Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

NSF Grantees Poster Session

in the invertedsection of Engineering 82 were allowed access to the videos.MeasuresStudents in both sections of each course were administered a pretest and posttest attitude survey.The pretest survey contained a total of 28 selected items from established instruments includingfrom the Research on the Integrated Science Curriculum (RISC), Motivated Strategies 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

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

Entrepreneurship & Engineering Innovation Division – Epicenter Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Janna Rodriguez, Stanford University; Helen L. Chen, Stanford University; Sheri Sheppard, Stanford University; Larry Leifer, Stanford University; Qu Jin, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

entrepreneurial action.With respect to entrepreneurial interest, Lent, Brown, Sheu, Schmidt,and Brenner posited that aperson’s interest in a given activity is based on two concepts: 1) self-efficacy or beliefs aboutone’s own personal capabilities; and 2) outcome expectations or beliefs about the outcomes ofengaging in a particular course of action.10 We propose that alumni who have shown highinterest are more likely to pursue entrepreneurship, since interest will result in a higherlikelihood of entrepreneurial action.We hypothesized that alumni who have expressed high intentions to pursue entrepreneurialactivities are more likely to seek out these activities. This included constructing a model toidentify which are the important factors that predict

Collection

2009 ASEE Midwest Section Conference

Authors

Viacheslav Adamchuk; Gwen Nugent; Bradley Barker; Neal Grandgenett

Science Foundation, the particular program described in this paperfocuses on middle school youth in non-formal learning environments. The program integrateseducational robotics, Global Positioning System (GPS) and geographic information system (GIS)technologies to provide educational experiences through summer camps, 4-H clubs andafterschool programs. The project’s impact was assessed in terms of: a) youth learning ofcomputer programming, mathematics, geospatial concepts, and engineering/robotics conceptsand b) youth attitudes and motivation towards STEM-related disciplines. An increase inrobotics/GPS/GIS learning questionnaire scores and a stronger self-efficacy in relevant STEMareas have been found through a set of project-related assessment

Collection

2024 South East Section Meeting

Authors

Matthew J. Traum, University of Florida; Tonika Jones; Jodi Angela Doher; Kurtis Gurley, University of Florida; Jeremy A. Magruder Waisome, University of Florida; Adrienne Leigh Provost, University of Florida

Tagged Topics

Diversity

faculty as well as co-founding the Mechanical and Energy Engineering Department at the University of North Texas – Denton. Traum received Ph.D. and M.S. degrees in mechanical engineering from MIT, and he holds dual B.S. degrees from the UC Irvine in mechanical and aerospace engineering.Tonika JonesJodi Angela DoherDr. Kurtis Gurley, University of FloridaDr. Jeremy A. Magruder Waisome, University of Florida Dr. Jeremy A. Magruder Waisome is an Assistant Professor in the Engineering Education Department at the University of Florida (UF). Her research focuses on self-efficacy and critical mentoring. She is pas- sionate about broadening participation in engineering, leveraging evidence-based approaches to improve the

Conference Session

Graduate Studies Division (GSD) Technical Session 4: Mentoring Programs in Graduate Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Clay Gloster Jr., North Carolina Agricultural and Technical State University (TGC); Matthew Bonner Aurelius McCullough, North Carolina Agricultural and Technical State University (TCG); Grace Gowdy; Shea Bigsby; Dawayne Whittington; Juanda Johnson-Taylor

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

(3) Provide support to BD Fellows beyond BD funding in preparation for graduation andcareer. Our theoretical framework, further described above, values (1) self-efficacy, (2)science/research identity, and (3) social cognitive career theory model to recruit, enroll, andgraduate 12 LSAMP Fellows with STEM doctoral degrees. Our goals, then, are to (1) evaluateour intervention’s success on the three stated objectives and (2) measure the stated constructswithin the theoretical framework to test our theory of change.Approach to assessment.Evaluation of the BD Program will utilize both internal and external expertise. Thiscollaboratively managed evaluation will have a mixed-methods approach emphasizing the designof several survey instruments

Conference Session

First-Year Programs Division WIPS 2: Students and Peer Mentors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Noe Vargas Hernandez, The University of Texas, Rio Grande Valley; Javier Ortega, The University of Texas Rio Grande Valley; Arturo A. Fuentes, The University of Texas, Rio Grande Valley; Eleazar Marquez, The University of Texas, Rio Grande Valley

Tagged Divisions

First-Year Programs Division (FYP)

innovation by analogy and reflection in their career pathways project. The objective isfor students to learn about the engineering design process and to apply it to their academicchallenges by analogy. This prepares students with meta skills to help solve future problems intheir academic path, and at each iteration, the students transform themselves, hence the use of theterm self-transformation (also referred as “self-innovation”). Data collected from pre and postsurveys will be presented to measure self-efficacy in engineering design, grit, motivation tolearn, and STEM identity. Participant interviews provide a qualitative insight into theintervention. This project is funded by NSF award 2225247.IntroductionIn recent years, the transition of

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

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Geniene K. Minkus, Geniene Minkus Consulting; Meagan C. Pollock, Engineer Inclusion

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

-based assessments, presentations, and reflections. Thesesections were distilled using a combination of classroom experience and research. Eachof these elements is powerful on its own but added together they create opportunitiesfor students to build self-efficacy, belonging, and inclusion. These qualities then lead toclassrooms that can foster students who can find resilience and joy in diversity andcreate equitable spaces. The framework I developed is visualized in Figure 1 below. Iwill describe each of these elements and the research that went into them.Before the Framework: While doing research around actionable science DEIB strategies, I encounteredand studied social-emotional learning (SEL). While the tenants of following theframework

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brendan Higgins, Auburn University; Laura Parson, North Dakota State University; Sushil Adhikari, Auburn University; Fredricka Saunders, North Dakota State University

Tagged Topics

Diversity, NSF Grantees Poster Session

not sign the consent letter to participate in the IRB-approved evaluationresearch.Evaluation MethodsEvaluation of the project consisted of a pre-post survey instrument focused on perceived self-efficacy in universal teamwork and research skills. This instrument was an adaptation of theResearch Self-efficacy scale [9]. Questions focused on things like the perceived ability to“engage in effective team practices,” “follow ethical principles of research,” “identify my ownstrengths within a team setting,” and “present research ideas in oral or written form.” This pre-post survey was augmented by weekly surveys aimed at understanding fellow engagement in theprogram. A final focus group was held with the project evaluator to further elucidate the

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Catherine Clark Hain, Mansfield Public Schools; Wendy Christine Turek; Arash Esmaili Zaghi P.E., University of Connecticut; Alexandra Hain, University of Connecticut

Tagged Topics

Diversity, NSF Grantees Poster Session

, 82-91 (2000).28 Zimmerman, B. J. Self-efficacy and educational development. Self-efficacy in changing societies, 202-231 (1995).29 Bandura, A. Self-efficacy: toward a unifying theory of behavioral change. Psychological review 84, 191 (1977).30 Bandura, A. & Walters, R. H. Social learning theory. (1977).31 Schunk, D. H. Self-efficacy and achievement behaviors. Educational psychology review 1, 173-208 (1989).32 Kirton, M. Adaptors and innovators: A description and measure. Journal of applied psychology 61, 622, doi:http://dx.doi.org/10.1037/0021-9010.61.5.622 (1976).33 Diamond, A. & Lee, K. Interventions shown to aid executive function development in children 4 to 12 years old. Science 333, 959-964 (2011).34

Conference Session

Systems Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Karim Heinz Muci-Kuchler, South Dakota School of Mines and Technology; Cassandra M. Birrenkott, South Dakota School of Mines and Technology; Mark David Bedillion, Carnegie Mellon University; Marsha Lovett, Carnegie Mellon University; Clifford Whitcomb, Naval Postgraduate School

Tagged Divisions

Systems Engineering

Understand System verification and validation UnderstandTo gauge the benefits of an intervention aimed at teaching ST and SE concepts in a mechanicalengineering undergraduate course, it is desirable to have an assessment instrument that is not tiedto the course and that can supplement data collected from evaluations based on course activitiessuch as homework assignments. One instrument that is available for that purpose is the SystemsThinking Skills Survey (STSS) [26]. The STSS has two main sections. In the first sectionstudents report their perceived self-efficacy in a number of ST/SE knowledge, skills, and abilities(KSAs). In the second, students demonstrate their proficiency in selected ST/SE concepts

Conference Session

NSF Grantees’ Poster Session

Collection

2014 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

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

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 Lent18 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 can help people reconsider previously disregarded careerpathways.Researchers have used SCCT to demonstrate that self-efficacy plays a crucial role in recruitingwomen into college-level STEM programs19-21. Other studies have explored hands-on STEMactivities within the framework of SCCT

Conference Session

First-Year Programs Division (FYP) - Technical Session 10: Identity & Belonging 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Olgha Bassam Qaqish, North Carolina State University at Raleigh; Chloe Grace Hincher, North Carolina State University; Ton Nguyen; Nicholas Goodwin

Tagged Divisions

First-Year Programs Division (FYP)

undergraduate research experiences impacts theirengineering identity and self-efficacy developments [4-7]. In addition, enhanced self-efficacypositively impacts engineering identity [4-6]. Other research explores the impact of a sense ofbelonging and community building on student development [8-11]. This paper examines theimpact of building a community of practice conceptual framework on both engineering identityand self-efficacy development of engineering students who participated in 10-week summerresearch experiences focusing on the engineering grand challenges as identified by NAE.Through building a community of practice, students experience a sense of belonging which webelieve adds to the engineering identity and self-efficacy

Conference Session

CoNECD Session : Day 2 Slot 4 Technical Session 1

Collection

2021 CoNECD

Authors

Kristina Rigden, California State Polytechnic University, Pomona

Tagged Topics

CoNECD Paper Submissions, Diversity

-efficacy theory is developed in the field of behavioral change and hestates that “…cognitive processes mediate change but that cognitive events are induced and alteredmost readily by experience of mastery arising from effective performance” [18]. The mastery thatarises from this effective performance is defined as confidence. Confidence is the self-belief inpeople’s competence or chance to successfully complete a task [19]. Perceived self-efficacy instudents is defined as the students’ beliefs in themselves to regulate their own learning, level ofmotivation, and master academic activities, which lead to academic accomplishments [20]. Self-efficacy theory is used in this study to help students develop STEM-confidence. Student views of

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (4)

Collection

2017 ASEE Annual Conference & Exposition

Authors

J. Chris Carroll, Saint Louis University; Shannon M. Sipes, Indiana University ; Jacob W. Benton, Primoris Services Corporation; Traci Aucoin, GEAR UP; Gloria E. de Zamacona Cervantes, Saint Louis University; Adam O'Neill, Saint Louis University; Sana M. Syed, Saint Louis University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

activity, but not whether such activities achieved theoutreach goals and objectives [17]. Fantz et al. [2] used formal assessment to determine theinfluence of outreach activities on the engineering self-efficacy of engineering students. Theyfound only seven of 53 activities had a statistically significant difference on self-efficacy ofstudents who did and did not experience the activity. Of those seven activities, five were pre-collegiate hobbies and two were pre-engineering classes. Although there were no significantdifferences in self-efficacy with respect to other activities, many still have merit in the outreachprocess, and assessment results like these are important in planning new programs to ensure themost efficient use of time and

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Chris Carroll, Saint Louis University, Parks College of Eng.; Scott A. Sell, Saint Louis University, Parks College of Eng.; Michelle B. Sabick, Saint Louis University, Parks College of Eng.

Tagged Divisions

Entrepreneurship & Engineering Innovation

coursesections are often very large, and success rates are often well below campus averages.Project Rationale Attrition rates of undergraduate engineering students consistently hover around 50%throughout the United States [2-11]. Geisinger and Raman [2] conducted an extensive literaturereview on student attrition and retention including 50 and 25 studies, respectively. Theyconcluded that six factors contributed to students leaving engineering: classroom and academicclimate, grades and conceptual understanding, self-efficacy and self-confidence, high schoolpreparation, interest and career goals, and race and gender. Furthermore, a 2013 report [11] bythe Institute of Education Sciences (IES) reinforces Geisinger and Raman’s conclusions. Thereport

Conference Session

Women in Engineering Division: Faculty and Gender Issues

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ari Turrentine, VentureWell

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

, and sexual harassment. Second, this base of discrimination may influenceidentified behavioral and attitudinal barriers such as women faculty’s lower self-efficacy andconfidence, lower productivity, and higher risk-aversion. Third, discrimination and attitudinalbarriers come into play when considering the differences women experience navigating work-lifebalance such as marriage and parenting, and inclusion in critical networks. Finally, taking all ofthe listed factors into consideration, a picture emerges around why women faculty in engineeringare not participating in academic commercialization education and training at the same rate astheir male counterparts

Conference Session

Pre-College Engineering Education Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Morgan M. Hynes, Purdue University at West Lafayette (COE); Kayla R. Maxey, Purdue University at West Lafayette (COE); Rong Su, University of Iowa

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

publicawareness put investments in the billions of dollars (Committee on Equal Opportunities inScience and Engineering (CEOSE), 2017; Gibbin & Davis, 2002). While not all this money wasinvested primarily in pre-college engineering education initiatives, the investment has beensignificant. However, even with these investments, there has not been any significant increase inthe percentage of women or people from certain minority groups participating in engineering.To understand the types of assessment approaches being used to measure students’ affectiveviews—attitudes, beliefs, interests, perceptions, self-efficacy, and identity-with respect toengineering , we built upon the systematic literature review by Hynes et al. (2017). In the review,the authors

Conference Session

New Research and Trends for Minorities in Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kelly J. Cross, Virginia Tech; Marie C. Paretti, Virginia Tech

Tagged Divisions

Minorities in Engineering

addressidentification with specific domains (e.g. engineering, math, history).Results from studies of identification consistently show statistically significant positive Page 25.710.3correlations between level of academic identification and desired academic outcomes such asstrong self-efficacy,11 higher overall GPA,12 lower absenteeism,6 and decreased cheating.13However, Osborne also found that the correlation between academic identification andachievement scores varies among different racial/ethnic groups, and also varies by gender withingroups.8 In all cases, though, decreases in identification were linked to decreases in academicperformance.8 Later work by

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ethan Clark Hilton, Georgia Institute of Technology; Myela A Paige, Georgia Institute of Technology; Blake Williford, Sketch Recognition Lab; Wayne Li, Georgia Institute of Technology; Tracy Anne Hammond, Texas A&M University; Julie S Linsey, Georgia Institute of Technology

Tagged Topics

NSF Grantees Poster Session

curriculuminvolves instruction on techniques such as sketching in both isometric and perspective spaces,shading, and ray-tracing.This paper observes the impacts of a modified curriculum in and engineering graphics course onstudents’ ability to sketch, self-efficacy in engineering design, and spatial visualization skills.Impact was measured using pre- and post-course assessments and surveys. The pre-to-postcomparisons of the groups of students taught using different methods showed equalimprovements in the spatial visualization of the students. The improvements in sketching abilityof the students in the modified perspective curricula were found to be significantly higher thanthe improvements experienced by students in the traditional curriculum. These

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rajeev Darolia, University of Kentucky; Cory Koedel, University of Missouri; Joyce B. Main, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity, NSF Grantees Poster Session

based on geography. Engineeringeducation research have largely focused on issues and challenges, such as unsupportive academicenvironments, dissonant cultures; lack of role models; limited student-faculty interactions; andindividual differences in levels of self-efficacy, sense of belonging, and engineering identity [3] –[13]. Some studies have tied high school level factors to participation in engineering. For example,Tyson et al. [14], [15] investigate course-taking in high school and find that more courses highschool math and science courses is associated with majoring in a college STEM field. Other pre-college factors, such as math achievement and levels of self-efficacy also contribute to students’college major choice [5], [10], [16], [17

Conference Session

ERM Technical Session 13: Student Learning and Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alexander Pagano, University of Illinois, Urbana-Champaign; Leon Liebenberg MASEE, University of Illinois, Urbana-Champaign; Molly H. Goldstein, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

, we assume that play can be correlated tostudents who have a sense of control and are able to act toward their own intrinsic motivation.The challenge and skill required for the team project are used to assess the ability for the projectto remain engaging and are derived from flow theory and based on similar questions fromHamari and colleagues [7]. Engagement is also asked directly and is additionally comprised ofelements of concentration, interest, immersion and enjoyment. Together, questions fromconcentration, interest, immersion and enjoyment should proxy engagement in the learningprocess. Self-efficacy is used as a proxy for learning outcomes, though for participants whoprovide consent, course grades will also be used to measure learning

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

First Year Computing Topics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Woong Lim, University of New Mexico; Elizabeth Ellen Esterly, University of New Mexico; Irene A Lee, MIT; Melanie E Moses, Department of Computer Science, University of New Mexico; Paige Prescott, University of New Mexico; Tryphenia B. Peele-Eady Ph.D., University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

successfully increased women’s participation incomputer science through inclusive pedagogy in college classrooms [13, 14].Although there is increasing interest in learning computer science from both students and parents[15-17] barriers to accessing computer science courses in high schools still remain, includinglack of course offerings and inadequate technology [12, 15, 16, 18]. When students from groupsunderrepresented in STEM choose to enroll in an introductory computer science course, theyseldom find the topics engaging and relevant to their own lives [18-23]. The computing tasksthemselves might not be appropriately leveled, and if students face too much frustration at thebeginning of a course, this can negatively impact their self-efficacy in

Conference Session

First-Year Programs Division Technical Session 4B: Assessing Student Motivation and Student Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Quamrul H. Mazumder, University of Michigan - Flint; Vasudha Kilaru, University of Michigan - Flint

Tagged Divisions

First-Year Programs

motivation strategies.H (4): There is no significant difference between male and female students in high school anduniversity in learning strategies.Literature Review Rather than motivation being considered a component of self-regulation, severalinvestigations reported that motivation and self-regulatory strategies which can be developed byMSLQ6. A major implication of the study for learning and instruction is the need to considervalue, cost and self-efficacy separately when examining the impact of motivation on the learningof students 7. The MSLQ is based on important theoretical insights into the nature of learningand the determinants of academic performance8. Despite the relative decrease of values in self-perception, every single feedback

Conference Session

Engaging Students in Learning

Collection

2010 Annual Conference & Exposition

Authors

HuiRu Shih, Jackson State University; Wei Zheng, Jackson State University; Tzusheng Pei, Jackson State University; Gordon Skelton, Jackson State University; Evelyn Leggette, Jackson State University

Tagged Divisions

Engineering Technology

, especially, self-efficacy.6.1 Expandable IntelligenceOne important aspect in SRL is to regulate the learners’ motivation. Psychological instructionmodel of Expandable Intelligence (EI) is established based on new psychological findings thatlearners’ belief on their intelligence has a profound influence on their motivation to learn. Withthe belief that intelligence can be expanded (as opposed to the view of fixed intelligence),learners are able to attribute their successes or failures to factors within their control (e.g. efforton a task, or effective use of strategies) rather than their ability. They can be motivated to uselearning strategies and persist in their learning efforts for expanding their intelligence21.6.2 Enhance Students’ MotivationAs

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kemper Lewis, University at Buffalo, SUNY; Deborah A. Moore-Russo, University at Buffalo, SUNY; Ann F. McKenna, Arizona State University, Polytechnic campus; Phillip M. Cormier, SUNY - University at Buffalo; Amy M. Johnson, Arizona State University; Adam R. Carberry, Arizona State University; Wei Chen, Northwestern University; David W. Gatchell PhD, Northwestern University; Timothy W. Simpson, Pennsylvania State University, University Park; Conrad Tucker, Pennsylvania State University, University Park; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Sarah E. Zappe, Pennsylvania State University, University Park; Steven B. Shooter, Bucknell University; Charles Kim, Bucknell University; Christopher B. Williams, Virginia Tech; Lisa D. McNair, Virginia Tech; Marie C. Paretti, Virginia Tech; Joe Tranquillo, Bucknell University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

evidence of the effectiveness of the productarchaeology framework. This project uses existing survey instruments, including the Engineer of2020 survey and the engineering design self-efficacy instrument to assess positive studentattitudes and perceptions about engineering. Our assessment plan also uses two newly-developed design scenarios. These scenarios require students to respond to open-endeddescriptions of real-world engineering problems to assess students’ ability to extend and refineknowledge of broader contexts. Emerging pre-test/post-test comparison data reveal that theproduct archaeology activities lead to more positive student ratings of both their own knowledgeof broader contexts and their self-efficacy regarding engineering design