Conference Session

Think Outside the Box! K-12 Engineering Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Heath Tims, Louisiana Tech University; Krystal Corbett, Louisiana Tech University; Galen Turner, Louisiana Tech University; David Hall, Louisiana Tech University

Tagged Divisions

K-12 & Pre-College Engineering

-world applications of science and engineering. This project provides a hands-on, contextualapproach to student learning, as well as teacher professional development. As part of thecurriculum, data is being collected on student outcomes that quantify high school students’academic self-efficacy, real world problem solving, critical thinking skills, achievement inmathematics and the sciences, motivational and goal orientation, and vocational or careerinterests in STEM fields. Additionally, teacher outcomes, including self-efficacy, are beingmeasured. This poster/paper will present the curriculum developed through the collaborativepartnership between K12 schools systems and university.IntroductionNumerous publications in recent years have expressed

Conference Session

Design in Engineering Education Division (DEED) - Best in DEED

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gail Baura, Loyola University Chicago; Francisca Fils-Aime, Loyola University, Chicago; Nancy Lynn Raschke Deichstetter DNP, RN, CEN, CHSE, Loyola University, Chicago; Joanne O'Grady Dunderdale DNP, RN , Loyola University, Chicago

Tagged Divisions

Design in Engineering Education Division (DEED)

submitted by six studentswith non-Nursing projects and 15 students with Nursing projects.However, the pre-Empathy survey results in Table 3 do demonstrate that Engineering first-yearstudents, regardless of the assigned project, are empathic. Hess, et al. constructed their Empathysurvey with a 9-point Likert scale. At week 14 of the design project, the average item responsefor the Interpersonal Self-Efficacy, Empathetic, and Perspective-Taking subscales ranged from7 to 9. In contrast, when the Empathy Survey was deployed in an introductory biomechanicscourse at another institution, the average item response for these subscales ranged from 6 to 7[41]. Future research could conduct measurement invariance tests to examine directly whetherthe magnitude

Conference Session

First-year Programs Division: Best Papers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Ohio State University; Amena Shermadou, Ohio State University; Amy Rachel Betz, Kansas State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

the face of challenges. Beliefs about the nature of intelligence havebeen identified as a key lever across these critical behaviors linked to academic success and life-long learning [3].Beliefs are recognized as powerful sources of behavior and various outcomes, and they are awell-established construct of interest in engineering education research. For example, students’beliefs about their own capabilities, or self-efficacy beliefs are important [4-9], and theycorrelate with retention in educational pursuits [10, 11]. Prior work has shown the importance ofbeliefs held by engineering students about the self (i.e. identity) [12-14] and how those beliefsframe their interactions with others [15]. Theory has been generated that connects

Conference Session

Sense of Belonging and Diversity in Engineering Programs, Courses, and Teams

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sandra M. Way, New Mexico State University; Stephanie M. Arnett, New Mexico State University; Jeremy J. Brown, New Mexico State University; Miquela K. Gorham; Lorissa Humble, New Mexico State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

and whether or not the individual is a first-generation college student.Model 2 adds the measure of commitment to an engineering career, career commitment, to thecontrol variables and finally, Model 3 adds the three social psychological measure belonging,scientific self-efficacy and engineering identity.We compare the statistical results of similar models before (Model 2) and after (Model 3) theinclusion of the career commitment variable in order to examine the possibility that careercommitment may mediate the relationship between engineering identity and sense of belongingand our academic outcomes. A variable is mediating a relationship when a prior effect between apredictor and outcome variable is significantly reduced when the third

Conference Session

Pre K-12 Track - Technical Session VI

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Suzanne Sontgerath, Worcester Polytechnic Institute; Ryan Nicole Meadows, Worcester Polytechnic Institute

Tagged Topics

Diversity, Pre K-12 Education

Program for Elementary/ Middle School YouthWomen’s historical underrepresentation in Science, Technology, Engineering and Math (STEM)is evident at all junctures of the pipeline from elementary education to industry. Providingstudents with STEM experiences is one method of alleviating this gender imbalance and building21st Century Skills. At Worcester Polytechnic Institute (WPI), outreach programs in roboticstend to be primarily boys. Based on WPI’s success in offering single-gender programming tobuild self-efficacy, the university added a section of robotics for girls only. To measureoutcomes, WPI collaborated with the PEAR Institute: Partnerships in Education and Resilienceat Harvard Medical School and McLean Hospital

Conference Session

Joint Technical Session: Engineering Leadership Development Division and Engineering Management Division

Collection

2023 ASEE Annual Conference & Exposition

Authors

James N. Magarian, Massachusetts Institute of Technology; Reza S. Rahaman, Massachusetts Institute of Technology

Tagged Divisions

Engineering Leadership Development Division (LEAD), Engineering Management Division (EMD)

(EL), synchronized to the lab, where students study theacademic background underlying the leadership capabilities prior to the related Leadership Lab anddiscuss and reflect on the lessons learned following a given lab, and 3) one from a number ofelective courses that fulfill a Design and Innovation Leadership Requirement (D&ILR), whichfocuses on the engineering design process and the roles of teamwork and leadership therein.Incorporating alumni outcomes measurement in a longitudinal assessment planEarly in its history, GEL began periodically conducting pre-/post- program assessments rooted inmeasurement of students' self-efficacy beliefs [15] pertinent to learning objectives underlying theCapabilities of Effective Engineering Leaders (see

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lisa Shatz, Suffolk University; Kerrie Pieloch, Suffolk University

Tagged Topics

Diversity, NSF Grantees Poster Session

groups.Key Program FeaturesThe EE program at Suffolk University has many of the features and support services that researchindicates promote success in engineering students, such as faculty support [1] [2], project-basedlearning that promotes self-efficacy which is a belief in one’s own abilities to succeed [3] [4], asense of community [5] [6], and role models [7] [8].Faculty support Our current students and alumni consistently list faculty support as one of the chiefqualities of the program. For instance, in the last alumni survey, 70% of alumni respondentsgave the EE program a 5 (highest) and 30% gave it a 4 (second highest), in level of academicsupport. In student surveys in response to the question “What are the features of the EE

Conference Session

Engineering Literacy: Champions of Engineering in General Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Daniel Flath, Macalester College; Diane P Michelfelder, Macalester College

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

-Year, Multi-Institution Study of Women Engineering Student Self-Efficacy.” Journal ofEngineering Education 98(1): 27-38.Stewart-Gambino, H. and J. S. Rossmann. 2015. “Often Asserted, Rarely Measured: The Valueof Integrating Humanities, STEM, and Arts in Undergraduate Learning.” National Academies ofSciences, Engineering and Medicine.Michelfelder, D. and S. A. Jones. “From Caring About Sustainability to Developing Care-FulEngineers.” 2016. In New Developments in Engineering Education for Sustainable Development.Eds. Walter Leal Filho and Susan Nesbit. Switzerland: Springer International Publishing, pp.173-184.

Collection

2009 Spring ASEE Middle Atlantic Section Conference

Authors

Alfred A. Scalza

completion, and it must have feedback with the inherent possibility of performinga similar task better next time.• Self-Efficacy TheoryThe Self-Efficacy Theory, sometimes called the Social Cognitive Theory, says the higheryour confidence to accomplish a task the better your chances of succeeding at that task.Therefore, a low-confidence student will give up and a high-confidence student will bemotivated by the same task. In fact, the assignment of a more difficult task to a high-confidence person motivates them to even higher confidence. So how does a teacherincrease his student’s confidence or self-efficacy? Albert Bandura wrote there are fourchannels to enhance self efficacy. 9 They are as follows: 1. Enactive Mastery: gaining relevant

Collection

2009 Northeast Section Meeting

Authors

Alfred A. Scalza

completion, and it must have feedback with the inherent possibility of performinga similar task better next time.• Self-Efficacy TheoryThe Self-Efficacy Theory, sometimes called the Social Cognitive Theory, says the higheryour confidence to accomplish a task the better your chances of succeeding at that task.Therefore, a low-confidence student will give up and a high-confidence student will bemotivated by the same task. In fact, the assignment of a more difficult task to a high-confidence person motivates them to even higher confidence. So how does a teacherincrease his student’s confidence or self-efficacy? Albert Bandura wrote there are fourchannels to enhance self efficacy. 9 They are as follows: 1. Enactive Mastery: gaining relevant

Conference Session

Chemical Engineering Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Betul Bilgin, The University of Illinois at Chicago; James W. Pellegrino, The University of Illinois at Chicago; Vikas Berry, The University of Illinois at Chicago

Tagged Divisions

Chemical Engineering

representing differentgender, ethnicity, and backgrounds will be selected to diversify the role models for students.These problems will be introduced to the course during the Fall and Spring semesters of the2021-2022 academic year.Generation of KnowledgeThis project is focused on developing key aspects of student competence in the workplace andacademia. With the implementation, the project team seeks to identify both the challenges andeffectiveness of implementing the synergistic approach. Overall, the project team is planning tomeasure engineering identity and self-efficacy development. To date, only the gains andchallenges of industry mentor involvement have been identified but future work will includemore outcomes related to mentors, the course

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

David B. Knight, Virginia Tech; Walter C. Lee, Virginia Tech; Karl W. Reid, National Society of Black Engineers (NSBE); Monica E. Cardella, Purdue University, West Lafayette (College of Engineering); Morgan M Hynes, Purdue University-Main Campus, West Lafayette (College of Engineering); Cherie D. Edwards, Virginia Tech; Glenda D. Young Collins, Mississippi State University

Tagged Topics

Diversity, NSF Grantees Poster Session

differences between sites for the second objective of the project.Next StepsBuilding on what we learned during this baseline year, we are developing adjusted plans ofassessment for SEEK students, mentors, and site leaders. In the forthcoming SEEK cycle,student assessments will continue to measure grade-specific conceptual knowledge, motivation,and self- perception. In addition to these constructs, student collaboration and classroom culturehave been added to the assessment plan. Mentor and site leader experiences are to be examinedthrough a series of research methods that both measure mentor and site leader attitudes andcapture different aspects of their experiences (e.g., motivation, self-efficacy, classroompreparation). These adjustments are the

Conference Session

Pre-College: Evaluation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Reagan Curtis, West Virginia University; Johnna Bolyard, West Virginia University; Darran Cairns, West Virginia University; David Luke Loomis, West Virginia University; Sera Mathew; Kelly Leigh Watts, Regional Educaion Service Agency 3

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

Possible Solution(s) Solution(s) Construct PrototypeFigure 2: Design Process Model Utilized with Participating TeachersData CollectionWe focus this evaluation on analysis of surveys (T-STEM), content knowledge tests (DTAMS),and focus groups each completed both before and after professional development, as well asteacher-generated engineering design lesson plans and observations as teachers implementedlessons in their classrooms.The Teacher Efficacy and Attitudes Toward STEM (T-STEM) 15 Survey is intended to measurechanges in teachers’ confidence and self-efficacy in STEM subject content and teaching, use oftechnology in the classroom, 21st century learning

Conference Session

Teamwork and Student Learning in Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elisabeth Kames, Florida Institute of Technology ; Devanshi Shah, Florida Institute of Technology; Beshoy Morkos, Florida Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

, intrinsic value, and self-efficacy. Motivation is measuredagainst the final grade in the course.The major contribution of this paper is the ability to examine the impact of motivation on gradesin design courses. The motivation and performance is also measured with regard to student gender,residency (domestic or international), family income, and highest degree attained by parents todetermine if a correlation is realized.Additionally, the study focuses on a single cohort of 32 students. This affords the ability for theexamination of the differences in motivation between the students’ freshman and senior year todetermine if this can be correlated to student gender, residency (domestic or international), familyincome, and degree attained by

Conference Session

Flanders' Fellowship: Building STEM Community Impact, Hi-Diddly-Ho!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica D Gale, Georgia Institute of Technology; Dyanne Baptiste Porter, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Jasmine Choi, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Abeera P. Rehmat, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

of teachers identified asfacilitating implementation included pedagogical content knowledge, self-efficacy,resourcefulness, and organizational and time management skills. Teachers reported that studentinterest in the STEM-ID challenges and STEM, more generally, was another facilitating factorwhereas, to varying degrees, disruptive student behavior and students’ lack of foundationalmathematics skills were reported as limiting factors. Teachers also highlighted specifictechnological challenges, such as software licensing issues, as limiting factors. Otherwise, wefound that teachers generally had sufficient resources to implement the curricula includingadequate physical space, technological tools, and supplies. Across teachers and schools

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Angelika Aldea Tamura, University of California, Davis; Tiffany Marie Chan, University of California, Davis; Xianglong Wang, University of California, Davis

Tagged Topics

Diversity

the Workplace 2023," McKinsey & Company, 2023. [Online]. Available: https://www.mckinsey.com/featured-insights/diversity-and-inclusion/women-in-the- workplace[11] N. A. Mamaril, E. L. Usher, C. R. Li, D. R. Economy, and M. S. Kennedy, "Measuring undergraduate students' engineering self‐efficacy: A validation study," Journal of Engineering Education, vol. 105, no. 2, pp. 366-395, 2016.[12] S. A. Shields, M. J. Zawadzki, and R. N. Johnson, "The impact of the Workshop Activity for Gender Equity Simulation in the Academy (WAGES–Academic) in demonstrating cumulative effects of gender bias," Journal of Diversity in Higher Education, vol. 4, no. 2, p. 120, 2011.[13] M. Leonard, "Everyone Knows Girls Are

Conference Session

Educational Research

Collection

2009 Annual Conference & Exposition

Authors

Kenneth Reid, Ohio Northern University; P.K. Imbrie, Purdue University

Tagged Divisions

Educational Research and Methods

subfactors identified through factor analysis14; each subfactor isin turn comprised of individual items. The constructs include:- Motivation, consisting of 25 items in four subfactors: Control, Challenge, Curiosity and Career.- Metacognition: consisting of 20 items in four subfactors: Planning, Self-monitoring/Self- Checking, Cognitive Strategy and Awareness.- Deep Learning, consisting of 10 items in two subfactors, Motive and Strategy.- Surface Learning, consisting of 10 items in two subfactors, Memorization and Studying.- Academic Self-Efficacy, consisting of ten individual items that do not form specific subfactors.- Leadership, consisting of 20 items with four subfactors, Motivation, Planning, Self- Assessment and

Conference Session

Motivation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Catherine Mcgough Spence, Clemson University; Daniel Michael Kuzbary; Julia L. Sharp, Colorado State University

Tagged Divisions

Educational Research and Methods

beliefs about competence in a domain; it is notnecessarily task-specific. Students’ expectancy is based partly on their self-efficacy14 in additionto their perceptions about the difficulty of the goal, their prior experience, and peerencouragement from others19 . Students with high self-efficacy use more cognitive andmetacognitive strategies as well as self-regulatory strategies such as planning, monitoring, andregulating20 .Future Time PerspectiveFuture Time Perspective (FTP) theory takes into account aspects of achievement motivation thatpertain to students’ perceptions of the time dimension of tasks and goals21-23 . FTP integratesperceptions about the future into present task completion and motivational goal setting. FTPprovides insight into

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Katie Estridge Schneider, Colorado School of Mines; Amy Charlotte Martin P.E., Colorado School of Mines; Terri S. Hogue, Colorado School of Mines

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

%), personal impact (91.4%) and overallexperience (92.3%). Quantitative responses from weekly program surveys show increasing levelsof program satisfaction (in seven of eight categories) throughout the duration of the RETprogram. Ongoing work includes evaluation of qualitative survey responses to further measureprogram effectiveness and to assess self-efficacy in teacher participants. Results will helpformulate the remaining summer WE2NG programs as well as future K-12 outreach at theColorado School of Mines.I. IntroductionResearch Experience for Teachers OverviewThe Research Experience for Teachers (RET) program is a National Science Foundation (NSF)funded summer research opportunity that is hosted at various post-secondary researchinstitutions in

Conference Session

Aerospace Division Technical Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Chadia A. Aji, Tuskegee University; M. Javed Khan, Tuskegee University

Tagged Topics

Diversity

Tagged Divisions

Aerospace

analyses provided additional information about the effectiveness of the intervention.A comparison of the pre-intervention responses of male and female participants (Table 2) showedthat there were some differences in attitudes. Of the four dimensions on which the difference wasstatistically significant, males ascribed higher importance to math for getting a good job (D1).However, females exhibited higher self-efficacy in math (D2) and good aptitude for science (D3).Females also indicated that the use of flight simulator in learning math and science can be helpful(D5).A comparison of the post-intervention responses of males and females showed a higher impact ofthe intervention on females (Table 2). Females had a higher recognition of the usefulness

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Xia Wang, Oakland University; Anica Gwenell Bowe, Oakland University; Chris J. Kobus, Oakland University

Tagged Topics

Diversity, NSF Grantees Poster Session

Evaluating the performance of Lithium ion Chemistry-H Challenge batteries under cold environment (Grosse Pointe)3. Increase in RET-OU participant self-efficacy to teach engineering. Participants completedpre (n=33) and post surveys (n=30) asking about their self-efficacy to teach engineering in asecondary school setting. Surveys were given on the first day of the summer program and againon the final day of the program. The survey had nine items measuring teacher beliefs about theirpedagogical skills to teach engineering. The survey asked teachers to indicate their level ofagreement on a six point scale (Strongly Disagree

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Gordon W Skelton, Jackson State University; Jianjun Yin, Jackson State University

Tagged Topics

NSF Grantees Poster Session

estimated and quantified by using a students’ self-reported Likert scale based on the timelengths and frequencies of each dimension in which students perform. The students’ learning outcome variables will be divided into two main categories: (1)learning performance in terms of deeper understanding of domain knowledge measured by usinga concept inventory, concept map construction, and course quizzes and exams; and (2) learningdisposition in terms of SRL skills, perceived value of SRL assessment, self-efficacy, identity, Page 26.1471.7engagement measured by using different questionnaires developed

Conference Session

Mentoring Graduate Students - Diversity and Assessment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Rochelle Letrice Williams, ABET; Eyassu Woldesenbet, Southern University and A&M College

Tagged Divisions

Graduate Studies, Minorities in Engineering

Education, 19, 100-118.9. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.10. Kerlinger, F.N. and Pedhazur, E.J. (1973). Multiple regression in behavior research. New York: Holt, Rinehart, and Winston.11. Thompson, B. (2006). Research synthesis: Effect sizes. In J. Green, G. Camilli, & P. B. Elmore (Eds.). Handbook of complementary methods in education research (pp. 583–603). Washington, DC: American Educational Research Association.12. Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological

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

Supporting the Capstone Experience

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kun Zhang P.E., California State University-Chico; Pablo K. Cornejo, California State University-Chico; Chris Fosen, California State University-Chico

Tagged Divisions

Civil Engineering

,students were put in groups of four or five to conduct experiments, but students were required towrite and submit letter reports individually. Teams were formed in the first lab based on thecriterion of “Make teams heterogeneous in ability [9]”. Therefore, students were asked toconduct a self-efficacy survey to select their top three abilities from the following five skills:mathematics and data analysis, use of computer-aided design software, handy experimentaltesting, written and oral communication, and leadership. These were considered to be essentialskills to enhance students’ success in this course and the self-efficacy survey results were used tohelp form teams with heterogeneous abilities by the instructor.Figure 1 shows the results of the

Collection

2021 ASEE St. Lawrence Section Conference

Authors

Soheil Fatehiboroujeni, Cornell University; Matthew Jordan Ford, University of Washington Tacoma; Hadas Ritz, Cornell University

members of the instructional team, with an average number ofapproximately 42 submissions per team. 3. Discussion and Conclusions We measure students’ motivation and attitudes towards learning by adopting portions ofthe Motivated Strategies for Learning Questionnaire (MSLQ) that was administered towards theend of each semester [6]. The survey included multiple items related to intrinsic and extrinsicmotivation, self-efficacy, task value, and peer learning and the only statistically significantchange (t-test, 𝑝 ≪ 0. 01) that we observe in the survey results is students’ attitude towardslectures. In 2020 students regard the lectures as more beneficial towards their learning comparedto 2019. Further analysis of this data and the comparison

Conference Session

Technical Session X

Collection

2018 FYEE Conference

Authors

John Krupczak Jr, Hope College

Tagged Topics

FYEE Conference Sessions

Expectations of Non-Technical Students. Paperpresented at 2004 ASEE Annual Conference & Exposition, Salt Lake City, Utah., https://peer.asee.org/129592. Krupczak, J., & Mina, M., & Disney, K. A. (2017, June), A Framework for an Engineering Reasoning Test andPreliminary Results. Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio.https://peer.asee.org/274633. Krupczak, J., & Mina, M. (2015, June), Work in Progress: An Approach to Engineering Literacy EmphasizingComponents, Functions, and Systems Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle,Washington. https://peer.asee.org/250844. Carberry, A.R, Hee Sun Lee, Matthew W. Ohland, Measuring engineering design self-efficacy, Journal

Conference Session

Environmental Engineering Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Pablo K. Cornejo, California State University, Chico; Kevin Orner, University of South Florida

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

students (n=79) at a Hispanic-Serving Institution(HSI) through a semester-long group project. Life cycle assessment (LCA) and life cycle costanalysis (LCCA) were used to analyze the environmental and economic impacts of energyrecovery, water reuse, and nutrient recycling processes from a small-scale agriculturalwastewater treatment system in rural Costa Rica. Students’ ability to solve problems and producesolutions that accounted for environmental, economic, and social factors were evaluated usingdirect measures of student performance on specific assignments (e.g., final report, final videopresentation) and indirect measures using a self-efficacy questionnaire. Direct measures weregraded by the instructor of the course and an in-country partner

Conference Session

Pre-college Engineering Education Division Technical Session 12

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Krista Schumacher, University of St. Thomas; Deborah Besser P.E., University of St. Thomas; Annmarie Thomas, University of St. Thomas

Tagged Divisions

Pre-College Engineering Education

may feel if they have low self-efficacy in this area of engineering and design.Lesson PlanPrep: Structured Practice:• Gather supplies 10 minutes• Fill bucket with water • Collaboration with partner(s). Must present finalGrouping: design before using materials. Have to spend 10• Instruction will be given as an entire group. minutes planning without touching materials. Must build exactly what is on

Conference Session

Computing and Information Technology Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Caleb James O'Malley, University of Florida; Ashish Aggarwal, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

researchershave studied various factors for their ability to influence the performance of a student in anintroductory programming course discussed below.1.1 Factors of SuccessA wide range of factors spanning from a student’s gender to their experience with video gameshave been studied in the context of student success in programming courses. Some of the mostcommonly analyzed factors include gender [3], [4], [5], [6], prior programming experience [3],[5] – [9], and previous math or science courses [3], [8]. Other factors include self efficacy [6],[8], comfort level [3], [6], [10], motivation [10], and attributions [6], [8].There is currently little evidence that gender plays a major role in student success. Quille et al.[4] conducted a multi-institutional