Conference Session

Industrial Engineering Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Justine M. Chasmar, Clemson University; Brian J. Melloy, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Industrial Engineering

aims to understand effects of a SRL workshop/intervention, framed by the StudyCycle, on IE students’ SRL strategy use in an IE course.Self-regulated LearningAt a symposium at the 1986 American Educational Research Association (AERA) annualmeeting, a group of researchers agreed on a definition of SRL combining three aspects ofcognitive and affective domains that help students achieve their academic goals: motivation,metacognition, and self-directed action20. Later, Zimmerman and Schunk coined the phrase“masters of their own learning” to describe students who practice SRL techniques21. Self-regulated learners are seen to have high motivation in terms of self-efficacy and intrinsic taskattributions22. Metacognitive strategies used by self

Conference Session

Entrepreneurship & Engineering Innovation Division – Evaluating Student Behaviors and Attitudes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Philip Reid Brown, Virginia Tech Department of Engineering Education; Julia M. Williams, Rose-Hulman Institute of Technology; Shannon M. Sipes, Rose-Hulman Institute of Technology

Tagged Divisions

Entrepreneurship & Engineering Innovation

(self-efficacy) are predictors to improving that skill23. Once again, results from multiple methods helpus understand the role that the academy played in helping students improve their teamworkskills.Problem SolvingWhen problem solving was mentioned in reflective activities, surveys and rubrics, it was usuallywith respect to solving problems in communication and teamwork. As the academy focused onworking with others, it makes sense that problems students remember solving are mostly thosethat involve communication and teamwork. In this way, responses about problem solving in thisassessment seem tangential to communication and teamwork. For example, one of the problemsolving weaknesses highlighted in rubrics was the lack of consideration of all

Conference Session

Fundamental: Metrics & Assessment for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cathy P. Lachapelle, Museum of Science; Yoonkyung Oh, Pennsylvania State University; Muhammad Faiz Shams, Museum of Science; Jonathan D Hertel, EiE/Museum of Science; Christine M Cunningham, Museum of Science

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

realistic Page 26.848.2problems. Engaging in PBL is challenging for both teachers and students, but when compared totraditional learning methods, has been shown to lead to improved attitudes, self-efficacy, andlearning gains on both traditional subject matter and problem-solving skills11. Underrepresentedminorities specifically have also been found to benefit in these ways from PBL curricula andtraining for their teachers12.Efficacy StudyThe intent of an efficacy study is to test whether an educational innovation, implemented underideal conditions, has a causal effect on student outcomes13. Resources should be ample andfidelity carefully monitored

Conference Session

First-Year Programs Division Technical Session 7: The Transition from High School to College

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julie M. Hasenwinkel, Syracuse University; Kathryn R Pynn, Syracuse University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

enhancing collaboration between peers andpotentially easing the difficulty of the engineering curriculum for some students. Strategies thathave been found to be effective for learning in engineering classrooms and promoting community-building amongst students include cooperative learning activities, model-eliciting activities,problem-based learning, inquiry-based laboratories, and learning communities.3 The use of studentself-assessment tools can help students to increase self-efficacy and confidence in theirengineering-related abilities.11 Many universities are currently utilizing multi-pronged approachesthat include improvements to mentoring and academic advising, the development of a communityof belonging, and improvements to teaching in the

Conference Session

Dynamics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeremiah J. Neubert, University of North Dakota; Joel Kevin Ness, University of North Dakota

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

number of students that fail to complete the coursewith a C or better, a requirement to avoid retaking the course. The impact of the supervisionswas measured through the use of final course grades, student performance on summativeassessments, and surveys. The results show that supervisions positively impacted student successand persistence, but there is some concern with its effects on student self-efficacy. In addition, itwas found that supervisions did not affect student use of crutches.SupervisionsCambridge and Oxford Universities both assign problems to students that become the focus ofsmall group discussions called supervisions. The discussions are facilitated by a supervisor.Typically, the supervisor a graduate student, post-doctoral

Conference Session

Materials Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Richard E Eitel, Stevens Institute of Technology

Tagged Divisions

Materials

“active”learning behaviors including: engagement, interest in the topic, and motivation to learn. Thisspeaks to a high level of student satisfaction with the overall course format and instructionalstrategies employed. While the overall findings are positive, the evaluation of instructionalstrategies points toward several areas for continued improvement. In particular, students’ self-efficacy was clearly linked to exam performance, which they improved by relying on theprovided model solutions (for exam and assigned problem sets). This potentially highlights anover reliance on exams as an assessment tool, without providing sufficient motivation forstudents to gain conceptual understanding and demonstrate mastery of the topic. In addition,students

Conference Session

Teaching the Business Side of Construction

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jake Smithwick, Arizona State University; Kristen Caroline Hurtado, Arizona State University; Anna Thurston, Arizona State University; Kenneth Timothy Sullivan, Arizona State University

Tagged Divisions

Construction

, C. D., & Hill, R. B. (2010). Impact of an Engineering Mentorship Program on African-American Male High School Students’ Perceptions and Self-Efficacy. Journal of Page 26.1148.8 Industrial Teacher Education, 47(1), 99–127.3. FM Accredited Degree Program Directory. (n.d.). Retrieved January 10, 2015, from http://foundation.ifma.org/academics/fm-accredited-degree-program-directory4. Kram, K. E., & Isabella, L. A. (1985). Mentoring Alternatives: The Role of Peer Relationships in Career Development. Academy of Management Journal, 28(1), 110.5. NRC (National Research Council). 2008. Core Competencies for Federal Facilities

Conference Session

Civic Engagement and Volunteerism in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan E. Canney P.E., Seattle University; Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

of social responsibility. Resultsshowed that, irrespective of the weighting system, volunteerism had poor to moderate correlationwith social responsibility attitudes. Looking specifically at the eight dimensions of the PSRDM,the strongest correlations existed between volunteerism and how engineering students weightedthe costs and benefits of volunteering and how they saw their professional obligation to helpothers as engineers or through their profession; though these had only weak correlations (0.3).BackgroundEngaging in volunteer activities has been shown to be very beneficial to students, not only intheir development of personal values and self-efficacy, but also having positive effects onacademic performance measures1. When tied to

Conference Session

First-year Programs Division Technical Session 9: Focus on Student Learning, Lifelong Learning, and the Whole Student

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julianne D. Vernon, University of Michigan; Lorelle A Meadows, Michigan Technological University; Stacie Edington, University of Michigan

Tagged Divisions

First-Year Programs

J. E. Pizzolato, P. Chaudhari, E. D. Murrell, S. Podobnik, and Z. Schaeffer, “Ethnic Identity, Epistemological Development, and Academic Achievement in Underrepresented Students,” Journal of College Student Development, vol. 49, no. 4, pp. 301–318, 2008.18 J. E. Pizzolato, “Assessing self-authorship,” New Directions for Teaching and Learning, vol. 2007, no. 109, pp. 31–42, 2007.19 Masi, Barbara, “Impact on Freshman Design Experiences on Self-Efficacy in Engineering,” in the Proceedings of the 2009 ASEE Annual Conference, Session 2314. Austin, TX. Jun-2009.AppendixA1. Course content and structure Fall 2013 and 2014 Style Fall 2013 Style

Conference Session

Visualization Within Engineering Design Graphics Education Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Norma L Veurink, Michigan Technological University; A. J. Hamlin, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Engineering Design Graphics

using an online testing toolthey developed. They found there was no significant differences in performance, howeverstudents spent more time on the online test.Other studies have found some differences in on-line versus paper exams. Deutsch, Herrmann,Frese, and Sandholzer4 found gender differences in students taking online exams. These genderdifferences were attributed to differences in computer-self efficacy, but they found thedifferences were reduced considerably after students had a single experience taking an onlineexam. McDonald5 considered score equivalence between paper and computer-based assessmentsand concluded that individual differences in computer experience, computer anxiety, andcomputer attitudes could impact the potential of some

Conference Session

Visualization Within Engineering Design Graphics Education Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Johnson, Texas A&M University; So Yoon Yoon, Texas A&M University

Tagged Divisions

Engineering Design Graphics

undergraduate students, developed the TESS (Teaching Engineering Self-efficacy Scale) for K-12 teachers, and rescaled the SASI (Student Attitudi- nal Success Inventory) for engineering students. As a program evaluator, she has evaluated the effects of teacher professional development (TPD) programs on K-6 teachers’ and elementary students’ attitudes to- ward engineering and STEM knowledge. As an institutional data analyst, she is investigating engineering students’ pathways to their success, exploring subgroup variations. Page 26.707.1 c American Society for Engineering Education, 2015

Conference Session

First-year Programs Division Technical Session 10: Paying Attention to Retention

Collection

2015 ASEE Annual Conference & Exposition

Authors

Steffen Peuker, California Polytechnic State University; Nova Alexandria Glinski Schauss, Oregon State University

Tagged Divisions

First-Year Programs

-19 Volume 3, 20023. Veenstra, Cindy P., Dey, Eric L., Herrin, Gary D., "A Model for Freshman Engineering Retention", AEE, Volume 1, Issue 3, Winter 20094. Meyers, Kerry L., Silliman, Stephen, E., Gedde, Natalie, L., Ohland, Matthew, W., "A comparison of engineering students’ reflections on their first year experiences.", J. Engineering Education, April 20105. Hutchison, Mica A., Follman, Deborah K., Sumpter, Melissa, Bodner, George M., "Factors influencing the self- efficacy beliefs of first year engineering students", J. Engineering Education, January 20066. Landis, R. B., "Student Development: An Alternative to 'Sink or Swim'", Proceedings of 1994 ASEE Annual Conference, June 19947. Lotkowski, Veronica A., et al. "The Role of

Conference Session

Data Analysis and Assessment

Collection

2015 ASEE Annual Conference & Exposition

Authors

David B. Knight, Virginia Tech, Department of Engineering Education; Cory Brozina, Virginia Tech; Eric M. Stauffer, Virginia Tech; Chris Frisina, Virginia Tech; Troy D. Abel, Virginia Tech

Tagged Divisions

Computers in Education

is an investigation of how studentsinteract with data or how faculty can use data to change teaching.3 Practices that select relevantdata traces and develop dashboards with learners instead of for learners may lead to strongerstudent self-efficacy, build on existing social learning theory, and benefit from perspectivesfound within human centered design practices.Our interdisciplinary team of faculty and graduate students from engineering education,computer science, human computer interaction, human centered design, learning sciences, andvisual communications are following a mixed-methods, human centered approach to dashboarddevelopment that breaks new ground in learning analytics by involving the end users throughoutthe dashboard design and

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Jana Bouwma-Gearhart, Oregon State University; Shane A. Brown P.E., Oregon State University; Thomas Dick, Oregon State University; Susie J Brubaker-Cole, Oregon State University; Ann Sitomer, Oregon State University; Kathleen Quardokus Fisher, Oregon State University; Julie Risien, Oregon State University ; David L. Little II, Oregon State University; Christina Smith, Oregon State University; john David ivanovitch, Oregon State university

Tagged Topics

NSF Grantees Poster Session

student growth concerning: conceptual learning via concept inventory and Concept Warehouse questions; student measures of interactive engagement and frequent formative assessment viewed through the Interactive, Constructive, Active, and Passive framework (ICAP);15 student social network development related to participation in ICAP activities; and other student outcomes measures (such as content self-efficacy) based on faculty particular interest in students in their classrooms.7. Utilize and facilitate individualized portions of above data collection processes with faculty regarding student growth to inform reflection and change to practice.8. Develop ICAP and social network student instrument mentioned above utilizing established

Conference Session

Entrepreneurship & Engineering Innovation Division – Program Development & Desired Outcomes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sergio William Sedas, Tecnológico de Monterrey

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

Village, ILL: American Academy of Pedriatrics.[6] Seligman, M.E., “The Optimistic Child: A proven program to safeguard children against depression and buildlifelong resilience”, Mariner Books, 2007, ISBN: 978-0618918096[7] Seligman, M.E., “Learned Optimism: How to change your mind and your life”, Vintage, 2006, ISBN: 978-1400078394[8] Lopez, S. & Snyder, C.R., “The OxfordHandbook of Positive Psychology”, Oxford University Press, 2 nd edition 2009[18] Carver, C., Scheier, Mi., Miller, C. and Furlford, D.; "Optimism"; Lopez, S. & Snyder, C.R. (Eds.), TheOxford Handbook of Positive Psychology, Oxford University Press, 2nd edition 2009[21] Maddux, James E., "Self-Efficacy: The Power of Believeing you Can", Lopez, S. & Snyder, C.R. (Eds

Conference Session

Research to Practice: STRAND 3 – Principles of K-12 Engineering Education and Practice

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jonathan R Zubarriain, Vaughn College of Aeronautics and Technology; Nicholas Kumia, Vaughn College of Aeronautics and Technology; Shouling He, Vaughn College of Aeronautics & Technology

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

implementation. In addition, exposingstudents to more challenging concepts, more productive brainstorming process and developingcooperative learning skills are also under investigation.Bibliography1. T. D. Fantz, T. J. Siller and M. A. DeMiranda, “Pre-collegiate factors influencing the self-efficacy of engineering students,” J. of Engineering Education, July 2011, vol. 100. No. 3, pp. 604-623.2. N. S. Salzman, G. D. Ricco, and M. W. Ohland, (2014), “Pre-college engineering participation among first-year engineering students”,Proc. of the 2014 American Society for Engineering Education Annual Conference, Indianapolis, IN, June 15-18.3. I. Jormanainen, Supporting Teachers Unpredictable Robotics Learning Environment, Dissertation in Forestry and

Conference Session

Multidisciplinary Approaches to Sustainability and Grand Challenges

Collection

2015 ASEE Annual Conference & Exposition

Authors

Teresa J. Cutright, University of Akron

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

undergraduates. Economics Education Review 29: 935-946, 2010.6. Shotton, H.J., Oosahwe, E., Cintron, R. Stories of success: experiences of American Indian Page 26.1640.12 students in a peer-mentoring retention program. Rev higher Educ 31(1): 81-107, 2007.7. Amelink, C.T., Creamer, E.G., Gender differences in elements of the undergraduate experience that influence satisfaction with the engineeirng major and the intent to pursue engineering as a career. Journal Engineering Education 99(1): 81-92, 2010.8. Concannon, J.P., Barrow, L.H. A reanalysis of engineering majors' self-efficacy beliefs. J Science Education

Conference Session

Mathematics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christine Lindstrøm, Oslo and Akershus University College

Tagged Divisions

Mathematics

math self-efficacy).In all cases, KA was used as a supplemental resource in a blended learning model. Blendedlearning as a term emerged in 19993 and refers to the blending of "text-based asynchronousInternet technology with face-to-face learning,"4 where the primary role of ICT is tocomplement student learning as opposed to replace face-to-face time.5 One form of blendedlearning that is becoming increasingly common in tertiary science and engineering educationis the combined use of Flipped Classroom (FC) and Just-in-Time Teaching (JiTT). FC refersto a teaching structure where students receive their first exposure to the subject material priorto class so that class time can be freed up to work with the material, which is the reverse orderto

Conference Session

Research & Evaluation on K-12 Teachers and Teaching.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sarah Marie Coppola, Tufts Center for Engineering Education and Outreach; Leonardo Andres Madariaga, Tufts University Center for Engineering Education and Outreach / Federico Santa Maria Technical University; Marya H. Schnedeker, Center for Engineering Education and Outreach, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

Education, 369-387.9) Molitor, S.C., Kaderavek, J.N., Dao, H., Liber, N.J., Rotshtein, R., Milewski, G., & Czerniak, C.M. (2014). Engineering Teaching Behaviors in PK-3 classrooms. Proceedings of the ASEE Annual Conference and Exposition, June 2014, Indianapolis, IN.10) Yoon Yoon, S., Evans, M.G., & Strobel, J. (2012). Development of the Teaching Engineering Self-Efficacy Scale (TESS) For K-12 Teachers. Proceedings of the ASEE Annual Conference and Exposition, June 2012, San Antonio, TX.11) Wang, H.-H., Moore, T. J., Roehrig, G. H., & Park, M. S. (2011). STEM integration: The impact of professional development on teacher perception and practice. Journal of Pre-College Engineering Education Research, 1(2), 1-13.12

Conference Session

Best Papers in K-12 / Pre-college Division

Collection

2015 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue, Towson University; Elizabeth Anne Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

in the PreK-12 setting was acceleratedwith the release of A Framework for K-12 Science Education: Practices, Crosscutting Conceptand Core Ideas and the subsequent standards document, The Next Generation ScienceStandards.1,7,8 Engineering is still, however, a recent and complex challenge for teachers, Page 26.592.3particularly those at the elementary level, who often lack self confidence and self efficacy withregard to teaching engineering.1,2 Teachers’ self confidence in a subject is linked to both howthey perceive it and their knowledge of the subject itself.19 Elementary teachers receive little tono training in engineering in either pre

Conference Session

First-year Programs Division Technical Session 11: Curricular and Program Innovations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elisabeth A. Chapman, Clarkson University; Elisabeth Maria Wultsch, Clarkson University; Jan DeWaters, Clarkson University; John C. Moosbrugger, Clarkson University; Peter R Turner, Clarkson University; Michael W. Ramsdell, Physics Dept. Clarkson University; Robert Prout Jaspersohn, Clarkson University

Tagged Divisions

First-Year Programs

motivating modern learners indicates that it is important to enable“the millennials” to overcome anxiety and believe that they can learn content and achieve theoutcomes; they must build self-efficacy and take responsibility for their own learning.According to Pryce, some of the best ways to motivate the millennial student are through guidedpractice, repeated and distributed practice, and early and frequent “low stakes formativeassessment with developmental feedback, as well as repeated and distributed practice built intothe course structure.”10 Thus, the development of appropriate class components and assessmentsis essential, especially for a course aimed at first-year students. The assessments must: 1) beperceived as both relevant and valuable to

Conference Session

Using Technology and Research-based Instructional Practices in BME

Collection

2015 ASEE Annual Conference & Exposition

Authors

Casey Jane Ankeny, Arizona State University; Stephen J. Krause, Arizona State University

Tagged Divisions

Biomedical

attitudesurveys completed during the same time frame also showed positive outcomes, supporting thenotion of high self-efficacy. Briefly, with respect to the SVM, the majority of students (n=149)agreed with statements concerning value (94%), interest (62%), and cost (78%). According tothe BSS survey, all engagement strategies were favorable with opinions of the pencaststatistically higher than the rest of the interventions (0.9/1, n=132 students) and the flippedclassroom statistically lower than the other interventions (0.69/1, n=132 students). In terms ofachievement, pre-instruction data of the concept quiz yielded a score of 44% (n=82) for Fall2014 and post-instructions scores were 75% for Spring 2014 (n=33) and 76% for Fall 2014(n=49). Analysis of the

Conference Session

First-year Programs Division Technical Session 5: Using Video, Games, and More in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gregory Warren Bucks, University of Cincinnati; Kathleen A. Ossman, University of Cincinnati

Tagged Divisions

First-Year Programs

Education, pp. 267-274, July 2002.4. R. Talbert, “Learning MATLAB in the Inverted Classroom,” Proceedings of the ASEE Conference, San Antonio, TX (2012).5. K. M. Kecskemety, B. Morin, “Student Perceptions of Inverted Classroom Benefits in a First-Year Engineering Course,” Proceedings of the ASEE Conference, Indianapolis, IN (2014).6. M. Stickel, S. Hari, Q. Liu, “The Effect of the Inverted Classroom Teaching Approach on Student/Faculty Interaction and Students’ Self-Efficacy,” Proceedings of the ASEE Conference, Indianapolis, IN (2014). Page 26.1698.127. N. K. Lape, R.L. Levy, D. H. Yong, K. A. Haushalter, R. Eddy, N

Conference Session

First-year Programs Division Technical Session 3: Diversity and Multicultural Influences in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, Texas A&M University; Monica M Cortez, Texas A&M University; Teri Kristine Reed, Texas A&M University; P.K. Imbrie, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, developed the TESS (Teaching Engineering Self-efficacy Scale) for K-12 teachers, and rescaled the SASI (Student Attitudi- nal Success Inventory) for engineering students. As a program evaluator, she has evaluated the effects of teacher professional development (TPD) programs on K-6 teachers’ and elementary students’ attitudes to- ward engineering and STEM knowledge. As an institutional data analyst, she is investigating engineering students’ pathways to their success, exploring subgroup variations.Dr. Monica M Cortez, Texas A&M University Monica M. Cortez, Ph.D., is the Director of the Texas A&M Engineering Academy and Workforce De- velopment Programs at Texas A&M University. She received her Ph.D. and M.S

Conference Session

Broadening Participation in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Coleen Carrigan, Cal Poly San Luis Obispo; Eve A. Riskin, University of Washington; Jim L Borgford-Parnell, University of Washington; Priti N Mody-Pan, University of Washington; Dawn Wiggin, University of Washington; Sonya Cunningham, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. First, our participants, all of whom were persisting inengineering majors at the time of this study, expressed high levels of self-efficacy, and self-identified as someone who seizes opportunities and combats self-doubt with a fierce work ethic.We call this type of student an “active agent.” Second, emerging across all domain categorieswas a strong sense of responsibility toward kin, and community and support from theseoftentimes-nontraditional sources. In identifying and analyzing these two seeminglycontradictory characteristics – strong individual drive and interdependent, relational orientation –we hope to inform diversity advocates in engineering about the unique attributes that helpstudents from low socioeconomic standpoints persist and

Conference Session

First-year Programs Division Technical Session 12: Teaching and Advising Students in that Critical First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shelley Lorimer P.Eng., MacEwan University; Jeffrey A Davis P.Eng., Grant MacEwan University

Tagged Divisions

First-Year Programs

studentswith a higher probability of failure) reduce attrition through improving self-efficacy and skilllevel in mathematics. Moses et al.6, in an article devoted to math readiness and personality, stressthe need to examine math readiness to in order to improve retention of first-year students. Thisstudy consisted of participation from 129 freshman engineering majors, and used logisticregression as a means of evaluating the data. Moreover, research in engineering education has indicated that pre-university assessment of“student readiness” might be used to inform best practices in teaching first-year engineeringcourses. A substantial portion of the literature considered in this paper was devoted to theevaluation of mathematical and other pre

Conference Session

Technical Session: Pedagogical Strategies and Classroom Techniques for Teaching Assistants

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephen W. Crown, University of Texas, Pan American; Ana Alanis, University of Texas, Pan American ; Jose Luis Chavez Jr., The University of Texas, Pan-American; Joel Guadalupe Montemayor, University of Texas, Pan American; Ricardo Montemayor, University of Texas, Pan-American; Haidy Enid Soto, University of Texas, Pan American

Tagged Topics

Diversity

Tagged Divisions

Student

STAR Legacy cycle11 which guidesstudents through six phases entitled The Challenge (problem definition), Generate Ideas(brainstorming), Multiple Perspectives (open inquiry), Research and Revise (guided inquiry,lecture, textbook), Test Your Mettle (formative assessment), and Go Public (summativeassessment, presentation).A decision was made to use CBI as the framework for the development and implementation ofthe fourth year curriculum for the outreach program. The decision was based on the previoussuccess of integrating projects into the curriculum in the TexPREP program and studies showingpositive results, especially in self-efficacy and adaptive expertise12, associated with theimplementation of CBI. The development of four courses using CBI

Conference Session

Evaluation: Exploring High School Engineering Education Initiatives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Roxanne Moore, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Sunni H. Newton, CEISMC; Jeffrey H Rosen, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology; Stefanie A Wind, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

modified from severalvalidated instruments related to the 21st Century Skills listed above 33, 34. In addition to 21stCentury Skills, student engagement and self- efficacy were also measured. This instrument,developed by researchers at Georgia Tech for this project, included forty-five items on a 5-pointLikert-type rating scale (e.g., ranging from “Strongly Agree” to Strongly Disagree”), with aCronbach’s α of 0.91, and internal consistency for each of the five scales ranging from 0.84 to0.95. Engineering design portfolio assessment. In addition to affective data, studentachievement data were collected using an engineering design portfolio assessment (EDPA). Foreach project, students used a digital log to document their progress through the

Conference Session

Working in Teams: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan Mentzer, Purdue University, West Lafayette; Andrew Jackson, Purdue University, West Lafayette; Kevin Andrew Richards, Northern Illinois University; Angelika N Zissimopoulos, Purdue University, West Lafayette; Dawn Laux, Purdue University

Tagged Divisions

Educational Research and Methods

research interests are engineering self-efficacy, creativity, and decision making.Dr. Kevin Andrew Richards, Northern Illinois University K. Andrew R. Richards is currently a visiting assistant professor at Northern Illinois University. Prior to his current post, Richards was a post-doctoral research associate with the Center for Instructional Ex- cellence at Purdue University, USA. His post-doctoral position focused on the evaluation of a large-scale course transformation project that sought to increase active learning and student-centered pedagogies in university-level teaching. Prior to post-doctoral studies, Richards completed his Master’s degree and PhD at Purdue University, and Bachelor’s degree at Springfield

Conference Session

Interest and Movitation: Formulating New Paradigms to Increase URM Participation in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michele Yatchmeneff, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

because it is linked to student success and persistence in STEM degrees30,33–39.Students’ self-efficacy in mathematics and science is also related to student success andpersistence in STEM degrees10,20,35,37,40–42.MethodsSelf-Determination TheoryI used Ryan and Deci’s self-determination theory of motivation as the theoretical framework formy study. Self-determination theory takes into consideration intrinsic and extrinsicmotivations43–46. ANSEP makes public the extrinsic motives they provide to their high schoolstudents, such as scholarships, to motivate them to complete advanced mathematics and sciencecourses19. Due to ANSEP’s high levels of success at motivating high school students to takeadvanced mathematics and science course19,21,22, ANSEP