, and 2) to study the impactof the mentorship experience on the graduate student and postdoctoral mentors. The specific research questions explored included the following: 1) How did participationas a mentor impact mentors’ self-efficacy in research, leadership, or mentorship?; 2) Didworking with an REU student increase the mentors’ perceived research productivity, teachingskills, or communication skills?; 3) What types of approaches did the mentors utilize to superviseand mentor the REU students?; and 4) What challenges related to mentoring and/or the REUprogram did mentors report?Methods The study took place at a large mid-Atlantic research university. The REU program,funded by the National Science Foundation (NSF), was in its
, family, andadults at school. The protocol, adapted from an existing protocol [18], was originally written toaugment quantitative research measures (such as student surveys, data from the LearningManagement System, and achievement data) and gather insight into socioenvironmental factorsimpacting BOAST participants. This interview protocol was revised before Year 2, for exampleto acquire more consistent math self-efficacy ratings and re-order questions for fluidity.Interviews were conducted one-on-one in person or via Zoom. Digital audio recordings weretranscribed and coded using Nvivo analytical software.Data Analysis The First Cycle of coding [19] highlighted SCCT theory-derived constructs (Table 1). Inthe Second Cycle, language used by
through P3). Also, students who reported better interactions withteammates (B.5) had a stronger sense of self-efficacy in engineering classes in a statisticallysignificant way. Except for interactions with teammates, all behavior metrics were positively andsignificantly linked to the EI dimension that measured how much they were perceived as a goodengineer by their professors and peers. Similarly, when a student was perceived as a goodengineer by their peers, he or she tended to do a better job keeping the team on track (B.2), at asignificance level of 0.001. Results were detailed in Appendix Table A.4.Teamwork behaviors were linked to team conflicts in modest ways. Students who ratedthemselves lower on interactions with teammates tended to
. trends in CIT/STEM student student self-efficacy, CIT/STEM student self-efficacy, enrollment, enrollment, retention, self-efficacy, enrollment,Obj 1.2 Establish retention, completion, and completion, and transfer. retention, completion,strategies for enlisting transfer (SERCT). and transfer.industry partnerships that Obj 3.3 Establishbecome self-sustaining Obj 2.3 Establish Leadership Leadership strategies Obj 4.3 Establish strategies committed to committed to Leadership strategiesObj 1.3 Use STEM-ESS accelerating Latinx student accelerating Latinx committed toto strengthen
groups (a total of 9 participating students). Proper humansubjects’ approval was obtained prior to the conduct of this study. More details on this specificstudy are included in the authors’ peer-reviewed journal article accepted for publication for theInternational Journal of Engineering Education [19].4.1 Survey ResultsTwo validated survey instruments were used in the assessment of the project: (1) students’adaptive learning engagement in science [20]; and (2) the perceived competence scale [21]. Thestatements for the self-efficacy and self-regulation surveys are presented in Table 1.Table 1: Statement for self-efficacy and self-regulation surveys Statement for Average Student Statement for Average Student Responses Responses for
strategies in various subject areas such as statistics, chemistry, technology, socialstudies, and physical education.15 Research has shown that learner characteristics measured bythe MSLQ have strong associations with their self-regulative learning processes and academicperformance. Based on research conducted by Pintrich and his colleagues at the University ofMichigan, the MSLQ has become a standard instrument for conducting research on self-regulation and motivation. The generally accepted conclusion is that positive motivationalorientations (e.g., intrinsic goal, high task value, high self-efficacy, and low test anxiety) arerelated to higher levels of self-regulated learning strategies, which in turn are related to betteracademic performance.16
exam performance [24]-[29]. The literature shows increases instudent outcomes, student perceptions [14], even in self-efficacy with regards to complicatedsubject matter [29]. The flipped classroom pedagogy equalizes opportunities for students,especially for students of lower socioeconomic status and first-generation students. Incomparison to advantaged students who may have support systems in place to help completehomework and projects with tutors or advice from previous generations of how to navigatehigher education, disadvantaged students are able to take advantage of the relocation of thehomework and projects inside the classroom and benefit from interaction with the professor inthe classroom. The flipped class allows both subsets of
to be inadequately prepared and lack the confidence to teach theengineering components of the standards, leading to avoidance or misrepresentation of theengineering practices in the classroom [4]. This paper describes the development of aprofessional development experience for science teachers designed to address these potentialpitfalls and support the implementation of the NGSS in science classrooms. The overarchingresearch question driving this work is: How do science teachers rate their self-efficacy inengineering knowledge and instruction, as well as the importance of engineering practices inlearning science? This paper reports on theoretical foundations, pre-treatment data, and a novelintervention design for improving science teachers
studies were a very positive experience in their learning ofengineering principles. They found the case studies to be informative, interesting, and enjoyable.One student said, “If you can find more case studies like this online, it would be worthwhile togive them to us.” Another applauded the fact that the case studies merged engineering principleswith information from other majors, such as business, architecture, and law. Their commentsranged from “overall it was a good experience” to “this is one of my most enjoyable classes.”Based upon the pre and post surveys that address the perceptual measures (gain in higher-ordercognitive skills, improvement in self-efficacy and improvement in team working skills), we findthat both the experimental
expressedincreased interest in attending college, increased interest in majoring in engineering, anappreciation of soldering as a useful skill, and recognition of how specific physics concepts wereapplied to electrical engineering design. Qualitative data allowed the researchers to elicitthematic elements of student impacts, including appreciation of hands-on tasks related topotential engineering careers, novelty of using circuit boards for a practical technological device,and self-efficacy in creating and building designs as part of a team effort to maximize deviceefficiency and performance. Future science and engineering curricular efforts may leverage thesefindings to replicate and design similar curricular activities for secondary
Act [3]. The RET program included a 6-week paidinternship in multiple integrated circuit (IC) design labs at Oklahoma State University for highschool and community college teachers to learn about semiconductors and chip designfundamentals. After the RET program, teachers were also required to translate their researchexperience into new curriculum modules. The RET program is also mutually beneficial to the USsemiconductor industry and teachers. It benefits the industry by encouraging teachers andstudents to become familiar with new technologies. Teachers gain from enhanced self-efficacy atthe same time [4].However, it is challenging to measure the progress of teachers in acquiring semiconductorknowledge. In contrast to other aspects of
LLM, like ChatGPT, into educational settings has the potential to enhancemotivation and self-efficacy among students1, but excess use of these resources can yield adverseeffects. Students' cognitive skills rely on their self-efficiency and self-motivation. Studies haveshown that the lower their motivation and self-efficacy to acquire cognitive skills, the higher theiravoidance of tasks. In contrast, those with higher motivation, self-efficacy, and self-motivation arelikely to engage with tasks using their knowledge and expand their borders7. LLMs could restrictstudents from reflecting on their learning process; instead, students might overlook their strengthsand areas for improvement. LLMs could suppress the development of a growth mindset8
provide students with standards that they can use to monitor and evaluatetheir learning. For educators, gaining insights into students’ intentional and goal-directedprocesses makes visible students’ orientations, motivation, and intent because they make theirunderstanding related to a task explicit and show how they are translating their tasks into goals[2].From a social cognitive viewpoint [3], self-regulation refers to learning processes that includestrategies for achieving goals on the basis of self-efficacy perceptions. This viewpoint accountsfor self-regulated learning strategies, self-efficacy, and commitment to goals. Thus, implying thatstudents are metacognitively, motivationally, and behaviorally engaged in their own learningprocess
withthe PIE program… [Her] grades improved a lot this marking period and we feel that PIE actuallyhelped her to achieve better grades…”Leadership opportunities, self-esteem, self-efficacy. By its very nature, the PIE program forceseach of the mentors to take on a leadership role. This is particularly valuable for PIE mentorswho had not previously held a leadership position at Clarkson (e.g., 4 in AY02). Mentors haveprovided variable responses regarding the program’s impact on their self-esteem and self-confidence and have generally reported having a high level of self-esteem at the start of theprogram. Self-efficacy, which is a measure of a person’s confidence in her ability to take action,is closely related to self confidence. Mentors have
of the MotivatedStrategies for Learning Questionnaire—MSLQ [11] will be used with each activity. Specifically,data will be collected using these scales:• Intrinsic Motivation: Intrinsic motivation measures the extent to which students are inspired to learn because of curiosity about the topic, or the joy that comes from understanding complex material.• Extrinsic Motivation: Extrinsic motivation measures the extent to which students are inspired to learn because of rewards such as grades.• Task Value: Task value measures the extent to which students feel that what they are learning is relevant, useful and personally meaningful.• Self-Efficacy: If students feel competent and empowered to succeed they will have high
development skills necessary to translate technicalknowledge into competitive products; and self confidence in learning (self-efficacy). We’ve introduced the innovative adaptation of new tools for student learning assessment toaeronautics education. Assessment of self-confidence in learning will be used both as animportant educational outcome and as a means to better understand the dynamics of careerdevelopment. There is a rich literature that has addressed the importance of having self-confidence that one can successfully perform the tasks necessary to achieve larger goals. Thisform of self-confidence, called self-efficacy,22 is not a general personality trait like self-esteem,but instead varies from one domain to another as individuals gain
two instances in time: their Fall and Spring senior capstone designcourse. The findings from the prior longitudinal study also impelled the authors to implement aqualitative survey to gain insight into the student’s perspective of their motivation. Both of thesurveys measure five factors of student motivation: cognitive value, intrinsic value, self-regulation,self-efficacy, and test/presentation anxiety.This paper presents quantitative and qualitative results to further explore the impact of studentmotivation on their performance in senior capstone design courses. The study also examines thestudent’s motivation factors with regard to their demographic information. This includes thestudent’s gender, age, residency (domestic or international
validated measures includingthe STEM Fascination and Competence/Self-efficacy Scales [27-28], the STEM Career InterestSurvey (STEM-CIS) [29], the Modified Attitudes toward Science Inventory (M-ATSI) [30], andthe Persistence Research in Science & Engineering survey (PRiSE). We selected items fromthese instruments to address unique aspects of the constructs of interest within the engineeringcontext. When possible, we tried to select entire scales from validated instruments. Therefore, wedid not select items from other existing measures when they were redundant with items alreadyincluded from an intact scale. We added 21 items in the following areas:performance/competence (8 items), STEM fascination (6 items), interest (4 items
identity development in middle school students experiencing engineering curricula[4], scaffolding knowledge at this level is an important aspect of continuing to build students’interest in studying engineering [5]. Such experiences help to improve student self-efficacy andattitudes toward STEM and facilitate students’ understanding of engineering during a crucialperiod of integrated scientific inquiry and engagement. The Science, Technology, Engineering,and Mathematics Innovation and Design (STEM-ID) Curricula developed at the Georgia TechCenter for Education Integrating Science, Mathematics and Computing (CEISMC) integratefoundational mathematics and science in an engineering context through challenges thatintroduce students to advanced
conducting these hands-on design projects. Materials will be provided for thoseinterested so they can try some of these activities with their own students. The workshop organizers willbe available via teleconference after the FYEE Conference to help instructors that would like to try theprojects in their own classes.Acknowledgement: This work was supported by the National Science Foundation under award 1650889.Any opinions, findings, and conclusions or recommendations expressed in this material are those of theauthors and do not necessarily reflect the views of the NSF.References:1. Carberry, A.R, Hee Sun Lee, Matthew W. Ohland, Measuring engineering design self-efficacy, Journalof Engineering Education, V99n1, January 2010
% Asian/Pacific Islander, 2.88% Hispanic, 78.21%Caucasian and 6.81% Others.Non-cognitive survey instruments and cognitive dataThe students’ non-cognitive measures were collected across nine scales in a self-reported onlinesurvey completed prior to the freshman year. This non-cognitive survey instrument waspreviously reported in the works by Maller et al.5 and Immekus et al14. These scales are:Leadership (23 items), Deep vs. Surface Learning Types (20 items), Teamwork (10 items), Self-efficacy (10 items), Motivation (25 items), Meta-cognition (20 items), Expectancy-value (32items), and Major decision (28 items). All Cronbach’s coefficient alphas for these scales were ≥.80, except for the Teamwork scale (r=.74)14. Scales may be divided into
dataset. This dataset incorporated condition-base scaling to account for the six operational modes within the data (Figure 3), as each mode could have its own nominal sensor values and failure points. Studentswere instructed to write a report showing their models’ performance: Figure 4 shows onestudent’s visualization of their RNN model, measuring the predicted RUL value to the test data’sRUL value for five engine units. The model’s performance accounted for 30% of their grade,compared to a baseline linear regression model with no data processing. Figure 4. Final Project RNN Model Performance (From Student’s Final Project)Results of pre and post course surveysA self-efficacy survey was selected as the primary
. Scholarship recipients will be linked throughcohort teaming sessions with campus resources, local industry partners and experts, and facultymentors, to propose, critique, select, develop, and implement commercially viable technologyproducts. The novel approach to engineering education developed through this project will serveto enrich the creative potential of new graduates in technical fields and expand small businesscreation and employment, both of importance to growth regions where there may be fewer largecorporate employers. Key dimensions of those who exhibit entrepreneurial thinking include agrowth mindset, a regular practice of creativity, and high personal self‐efficacy. Withentrepreneurism seen as an enabling force to overcome employment and
toward their backgroundknowledge and abilities to be successful in engineering and found subgroup differences, such asby genders and by persisters/non-persisters (Besterfield-Sacre, Atman, & Shuman, 1997;Besterfield-Sacre, Moreno, Shuman, & Atman, 2001). In the analysis of some freshmen students,students’ self-perceptions including self-efficacy were found to be a positive predictor offreshman retention (Hutchinson, Follman, Sumpter, & Bodner, 2006). Student research wasconducted by a study which consisted of two rounds of surveys from 663 participants to examinethe predictability of course grades and again self-efficacy for learning course materials emergedas one of the important factors key to achievement for the students (Stump
strengths – collectively contributing to a cohortculture of collaboration and enhanced work ethic.With the measured gains in student success, self-efficacy, and identifying with their path inengineering, the ETS program has shown preliminary success in achieving these main outcomesfor students. The team will continue to provide special attention to getting students connected toeach other and continue building the teamwork and communication skills essential to strongacademic success, rewarding careers, and fulfilling lives.References1. Landivar, L. (September 2013). Disparities in STEM Employment by Sex, Race, and Hispanic Origin. American Community Survey Reports. Economics and Statistics Administration, U.S. Department of Commerce
freshmen’stransition into pursuing science, math and engineering degrees at the UIW. In order to achievethis goal, the objectives of the camp were (1) To address students’ academic readiness and self-efficacy for a rigorous STEM degree; (2) To strengthen incoming freshman students’ skills incommunication, effective collaboration, and data analytics through coding and hands-on roboticsactivities. The Summer Engineering Academy was a free one-week camp that provided serviceto a low-to-moderate income student population in STEM major. The camp participants werefrom diverse STEM fields that included engineering, biochemistry, nuclear medicine science,biology, computer information systems, meteorology, 3-D animation & game design. Weobserved that upon
it requires critical thinking and writing skills, which are difficult toexplain in a traditional classroom setting. In prior work, it was found to be among the mostmentally demanding for novices.6 Performance in this stage could be improved by smallerwriting assignments along the way, which we plan to implement in the future.From our surveys, it was possible to measure the shift in student self-efficacy in performing Page 26.1685.9iSLR and its perceived usefulness, as shown in Table 4. Shift is measured by assigning unitchange if the answers changed between neighboring categories. For example, change fromNeutral to Strongly agree gives a “+2
notion that exists among youngwomen in some class and cultural groups that developing one’s muscles or working up a sweatare unfeminine pursuits. 10, 15Student self efficacy, as distinct from self esteem, is an important measure for engineeringstudents. Self efficacy, a distinct psychological construct grounded in social cognitive theory isdefined by Albert Bandura as referring 3, “to beliefs in one’s capabilities to organize and executethe courses of action required to produce given attainments” (p.3). Again, this speaks to studentbelief in the ability to complete a difficult curriculum as a factor in persistence17.Complementary to that is understanding that they are not alone in perceiving it as difficult andthat support from peers also makes
learning experience. OK Go Sandbox offers avariety of activities that are accompanied by different STEAM standards, meaning that theresource offers a comprehensive approach that students benefit from. Reference [3] alsodiscusses that motivation and engagement can be increased by implementing engineering/STEMinstruction through different integration techniques. Also discussed are different methodologiesof teaching engineering in K-12 schools. OK Go Sandbox allows engineering instruction tooccur in a variety of settings, especially when students are able to connect their learning topreviously learned knowledge and skills.Reference [4] discusses the necessity for teacher self efficacy to be measurable because itimpacts a teacher’s actions in the
students. This study focused on a STEM outreach program for 6th–9th grade students with no previous CS skills. The program's micro controllers’ curriculum was used to test students’ capabilities for learning CT concepts, the program was translated into Arabic, and its schedules were adjusted to ensure that these changes did not alter the study significantly. Pre- and post-program self-efficacy surveys measured students' comprehension of CT concepts, but because this was the first time Kuwaiti students were introduced to this type of assessment, the students were confused about some of the concepts. Additionally, the students' acumen for the survey was highly influenced by their culture. Despite