Conference Session

Educational Research and Methods Division (ERM) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Autumn R. Deitrick, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

Small and Big-C creativity in Poland,” The International Journal of Creativity &Problem Solving, vol. 19, pp. 7-26, 2009.[45] J. C. Kaufman and R. A. Beghetto, “Beyond big and little: The four c model ofcreativity,” Review of general psychology, vol. 13, no. 1, pp. 1-12, 2009.[46] M. Karwowski, I. Lebuda, and E. Wiśniewska, “Measuring creative self-efficacy andcreative personal identity,” The International Journal of Creativity & Problem Solving, 2018.[47] P. Tierney and S. M. Farmer, “Creative self-efficacy development and creative performanceover time,” Journal of applied psychology, pp. 96, no. 2, 2011.[48] A. Bandura, Social foundation of thought and action: A social cognitive theory, EnglewoodCliffs, NJ: Prentice-Hall, 1986.[49] T

Conference Session

Accountability and Stewardship

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tamecia R. Jones, North Carolina State University; Chrystal S Johnson; Siddika Selcen Guzey, Purdue University

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

researcherswill address alignment of data formats to the research questions. The research team will be usingthe Civic Assessment Survey Instrument with pre-, mid-, and post-field tests to assess the impactof the curricula.FUTURE RESEARCH: PILOT STUDYAfter the curriculum is completed, we will conduct a pilot study for 40 teachers (20 treatment, 20control), totaling about 800 students. The Expectancy-Value-Cost for Professional Developmentscale (EVC-PD)[9] will be used to gauge teacher motivation to implement modules. The teamwill measure effect of modules on student civic purpose, knowledge and skill, empathy and self-efficacy. After the curriculum is implemented in classrooms, we will measure if the interventionsupports academic success as measured by

Conference Session

Educational Research and Methods Division (ERM) Technical Session 12

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hank Boone, University of Nevada, Las Vegas; Danxu Wang, University of Nevada, Las Vegas; Emma Regentova, University of Nevada, Las Vegas; Venkatesan Muthukumar, University of Nevada, Las Vegas; SJ Kim, University of Nevada, Las Vegas; Jonathan Hilpert, University of Nevada, Las Vegas

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

in today will be important for my future goals”. Interest wasdefined as interest in the subject material. An example of Interest is “I found fulfillment in doingengineering ”.Self-perceptions and definitions were operationalized as students’ personal and social attributeswhile learning. Two underlying factors were used to measure self-perception and definitions:Self-efficacy (3 items; α= .83; ω=.86) and Self-concept (3 items; α= .73; ω=.78) [26-28]. All self-perceptions and definitions questions were listed in one block with the following prompt “Pleaseconsider how confident you were today in the camp”. Self-efficacy was defined as students’ self-assessment in solving content related problems. An example of Self-efficacy is “I

Conference Session

First-Year Programs Division WIPS 3: Courses and Curricula

Collection

2024 ASEE Annual Conference & Exposition

Authors

Petra Bonfert-Taylor, Dartmouth College; Vicki V. May P.E., Dartmouth College

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

concepts Compare students who took HCE courses with those on the concepts than students on standard prerequisite pathway. the standard prerequisite pathway.4. Sense of Correlate self-efficacy and perceptions as measured by the Key activities, support belonging adapted version of the Longitudinal Assessment of mechanisms, and programs Engineering Self-Efficacy survey (AWE, 2009) to activities, identified. support mechanisms, and programs that students participated in (self-report and tracking of certain programs such as First-Year Summer

Conference Session

First-Year Programs Division Technical Session 5: Identity & Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elizabeth Zanin Flanagan, Clemson University; Karen A. High, Clemson University

Tagged Divisions

First-Year Programs Division (FYP)

given a survey at the beginning and end of the semester for a pre andpost-assessment. Students also complete written reflections after each lesson. Student surveyresults from the Fall 2023 cohort are used for this analysis.Survey items There are three factors from Godwin [7] on Engineering Identity: Recognition, Interest,and Performance/Competence, all previously defined. There are four factors of empathy fromHess et al. [8] based on the work of Davis’s [25] Interpersonal Reactivity Index (IRI):interpersonal self-efficacy, emotional regulation, perspective taking, and empathic concern.Interpersonal self-efficacy is defined as “the ability to successfully interact with others, includingothers who may have perspectives that diverge from

Conference Session

Educational Research and Methods Division (ERM) Technical Session 21

Collection

2024 ASEE Annual Conference & Exposition

Authors

Trevion S. Henderson, Tufts University; Collette Patricia Higgins, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

relationships.The research represents a preliminary analysis of data examining the role of students’ socio-academic relationships in their learning in undergraduate science and engineering education. Thebroader study also examines sociocognitive influences, such as self-efficacy beliefs andacademic adjustment, in students’ socio-academic experiences. While findings from thispreliminary analysis appear to undermine research that has consistently documentedunderrepresented minorities (URM) students’ negative experiences in STEM classroomsbroadly, and within engineering classrooms specifically, we intend to analyze these andadditional data using social network analysis, which we believe may be better suited forunderstanding students’ socio-academic

Collection

2024 CIEC

Authors

Sarah (Yin Yin) Tan; Song-Lin Yang; David Labyak

in S-STEM Engineering Technology Scholars (ETS) program, may face challengesin academic and career advancement. These challenges often stemmed from feelings ofunpreparedness, lower self-efficacy, and a reduced feeling of inclusion, compared to their peersin the same honors program. However, little research has integrated both objective andsubjective approaches, to assess and compare academic success between transfer students in theETS program and their traditional engineering transfer counterparts.This study focuses on examining whether participation in the Engineering Technology Scholars– IMProving Retention and Student Success (ETS-IMPRESS) program, designed to supportunderrepresented students in engineering technology (ET) fields

Conference Session

Engineering Physics and Physics Division (EP2D) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Oluwapemiisin Gbemisola Akingbola, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Frank Efe, Morgan State University; Hannah Abedoh, Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Physics and Physics Division (EP2D)

] illustrates the concept of engagement as a complex interplay between social contextsand individual experiences. Engagement is portrayed as a consequence and a predictor ofsignificant academic, social, and emotional outcomes. In this conceptualization, engagementbecomes a crucial factor influencing the causal relationships between students’ individualexperiences and their behaviors in school and beyond [17].Figure 1: The Various Aspects of Student Engagement [16]As opined by Bandura [18], one activity cannot fully address the complex chain of the cognitiveprocesses that make up motivation. Self-efficacy, or the conviction that one can bring aboutpositive results through one’s own decision-making is a key motivator [19]. Self-efficacy affectspeople’s

Collection

2023 ASEE Midwest Section Conference

Authors

Kristine Q. Loh; Moumita Dasgupta

specified andnot inquiry-based, the students’ main goal is to complete the lab as soon as possible and ignorediscrepant results to finish quickly [9], [10]. The scaffolded completion of this table guided thedevelopment of critical thinking skills and gave the non-STEM students a framework for how tocheck for discrepant results in the future. This visual representation can also reduce scienceanxiety and increase self-efficacy, as seeing small differences between the measured andtheoretical mass could confirm that the students were completing the experiment correctly. Uponcompleting the table for the 100 g mass, the students then repeated these steps for the 500 gmass. An example of a student group’s results is shown in Figure 3

Conference Session

Engineering Design Graphics Division (EDGD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Erik Schettig, North Carolina State University; Aaron C. Clark, North Carolina State University ; Jeremy V. Ernst, Embry-Riddle Aeronautical University

Tagged Divisions

Engineering Design Graphics Division (EDGD)

communication ofdesign information through technical sketching and computer-aided design (CAD)constraint-based solid modeling. Such an engaging course intends to enhance students’spatial visualization, modeling ability, and self-efficacy in applying related tools in thefuture. This sample consists of students who each enrolled in one semester from a totalof three semesters of participating students exposed to components of student-centeredlearning between the Spring of 2018 and Spring of 2019. The course consists of up to60 students per section. The data for this study comes from an NSF IUSE study measuring student self-efficacy in 3D modeling and academic success, including course grades and spatialvisualization skills [5]. The sample size is

Conference Session

MECH - Technical Session 9: Advanced Mechanical Engineering Topics

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel Mok, Massachusetts Institute of Technology; Cong Li, Massachusetts Institute of Technology; Benita Comeau, Massachusetts Institute of Technology; Emily Welsh, Massachusetts Institute of Technology; Nicholas Xuanlai Fang, University of Hong Kong; John Liu, Massachusetts Institute of Technology

Tagged Divisions

Mechanical Engineering Division (MECH)

wereadapted from the Motivated Strategies for Learning Questionnaire (MSLQ) [37, 38], to measureattitudes associated with learning. In this survey, the learner is asked to rate statements on a 7-point Likert scale (1 - “not at all true of me” to 7 - “very true of me”). The students rated their at-titudes toward intrinsic goal orientation, which is associated with a student’s perception that theyshould participate in the learning task because it is challenging, arouses their curiosity, and forcomplete understanding of the material. Further, the students rated their motivation to reengagewith the material and their fear of making mistakes. Finally, the survey also asked the students torate several self-efficacy constructs, where they are asked to judge

Conference Session

Empowering Students and Strengthening Community Relationships

Collection

2024 ASEE Annual Conference & Exposition

Authors

Danielle N. Wagner, Purdue University; Sukrati Gautam, Purdue University; Peyman Yousefi, Merck Group; Nuela Chidubem Enebechi, Purdue University; Andrew Pierce, Purdue University; William C. Oakes, Purdue University

Tagged Divisions

Community Engagement Division (COMMENG)

. Likewise, the infrastructure in place to facilitate the courses,whether software or physical resources, can impact the GTA experience in positive and negativeways.The interpersonal network for a EPICS GTA is complicated, with large variation in perceived‘rank’ of individuals that must be navigated by the GTA (Figure 2). These relationships can oftenconflict and create sources of stress for the GTA, who is likely already in an intense phase ofpersonal formation and building self-efficacy. A common cause of such conflict arises from having‘dotted-line’ management. GTA’s in general often balance multiple roles with differentsupervisors, including at minimum their direct supervisor for their TA position and their researchadvisor if applicable

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Quintana (Quincy) Clark, Oregon State University; Chidinma Grace Okoye; Theodore Ja

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

(1994) usability inspection methods, usability testing will be done throughfocus groups to explore participants’ perceptions of the user interface design, identify designproblems, and uncover areas to improve the user interface and user experience in Ecampus andhybrid courses (RQ1). A heuristics evaluation [16, 17] of the user interface will be conducted toensure that usability principles are followed to provide a user interface with inclusivity andaccessibility (RQ2). A Likert scale will be adapted from Bandura’s (1989) MultidimensionalScales of Perceived Self-Efficacy [18] to explore participants' self-regulatory efficacy (RQ3).Planned InterventionThe proposed study will combine elements of both exploratory and quasi-experimental

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Margaret A Hunter, Hofstra University; David M. Rooney, Hofstra University; Richard J. Puerzer, Hofstra University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

factors by Heilbronner [3]:ability, self-efficacy, educational experiences and interest. Engineering majors are more likely tograduate when they have good math preparation [4]. Less than optimal high school preparationhas contributed to early switching out of STEM majors, and this phenomenon is experienced at ahigher rate by students of color. These students have reported that they were underprepared andoverconfident in their college STEM courses. The disconnect was described by these students asbeing top of their class in high school to being the bottom of their college physics or math classes[5]. Self-efficacy [6] is the belief by an individual that they have the ability to produce theoutcome expectancy. This can be described as an individual’s

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

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

Principal Skinner's Secrets: Cultivating STEM in Remote Locations, Steamed Hams!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Taryn Melkus Bayles, University of Pittsburgh; Claudia J. Morrell, STEM Equity Initiative, LLC; Sandra Staklis, RTI International; Kevin A Jordan, RTI International

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

providedby the agency to develop educational self-efficacy, responsibility, and empathy for others.Inclusive: Educators are aware of and responsive to the ways that students are marginalized by ourcurrent education system. Educators (and all individuals in the building) actively and lovinglyaddress negative bias and integrate affirmations to promote social-emotional growth and well-being for all individuals in the classroom and school.Relevant Students experience “relatedness” with their teachers and a learning relevant to their livesthrough direct connections to their community, their country, and the world.The Engineering CurriculumPI Bayles co-developed the INSPIRES Curriculum (Figure 3)which was designed to specificallytarget three Standards for

Collection

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

Authors

Mohammad Heshmati, Mississippi State University; Bill B Elmore, Mississippi State University

experimental procedures.Currently, all projects are undergoing the design phase. Next steps involve purchasing allnecessary equipment, constructing prototypes, and conducting tests to validate the underlyingassumptions for each project. Subsequently, based on the average size of a first-year class, we willacquire the required equipment to ensure readiness for use.Pre- and post-project ABET-based surveys will be assigned to students for each project. This is togauge their understanding of each specific subject, as well as potential improvements in their self-efficacy and sense of collaboration in teams.REFERENCES[1] Howard S. Barrows and Robyn M. Tamblyn, Problem-Based Learning: An Approach toMedical Education, Springer Publishing Company, 1980[2] Erik

Conference Session

MECH - Technical Session 15: Engineering Education Research and Reviews

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ibrahim Nihad Awartani, University of Cincinnati; Iman Shayegani, University of Cincinnati; David Allen Evenhouse, University of Cincinnati; So Yoon Yoon, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering Division (MECH)

and diversity,equity, and inclusion (DEI). The authors described how these subcategories would need to becategorized properly in future revisions, but the idea is they heavily dictated a student’sconfidence and sense of belonging.Summarizing this listing, we concluded with a motivational category list of interventionsubcategories as follows: task-value interventions (e.g., utility-value, communal value), framinginterventions (e.g., self-efficacy, belonging), personal value interventions (e.g., valueaffirmations), mitigating stereotype threat, and changing attributions, as shown in Table 1.Donker et al (2014) conducted a meta-analysis on teaching strategies that help studentmetacognition and self-regulation to find which specific tactics

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Marian Kennedy, Clemson University; Kristin Kelly Frady, Clemson University

Tagged Topics

NSF Grantees Poster Session

on curriculum development, etc.) both during their research experience and the academic year; 4. Create strong communication between the teachers, the RET Site project faculty team and the industrial advisory board during the academic year to provide the teachers with support as they refine their curriculum modules utilizing inquiry methodology; 5. Increase teacher self-efficacy related to manufacturing content knowledge and inquiry-based teaching needed to inspire their students to consider careers in advanced manufacturing; 6. Deliver workforce development specific professional development targeted to increase teachers’ knowledge of regional career opportunities in advanced manufacturing to inspire

Conference Session

Women in Engineering Division (WIED) Technical Session 5 - Careers and Professional Identity

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rebeca Petean, Society of Women Engineers; Roberta Rincon, Society of Women Engineers; Rachel Porcelli, Society of Women Engineers

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

work.Comparing the effectiveness of virtual learning events with personal workshops would provideinsights into the advantages and challenges associated with each format as well as their overallimpact.References[1] Stewart, A. J., Malley, J. E., & LaVaque-Manty, D. (Eds.). (2007). Transforming scienceand engineering: Advancing academic women. University of Michigan Press. [2] Ford, A. Y., Dannels, S., Morahan, P., & Magrane, D. (2021). Leadership programs foracademic women: building self-efficacy and organizational leadership capacity. Journal ofWomen’s Health, 30(5), 672-680. [3] Eagly, A. H., & Carli, L. L. (2007). Through the labyrinth: The truth about how womenbecome leaders. Harvard Business Review Press [4] Eagly, A. H., & Carli, L

Conference Session

Cooperative and Experiential Education Division (CEED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robert B. Bass, Portland State University; Jen Lindwall, Portland State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

, “An investigation of self‐efficacy crossover between mentorsand protégés within mentoring dyads,” Annals of the New York Academy of Sciences, 1483(1),80-97, 2021.[20] Anon. “2023-2023 Criteria for accrediting engineering programs,” ABET, 2021[21] L. Hubbard, P. Mente, and S. Blanchard, “Student internships: A rich source of data forassessment of program outcomes,” in 2004 ASEE Annual Conference. Salt Lake City, Utah,June 2004.[22] R. Guardiola, L. Hanneman, S. Mickelson, and T. Brumm, “Development of workplacecompetencies sufficient to measure ABET outcomes,” in 2001 ASEE Annual Conference.Albuquerque, New Mexico, June 2001.[23] K. L. Biasca and S. Hill, “Assessment of ABET student outcomes during industrialinternships,” in 2011 ASEE Annual

Conference Session

Chemical Engineering Division (ChED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Riley Jackson Fosbre, Washington State University; Bernard J. Van Wie, Washington State University; Prashanta Dutta, Washington State University; David B. Thiessen, Washington State University

Tagged Divisions

Chemical Engineering Division (ChED)

are encouraged to draw out the situation when problemsolving rather than hold all the details mentally or in writing. Additionally, having applied theknowledge students learned during lectures and independent study, their observed self-efficacywill be set appropriately. This refers to an individual’s belief in their ability to learn or perform aspecific task and is an important indicator of motivation. Students with higher self-efficacy aremore willing to engage in learning actively, and thus have a higher chance of success. As for the latter point, according to Bandura’s social cognitive theory, learning happensbest as a social activity where information is more readily retained with other individualspresent.3,4 The reason for this is

Conference Session

Community Building and Student Engagement

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cheryl B. Schrader, Wright State University

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

the first time.As much as possible and according to Learning Loss skills gaps, the professor works to makeconnections between the course and what students might expect in their careers, which alsohelps enforce self-efficacy and self-advocacy. Stories are shared about times in industry,academia or consulting to build community and highlight aspects of that day’s discussions.Students and the professor were encouraged to wear logos and apparel that exhibit pride in theiraccomplishments and interests. In a live, synchronous class this is a good way to keep careergoals, aspirations and interests at the forefront.Such an offering also helps accommodate students who just transferred into Wright StateUniversity from other colleges or universities

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

, 2024 Identifying Barriers towards Adoption of Active Learning at HBCUs among STEM Faculty: A Preliminary StudyAbstractHigher education's promotion of diversity and inclusivity is greatly helped by historically blackcolleges and universities (HBCUs). Active learning pedagogy which places students at theepicenter of learning has been reported to aid in student engagement, retention, and workforcedevelopment. Also, the adoption of active learning strategies has grown in significance as ameans of improving undergraduate STEM students' educational experiences and academicsuccess. Moreso, this pedagogical approach attempts to increase involvement, foster self-efficacy, and inspire students in STEM fields. The experience during

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kevin E Wandke, University of Illinois Urbana-Champaign; Christopher D. Schmitz, University of Illinois Urbana-Champaign; Jonathon Kenneth Schuh, University of Illinois Urbana-Champaign; Yang Victoria Shao, University of Illinois Urbana-Champaign

Tagged Divisions

Educational Research and Methods Division (ERM)

additional benefit of thevideo project that positively impacted student learning outcomes.As we have only run this project for one semester, we have several ways that we would like toimprove. One major improvement would be the addition of better control cases. In the future, foreach demonstration video we create, we would like to show it to one lecture section of the class.However, we will record student enjoyment and self-efficacy data from both a lecture sectionthat saw the demonstration, and one that did not. This will enable us to better understand theimpact of the video demonstrations, as we will be able to measure the impact of the video, whilecontrolling for the difficulty of the content being presented. We also would like to

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Linda DeAngelo, University of Pittsburgh; Allison Godwin, Cornell University; Charlie Díaz, University of Pittsburgh; Eric Trevor McChesney, University of Pittsburgh; Erica McGreevy, University of Pittsburgh; Nelson O. O. Zounlomè, University of Pittsburgh; Kevin Jay Kaufman-Ortiz, Purdue University; Anne-Ketura Elie, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Maricela Bañuelos, University of California, Irvine; Matthew Bahnson, Purdue University; Kevin R. Binning; Natascha Trellinger Buswell, University of California, Irvine; Christian D Schunn, University of Pittsburgh; Beverly Conrique, University of Pittsburgh; Liwei Chen, University of Pittsburgh; Carlie Laton Cooper, University of Georgia; Rachel Kelly Forster, University of Pittsburgh; Danielle V. Lewis, SUNY Fredonia; Jacqueline Rohde, Georgia Institute of Technology

Tagged Topics

NSF Grantees Poster Session

engineering courses. As a part of an NSF IUSE: EDU Program,Institutional, and Community Transformation track grant, this intervention targets women, Black,Latinx, and Indigenous students to support self-efficacy, belongingness, growth mindset, andidentity as avenues to address academic equity gaps that persist in engineering despite increasingenrollment within engineering among these groups. We frame these as equity gaps because theyderive not from any deficit of the students themselves but rather from systemic issues ofmarginalization that make students feel as if they do not belong. The ecological belongingintervention focuses on common engineering-course-specific student experiences of struggle andis delivered by instructors early in the term

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lizzie Santiago, West Virginia University; Daniel Augusto Kestering, West Virginia University; Anika Coolbaugh Pirkey, West Virginia University; D. Jake Follmer, West Virginia University

Tagged Topics

NSF Grantees Poster Session

seeking help. Itemswere contextualized to engineering and mathematics coursework. Items measuring help-seekingavoidance were reverse-coded prior to analysis. Scores on the measure of help-seeking motivesdemonstrated adequate reliability (⍵=0.77). Engineering efficacy. Six items assessed students’ general engineering self-efficacybased on the work of Mamaril and colleagues [29]. Consistent with prior use of the scale, theitems assessed students’ perceived capability to master the content and coursework inengineering. Scores on the scale demonstrated adequate reliability (⍵=0.94). Mathematics efficacy. Adapted from the measure of general engineering self-efficacy,we assessed students’ general mathematics efficacy using the item

Conference Session

MECH - Technical Session 1: Foundations of Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jenni Buckley, University of Delaware; Amy Trauth, American Institutes for Research; Alexander John De Rosa, University of Delaware

Tagged Divisions

Mechanical Engineering Division (MECH)

. Otherengineering educators have presented projects of similar complexity, including a fast-returnactuator [8], compressed air engine [9], and ceiling hoist [10]. These projects are typicallyimplemented in standalone lab settings [7] or embedded within junior year machine designcourses [3, 10] and students work in groups to manufacture their prototype from a common,instructor-specified design. Implementation of machining projects has been linked to improvedcourse evaluations [3, 11] and enhanced understanding of theory-based course material [10];however, prior studies do not present evidence of improvement in students’ self-efficacy withregards to specific machining skills nor do these prior studies adequately demonstrate thetransferability of machining