristics and instructor effects. While no significant impact wasdetermined across the various outcome measures due to limited sample size and

Conference Session

Work in Progress Papers in ECE

Collection

2023 ASEE Annual Conference & Exposition

Authors

Brian F. Thomson, Temple University; Cory Budischak, Temple University; Maryam Alibeik

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

. Suggestions for future enhancements ofthese automated assessments will be provided.I. IntroductionPractice and feedback are critical to student learning, and it is further enhanced when practice isaccumulated with timely feedback [1]. Assessment and evaluation are tools to measure orobserve knowledge gain from practice and feedback. With assessments instructors identify datato collect representing knowledge or skills, selects the instruments for measuring, andadministers the instrument [2]. Evaluation is then the practice of analyzing assessment data anddrawing conclusions from the results [2].Multiple studies have shown how low stakes formative assessments can lower test anxiety, aswell as improve student learning outcomes and self-efficacy

Conference Session

Best in DEED

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Clay Swackhamer, University of California, Davis; Jennifer Mullin, University of California, Davis

Tagged Divisions

Design in Engineering Education

weeks prior to the start of the spring 2020 quarter presented aunique challenge for the instructional team who had no prior experience teaching virtually. Thispaper highlights aspects of the instructional transition to an emergency remote virtual format inthe spring of 2020. While the instructor made key decisions on the use of virtual tools out ofnecessity, such as use of synchronous versus asynchronous activities, the instruction team wasinterested in understanding student-learning outcomes. Student data collected during remoteoffering, pre/post Engineering Design Self-Efficacy (EDSE) surveys along with an end ofquarter reflection assignment, provided a starting point for understanding the students’ learningexperience. Presented in this paper

Conference Session

Educational Research and Methods Division (ERM) Technical Session 27

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fanyi Zhang, Purdue University; Beth M. Holloway, Purdue University ; Eric Holloway, Purdue University

Tagged Divisions

Educational Research and Methods Division (ERM)

-Efficacy (ASE). The ASE evaluates an individual’s confidence regarding theiracademic abilities [30]. This instrument consists of eight items, including “I know how to takenotes [31].” Items were rated from 1 (strongly disagree) to 7 (strongly agree). The developmentstudy provided validity evidence based on reliability coefficients and convergent evidence for theproposed score use. We could not find any follow-up validation studies of the scale, likelybecause academic self-efficacy measurements are often tailored to specific research contexts orpedagogical purposes. In our research, we performed both EFA and CFA to validate the score’sproposed factor structure further and assess individual item loadings.3.3 Data ProcessingAll analyses were

Conference Session

ERM: Persistence and Attrition in Engineering

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cassie Wallwey, The Ohio State University; Giselle Guanes, The Ohio State University; Tyler Milburn, The Ohio State University; Jeremy Grifski, The Ohio State University

person’s information on an online socialnetwork can be accessed by others and can be shared, blocked, or used to identify them for the network’sown purposes, resulting in an increased perception of being excluded on these online social networks.Considering the context of exclusion in engineering, we have adapted this predictor to consider a person’sbeliefs of their self-efficacy related to engineering and how it affects their motivation to continue inengineering.Similarly to Bardakcı’s (2018) work, we are investigating how these beliefs can affect how a person mayfeel excluded from engineering if their beliefs about themselves do not align with what they believe isnecessary to be an engineer. Previous research has shown some students leave STEM

Conference Session

Fostering Diversity and Innovation in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bianca Estella Salazar, University of California, Merced; Melissa Almeida, University of California, Merced; Zenaida Aguirre Munoz Ph.D., University of California, Merced; Maribel Viveros, University of California, Merced

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

promptedstudents to synthesize and apply the concepts learned during the hands-on activities.Data AnalysisStatistical AnalysisData were analyzed using SPSS software, Version 29 [18]. The analysis included independentsamples t-tests to compare the pre-test scores of participants based on their prior attendance at aSaturday STEM Academy. Paired samples t-tests were then conducted to evaluate the impact ofthe intervention on the students' self-efficacy, STEM identity, and engineering knowledge. Theassumptions for each test were verified prior to analysis. Hedges' g was calculated to estimate theeffect sizes, providing a measure of the magnitude of the intervention's impact while accountingfor the small sample size.Qualitative AnalysisFollowing the academy

Conference Session

Track 1: Technical Session 1: Supporting Engineering Graduate Students to Create Inclusive Learning Environments: A Professional Development Program at a Hispanic-Serving Institution

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Katherine R. McCance, The University of Texas at San Antonio

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

malleable and can be shifted to growthmindset beliefs with simple, low-cost interventions [8]. Additionally, less experiencedinstructors, such as TAs, may be more likely to change their teaching beliefs than moreexperienced instructors [9].After participating in the PD, the graduate students reported high levels of confidence in theirability to use various inclusive teaching practices, such as confidence in reflecting on the impactof their mindset on students’ classroom experiences, using student data and feedback to informtheir teaching, and promoting students’ identity safety. These pilot results align with previousresearch that reported high TA confidence and self-efficacy [9], [18], [19]. Wheeler et al. [9]found that chemistry TAs had high

Conference Session

Joint Session: Entrepreneurially-Minded Learning in the Classroom

Collection

2022 ASEE Annual Conference & Exposition

Authors

Timothy Reissman, University of Dayton; Vinayak Vijayan, University of Dayton; Shanpu Fang; Megan Reissman, University of Dayton; Skyler Miller, University of Dayton

) group(N=52) was defined as those students achieving or exceeding a mean of 96% on ‘making’assignments, while the remainder (N=21) were defined as the Low Participation (LP) group. Bycreating this distinction, the impact of ‘making’ can be compared within the same course basedon student relative engagement in the learning process. Beyond summative results from thestudents, additional data was collected via pre- and post- surveys. The pre-survey gatheredinformation at the start of the semester on prior experiences related to the course and on studentperception of self-efficacy in engineering design related to the course. The post-survey gatheredinformation in the final week of the semester on time spent performing the assignments andagain on the

Conference Session

Krusty's Creations: Robotics and Electronics in Springfield STEAM, Hey Hey!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shauna Adams, Purdue University; Cristián Eduardo Vargas-Ordóñez P.E., Purdue University; Morgan M Hynes, Purdue University; Kerrie A Douglas, Purdue University; Peter Bermel, Purdue University; David R. Ely, Ivy Tech Community College, Indianapolis; Hayley Joy Grisez

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

about post-high school plans. The pre-and post-surveys asked participants about their career interests or anticipated majors.Parts of the Knowledge, Awareness, and Motivations (KAM) survey tool were modified toevaluate awareness, exposure, career interest, and motivations. The KAM survey is a modifiedversion of the Motivation and Exposure in Microelectronics Instrument [6], an instrumentderived from the Nanotechnology Awareness Instrument [7]. The instrument was initiallydeveloped to assess changes in awareness, exposure, motivation, and knowledge ofnanotechnology [7]. To measure students’ self-efficacy and career outcome expectations, weadministered a modified Social Cognitive Career Theory Survey (SCCT) [8]. TheMicroelectronics SCCT Survey

Conference Session

Thermal Fluid Experiment Related

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew J. Ford, Cornell University; Soheil Fatehiboroujeni, Cornell University; Hadas Ritz, Cornell University

Tagged Divisions

Mechanical Engineering

as the type of experiment performed, specimengeometry, and measurement method. We identified 29 unique approaches to the problem, with noone approach accounting for more than three submissions.Student outcomes were measured by a survey of students’ attitudes and self-efficacy administereddirectly after every lab activity except for the first one. The fraction of students endorsingstatements related to a sense of agency increased dramatically between the “traditional” labs andthe guided-inquiry lab: from 52% to 82% for goal-setting and from about 64% to 92% for choiceof methods. Self-efficacy increased significantly in the primary targeted skills (designingexperiments, making predictions, and generating further questions), but there was no

Conference Session

Entrepreneurship & Engineering Innovation Division Opening General Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Qu Jin, Stanford University; Shannon Katherine Gilmartin, Stanford University; Sheri D. Sheppard, Stanford University; Helen L. Chen, Stanford University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Pursuit (7 items) and Flexible Goal Adjustment (3 items). Anexample item from the sub-scale of Tenacious Goal Pursuit is “The harder a goal is to achieve,the more appeal it has to me”, and an example from the sub-scale of Flexible Goal Adjustment is“I adapt quite easily to changes in plans or circumstances.” The items were measured on a five-point Likert scale with responses ranging from 1 (almost never) to 5 (almost always).Self-Efficacy OptimismSelf-efficacy has been shown in previous studies to be important to entrepreneurial intent 12,19,20.The scale of Self-Efficacy Optimism includes six items that were selected from theQuestionnaire for the Assessment of Personal Optimism and Social Optimism-Extended (POSO-E) 21. Self-Efficacy Optimism

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

J. Geoff Knowles, Purdue University; Todd Kelley, Purdue University; Euisuk Sung, Purdue University; Jongseong Choi, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

theintegrated STEM lessons to measure lasting effects. The students of the participant teachers arealso being assessed using STEM content knowledge tests and surveys to measure attitudestoward STEM learning and career interest.Data Collection Instruments and Methods Several instruments are being used to collect data from teachers. The Science TeachingEfficacy Belief Instrument (STEBI) is designed to assess teachers’ perceptions of theireffectiveness for teaching science with 25 questions using a 5 point Likert scale, with 1 being“Strongly Disagree,” to 5 being “Strong Agree” (Riggs & Enochs, 1990). The Teacher Efficacyand Attitudes toward STEM (T-STEM) survey measures changes in teachers’ self-efficacy andconfidence in STEM subject content