that few students-even those who have had some priorexposure to engineering-know what engineers do, and this affects their commitment to theengineering major5. Changes in the economy and workforce needs have led many engineeringschools to consider offering entrepreneurship education to their students. Connecting the fieldsof engineering with business and entrepreneurship in higher education has yielded a wide rangeof innovative and useful outcomes, products, and organizations. A previous study exploredengineering students’ levels of interest and involvement in entrepreneurship, their perceptions ofits impact on self-efficacy, and the characteristics of students who participate7. Students who hadtaken one or more entrepreneurship courses showed
annual conference. Assessment Surveys have been developed in conjunction with a PhD student in psychology and an outside evaluator. Pre-‐program surveys have been given to the supplemental instructors, peer mentors, current transfer students and students at LSU. BRCC surveyed continuing and graduating STEM students in April 2013. These surveys helped to develop topics and components for trainings and the transfer programs. Feedback after the program will also be used in the planning of the next year’s programs. Additionally, pre-‐training surveys were given to the SIs and peer tutors to obtain a baseline of their self-‐ efficacy
, researchers explain that a student’s intrinsic motivation hasthe greatest effect on his or her potential to genuinely enjoy activities and careers, expandknowledge, and seek out new challenges2, 3, 4.While research has proven that grades and other external structures can motivate students toperform well in classrooms5, 6, the authors of this report examine extrinsic and intrinsicmotivations and their effects on students’ performance in this class. Pintrich7 points to fivegeneral constructs in understanding the motivations of students in the classroom. Additionally,he offers suggestions as to how classroom instruction might be designed to encourage studentmotivation.First, Pintrich7 notes that courses should be designed to encourage self-efficacy and
between informal collaboration andachievement. Two recent studies involving only engineering students10 presented a convincingcase for the relationship between informal collaborative learning and improved confidence andacademic achievement. Collaborative learning strategies investigated in these studies included Page 24.747.2“sharing ideas with peers, obtaining helpful feedback from other students, and working togetherto help each other understand the material, learn new things and complete assignments”.11 Theresults from these two studies concluded that students’ self-reported collaborative learningstrategies were associated with increased self
networking technologies have the potential to expandthe range of outcomes (e.g., progressions of integrated STEM learning) that can be measured.The expertise of educators working in classrooms and in after-/out-of-school settings is a keyfactor—some would say the key factor—in determining whether integrated STEM education canbe done in ways that produce positive outcomes for students. One limiting factor to teachereffectiveness and self-efficacy is teachers’ content knowledge in the subjects being taught. Forexample, most K-12 science and mathematics teachers have taken fewer courses in the subjectarea(s) in which they were prepared than recommended by their respective teacher professionalassociations and many have taken few courses in other areas
the College of Education at Boise State University. She is pursuing a Master’s of Science in STEM Education. In the future she plans on incorporating her knowledge and experience with STEM education into her own classroom. Her research interests include elementary science education, self-efficacy, and teacher professional development. Page 24.983.1 c American Society for Engineering Education, 2014 Place-based STEM: Leveraging Local Resources to Engage K-12 Teachers in Teaching Integrated STEM and for Addressing the Local STEM PipelineAbstractBusiness, industry, parks
, GA.10. Eris, O., Chachra, D., Chen, H. L., Sheppard, S., Ludlow, L., Rosca, C., Bailey, T., Toye, G., 2010, “Outcomesof a longitudinal administration of the persistence in engineering survey,” Journal of Engineering Education, 99, pp.371-395.11. Hanson, J. H., Williams, J. M., 2008, “Using writing assignments to improve self-assessment andcommunication skills in an engineering statics course,” Journal of Engineering Education, 97, pp. 515-529.12. Carberry, A. R., Lee, H-S., Ohland, M. W., 2010, “Measuring engineering design self-efficacy,” Journal ofEngineering Education, 99, pp. 71-79. Page 24.854.14
ethical and responsible research.3.2 MethodsNanoJapan participants in Summers 2012 and 2013 and RQI REU students in Summer 2013completed pre- and post-program assessments using the Georgia Institute of TechnologyInternational Internship (GITII) survey, a valid and reliable instrument developed to assess students’general knowledge, abilities, and skills related to technical internships. The instrument wasdeveloped by the Georgia Tech Office of Assessment and uses an externally validated General Self-Efficacy Scale to assess an individual’s ability to cope with stressful life events.30 We selected thisinstrument as one of the assessment tools for NanoJapan because it is specific to technicalinternships and allows comparison with a referent group of
of each course were administered a pretest and posttest attitude survey. The surveycontained selected items from three established instruments: Research on the Integrated ScienceCurriculum (RISC), Motivated Strategies for Learning Questionnaire (MSLQ), and the STEMQuestionnaires developed by the STEM team at the Higher Education Research Institute (HERI).The pretest survey contained nine items from RISC and the remaining items were from theMSLQ (18 items). The posttest contained the same items but added an additional 27 (for a totalof 54) survey items from the HERI questionnaires. The survey items used from the MSLQcontained constructs for self-efficacy for learning, metacognitive self-regulation, peer learning,and help seeking. The survey
creative functioning. These attributes include, but are not limited to, willingness to overcome obstacles, willingness to take sensible risks, willingness to tolerate ambiguity, and self-efficacy. In particular, buying low and selling high typically means defying the crowd, so that one has to be willing to stand up to conventions if one wants to think and act in creative ways. Often creative people seek opposition; that is, they decide to think in ways that countervail how others think. Note that none of the attributes of creative thinking is fixed. One can decide to overcome obstacles, take sensible risks, and so forth.6. Environment. Finally, one needs an environment that is supportive and rewarding of creative ideas. One could
.4,9,12,13,14 In regards to informal learning environments,this implies that the students should have the opportunity, and be encouraged to participate ininformal activities during the entirety of their engineering education, because despite thelimitations, design experiences have unique and valuable benefits to engineering students. Themost notable benefits that literature has illustrated include improved student retention, studentengagement, multidisciplinary skills, communication skills, and student self-efficacy.4,5,6,7,8,15,16,17 Although not necessary, this same literature implies that design experiencescan be effective in informal learning environments. A common characteristic of successfuldesign experiences described in the literature is that
self-efficacy; when new facultysee other faculty go through workshops successfully, or hear stories about them doing so, theyare more likely to believe they can do the same. The longitudinal study this paper belongs to will Page 24.1366.11eventually develop a collection of faculty workshop experience reports that can be used for sucha purpose. In the meantime, simply asking experienced colleagues and faculty developmentprofessionals to describe their own workshop experiences may already help new faculty moreconcretely envision and situate a workshop within their personal development plans.Prepare specific strategies for engaging with other
. Daempfle, Peter A. "An analysis of the high attrition rates among first year college science, math, and engineering majors." Journal of College Student Retention: Research, Theory and Practice 5, no. 1 (2003): 37-52.18. Hutchison, Mica A., Deborah K. Follman, Melissa Sumpter, and George M. Bodner. "Factors Influencing the Self‐Efficacy Beliefs of First‐Year Engineering Students." Journal of Engineering Education 95, no. 1 (2006): 39-47.19. Olds, Barbara M., and Ronald L. Miller. "The Effect of a First‐Year Integrated Engineering Curriculum on Graduation Rates and Student Satisfaction: A Longitudinal Study." Journal of Engineering Education 93, no. 1 (2004): 23-35
thatthe tool is a support, and not an obstacle for either instructors or learners, and that it will enhancelearning in the classroom. Our goal is to prove this key hypothesis and iteratively improve thetool and platform. Through this study, we are interested in identifying the extent to whichteachers and students accept the tool, and determine what proportion of the acceptance can beattributed to various characteristics of the model. A survey tool will be used and the responses toeach question will be based on a 5 or 7 point Likert scale. The questions in the survey will berelated to the nine variables – performance expectancy, effort expectancy, attitude towards usingpen-based tool, social influence, facilitating conditions, self-efficacy
Engineering Capstone Courses, Proceedings of the 2008 American Society for Engineering Education Annual Conference & Exposition, American Society for Engineering Education, American Society for Engineering Education, Pittsburgh.3. Carberry, Adam R., Hee-Sun Lee, and Matthew W. Ohland (2010). Measuring Engineering Design Self- efficacy, Journal of Engineering Education, v99n1, pg 71-79.4. Duesing, Paul, David Baumann, David McDonald, Morrie Walworth, Robert Andersen (2004). Learning and Practicing The Design Review Process In Senior Capstone Design Classes, Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition, American Society for Engineering Education Salt Lake City.5
-fold effect: first,the denial of access to post-secondary education, and second, a lack of self-efficacy in Blackstudents regarding educational attainment because of the prolificacy of negative stereotypesabout their achievement4. Steele and Aronson’s5 work on stereotype threat supports the notionthat knowledge of negative stereotypes about the achievement of Blacks can, in turn, lower thatachievement. Steele and Aronson found that when Black students were tasked with completing astandardized test that they were told measured intelligence, they consistently scored significantlylower than their White American counterparts. When they were instead given a standardized testand were told that the test did not measure intelligence, Black students
., & Hido, B. (2010). Re-enJEANeering STEM education: Math options summer camp. Journal of Technology Studies, 36(1), 35.11. Dell, E., Bailey, M. B., O’Hurley, S., Lillis, R. P., Khol, B., Garrick, R. D., & Christman, J. (2011). WE- IMPACT- women in engineering- improving program assessment tools for outreach and retention programs. Proceedings from the 2011 American Society for Engineering Education Annual Conference & Exposition. Vancouver, BC: ASEE.12. Fantz, T. D., Siller, T. J., & DeMiranda, M. A. (2011). Pre-collegiate factors influencing the self-efficacy of engineering students. Journal of Engineering Education, 100(3), 604-623.13. Gilbride, K. A. Kennedy, D. C., Waalen, J. K., & Zywno, M. (1999). A
Problem-Based (The Hybrid Approach): Curricula with highconcentration of Project -Based Learning intertwined with Problem -Based Learning wereassessed at the University of Louvain.(30) The assessment measures included pretests andposttests of students’ basic knowledge, understanding of concepts and the ability to apply them.Also, students’ self-efficacy, satisfaction with the curriculum, attitudes towards teamwork,instructors’ teaching practices, and the impact of the “hybrid” curriculum (project / problem-based) on the instructional environment. The results of the Louvain assessment are extremelysupportive of the “hybrid” (project / problem-based) curriculum. Students in the “hybrid”curriculum expressed their satisfaction with the new curriculum
critical thinkingtest results will be available for presentation and reporting, at theconference. skills, to personal attributes such as self-efficacy, and leadership showed significant positive correlations. Index Terms—service-learning, community partners, Professional schools, such as engineering are uniquelycollaboration, reflections, projects positioned to create these experiential education opportunities for their students as stated by Bringle and Hatcher (1996)8
distribution. The team did not realize thatstandard deviation does not provide sufficient information about how data is distributed for thecontext of the given problem. The lecture discussion on the bell shape of a normally distributeddata set and how standard deviation helps describe that shape were not understood. This resultedin the comment about 96% of the data being included within two standard deviations. This teamdid not test the data sets they were provided for normality.Hattie and Timberley3 discuss that the way students receive feedback is dependent on theircharacteristics (e.g. self-efficacy). Students construct their own meaning out of the providedfeedback. This was observed in Team A’s case (Table 3). Student A-1 said that the
, and importance.70,78,112,113,118,120A number of studies have compared critical thinking ability to various demographic variablesand learning orientations. According to one study, a student’s cultural background stronglyimpacts the expression of critical thinking skills.121 The same study reported that students atpredominantly black universities experienced more widespread development and that Asianstudents struggled to think critically. Another study reported higher levels of critical thinking formales than females.122 Other studies have indicated positive correlations between criticalthinking and information literacy,110 self-efficacy, and effort,122 no correlation between criticalthinking and problem based learning,73 and a negative
expertise development and innovationinclude self-efficacy [24], self-determination [25], and self-regulation [26]. Together they comprisean integrative framework to investigate, understand and promote innovation, learn to learn, andlearn to create [22]. There are two levels of competencies in any professional field, field-specific taskcompetencies, and generalized skill sets, or meta-competencies. The task-specific competenciesare benchmarks for graduates in a given field, that define them as well-prepared to meet jobdemands and excel in the future [27, 28]. The general (meta) competencies are skill sets that enablethem to function globally, such as in the ability to work with others, function in systems andmeet organizational demands, and
: The National Academies Press.10) Denson, C. D., & Hill, R. B. (2010). Impact of an engineering mentorship program on African- American male high school students’ perceptions and self-efficacy. Journal of Industrial Teacher Education, 47(1), 99-127.11) Sanders, T. (2004). No Time to Waste: The Vital Role of College and University Leaders in Improving Science and Mathematics Education. United States Department of Education. http://www.ecs.org/html/Document.asp?chouseid=548012) Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southwest Educational Development Laboratory
facilitate student learning and involvement. Rather than actingas the primary source of information, teachers provide access to information, so to foster self-efficacy and a sense of fascination as students strive to develop their own knowledge and skill-sets related to club topics. Moreover, teachers assist in determining a curriculum based onstudent interest, so to foster intrinsic motivation and stimulate the passion to learn. Adopting therole of the student, teachers gain new knowledge alongside their students, actively participating Page 24.1057.9in activities and lessons while encouraging students to put forth their own best efforts.Community
Inventory Assessment Instruments for Electromagnetic Education,” in Proc., IEEE Antennas and Propagation Society Int. Symp., San Antonio, Texas, 2002.13. Hake, R., “Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses,” Amer. J. of Phys., Vol. 66, No. 64, 1998.14. Camtasia Studio 8.0, TechSmith, available at http://www.techsmith.com/camtasia.html, accessed January 3, 2014.15. Stickel, M., Liu, Q., and Hari, S., “The Effect of the Inverted Classroom Teaching Approach on Student/Faculty Interaction and Students’ Self-Efficacy,”, Proceedings 2014 ASEE Annual Conference & Exposition, Indianapolis, IN, June 2014
Framework for Pedagogical Agent as Learning Companions”, Educational Technology Research and Development, Vol. 54, No. 6., December 2006, pp. 569-596.39. Dede, C., “Transforming Education for the 21st Century: New Pedagogies that Help All Students Attain Sophisticated Learning Outcomes”, Commissioned by the NCSU Friday Institute, 2007, http://www.tdhah.com/site_files/Teacher_Resources/MUVE/MUVE%20Documents/Dede_21stC- skills_semi-final.pdf40. Gardenfors, P. and Johansson, Cognition, Education, and Communication Technology, Routledge, 2005.41. Marra, R. and Bogue, B., “Women Engineering Students Self Efficacy – A Longitudinal Multi- Institution Study”, http://www.x-cd.com/wepan06/pdfs/18.pdf42. Akl, R., Keathly, D., and Garlick
throughout the literature that includeddropout prevention, academic motivation, self-determination, achievement, self-efficacy, andintrinsic motivation. They explain the different definitions in the contexts of the associatedbehavioral, emotional, and cognitive perspectives taken by different research disciplines. Theyemphasized that as any consideration of the impact and policy making implications wascontemplated, it was critical to understand that the definition of engagement was foundational tothe question being asked.12 Engagement as a construct has manifested itself in many forms. Within the theoreticalframework of Astin’s4 foundational work, it was established as “the amount of physical andpsychological time and energy the student
Technology Dr. Linda S. Hirsch, has a degree in Educational Psychology from the Graduate School of Education at Rutgers University with a specialization in Educational Statistics and Measurement. She is a senior member of the professional staff at the Center for Pre-College Programs and is knowledgeable in the areas of student learning and educational psychology. Dr. Hirsch has nearly 20 years experience conducting longitudinal research studies and is proficient in experimental design, database management and statistical analysis including instrument development, psychometrics and statistical programming. She has helped in the coordination and development of STEM educational programs many of which included a focus on
numerous documented projectsand studies, where impacts on student literacy, awareness, interest, self-efficacy and attitudestowards STEM disciplines are shown. The range of project contexts is understandably broad,however many projects employing contexts related to electronics, microcontrollers, and roboticscan be found with encouraging results. Many of these instructional interventions are problem-and/or project-based, hands-on, active, and can allow K-12 students to relate to experiences andcontexts with which they are familiar. Embry-Riddle student-teachers on this project reviewedthe articles below to gain insight on successful and impactful K-12 STEM outreach programsand to determine prescriptions to apply to their own project.Student
, in Computers & Education 54, 1145-1156.7 Terlecki, M., Brown, J., Harner-Steciw, L., Irvin-Hannum, J., Marchetto-Ryan, N., Ruhl, L., Wiggins, J., 2011, Sex differences and similarities in video game experience, preferences, and self-efficacy: Implications for the gaming industry, in Current Psychology 30, 22-33.8 Burge, J. E., Gannod, G. C., Doyle, M., Davis, K. C., 2013, Girls on the go: a CS summer camp to attract and inspire female high school students, Proceeding of the 44th ACM technical symposium on Computer science education, ACM, pp. 615-620.9 Sewell, K. L., Ringenberg, J., 2012, Accelerating K-12 Interest in Computer Science using Mobile Application-Based Curriculums, American Society for Engineering