success of these students.Among the strategies developed for this project is a ten-week summer research internshipprogram developed collaboratively with San Francisco State University, a large comprehensiveurban university in San Francisco. The goals of the program are to strengthen students' identityas engineers and researchers; increase student interest to further engage in research activities;and enhance student self-efficacy for successfully transferring to a four-year university,completing a baccalaureate degree in engineering, and pursuing a graduate degree.2. Civil Engineering ProjectShake table, quasi-static, and hybrid simulation tests are the three main experimental methodsthat are used in laboratory on the seismic performance of
smallerteams ensure that each student will have more experience using each piece of hardware andhopefully promote self-efficacy and self-directed learning for high school students.The software involved in the course was revised to use open-source programs. Students will beusing the Arduino programming environment to interface with the SparkFun products. Thissoftware package has been, and will always be, an open source format with extensive librariesand example code provided. The computer aided design software used in the existing collegiatecourse was a proprietary software package called Solidworks (Dassault Systems, Inc.) but wasrevised for the new curricular implementations to an open source CAD software package calledSketchUp (Trimble Navigation
Paper ID #13709Sometimes, Faculty Matter: The Contribution of Faculty Support to FutureEngagementDr. Denise Wilson, University of Washington Denise Wilson is a professor of electrical engineering at the University of Washington, Seattle. Her research interests in engineering education focus on the role of self-efficacy, belonging, and other non- cognitive aspects of the student experience on engagement, success, and persistence.Prof. Diane Carlson Jones Ph.D, University of WashingtonProf. Rebecca A Bates, Minnesota State University, Mankato Rebecca A. Bates received the Ph.D. degree in electrical engineering from the
Academic Integrity into Engineering CoursesAbstractThis study examined how a professional development workshop affected faculty members’perspectives about incorporating academic integrity into their engineering courses. Embedded inthe context of a new initiative at a large Mid-Atlantic University that aims to enhanceengineering students’ understanding of academic integrity and professional ethics, the workshopfeatured three aspects: 1) enhancing faculty members’ self-efficacy in teaching academicintegrity and professional ethics; 2) facilitating their development of instructional strategies forteaching integrity and ethics; and 3) supporting their classroom implementation of instructionalplans. Seven faculty participants were interviewed after
explored in an effort tomeasure the effectiveness of the intervention. In the RCT reported here, participants weredivided into two treatment groups, one that had access to the entire CareerWISE website, onethat had access to all site content with the exception of the interactive video simulations, and await-list control group (WLC). The WLC group was given access to the entire online resource ata later time, which allowed those participants to also gain any associated positive impacts. Outcome measures for the RCT included self-reported knowledge of and self-efficacy ininterpersonal communication skills and ability to apply key interpersonal communication skills.Comparisons based on outcome measures were made both between the two treatment
collectedduring the 2013-2014 school year are used to address the following research question: Does the‘You’re Hired!’ program lead to a change in student attitudes towards engineering? The impactof the ‘You’re Hired!’ program on students’ self-efficacy towards engineering skills/21st CenturySkills is also discussed as well as explaining the benefit to schools who choose to incorporatethis program. Additional details of the research project are available in Kristin Brevik’s M.S.thesis.[16]Research MethodologyTo research the effectiveness of the “You’re Hired!’ program at promoting positive attitudestowards engineering, pre- and post-surveys were used for summative evaluation of students’awareness and perceptions towards different aspects of
experience through a course activity and, during the semester of thestudy, through a short survey. 2Course Page 26.1374.7 Figure 1. Kolb’s Experiential Learning Cycle framing of course activities.III. MethodsDuring the fall semester of 2014, a study was conducted in an introductory computing course fornon-computer science majors. The purpose of this study was to measure the relationship betweenthe skills learned using the simulated environment and those demonstrated on the final Excelexam. This examination also explored student confidence, comfort, and self-efficacy forapplying the skills taught in the stimulation to a real-world environment
Sciences, 12(4), 495-547.[2] Dym, C.L., Agogino, A.M, Eris, O., Frey, D.D., Leifer, L.J. (2005). Engineering design thinking, teaching, and learning. Journal of Engineering Education, 94(1), 103-120.[3] Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: a historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological bulletin, 119(2), 254-284.[4] Dow, S. P., Glassco, A., Kass, J., Schwarz, M., Schwartz, D. L., & Klemmer, S. R. (2010). Parallel prototyping leads to better design results, more divergence, and increased self-efficacy. ACM Transactions on Computer- Human Interaction (TOCHI), 17(4), 1-24.[5] Bransford, J. D., & Schwartz, D. L. (1999
needs of underrepresented students. The project design is grounded ineducational theories including retention/integration, cumulative advantage, engagement, andconstructivism. It incorporates established best practices for working with URM students such asSTEM identity formation through experiential programs including student research andinternships, a focus on critical junctures, training of faculty and staff to enhance culturalcompetency, and building of academic integration and STEM self-efficacy. An extensiveevaluation plan designed around the project logic model will be used as the basis for projectassessment. This paper includes a description of the project, partner institutions, and first yearresearch and evaluation results.Introduction
courtesy faculty member at Oregon State University.Dr. Laura Hirshfield, University of Michigan Laura Hirshfield is a postdoctoral researcher with a joint appointment between Olin College of Engineer- ing and University of Michigan’s Center for Research on Learning and Teaching in Engineering (CRLT- Engin). She received her B.S. from the University of Michigan and her Ph.D. from Purdue University, both in chemical engineering. She then transitioned into the engineering education field by completing a post-doctoral appointment at Oregon State University investigating technology-aided conceptual learning. She is currently doing research on self-efficacy in project-based learning and is seeking a faculty position.Mr. Erick
they were failing the course when in fact, their grades wereabove average. We also wondered, given the large number of items students miss in theseexams, whether instructors would review these items in class so that the exam could be used toinform instruction rather than just serve to measure and classify students.To find out more about LOC grading and related exam practices and their effects on students, wedesigned a survey to address the following questions: Assuming that their final grades remain the same, to what extent does the raw score of an exam affect students’ motivation, self-efficacy, learning strategies, or perception of the instructor? To what extent do students believe that exams should be criterion-based
strongly related to learner-centered practices (r=.45), withmathematics achievement running a close second (r=.34). Grades as an outcome show a muchlower relationship (r=.25). Affective/motivational variables showed higher association, typically,than cognitive outcomes. Student participation, for example, is strongly related to learner-centeredness (r=.55), closely followed by satisfaction (r=.44), drop-out prevention (r=.35), self-efficacy (r=.35), positive motivation (r=.32), and social connection/skills (r=.32). Given these affective/motivational variables are causally and reciprocally related tostudent achievement in mathematics and science4, we propose that faculty learner centeredattitudes and practices put in place a positive
serve community interests and to developcareer awareness. Lima1 describes key components of service-learning as: service for thecommon good, academic content, reciprocity, mutual learning, and reflection. Thus, effectivelearning can be accomplished through action, interaction, and reflection.Research has shown that well-designed service-learning experiences have a positive impact onlearning and developmental outcomes for students2,3,4. Astin et al (2000) provides acomprehensive study that shows participation in service positively impacts student academicperformance, self-efficacy, leadership, choice of career, and service participation aftergraduation3. Their report indicates that the positive effects of service-learning are strongly
described STEMcommunity college study.3 The College Pedagogical Practice Inventory (CPPI): Refinement, testing, and use of theCPPI has been informed by measurement research of educational psychological researchers.31Specifically, the inventory was initially designed with the intent of enabling us to explorerelationships among the dependent and independent variables associated with collegepedagogical practices and to determine potentially predictive factors that relate to students’college going persistence and graduation. Content-wise, the CPPI contains the followingsubsections: (1) socio-demographic items that determine student background, personalstructures, non-college and precollege experiences and student history, (2) items related to
grit have no meaning. More and more STEMeducation research, as noted, now interrogates the student experience of low self-efficacy or self-confidence as a contributing factor to minority under-representation, but unusually, LfSN asks usto interrogate the political instrumentality of that interrogation. It helps us ask: Where does suchanalytical emphasis on individual agency locate responsibility for educational attainment or itsabsence? On another level, acknowledging the differences between this qualitative research andcustomary quantitative studies of STEM education regarding causal factors lets us see the“reciprocally constituted relations” between morals and ethics on one hand and scientific conducton the other. This suggests still more
succeeding, belief in one’sability to succeed and setting goals to achieve. Self-efficacy theory was used by Kamarainen etal.48 in their augmented reality lab. Interest can be assessed using Hidi and Renninger’s49 four-phase model of interest, which increases from fleeting situational interest to long-terminternalized interest. Bloom’s affective taxonomy28 is another important scale of measuringinterest in a topic. Finally, caring contains two major components, i.e. students’ personalinteractions with faculty and students’ perceived level of caring by faculty50.4.0 Experimental Design A mixed methods approach was chosen for the study because it allows for the mostcomplete answer to the research questions through the combination of
Press.Ibarra, H. (2003). Working Identity. Cambridge: Harvard Business School Press.Little, B. R. (2011). Personal Projects and Free Traits: Personality and Motivation Reconsidered. ThousandOaks, CA: Sage.Mauer, René et. al. (2009). Self-Efficacy: Conditioning the Entrepreneurial Mindset. International Studies inEntrepreneurship, 24, 233-257.Shepherd, Dean A. et. al. (2010). Entrepreneurial Spirals: Deviation-Amplifying Loops of an EntrepreneurialMindset and Organizational Culture. Entrepreneurship: Theory and Practice, 34, 59-82.Suchman, L. (1987). Plans and Situated Actions. Cambridge: Cambridge University Press Page 26.575.10Weick, K
Experimental Social Psychology, Vol. 38, pp. 69-119 (2006). 5. Sheeran, P., “Intention-behavior relations: A conceptual and empirical review,” in W. Stroebe and M. Hewstone (Eds.), European Review of Social Psychology (Vol. 12, pp. 1-30). New York: Wiley (2002). 6. Irvine, A. B., Ary, D. V., Grove, D. A., & Gilfillan-Morton, L., “The effectiveness of an interactive multimedia program to influence eating habits,” Health Education Research, Vol. 19, pp. 290 –305 (2004). 7. Luszcyznska, A., & Schwarzer, R., “Planning and self-efficacy in the adoption and maintenance of breast self-examination: A longitudinal study on self-regulatory cognitions,” Psychology and Health, Vol. 18, pp. 93–108 (2003). 8
follow the link to complete theassessment. When the student opens the emailed link, they are brought to the assessment pageshown in Figure 5. The assessment rubric includes three parts: the self-assessment survey(Figure 5-(a)), peer assessment survey (Figure 5-(b)), and comments section (Figure-(c)). Theself- assessment survey allows the student to evaluate their own performance and gives theinstructors the ability to see how each student can improve. The self-assessment survey mainlyintends to measure student interest and self-efficacy. The peer assessment survey allowsstudents to rate their teammates’ performance and allows both the instructor and the student tosee how their performance was and what they could do better. Similar to the peer
highschool teachers with the opportunity to enhance their research skills and their knowledge ofscience and engineering concepts that enables them to integrate cutting-edge science andengineering into their teaching practice through the development of standards-based classroomlessons and learning modules. The program also focused on helping the teachers refine theirinstructional planning skills and providing them with an effective protocol for developingstandards-based lesson plans.Evaluation tools have been developed and/or adapted to measure the impact of the program onteachers’ skills and knowledge, and self-efficacy, as well as classroom impacts on their students’attitudes, skills and knowledge, that have been reported previously2,3. While
engineering student motivation by providing a Motivations and Attitudes inEngineering (MAE) test to Bioengineering (BIOE) and Mechanical Engineering (ME) students.The test assessed the student’s perception of his/her present and future abilities to be successful.These students were also given an assessment pertaining to his/her problem solving self-efficacy.The additional assessment evaluated how motivation related to problem solving skills (short-term tasks) is distinct from a student’s goal of obtaining an engineering degree (long-term goals).Kirn and Benson (4) found that student perceptions of the present, future, major-relatedexpectancies, and problem-solving self-efficacy are distinct pieces of student motivation.Students who had progressed
pursuits: first year, mid-tenure (three to four years), and final year as an assistantprofessor. They determined that there exist unique challenges at each phase. First year professorscontended with the challenges of gendered and racial isolation. Mid-tenure faculty challengesconsisted of self-efficacy and lack of role clarity. Final year tenure track women that departedfrom the academe cited mismatch with their institution on the grounds of social acceptance, self-efficacy, and role clarity25. The researcher correlated social acceptance to isolation, self-efficacyto institutional fit, and role clarity to mentoring. Cultural norms in the engineering academe leadto social isolation for those that do not conform26. Tenure and Promotion
lostbecause of a small, but difficult, portion of the content. When students feel they are able to notjust understand the material, but truly self regulate to control and master it, their self-efficacy andmotivation improve, as well as persistence on a particular task, to the point of achieving success.4The extent to which this resource impacts student learning shows that it is used increasingly byup to 70% of students across a semester. This will be discussed further in the results section.A second student resource is the Materials Vocabulary Building Resource site located on theopen access vocabulary site of Quizlet.com where the materials science vocabulary can beaccessed at Google keyword: MatSciASU. The site contains over 500 materials science
Self-Efficacy Scale). Although the researchers believe the survey could beimproved, and will further work on the survey over the course of this next year to do so,because the initial implementation of the ROV competition did not have a research focusor agenda, the survey was not of primary concern. However, with the rapid growth andpopularity of the ROV effort within the state (in regards to competition participants, andeducational stake holder support) the researchers believe there is a need to aggregate andanalyze data pertinent to activity and curriculum. Consequently, that is why theresearchers decided to use the TESS that related studies have suggested as providingsome reliability and validity. Graph 1.1 documents the relative growth of
suggesting a chalkboard wall where writingprompts could be displayed and student responses recorded. The second project was acomposting initiative in the planning stages for a class focused on sustainability lead by aprofessor also in engineering. The composting idea was also embraced, as the compostgenerated by the project could be used to fertilize plantings in the engagement space.Methodology:Our effort for this project consists of two main goals: Goal 1: To encourage sustainable design for community improvement in engineeringdesign and civic and community engagement. Goal 2: To promote interdisciplinary collaboration, self-efficacy and leadership whileembracing community identity.Each of these goals are in line with new ABET criteria
Conference and Exposition, Indianapolis, Indiana. 4. Todd, R.H., Sorensen, C.D., & Magleby, S.P. (1993). Designing a senior capstone course to satisfy industrial customers. Journal of Engineering Education, 82(2), 92-100.Dunlap, J.C. (2005). Problem- based learning and self-efficacy: How a capstone course prepares students for a profession Educational Technology Research and Development, 53(1): 65-83 5. Todd, R.H, Magleby S.P., Sorensen, C.D, Swan, B.R., Anthony, D.K. (1995) A Survey of Capstone Engineering Courses Journal of Engineering Education, 84(2): 165-174 6. Griffin, P.M, Griffin, S.O., Llewellyn, D.C. (2004) The Impact of Group Size and Project Duration on Capstone Design Journal of
., 2010, “Measuring engineering design self-efficacy,” Journal ofEngineering Education, 99, pp. 71-79. Page 26.1074.11 AppendixThe rubric used for peer evaluation to determine individual contributions is shown below. Peer Rating of Team Members: ENGR 350 In the table below, write down the names of the individual members of the group in which you worked for the project as part of ENGR 350 this semester. Rate your participation and the participation of each group member. You have to rate the degree to which each member fulfilled his
Vogt illustrates “time expending the necessary mental effort.” Vogt continued inher study to show that student self-efficacy had “very strong effects on effort and criticalthinking where academic confidence had insignificant effect.” What she meant by this was that a Page 26.237.2students’ view that they could accomplish the work in a class was a greater factor in a students’effort and in the critical thinking that they did in a class than was their general academic skill3.Students need to be actively engaged in their chosen professions as soon as possible. A recentprogram review at UT Tyler indicates that students who are in exciting active
population of the engineering students and retaining them to the end of their educationaljourney, and toward the ultimate goal of professional licensure.Service leaning has been proven to be an invaluable tool to recruit and retain engineering students, a studyconducted by Astin et al (2000) found that in a study of 22,000 students, integrating service learning hadsignificant positive effects on 11 outcome measurements including critical thinking skills, values,leadership and self-efficacy. Eyles & Giles (1999) studied 20 universities and the effect of a service-learning based curriculum on over 1500 students. The results indicated an increased positive impact in the
conducted a study comparing the performance of students who did and did not useavailable forms of SI and correlated performance outcomes with factors deterring students fromusing the offered forms of SI. Our focus this year is to identify statistically significant trends inour data from this year’s and last year’s classes and assess the impact of level of participation inSI on student self-efficacy and attitude towards SI for freshmen enrolled in a required generalchemistry course.To understand a student’s choice to participate in SI and to determine correlations with courseassessments and grades, students enrolled in a required general chemistry course were surveyedat the beginning and at the end of the semester. This year (fall 2014) 524 students