Conference Session

Writing and Communication

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amanda Simson, University of New Haven; Judy Randi Ed.D., University of New Haven; Amanda Lynn Becker, University of New Haven

Tagged Divisions

Liberal Education/Engineering & Society

perceived utility of differentinstructional strategies, on a scale of 1 to 4, with 4 being the most useful. The results of thisstudy show that students perceived the lecture format (3.76) and feedback on reports (3.71)among the most helpful of the instructional strategies implemented. This may be because thelecture used exemplars of student work to model good communication skills. The use of peermodels may have contributed to students’ motivation and self-efficacy (Schunk 2007).Additionally, the lecture, which was integrated into the engineering course and delivered by theengineering instructor, may have provided students an opportunity to see connections betweenunderstanding of content and expression of that content. Students also cited the small

Conference Session

First-Year Programs: Tuesday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brandon B. Terranova, Drexel University; Christopher M. Weyant, Drexel University (Eng. & Eng. Tech.); Steven Wrenn, Drexel Unviersity, Chemical and Biological Engineering Department; Youngmoo Kim, Drexel University, ExCITe Center; Lunal Khuon, Drexel University; Kristin Imhoff, Drexel University (Eng. & Eng. Tech.); Kevin Ayers, Drexel University (Eng. & Eng. Tech.); Antonios Kontsos, Drexel University (Eng. & Eng. Tech.); Leonid Hrebien, Drexel University (Eng. & Eng. Tech.); James E. Mitchell, Drexel University (Eng. & Eng. Tech.)

Tagged Divisions

First-Year Programs

. Threedesign-focused mini-projects were piloted during the fall and winter quarters of the 2016 – 2017academic year. A professional skills-focused "micro-project" ran for the first three weeks of thefall quarter, followed by seven weeks of a design-focused "mini-project". Pilot sections in thewinter quarter began with a different seven-week mini-project followed by three weeks ofanother professional skills-focused micro-project. The first three mini-projects developed for thiseffort were titled: Robot Instruments, Heat Engine, and the Supercap Car Challenge. During thefall and winter quarters, students in the pilot sections were given self-efficacy surveys before andafter their projects based on a Likert-type scale. These gauged their impressions of

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

John D. Carpinelli, New Jersey Institute of Technology; Angelo J. Perna, New Jersey Institute of Technology; Linda S Hirsch, New Jersey Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

graduate studies, their engineering skills self-efficacy, andtheir level of school-related self-confidence23. An alumni version of the AGSS has also beendeveloped24.The McNair program recruits rising juniors majoring in the STEM fields that are classified asminorities or being from populations underrepresented in higher education. All students musthave a minimum grade point average of 3.2 (on a 4.0 scale) and must be highly motivated topursue an advanced degree upon completion of their undergraduate programs.Participation in the McNair program begins in the summer between students’ sophomore andjunior years. A competitive application process is used to select up to ten students for eachcohort. Students first participate in a 10-week summer

Conference Session

Student Division Early Introduction to Engineering Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ashley Evanoski-Cole, Colorado State University; Kimberly Catton P.E., Colorado State University; Bert Vermeulen, Colorado State University; Jamison Taylor Bair, Colorado State University; Thomas H. Bradley, Colorado State University

Tagged Divisions

Student

performance and attitudes towards theengineering core courses of math, physics, and chemistry are also important in understandingstudent retention.6,13 Confidence in math and science has been identified as one of the mostimportant factors in first-year students who are retained in engineering.5,14In addition to the many factors influencing students to persist in engineering, there are alsonumerous and often overlapping factors that affect a student’s decision of what engineeringmajor to study. Students will be more likely to choose a STEM major if they have higherconfidence in their academic abilities.15 In particular, it has been long known that self-confidence and self-efficacy in math is an important factor in choosing and persisting in a

Conference Session

ETD Accreditation and Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michael Johnson, Texas A&M University

Tagged Divisions

Engineering Technology

engineering degree through student design competition as added value. Considerations and viability. Journal of Engineering Design, 27 (8), 568-589.[6] Seth, D., Tangorra, J. & Ibrahim, A., (Year). Measuring undergraduate students' self- efficacy in engineering design in a project-based design courseed.^eds. Frontiers in Education Conference (FIE), 2015. 32614 2015. IEEEIEEE, 1375-1382.[7] Jones, B.D., Epler, C.M., Mokri, P., Bryant, L.H. & Paretti, M.C., (2013). The effects of a collaborative problem-based learning experience on students' motivation in engineering capstone courses. Interdisciplinary Journal of Problem-based Learning, 7 (2), 33-71.[8] Welch, R.W. & Estes, A.C., (Year). Project-based

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Scott Steinbrink, Gannon University; Karinna M Vernaza, Gannon University; Barry J Brinkman, Gannon University; Theresa Vitolo, Gannon University; Adam Finn Nogaj, Gannon University

Tagged Topics

NSF Grantees Poster Session

methods attempted to improve retention. The majorcauses of attrition are reported to be (1) an unwelcoming academic climate, (2) conceptualdifficulty with core courses, (3) lack of self-efficacy or self-confidence, (4) inadequate highschool preparation, (5) insufficient interest or commitment to engineering or a change in careergoals, or (6) racism or sexism within the field. The SEECS program already has programmaticfeatures which address three of these stated attrition factors, namely (1), (3), and (5).Furthermore, the selection of students for participation in SEECS in part eliminates factor (4).SEECS does, however, suffer attrition related to factor (2), conceptual difficulty in foundationalcourses. In particular, the SEECS faculty members

Conference Session

Technical Session 1c

Collection

2017 Pacific Southwest Section Meeting

Authors

Alvaro Monge, California State University, Long Beach; Panadda Marayong, California State University, Long Beach; Shadnaz Asgari, California State University, Long Beach; Birgit Penzenstadler; Praveen Shankar, California State University, Long Beach

Tagged Topics

Diversity, Pacific Southwest Section

engineering programs atCSULB and the career possibilities these programs lead to. The workshops included pre and postsurveys to measure the impact of the activities and of student interest in the disciplines. Thesurveys are still being transcribed from their paper form and the team will analyze the results at alater time.IV. RetentionThe retention strategy, designed to help promote self-efficacy and professional development, usesa two-pronged approach: a) creating modules for implementation within several first-yearintroductory courses in engineering and computing that promote a deep understanding of careeroptions and strengthen problem solving abilities, and b) holding a series of faculty and staffdevelopment workshops focused on understanding

Conference Session

Student Division Diversity and Persistence Related Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

James Blake Gegenheimer, STEP; Charles Algeo Wilson IV, Louisiana State University; Adrienne Steele, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University

Tagged Divisions

Student

as standardizedtest scores, such as the ACT, seem to be the best indicators of academic preparation. Persistswere found to also be more likely to use services and programs such as SI (9). One of the mostimportant psychological factors that affect persistence is self-efficacy, or the confidence astudent has in their own academic abilities (10, 11, 12). One study found that a student’s academicpreparation was not correlated to his belief that they would pass the course (9). High self-efficacycan lead students to perform better than expected as compared to their peers with similar testscores. Along with confidence is how a student sees their own academic abilities with respect totheir peers (9, 11). If a student feels that their prerequisite

Conference Session

Entrepreneurship and Innovation Beyond the Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alexander Joseph Zorychta, University of Virginia; Elizabeth P. Pyle MBA, University of Virginia

Tagged Divisions

Entrepreneurship & Engineering Innovation

intention is a strong predictor of entrepreneurial behavior [13]. There are threemain factors that affect behavioral intention within Ajzen’s theory of planned behavior:behavioral beliefs, normative beliefs, and control beliefs [14]. Behavioral beliefs are theexpectations an individual has if a certain behavior is performed, normative beliefs are thoseregarding what other people think about something, and control beliefs are those around thedifficulty of the behavior itself [14]. These beliefs can be influenced by aspects of both theindividual, like their traits and previous experiences, and the institution, like resource availabilityand social pressures [15,16].The behavioral beliefs have also been described as self-efficacy, which is “task

Conference Session

Action on Diversity - Institutional Change & Perspectives on Diversity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mayra S Artiles, Virginia Tech Department of Engineering Education; Raeven Carmelita Waters; Ashley R Taylor, Virginia Polytechnic Institute and State University; Karis Boyd-Sinkler, Virginia Tech; Sarah Anne Blackowski, Virginia Tech; Cynthia Hampton, Virginia Tech; Amy Hermundstad Nave, Virginia Tech; Benjamin David Lutz, Virginia Tech; Walter C. Lee, Virginia Tech

Tagged Topics

ASEE Diversity Committee, Diversity

sample, we noticed aroughly equal split of qualitative and quantitative data. Among the quantitative data sources, themost common data collection tool utilized was surveys administered either in the classroom,online or at an intervention. These surveys most often contained a Likert-type Scale andmeasured different aspects of student performance, such as self-efficacy and grit, or usedquestions from preexisting surveys such as mentor evaluation forms. Other forms of quantitativeinformation came from archival data from school records such as retention rates, completionrates, representation information, job placement rates, as well was individual studentperformance (in the forms of GPA, SAT and ACT scores, among others).Qualitative data came from a

Conference Session

Integrating Liberal Education and Engineering

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ravi T. Shankar, Florida Atlantic University; Diana Mitsova, Florida Atlantic University; Alka Sapat, Florida Atlantic University; David J. Terrell, Florida Atlantic University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

gender and ethnic differences in STEM participation (Eccles, 2005). Theyhypothesized that educational, vocational and avocational choices would be most directly relatedto person’s expectations for success and the value they attach to the available options. TheEccles’ theory suggests that choices to engage in activities are shaped by both competence andvalue beliefs. Competence is about acquiring skills and applying them. Competence beliefs havebeen studied more widely than value beliefs among K-12 and engineering students. They aremostly based on the self-efficacy theory (Bandura, 1977). Self-efficacy is enhanced by positivefeedback, better performance, and social comparisons. Value beliefs, on the other hand, have notbeen that well studied

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California; John Brooks Slaughter P.E., University of Southern California; Cathalina Juarez, University of Southern California

Tagged Topics

Diversity, NSF Grantees Poster Session

of our research. These data, along with a careful review ofdocuments and websites available from each community college and applicable higher educationliterature as a comparison informed the refinement of the CPPI which was developed, and testedin our previously described STEM community college study.5The Refined College Pedagogical Practice Inventory (CPPI-R): Refinement, testing, and use ofthe CPPI has been informed by measurement research of educational psychologicalresearchers.33 Specifically, the inventory was initially designed with the intent of enabling us toexplore relationships among the dependent and independent variables associated with collegepedagogical practices and to determine potentially predictive factors that relate to

Conference Session

Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amber Dale Levine, Stanford University; Tua A. Björklund, Aalto University Design Factory; Shannon Katherine Gilmartin, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

confounding factor of altered behavior.To extend Clausen’s research, Traugott and Katosh also investigated the ‘stimulushypothesis’ as compared to two alternative hypotheses about the cause of the intervieweffect proposed in 1973: a ‘self-concept hypothesis’ and a ‘alienation reductionhypothesis.’10 Both involved changes in the individual’s psychological attitudes due tothe personal contact of the interview. To test this effect, political self-efficacy andpolitical alienation were measured on each survey; taking additional surveys did notchange either measure, so these hypotheses were rejected. Traugott and Katoshconcluded that there was an interview effect and it was caused by Clausen’s stimulushypothesis, as supported by the cumulative effect of

Conference Session

Engineering Leadership Development: Theories, Models, Frameworks, and Tools

Collection

2017 ASEE Annual Conference & Exposition

Authors

William J. Schell IV P.E., Montana State University; Bryce E. Hughes, Montana State University

Tagged Divisions

Engineering Leadership Development Division

of leadership identity, and, second, theywould be more likely to view themselves as a leader (Komives et al., 2005). The assumption thenis that the recognition required to view oneself as exercising leadership, regardless of position,requires both self-efficacy and sense of confidence built from developing competence inengineering knowledge and skills, as well as a strong sense of belonging in the community ofpractice. This sense of self-efficacy around engineering leadership then propels students into thefinal two stages of leadership identity development—generativity and synthesis—where theyhave assumed leadership roles and are now concerned with mentoring and preparing newstudents for entry into the engineering community of practice. At

Conference Session

Project-Based Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Huihui H Wang, Jacksonville University; Steven Christopher Davis, Jacksonville University; Emre Selvi, Jacksonville University; Laura C. Atkins, Jacksonville University

Tagged Divisions

Educational Research and Methods

institution’s recruitment, retention, and graduation rates such asEPICS (Engineering Projects in Community Service, started at Purdue University and now anational program), SLICE (Service-Learning Integrated throughout a College of Engineering) atUniversity of Massachusetts Lowell, and the Global Perspective Program at WorcesterPolytechnic Institute [3]. Researchers from four different institutions—Michigan TechnologicalUniversity, Tufts University, University of Colorado Boulder, and James Madison Universityconducted a longitudinal study to measure the impacts of service learning on engineeringstudents’ learning using five indicators, i.e. self-efficacy, motivation and retention, engineeridentity, attitudes on learning, cultural competency and mental

Conference Session

Community Engagement Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ravi T. Shankar, Florida Atlantic University; Francis Xavier McAfee, Florida Atlantic University; Diana Mitsova, Florida Atlantic University; Summer Scarlatelli, Museum of Discovery and Science

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

-value theory to explain persistence. Eccles’ theory factors in genderand ethnic differences in STEM participation (Eccles, 2005). They hypothesized thateducational, vocational, and avocational choices would be most directly related to person’sexpectations for success and the value they attach to the available options. Simply put, theEccles’ theory suggests that choices to engage in activities are shaped by competence and valuebeliefs. Competence is about acquiring skills and applying them. Competence beliefs have beenstudied more widely than value beliefs among K-12 and engineering students. They are mostlybased on the self-efficacy theory (Bandura, 1997). Self-efficacy is enhanced by positivefeedback, better performance, and social comparisons

Conference Session

Multidisciplinary Course Efforts

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ravi T. Shankar, Florida Atlantic University; Teresa J. Sakraida, Florida Atlantic University, Christine E. Lynn College of Nursing; Francis Xavier McAfee, Florida Atlantic University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

for success and the value they attach to the available options. Simply put, theEccles’ theory suggests that choices to engage in activities are shaped by competence and valuebeliefs. Competence is about acquiring skills and applying them. Competence beliefs have beenstudied more widely than value beliefs among K-12 and engineering students. They are mostlybased on the self-efficacy theory (Bandura, 1997). Self-efficacy is enhanced by positivefeedback, better performance, and social comparisons. Value beliefs, on the other hand, have notbeen that well studied. Whereas competency beliefs look at a person’s ability to engage in anactivity, value beliefs consider the desire and/or importance of engaging in the activity.The value system refers to

Conference Session

Work-in-Progress Oral Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Louis Reis, Louisiana Tech University; Katie A. Evans, Louisiana Tech University; Dexter Cahoy, Louisiana Tech University

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

students who did not submit homework (in either format)for that specific quiz topic were removed for the statistical analysis.To assess student perceptions regarding the use of WeBWorK in the course, online pre- and post-course surveys were sent to the students. Both pre- and post-course surveys asked for studentopinions regarding their identity and self-efficacy as engineering students. The post-coursesurvey also had questions measuring the level of agreement to various statements regarding theuse of WeBWorK as a homework delivery system and their experiences with it.Statistical Analysis of Quiz ScoresA binomial generalized linear mixed effect model was used to analyze the data mainly becauseof the variability between baseline student

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (2)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Avneet Hira, Purdue University, West Lafayette (College of Engineering); Salsabil Mahmed Salah, FACElab Purdue, Uprise academy; Claudia N. Hurt, FACElab Purdue; Morgan M. Hynes, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

” within an individual. The intellectual “equipment” is comprised of the learner’sknowledge and beliefs, whereas the value-based equipment are solely driven by the learners’personal goals and interests. Also, Deci 10 proposes that learners’ interests motivate them toparticipate in learning activities. According to Atkinson and Wickens 11 this motivation toengage in learning is a function of learners selecting activities that pique their interests, and alsopersisting and making efforts to accomplish goals they find interesting. Further, activities thatcater to students’ interests have also been claimed to be related with self-efficacy, educationalchoices, and career outcomes 12–14. The role of interests and the humanistic nature of

Conference Session

Design in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Christine Kelly, Oregon State University; Amy V. Nguyen, Oregon State University

Tagged Divisions

Biomedical

becompetitive in the entry-level job market with over 78% of respondents selecting these asimportant or very important (Figure 1). In comparison, study abroad experience was onlyselected by 7% of respondents as important or very important. Compared to reported data in theliterature, the value of some type of work experience for recent graduates’ employability issimilar. Stiwne and Jungert (2010), for instance, discussed the importance that engineeringgraduates placed on being able to carry out thesis projects at firms. This was not only for theexperience, but also to develop key skills for the workplace, such as subject-specific knowledge,self-efficacy, and time management skills. A similar study looked at how the experientiallearning that takes place

Conference Session

Community Engagement Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Micaela Sandoval, Texas A&M Health Science Center; Malini Natarajarathinam, Texas A&M University; Lauren Neala Holder, Texas A&M University; Mary Kathryn McDougal, Texas A&M University; Mary E Campbell, Texas A&M University; Bruce E. Herbert, Texas A&M University

Tagged Divisions

Community Engagement Division

students’ ability to make decisions that are both integrative andinclusive (Hesse-Biber and Leavy, 2011). These interviews will also capture details about groupdynamics, engagement, self-efficacy, and cultural competency; each consenting student willanswer similar questions during recorded interviews. These interview reflections will serve as atool to enhance student metacognition while simultaneously serving as a form of triangulation tocorroborate other methods of assessment (Hesse-Biber and Leavy, 2011). We will use a contentanalysis methodology to extract behavioral data from student final reports, including argumentsand decision-making processes, to validate our qualitative data. Additionally, we will useaggregated qualitative information

Conference Session

Minorities in Engineering Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mohsen Mosleh, Howard University; Claudia Marin-Artieda, Howard University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

this paper, the impact of the Engineering Ambassador Program (EAP), which engagesundergraduate engineering students as Ambassadors in K-12 outreach activities, on the stimulationof interest in STEM, self-efficacy, and actual academic attainment of Ambassadors is presented.The collected data over several years reveals that over 2/3 of activity leaders and projectcoordinators of the EAP at Howard University (HU) expressed higher confidence in their ability inunderstanding and succeeding in engineering because of their EAP experience. Also, the activityleaders and project coordinators achieved higher major and overall grade point averages (GPAs).Furthermore, improved academic performance in the courses related to the projects thatAmbassadors were

Collection

2017 ASEE Midwest Section Conference

Authors

Nicole Colston; Tyler Ley P.E.; Julie Thomas

careers. Pilot testing of the E2 curriculum in area schools demonstrated significantgains in 5th grade students’ understanding about the (a) work of an engineer, (b) the human-designed world, and (c) overall engineering career attitudes (Colston et al., 2017). Additionally,E2 training workshops had positive effects on preservice elementary teachers teachingengineering self-efficacy and understanding of the work of an engineer (Ivey, Thomas, Colston,Ley, & Utley, 2014). This companion article synthesizes the findings from a formativeevaluation of the E2 curriculum following implementation in 5th grade classrooms. Participantteachers attended a training workshop, implemented the curriculum, and then reported about thelesson implementation

Conference Session

Pre-College: Teacher Impact on Student Mastery

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marissa H. Forbes, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Denise W. Carlson, University of Colorado, Boulder

Tagged Divisions

Pre-College Engineering Education Division

education researchers have long grappled with impact questions (in the ASEEconference archives alone, “impact” is mentioned in 568 titles; “measuring impact” is in 24titles), and proposed various study-specific methods to probe impact. In one study, for example,student impact of project-based service learning (PBSL) was described through engineeringcollege retention, participation by underrepresented students, fulfilment of ABET learningoutcomes, and enhanced student preparation to practice engineering design.16 Another study thatfocused on measuring the impact of infusing entrepreneurship across engineering curriculumused measures of self-efficacy and locus of control.17 Student attitudes towards math and sciencewere used to measure the impact of

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nathan Hyungsok Choe, The University of Texas, Austin; Maura J. Borrego, University of Texas, Austin; Luis L. Martins, University of Texas, Austin; Anita Patrick, University of Texas, Austin; Carolyn Conner Seepersad, University of Texas, Austin

Tagged Divisions

Educational Research and Methods

Foundation.ReferencesAlexander, C. (2011). Learning to be lawyers: Professional identity and the law school curriculum. Maryland Law Review, 70(2), 465-483.Ampaw, F. D., & Jaeger, A. J. (2012). Completing the three stages of doctoral education: An event history analysis. Research in Higher Education, 53(6), 640-660.Auxier, C., Hughes, F. R., & Kline, W. B. (2003). Identity development in counselors-in- training. Counselor Education and Supervision, 43(1), 25-39.Bieschke, K. J., Bishop, R. M., & Garcia, V. L. (1996). The utility of the research self-efficacy scale. Journal of Career Assessment, 4(1), 59-75.Bowen, W. G., & Rudenstine, N. L. (1992). In pursuit of the Ph. D. Princeton, NJ: Princeton University Press.Brace, N

Conference Session

First-Year Programs: Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

James A. Coller, University of Michigan; Magel P. Su, University of Michigan; Laura K. Alford, University of Michigan; Stephanie Sheffield, University of Michigan; Robin Fowler, University of Michigan

Tagged Divisions

First-Year Programs

intended outcomes, and the context of thework in some detail.Our data regarding outcomes of the experience for both mentors and mentees come from surveysconducted at the end of the semester, though we recognize that self-reported information fromthe end of the semester is not the perfect tool[7] . In the future, we may collect informationthroughout the semester to see how students’ and mentors’ perspectives change over time.This study follows a scholarship of teaching and learning (SoTL) process. We seek to evaluatesomething we are doing in the classroom; we did not begin with a theoretical framework likeengineering self-efficacy or teaching self-efficacy, though we believe both are relevant to thisstudy.How we use peer mentors in our first year

Conference Session

Mid Atlantic Papers

Collection

2017 Mid-Atlantic Section Fall Conference

Authors

Laura Bayerle; Marietta R. Scanlon, Pennsylvania State University, Berks Campus

Tagged Topics

Diversity, Mid-Atlantic Section Fall Conference

AmericanAssociation of University Women (AAUW) study concludes that social and environmentalfactors contribute to the underrepresentation of women in engineering, and that girls’achievements and interest are shaped by the environment around them.4,5 Supporting researchidentifies social pressures such as sexism, discrimination, isolation and lack of role models aspressures that leave female students rejecting the field of engineering.6,7 Another major factorthat plays a prominent role in retention of women in engineering is self-efficacy. Femalestudents typically start college with a lack of confidence in their abilities as compared to theirmale counterparts despite comparable academic skills, and women typically transfer out ofengineering earlier and with a

Conference Session

Mathematics Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jose R. Portillo, Universidad Galileo; Alberth E. Alvarado, Universidad Galileo ; Jorge Samayoa Ranero, Galileo University

Tagged Divisions

Mathematics

students sit in the same place doing their assignments individually [9]. If the instructors detect a mistake or a student requests their help, they sit together with the group of students and give them a set of “hints” rather than simply solving the problem for them. We teach our students that in order to learn mathematics they should never ask for the solution to the problem, instead they should do it on their own so that they learn by solving the problem [3]. After all, in this part we want to engage more students in learning mathematics. We want the teachers to become facilitators of learning experiences and improve the self-efficacy of students by boosting their confidence and help-seeking abilities [11]. It is worth mentioning that

Conference Session

Aspects of Engineering Literacy and Community and Industry Engagement

Collection

2017 ASEE Annual Conference & Exposition

Authors

Catherine Garner, West Virginia University; Karen E Rambo-Hernandez, West Virginia University ; Afrin Naz, West Virginia University Inst. of Tech.; Mingyu Lu, West Virginia University Institute of Technology

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

interest in STEM content and careers.”When students are engaged in meaningful tasks that incorporate facets of science, technology,engineering, and mathematics, they will develop a stronger self-concept and greater interest inSTEM fields. Engineering design activities increase students’ interest and self-efficacy inengineering and their problem-solving abilities (Householder & Hailey, 2012). Thomasian(2011) noted when students were not provided with opportunities to engage in hands-on STEMactivities, their ability to complete a postsecondary degree in a STEM field was diminished. Healso stated that without a “rich supply of STEM-skilled individuals” the United States wouldstruggle “to compete in the global economy, where discovery, innovation

Conference Session

Innovative Pedagogies for Facilitating Student-driven Learning Experiences

Collection

2017 ASEE Annual Conference & Exposition

Authors

Allen C. Estes, California Polytechnic State University, San Luis Obispo; John W. Lawson, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Civil Engineering

., Usher, E. L., Li, C. R., Economy, D. R. and Kennedy, M. S. (2016), Measuring UndergraduateStudents' Engineering Self-Efficacy: A Validation Study. J. Eng. Educ., 105: 366–395.8 Burton, J. D. and White, D. M. (1999), Selecting a Model for Freshman Engineering Design. Journal ofEngineering Education, 88: 327–332.9 Gunn, C., & Somerton, C., An Engineering Laboratory Experience For A Freshman Engineering Class Paperpresented at 2004 ASEE Annual Conference and Exposition, June 2014 Salt Lake City, Utah.10 Alava, J.D. and Gardiner, K.M. The Development of the First Year Engineering Experience. Proceedings of Fall2010 Mid-Atlantic ASEE Conference, October 15-16, 2010, Villanova University. (http://www.asee.org/documents/sections/middle