the northeastern US. The survey is administered twiceeach academic year to explore self-efficacy, belongingness, preparedness, and engagement, bothlongitudinally and cross-sectionally. In March 2020, our university quickly pivoted to remotelearning in response to the outbreak of COVID-19 and in the fall of 2020 our campus re-openedfor hybrid learning. The abrupt changes in higher education, brought on by the current publichealth crisis, affect students’ learning and mental health, in ways that will likely be long lasting.To measure the impacts of the pandemic on engineering students, twenty Likert-type screenerquestions were added to the survey, which was re-administered in June 2020 and again inSeptember 2020. This paper shares findings from
and Reflection Strategies for Creativity in Student Design Projects, In 4th international conference on design creativity, Atlanta, GA.5. Linsey, J. S., Tseng, I., Fu, K., Cagan, J., Wood, K. L., and Schunn, C. (2010) A Study of Design Fixation, Its Mitigation and Perception in Engineering Design Faculty, Journal of Mechanical Design 132, 041003-041003.6. Carberry, A. R., Lee, H.-S., and Ohland, M. W. (2010) Measuring Engineering Design Self- Efficacy, Journal of Engineering Education 99, 71-79.7. Newell, A., and Simon, H. A. (1972) Human problem solving, Vol. 104, Prentice-Hall Englewood Cliffs, NJ.8. Simon, H. A. (1973) The structure of ill structured problems, Artificial intelligence 4, 181-201.9
. 2. Measuring the effectiveness of industry-sponsored project selection on outcomes at both the individual and team level of analysis: a. Student and team motivation (self-efficacy and collective efficacy) b. Student learning c. Student and team performance d. Student retention in the engineering majorHowever, due to space limitations, the remaining sections of this paper will only include adiscussion of potential issues with industry-sponsored projects that impact appropriateness ofthe design project for first year students. These potential issues have been identified basedon literature and the preliminary evidence from an ongoing experimental work at ThePennsylvania State University (Penn State).2.0
”). The final score for each factor is based on the average of the relevant items. SSCS is a 11-item questionnaire that evaluates creative self-efficacy (CSE) (6 items), one’s belief that they can be creative (e.g, “I know I can efficiently solve even complicated problems”), and creative personal identity (CPI) (5-items), one’s belief that they are creative (e.g., “I think I am a creative person”). Participants respond on a 5-point scale between strongly disagree and strongly agree, with a final score being the average of the relevant items. CMS is a 10-item questionnaire that measures two types of mindsets towards creativity, a fixed mindset (5-items), representing a view that creativity is
the questiondifficulty increases between the pre- and post-assessment, as was the case with the units inequations question. While the purpose of the survey is to give instructors a quick, baselinecompetency level for students in their classroom, this could be improved by including a greaternumber of questions and ensuring the pre- and post-assessment questions are of similardifficulty.The survey also addressed student confidence in these topics using a simple 5-item Likert scale.There are other scales that measure confidence or self-efficacy in engineering (e.g., LAESE12,Loo and Choy3). Since we were interested in topical confidence, we did not use these scales;however, we may consider incorporating some aspects of these or similar metrics in
supportresources. These items, and several subsequent items about engineering attitudes and beliefs, areadapted from the POWER study [6], which investigated women’s persistence in engineeringcareers. The POWER survey was derived from SCCT [10], which lends the ability to comparethe proposed to previous literature. Although the POWER survey includes a measurement ofengineering self-efficacy, in this study we operationalize a self-efficacy scale relating to theABET student outcomes [25]. This tie between self-efficacy and accreditation student outcomescan offer insight into the actual tasks that engineering graduates use professionally. In addition toattitude and belief measures based in SCCT, we also include engineering beliefs factors relatedto
administered to both S-STEM scholar and non-affiliated S-STEM mechanical engineering students. Using a 6-itemLikert survey, students were asked to assed their perceptions and attitudes regarding each of theconstructs. At the end of the Spring 2019 semester, a post-survey will be administered to thepopulation for comparison.Survey Instrument In partnership with the psychology department, a survey was developed containingmeasurable items regarding their attitudes, perspectives, science/engineering identity, andresearch self-efficacy. Below are the measurable constructs and their items showing reliability. 1. Research Self- Efficacy: Measured by six items from the Scientific Self-Efficacy Scale [10] that assesses students’ ability to
, Attainment Value, Utility Value, Self-Efficacy, and Cost. Interest Value measures howinterested students are in obtaining their degree, Attainment Value measures the importance ofobtaining their degree, Utility Value measures how useful the degree is to the students, and Costrefers to the amount of resources, such as time or money, which are required to obtain theirdegree [20], [23]. Self-Efficacy refers to the confidence students’ have in obtaining their degree[24]. The 35-item likert scale questions (range from 1 – strongly disagree to 7 – strongly agree)were updated to reflect a graduate student setting and then finalized through a think aloudprotocol [23]. Survey data were collected from a sample of 28 students of the eligible 34 studentsin Fall
is important to understand which beliefs arerelevant to academic performance and how these frameworks of thought differ betweenadvantaged and disadvantaged students. These beliefs that students have relevant to theireducation are related to academic performance. If disadvantaged students enter college withmaladaptive beliefs, they may act as compounding obstacles in addition to financial strains andother external variables.A. Self efficacy Self-efficacy, or the beliefs about one’s ability to successfully complete a task, is criticalfor student retention and persistence through adversity [9]. Even when an individual possessesthe abilities necessary for success, their beliefs in personal capability to perform the taskinfluence their
SWE member who zealously engages in community service work. ©American Society for Engineering Education, 2023 Full Paper: Impact of Inclusion of Makerspace and Project Types on Student Comfort with Additive Manufacturing and Three-Dimensional Modeling in First-Year Engineering ProgramAbstractThe following evidence-based practice study investigates the impact of utilizing a makerspace onthe exposure to additive manufacturing and three-dimensional modeling practices for first-yearstudents. This document builds upon recent literature which illustrated statistically significantgains in a plethora of self-efficacy and sense of belonging metrics over an academic year inwhich a makerspace was
driven device,in conjunction with a load cell, to test the mechanical properties of a material.For analysis, an experimental section of this class was compared to a control section, using anengineering self-efficacy survey. While the two showed similar result on concepts learned, therewere a few concepts where the experimental section was behind the control section. However, themain goal of this survey was to show that the project in the experimental section didn’t cause thosestudents to fall too far behind their counterparts.Introduction and BackgroundIn higher education, especially in the STEM fields, there is an ever-growing pool of knowledge tobe learned in a relatively short amount of time. Until recently, the method of teaching
group of students would have differentexperiences from students from prior years if a control group were run. Self-selectedpopulations are unavoidable as this is a required course for any student who takes it.The self efficacy instrument was modeled after an instrument developed by Carberry, et al.,7 toassess design self-efficacy. The only changes were to the names of the specific tasks aboutwhich self-efficacy was being measured. The self-efficacy survey was administered after Case 1as a baseline. With Case 2 and 3, two factors were varied factorially with self-efficacy change asthe primary dependent variable. The two factors were whether interim peer feedback was givenand how students submitted cases (as either static PowerPoint presentations
levels of self-efficacy willmake students want to strive to not only finish their class work but do it well, and can be thefoundation for greater student success. This model of self-efficacy applies to everyone inengineering, and is strongly related to women’s persistence in engineering. It has beensuggested that many talented women have a lower self-concept of their ability in mathematicsand science which contributes to their decision to leave male dominated fields.One’s grade point average (GPA), the direct measure of academic performance, contributes to astudent’s decision to stay or leave a major. More specifically, the first-year GPA stronglyinfluences student retention.2 In a study at Central Michigan University, it was concluded thathigh
venturing self-efficacy scale wasused (see Appendix A). It measures venturing self-efficacy based on survey items that reflect theskills needed for developing innovation for the launch of new ventures such as recognizing andevaluating new opportunities, estimating costs of new projects, marketing and selling, andpersonnel selection. It measure technical–functional self-efficacy measures with survey itemsrelated to performing science and technology tasks that play a role in developing innovation.Survey items ask respondents to rate their confidence on a scale of 1 to 10. Pre- and post-measure for both measures were significant, with an increase from 4.92 to 7.62 post forventuring self-efficacy and 6.88 to 8.82 for technology-functional self
. Yet, an example of theoretical framingis provided here to give instructors a starting point. Ambrose et al. [9] provide compellingjustification that motivation to learn is driven in large part by a combination of three factors: self-efficacy, seeing value, and a supportive environment. Self-efficacy refers to confidence in one’sability to successfully complete a task. Self-efficacy can manifest itself as confidence in currentknowledge, confidence in gaining access to knowledge (e.g., resourcefulness), or confidence inlearning new knowledge (e.g., growth mindset). Research suggests as self-efficacy increases, sotoo will motivation to learn [10]. Seeing value relates to a goal’s perceived importance; as seeingvalue increases, motivation to
research self-efficacy and the introducton of social cognitive career theory in the training of physician- scientists. Page 22.390.1 c American Society for Engineering Education, 2011 Creating a Culture of Success for Women in STEM - the ADVANCEing Faculty Program at Louisiana Tech University The ADVANCEing Faculty Program in the College of Engineering and Science at LouisianaTech University is a four-year NSF ADVANCE PAID project that utilizes a college-wide,systematic, sustainable approach for advancing women faculty in STEM. The Program aims toeducate all faculty and specifically
subscales with an additional subscale “friends andself-confidence”. Cronbach‘s alpha was calculated to measure the internal consistency ofitems for each of the four subscales (self-efficacy for engineering=. 83, school-related self-efficacy=. 57, personal interest=. 68, friends and self-confidence=. 65).Several items in each section will be revised, replaced and/or eliminated as a result of theseanalyses and a revised version of the entire survey will be re-piloted with a smaller group ofstudents some of whom will also be interviewed about their responses. Further revisions willbe made after information from the interviews has been analyzed. The validity of the“attitudes toward engineering scale” and the “self-assessment of engineering knowledge
their engineering workplace. DEIconcepts can be incorporated in first-year engineering curriculum to enhance student design andexposure to diverse cultures during this unique design for additive manufacturing (DfAM)teaching module. This paper describes the development of a DfAM workshop that incorporateshistorical and cultural themes. Students’ perception of the design experience will be measuredusing an engineering self-efficacy validated tool, pre- and post-workshop survey, and measureddesign outcomes (CAD model) after engaging in a DfAM workshop. The workshop uses activitiesguided by the Kern Engineering Entrepreneurial Network (KEEN) framework which includescuriosity, connections, and creating value. The workshop introduces the
on the unique challenges of underrepresentedstudent populations in rural parts of the U.S. Results from this study will go into furtherinforming the current mentoring model utilized in Botswana. In addition, this study will provideinsight into the best practices for facilitating a virtual-mentoring experience through the use of asoftware application in facilitating long-distance mentoring relationships. Researchers willinvestigate its viability to serve as a mentoring tool in Botswana. Finally, this research study willdevelop formative and summative evaluation tools that will help investigate the impact of theBotswana mentorship program on female students’ self-efficacy, interests, and perceptions ofSTEM careers. NC State is uniquely
attention is focused on institutional characteristics and peer perceptions. This isthe missing piece that will be examined.Another limiting factor for women and minority students to achieving degrees in STEM fields istheir individual perception of their ability to succeed in a given situation, known as self efficacy,influences their thoughts, feelings, motivation, and behavior [7]. Four factors contribute to thedevelopment of self efficacy: mastery experiences, vicarious experiences, social persuasion, andphysiological states. Vicarious experiences include peer comparisons, social comparisons withothers, and the impact of models. The vicarious experience of women and minority students canprove to have a strong effect on their individual self
-regulated dimension highlights self-initiated actions and processes aimed at acquiring and applying information or skills that involve settinggoals, self-monitoring, managing time, and regulating one's efforts as well as physical and socialenvironment for goal fulfillment12. However, the most robust factors for motivation and learning Page 26.1172.3strategies could be self-efficacy and effort regulation. Motivational strategies are closely related to thegrades of university students.Research methodology:Participants: The targeted population included male and female freshmen, sophomores, juniors and seniorsfrom both private and
confident while those withno prior experience more commonly indicate being somewhat confident; both groups havesimilar rates for the not confident response. The data presented here is consistent with the studyby Metraglia et.al. [9] who found that first-year engineering students from technical high schoolsthat most likely had CAD offered exhibited higher levels of self-efficacy compared to their peerswho did not have prior CAD experience.Figure 2 Student confidence following lab assignments for (a) students with no previous CADexperience compared to (b) students with previous CAD experience. Note: The studentconfidence data for Lab1 was not available due to a technological error.Recorded DemonstrationsIn each of the lab sessions, the demonstration
interested in the freshman engi- neering experience and student self-efficacy related to capstone courses. Bauer’s educational background centers around human factors and ergonomics, and she is particularly interested in issues that concern the safety and comfort of middle school students. Her research has also included topics such as design for the seeing impaired, backpack safety of college students, safety of pedestrians, and ergonomics of industrial tools.Dr. Jessica L. Heier Stamm, Kansas State UniversityDr. Lesley Strawderman, Mississippi State University Page 25.98.1 c American
used to examine whether students’ learningoutcomes differed between boys and girls. On the first day of the camp, there was no difference instudents’ perceptions of competence, homework motivation, and school engagement betweenboys and girls, ts < 1.47, ps > .148. Likewise, a month after the conclusion of the camp, therewas no statistically reliable difference between boys and girls on the outcome measures,ts < 1.10, ps > .283. Hence, the camp experiences were similarly effective in these domains oflearning for both boys and girls.6 DiscussionResults show that the code camp is an effective informal learning activity, as it can facilitatestudents’ self-efficacy and engagement in both computing as well as learning in
, and lectures.from various engineering disciplines. The course Previously, an engineering graphics and “fundamentals”presented a great breadth of topics through a series of style intro sequence was required of all students and thetutorials, laboratory experiments, and lectures. When faculty led the programs through a change to thereflecting and commenting on the course, students aforementioned model in 2008. In 2012, the author started hisexpressed frustration with a “lack of accomplishment” faculty career at Norwich and was immediately tasked withand “jumping around”—indicators of low self-efficacy “fixing” this introductory course, which was in its infancy. Abeliefs. Further
this manuscript forcompleteness. The survey had 82 Likert-type items, with selections on agreement with each statementranging from 1-4 and 0-100. The survey took approximately 20 minutes to complete and wasemailed to all students enrolled in the two courses listed above. Measures of the followingandragogical measures and outcomes are as follows: Self-Directed Learning Dimensions AptitudeScale (SLDAS)24, Engineering Expectancy and Value Scale (EV)25, Epistemological BeliefsAssessment for Engineering (EBAE)26, Inventory of the Dimensions of Emerging Adulthood(IDEA)18, and Engineering Design Self-Efficacy Instrument (EDSE)27. Details on the individualmeasures can be found in the original manuscripts, however EBAE questions were adjusted
uponBandura's self-efficacy theory,7 believing that remediation of low science teachingefficacy beliefs was key to effective elementary teacher preparation programs. Since itscreation, the STEBI has been used to measure preservice elementary teachers efficacybeliefs regarding teaching science.8,9 One potential avenue for addressing this issue is the Page 23.517.2use of digital fabrication for supporting science pedagogy. Digital fabrication enables the design and production of media content that spans severalformats from the virtual to the physical -- such as digital models inside a virtual space tophysical models made of cardstock or plastic.10 Two
9 items19 items (MS) 5 self-efficacy itemsThe internal consistency reliability of each subscale, as measured by Cronbach’s alpha, rangesfrom 0.78-0.86 (cognitive), 0.87-0.89 (affective) and 0.84-0.85 (behavioral), all satisfyinggenerally accepted criteria for internal reliability of educational surveys (at least 0.7 for a set ofitems in social science scales 16 and as low as 0.60 for educational assessment scales 17, 18).The appropriate versions of the survey were administered using an on-line Zoomerang™platform before and after the educational intervention. The adult-version of the survey 19 wasadministered to teachers in June before the Summer Institute and on the last day of each Institutein August. Student surveys
school. In fact, Cass, Hazari, Sadler, andSonnert [10] found that only 280 out of 6,860 engineering students were interested in pursuing anengineering career at the beginning of high school. As the nation’s need for highly qualified engineering professionals grows, policymakersand educators have focused their efforts in increasing recruitment and retention of womenpursuing post-secondary engineering degrees and engineering careers. While self-efficacy hasbeen found to be a significant factor in predicting academic success of women pursuing non-traditional career paths, such as engineering [11] the exact nature of how engineering curriculumand engineering contexts impacts self-efficacy for women remains unclear [9]. Exploring thefactors
University of Colorado Boulder.Twenty-five survey items were used to measure four sub-components of sustainable engineeringmotivation, single items were used to measure global interests and interdisciplinary value, andnine items evaluated consideration for others. Sustainable engineering self-efficacy, value, andnegative attitudes were similar among students in all three majors. Environmental engineeringstudents had higher scores than civil and architectural engineering majors in sustainableengineering affect and overall motivation. Interest in working on projects outside the U.S. washigh, without significant differences between environmental, civil, and architectural engineeringstudents. Interdisciplinary value was the higher among environmental