Conference Session

Faculty Development Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tina Zecher, Northern Arizona University; Fethiye Ozis, Carnegie Mellon University

behaviors communicate agenuine investment in students’ personal and academic well-being, and they demonstrate awillingness to connect and work with their students [10],[11]. The second dimension includes aprofessor’s encouragement of questions and discussions as well as a student’s general feelingsabout the class.Rapport between professors and students is identified as promoting engagement [12]; motivationand satisfaction [8]; grades [13]; self-efficacy, i.e. a belief in one’s capabilities [14],[15];student success [16]; and, performance, persistence and retention in engineering [17],[18]. Onthe other hand, lack of such connection has been observed to contribute to loss of motivation andengagement [19], hence negatively impacting self-efficacy [20

Conference Session

Software Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Britton Wolfe, Grove City College; Eli Lowry, Grove City College

entire class.Bergin and Reilly [12] examined 15 possible predictors, finding that student’s comfort level withprogramming and perception of their programming performance were the strongest individualpredictors. However, the perception of programming performance was surveyed in the secondsemester of the course, which would not permit early detection of high-risk students. Thecombination of students’ perception of programming performance, comfort level, high schoolmath score, and gender accounted for 79% of the variance in programming performance.Quille and Bergin [6] revisited that earlier work, confirming that high school math scores andstudent’s programming self-efficacy are significant predictors of success. They explored severalcombinations

Conference Session

Industrial Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Manuel Rossetti, University of Arkansas; Edward Pohl, University of Arkansas; Bryan Hill, University of Arkansas; Xintao Wu, University of Arkansas; Ronna Turner, University of Arkansas; Wenjuo Lo, University of Arkansas; Jeffrey Offord, University of Arkansas

self-efficacy scale labeled from 1 = Not at all confidence to 5 = Extremely confidence.This entrance survey for the MDaS student takes 10-15 minutes to complete.In Table 2, we provide a brief definition for each construct, the number of items associated withthe construct, and citations. Table 2 Entrance Survey Measure Definitions Construct Definition # of Item Intrinsic Value Intrinsic value often results from the enjoyment that a student obtains from 5 an activity [17], [18], [19]. Attainment Attainment

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Holly Golecki, University of Illinois at Urbana - Champaign; Tashia Lewis

/15428052.2012.677610.[21] A. R. Carberry, H.-S. Lee, and M. W. Ohland, “Measuring Engineering Design Self- Efficacy,” Journal of Engineering Education, vol. 99, no. 1, pp. 71–79, Jan. 2010, doi: 10.1002/j.2168-9830.2010.tb01043.x.[22] E. Cevik et al., “Assessing the Effects of Authentic Experiential Learning Activities on Teacher Confidence with Engineering Concepts,” in 2018 ASEE Annual Conference & Exposition Proceedings, Salt Lake City, Utah, Jun. 2018, p. 29827. doi: 10.18260/1-2-- 29827.

Conference Session

Minorities in Engineering Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jacqueline McDermott, Purdue University at West Lafayette (COE); Janet Beagle

. Details of the GradTrack structure arediscussed in the next section.GradTrack Program StructureFormatGradTrack is an academic-year-long program with monthly online meetings, four meetings eachin fall and spring semesters. Structuring the program to be fully online and incorporating virtualmentoring is a unique and strategic aspect of the GradTrack Program. While the practice ofonline mentoring – or e-mentoring – has existed for over 20 years [8], [9], [10], the COVID-19pandemic has led to the transition of on-campus student success and URM-focused programsinto a virtual setting [5]. Virtual mentoring has also been shown to increase STEM achievement,self-efficacy, and drive to persist in mentors and mentees in a recent study performed at

Conference Session

First-Year Programs Division Technical Session 14: Introductory Programming Assessment, Plagiarism, Motivation, Engagement, and Textbooks

Collection

2022 ASEE Annual Conference & Exposition

Authors

Breejha Quezada, Purdue Engineering Education; Tamara Moore, Purdue University at West Lafayette (COE); Kerrie Douglas, Purdue University at West Lafayette (COE); Amanda Johnston, California Polytechnic State University, San Luis Obispo; Emily Haluschak, Purdue University at West Lafayette (COE); Gavin Bidna, Purdue University at West Lafayette (COE)

interventions for undergraduate level coursework with the goal ofincreasing student exposure in microelectronics. Fig. 1. Social Cognitive Career Theory Interest Model Flow Chart. Adapted from [3]Students having an idea about what they as individuals can contribute to a field (self-efficacy),and developing outcome expectations for their schooling and career can trigger the followingstages in the flowchart. The program that is being developed aims to be a source of activityselection and practice, eventually certifying performance outcomes for the students. SCCT wasused in the planning and development of this program, and Figure 1 outlines many of the aims ofthe program. Although the project as a whole aims to target all aspects of the SCCT model

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sarah Wilson, University of Kentucky; Joseph Hammer; Melanie Miller; Courtney Wright, University of Kentucky; Lucy Hargis; Ellen Usher

well as their beliefs about others’ behavior (i.e., do they believe that their friendsor family would seek help for themselves?). Finally, personal agency is a person’s evaluation ofwhether they will be able to seek help, given their beliefs about barriers and facilitators to seekinghelp and their self-efficacy beliefs (i.e., confidence in their ability to seek help). These sixcategories of beliefs are influenced by background variables such as demographic characteristics,culture, socioeconomic status, environment, and personality. A strength of the IBM is that it allowsfor identification of the beliefs that drive behavior. Identifying the specific beliefs that drive mentalhealth related help-seeking behavior in undergraduate engineering

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Julie Fogarty, California State University, Sacramento; Robin Altman, California State University, Sacramento; Jennifer Lundmark

38% 3.02 2.13 114 Figure 2: Comparison of URM and Non-URM studentsThe Hornet Leadership Program (HLP) address S1, S2, S3, and all the long-term outcomes.Outcome S2 is initially captured by the baseline data from the student survey which shows thatany formal leadership training or experience at Sacramento State are linked to increases in thefollowing: self-efficacy, sense of belonging, GPA, and intentions to persist in a STEM career.Future work will focus on the specific impact of the HLP activities on these measures in thestudent survey.Outcome S3 is addressed from data related to the HLP Scholars. Student participants in the HLPScholars leadership experience during Summer 2021 were asked to reflect on

Conference Session

ERM: New Research Methods and Tools

Collection

2022 ASEE Annual Conference & Exposition

Authors

Qin Liu, University of Toronto; Joanna Li, University of Toronto; Jenifer Hossain, University of Toronto

Examples of Student Outcomes development Cognitive and intellectual Academic performance, conceptual understandings, problem-solving development skills, design thinking, research skills, and other cognitive skills Psychosocial and identity Gender and racial identity, professional identity, self-efficacy development Affective changes Empathy, ethical reasoning, awareness of human-oriented dimension of engineering (such as social responsibility and social justice), academic emotional engagement, environmental awareness, and changes in

Conference Session

Mechanical Engineering: Demos and Interactives

Collection

2022 ASEE Annual Conference & Exposition

Authors

Megan Ngo, Massachusetts Institute of Technology; Emily Welsh, Massachusetts Institute of Technology; Benita Comeau, Massachusetts Institute of Technology; Nicholas Fang, Massachusetts Institute of Technology; John Liu, Massachusetts Institute of Technology; Kachina Studer

is preferencefor AR) 4.2 1.30 5.4 1.525. Conclusion and Future WorkWe created an AR app to open up the “black box” of the SEM and allow students to investigatethe different components and functions of the machine. The app was piloted to a small group ofstudents in Spring of 2021. Students were given pre- and post- assessments to measure changesin their self-efficacy, willingness to re-engage with the content, and fear of making mistakes aswell as their conceptual understanding of the SEM. We found that students who used the AR appdid exhibit a statistically significant increase in willingness to re-engage with the SEM after thecourse. Learner feedback indicates

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jorge Rodriguez-Devora, University of Georgia; Tyler Harvey, Clemson University; Maegan Hinson, Clemson University; Kristin Frady, Clemson University; Bradley Putman, Clemson University; William Ferriell, Clemson University

]. Outreach—specifically, STEM Outreach—is an informal, typically hands-onproject-based learning exercise performed by a STEM or STEM education expert to increaseknowledge of and interest in STEM disciplines [5], [6]. Research has illustrated the positiveeffects an outreach program can have on students, including a bolstered self-efficacy [6] andimproved knowledge of STEM disciplines [3].Although outreach programs have been used at all levels of pre-college education, researchsuggests outreach programs should target younger students, as high school and college agedstudents have already developed perceptions of engineering and their own identities [7]—manifesting itself as yet another barrier to underrepresented groups participating in STEM.Outreach

Conference Session

ECE Division Technical Session 4: Student-centered Learning and Teaching Methodologies

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yuchen Huang, Portland State University; Branimir Pejcinovic, Portland State University

these SCTM practices. Lastly, we used examscores to verify the effectiveness of SCTM implementation.4.1 Student SurveyIn order to assess the effectiveness of the SCTM, we designed Post-Course Student Survey toprobe students’ satisfaction with the learning process for courses with these SCTM practices.The survey was collected for the Fall Term 2021 Digital IC Design 1 (DIC-I) and AdvancedComputer Architecture I (ACA-I) courses. The survey questions are listed below and it containstwo components: A) perceived effectiveness of SCTM instructional techniques used in the class,and B) assessing student self-efficacy, i.e., the perception of their own abilities to perform certaintasks. The survey was modeled after survey developed in [29].Student

Conference Session

LEAD Technical Session 1: Fostering Leadership Identity Development and DEI in Engineering Students and Professionals

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrea Chan; Cindy Rottmann, University of Toronto; Emily Moore, University of Toronto; Dimpho Radebe, University of Toronto

of engineering students’ leadership construct based on leadership self-efficacy and experience. This construct was chosen as the outcome variable for its assumedassociation with engineering leadership identity [9]. This study did not find gender or race to beassociated with students’ engineering leadership construct. Quantitative results overall have beeninconsistent on the effects of gender on engineering identity. While there has been evidence thatwomen engineering students are less likely to self-identify as an engineer [16], other findingshave suggested there is no difference between women and men in engineering identity orpersistence in engineering study [17], [18].Effects of social location on engineering (leadership

Conference Session

Engineering Ethics Division: Ethics Education Assessment

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kingsley Reeves, University of South Florida; Michelle Hughes Miller, University of South Florida; Grisselle Centeno, Florida Polytechnic University; Elaine Englehardt, Utah Valley University; Michael Pritchard; Susan LeFrancois, Florida Polytechnic University; Ideliz Roman, University of South Florida

internships impact dimensions of the engineeridentity, including experimental competence (i.e., the ability to conduct appropriate experimentsand analyze and interpret the results). Experiential work experiences also enhance work self-efficacy, that is, “an individual’s perceived level of competence or the degree to which she or hefeels capable of completing a task” [12] (p. 602). Similarly, Ralph et al. [13] report one of thebenefits of practicum-education is “developing confidence” as an engineer (p.125). Several studiesalso suggest that co-curricular practice impacts students’ ethical skills and understandings. Gulerand Mert [14] report that internship experiences contributed to students gaining awareness onacting ethically. University of

Conference Session

Civil Engineering Division - Changing How We Teach: Flipping, Project-Based Learning, and More!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Philip Harvey, University of Oklahoma; Chase Hibbard, University of Oklahoma

self-efficacy. Feedback provided by the students will indicate directions forimprovements in the competition to continuously improve it in subsequent years.1 IntroductionShake tables are a fundamental tool for earthquake engineering research [1–3]. In recent years,other successful outreach and educational activities implementing shake tables have shown greatimpact [4, 5]. A perfect example of this is the NSF-supported University Consortium onInstructional Shake Tables developed by Dyke et al. [6, 7]. By partnering with Quanser,bench-scale shake tables were deployed at universities across the country to provide studentsaccess to “hands-on” experiments [8]. However, the cost of these and similar tables (> $10,000[9]) prohibits most K-12

Conference Session

Materials Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nabila Shamim, Prairie View A&M University; Anh Nguyen, Prairie View A&M University; Sheena Reeves, Prairie View A&M University; Ariful Bhuiyan

Deviation Deviation Pre Survey Post Survey Self-efficacy Aware of the topics on 3D printing 3.00 1.10 1.22 0.42 0.002 Aware of the skillsets for digital modeling through the aid of computers. Such as, 3.10 1.22 1.44 0.50 AutoCad, TinkerCad Aware of performance and functional 3.30 1.42 1.33 0.47 constraints of 3D printing Motivation Understand the process of slicing STL files for

Conference Session

Multidisciplinary Engineering Division Technical Session - Machine Learning, IoT, Writing Center Peer Tutors, Conceptual Modeling

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mehrube Mehrubeoglu, Texas A&M University - Corpus Christi; Lifford McLauchlan, Texas A&M University - Kingsville; G. Beate Zimmer, Texas A&M University - Corpus Christi; David Hicks

limitedinteractions between mathematics and engineering departments, and these limited communalactivities can hinder students’ achievement. Students’ self-efficacy in mathematics has a strongrelationship with students’ mathematics achievement, and teacher interaction results in students’higher academic achievement [17].These three concepts prompted the inclusion of a mathematician in the project. The goal is toincrease students’ self-efficacy in mathematics and the transfer of learning from math toengineering. This goal will be achieved by including short mathematics pre-assignments with theSensors and Systems class, taught by an engineering faculty, that tie the mathematics utilized inthis engineering course to the content the students learned in their

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Peter Knox, State University of New York at Binghamton; Kelli Paul, Indiana University-Bloomington; Jungsun Kim, Indiana University-Bloomington; Jing Yang; Amber Simpson, State University of New York at Binghamton; Adam Maltese, Indiana University-Bloomington; Sawsan Werfelli, State University of New York at Binghamton

perspectives of caregiversthemselves. This study explored experiences and shifts in caregiver perceptions of shifts withinthemselves and their children through participation in an out-of-school home-based engineeringprogram. Data were derived from post-program interviews with over 20 participating caregiversfrom three years of the program. Results illuminate various experiences and shifts in caregiverself-perception and understanding of their children’s learning and development. Specifically,these shifts included enhanced self-reflection and introspection, positive shifts in caregiverinteractions with children, and observed increases in self-efficacy and complex thinking withinchildren. Findings contribute to a growing body of knowledge of family

Conference Session

Materials Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nicole Johnson-Glauch; Mohsen Kivy, California Polytechnic State University, San Luis Obispo; Emily Haykoupian, California Polytechnic State University, San Luis Obispo

engineering education: A case study on creating prosthetic and assistive technologies for the developing world,” Dev. Eng., vol. 3, pp. 166–174, Jan. 2018, doi: 10.1016/j.deveng.2018.06.001.[5] E. E. Virtue and B. N. Hinnant-Crawford, “‘We’re doing things that are meaningful’: Student Perspectives of Project-based Learning Across the Disciplines,” Interdiscip. J. Probl.-Based Learn., vol. 13, no. 2, Sep. 2019, doi: 10.7771/1541-5015.1809.[6] D. Seth, J. Tangorra, and A. Ibrahim, “Measuring undergraduate students’ self-efficacy in engineering design in a project-based design course,” in 2015 IEEE Frontiers in Education Conference (FIE), Oct. 2015, pp. 1–8. doi: 10.1109/FIE.2015.7344247.[7] “Measuring the Effect of Experiential

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jessica Perez, California State Polytechnic University, Pomona; Faye Wachs, California State Polytechnic University, Pomona; Brooke Jones; Deanna Miranda Barrios; Lily Gossage, California State Polytechnic University, Pomona; Harmony Nguyen, California State Polytechnic University, Pomona

-URMstudents in STEM majors.Past studies conducted on SI for engineering students have consistently found that SI is linked togreater self-efficacy, persistence, and subsequent success in students’ academic programs[9,10,6]. important feature of SI is the supportive and collaborative learning environment sharedbetween the individual leading the session or SI leader and the student seeking support. Not onlydoes this deepen students’ understanding of difficult course concepts, but the learningenvironment inherent in SI ultimately increases student persistence and retention rates thusreflecting students’ success in their programs [1].III. TECHNOLOGY ASSISTED SUPPLEMENTAL INSTRUCTION (TASI)MethodsThis study is part of a larger Hispanic-Serving Institution

Conference Session

Assessment in Mechanics Courses

Collection

2022 ASEE Annual Conference & Exposition

Authors

Amie Baisley, University of Florida; Keith Hjelmstad, Arizona State University; Efhalia Chatziefstratiou, Arizona State University

inengineering education as engineering curriculum focuses primarily on the technical skills neededto be an engineer. One route to teaching these reflective skills is with self-assessment (SA). SAhas value in the classroom due to the learning benefits and skills it promotes, includingmetacognition and self-efficacy, while providing the student with a chance to reflect on their ownwork. SA has been used in a variety of settings with different methods of implementation but thereare only a few documented uses in engineering. This study investigates the accuracy of studentself-assessment scores as compared to an instructor score to discuss the value of this exercise forengineering students when the grading scheme is broken down by objectives in three

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lea Marlor, University of Michigan; Cynthia Finelli, University of Michigan; Matthew Graham; Jenefer Husman, University of Oregon; Maura Borrego, University of Texas at Austin; Michael Prince, Bucknell University; Madeleine Smith, University of Oregon

Wave 2 Surveys Wave 4 Surveys Control Group Workshop (After data collection) Figure 1: Research design 1. How an instructor is currently using active learning; 2. An instructor’s self-efficacy in using active learning; 3. The value the place on using active learning in their classrooms; 4. An instructor’s use of strategies

Conference Session

ERM: Exploring Educational Technology in Engineering

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ahmed Ashraf Butt, Purdue University at West Lafayette (COE); Saira Anwar, Texas A&M University; Muhsin Menekse, Purdue University at West Lafayette (COE)

support student learning in an integrated STEM learning environment,” Int. J. Technol. Educ. Sci., vol. 4, pp. 1–11, 2020, doi: https://doi.org/10.46328/ijtes.v4i1.22.[2] J. Vahidy, “Enhancing STEM learning through technology,” echandcurr2019.pressbooks.com. https://techandcurr2019.pressbooks.com/chapter/enhancingstem/ (accessed Jan. 30, 2022)[3] M. Menekse, S. Anwar, and S. Purzer, “Self-efficacy and mobile learning technologies: A Case study of CourseMIRROR,” in Self-Efficacy in Instructional Technology Contexts, C. B. Hodges, Ed. Cham: Springer International Publishing, 2018, pp. 57–74. doi: 10.1007/978-3-319-99858-9_4.[4] A. B. Raupp, “How video games help students level up stem learning,” Forbes.com. https

Conference Session

Biomedical Engineering Division: Supporting and Evaluating Student Learning in BioE/BME Courses

Collection

2022 ASEE Annual Conference & Exposition

Authors

Emily Dosmar, Rose-Hulman Institute of Technology; Julia Williams, Rose-Hulman Institute of Technology

reviewedthe written work from their own class and identified emergent themes from them that occurred inthe ungraded versions. Two of these themes (student agency and self-efficacy) were overlappingbetween the two courses. The third theme (developing life-long learning) was only present in theMATLAB course. Representative student comments were chosen as examples for the overallthemes identified. While many of the student qualities discussed from this section below cannotbe directly measured, the comments are representative of the general trends observed.Results:Midterm Grade ConferencesAt midterms, there was 55% (20/36) and 38% (14/37) agreement between instructor and studentestimated grades for the Intro to MATLAB programming and First year

Conference Session

WIED: Analysis, Challenges, Success, and Impacts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Malinda Zarske, University of Colorado Boulder; Evan Wetzel, University of Colorado Boulder; Christina Lacerenza, University of Colorado Boulder

© American Society for Engineering Education, 2022 Powered by www.slayte.com Female Student Attitudes Towards Engineering: Are They Influenced by the Roles They Take on Project Teams?Keywords: Women in STEM, Self-Efficacy, Active Learning, First-Year Projects Courses, TeamRoles, Team DynamicsIntroductionThe increase of diversity in STEM fields is a growing conversation and source of concern forengineers. While universities report that the number of women students graduating with anengineering degree has increased, there still exists a surprising lack of women in engineeringcareers nationwide [1]. Strategies such as active learning and collaborative learning have been atthe forefront of

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

K. Jo Min, Iowa State University of Science and Technology; John Jackman, Iowa State University of Science and Technology; Zhuoyi Zhao, Iowa State University of Science and Technology

elements based on animated videosdeveloped for engineering drawing subjects. They found that the multimedia element foranimation videos could increase students’ imagination and visualization [5]. Furthermore,Berney and Bétrancourt investigated whether animation is beneficial overall for learningcompared to static graphics and found a positive effect of animation over static graphics [6]. Wenote that visualization aids themselves are not new (e.g., [7] where the emphasis is on the 2-dimensional static figures and self-efficacy).Work in ProgressWe will conduct our experiment on students in online and on-campus sections. The workflow isshown in Figure 1. Specifically, 1. Students learn the (Q, r) model (i.e., the abstract conceptual, analytical

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cassandra Birrenkott, South Dakota School of Mines and Technology; Alycia Jensen, South Dakota School of Mines and Technology; Jon Kellar, South Dakota School of Mines and Technology; Michael West, South Dakota School of Mines and Technology; Lisa Carlson, South Dakota School of Mines and Technology; Molly Moore, South Dakota School of Mines and Technology; Jesse Herrera, South Dakota School of Mines and Technology

inOctober 2021. Twenty-five (100%) students completed the survey and will complete the samesurvey in Fall 2022 to assess gain and satisfaction of program elements.The survey instrument had three sections. The first section was based on the LongitudinalAssessment of Engineering Self-Efficacy (LAESE). (see http://aweonline.org/efficacy.html)LAESE is designed to identify longitudinal changes in the self-efficacy of undergraduatestudents studying engineering. The LAESE undergraduate instrument has been tested andvalidated on male and female engineering students. The LAESE questions will be administeredeach fall to determine if self-efficacy increases as they progress through school.The second section was based on the questions in the Clance Imposter

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tim Dallas, Texas Tech University; Heather Greenhalgh-Spencer, Texas Tech University; Kelli Frias

Sciences, vol. 1483,no. 1, pp. 80-97, 2021.[5] C. Elliott, C. Mavriplis, & H. Anis, “An entrepreneurship education and peer mentoringprogram for women in STEM: mentors’ experiences and perceptions of entrepreneurial self-efficacy and intent,” International Entrepreneurship and Management Journal, vol. 16, no. 1,pp. 43-67, 2020.[6] D.A. Erlandson, E.L. Harris, B.L. Skipper, & S.D. Allen, Doing naturalistic inquiry: A guideto methods, NY: Sage, 1993.[7] N.K. Denzin, “The logic of naturalistic inquiry,” Social Forces, vol. 50, no. 2, pp. 166-182,1971.[8] E. Blair, “A reflexive exploration of two qualitative data coding techniques,” Journal ofMethods and Measurement in the Social Sciences, vol. 6, no 1, pp. 14-29, 2015.[9] S. Hennessy, C. Howe

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Changchia Liu, New York Hall of Science; Dorothy Bennett

set of findings emerging frommotivation research that sought to better understand K-12 students’ choice and pursuit of STEMcareers [7], [8]. This body of work has indicated consistently that underrepresented children andyouth are less likely to develop STEM identities or pursue career pathways than non-minoritystudents, especially in the field of engineering [9], and the choices made by children, especiallyunderrepresented children, to pursue various STEM disciplines are strongly associated with theirperceptions of self-efficacy, competence, interest, social support, and the discipline’s costs andbenefits [10], [11], [12]. Yet, despite the recognition of this issue, limited research has beenconducted on young children’s motivation in

Conference Session

Civil Engineering Division - Huh? What Did You Say? What Does That Mean?

Collection

2022 ASEE Annual Conference & Exposition

Authors

Angela Bielefeldt, University of Colorado Boulder; Cristina Torres-Machi; Qin Lv, University of Colorado Boulder

heart of the model is the idea that expectancy and value lead to student motivation whichis a key ingredient for learning and cognition. This theory suggests that both expectancies forsuccess and subjective task values directly influence the choice of activity, the persistence in it,and the final result (i.e., student performance). Expectancy describes one’s expectation ofsuccess, often framed in terms of self-efficacy. Value represents subjective task value andincludes intrinsic value (i.e., interest and enjoyment), attainment value (i.e., importance), utilityvalue (i.e., usefulness of the task), and relative cost.In order to catalyze changes in student’s attitudes toward data science and explore the hypothesisdriving this research (i.e