Conference Session

ERM: Find Out More About Faculty!

Collection

2022 ASEE Annual Conference & Exposition

Authors

James Huff, Harding University; Mackenzie Sharbine, Harding University; Joachim Walther, University of Georgia; Nicola Sochacka, University of Georgia; Kyle Shanachilubwa, Harding University; Grant Countess, Harding University

frequentinteractions between students and faculty. For example, Allen et al. [11] found that students whoexperience more interactions with their instructors report higher levels of self-efficacy as well asincreased persistence in education. They further noted that student performance was mostpositively correlated with the number of visits between students and faculty during an academicterm and the total amount of time in which they interacted.While students generally perceive teacher-student interactions to be valuable, Briody et al. [12]noted that research-intensive universities tend to have the lowest teacher-student interactionrates. In their qualitative study on engineering faculty, staff, and students, they described howsuch low rates of interaction

Conference Session

Aerospace Division Technical Session: Pedogogy and Training

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gita Andhika Swastanto, Purdue Polytechnic Graduate Programs; Fiodesy Putri, Arizona State University, Polytechnic campus; Julius Keller, Purdue University at West Lafayette (COE); Edward Faith, Arizona State University, Polytechnic campus

, interaction and participation, mentor’s inspiration,and hindrances. Another framework to determine how the students grasp the knowledge with theexisting learning method is further developed from Wagnild and Young’s resilience frameworkin 1993, which consists of emotional regulation, impulse control, optimism, the ability to analyzethe causes of problems experienced accurately, empathy, self-efficacy, and the ability to interpretand obtain positive aspects after problems [8].The most recent framework that seems to cover internal and external factors from the learningmethod, specifically from e-learning implementation and delivery, is called the TIPECframework, consisting of Technology, Individual, Pedagogy, and Enabling Conditions [9]. Thisframework

Collection

2022 ASEE Gulf Southwest Annual Conference

Authors

Alisha M. Bailey, Southern Methodist University; Alain Mota, Southern Methodist University; Kristine Reiley, SMU, Caruth Institute for Engineering Education

Tagged Topics

Diversity

redesign process of theengineering camps. As we continue to strive to support Black and Latinx females, the diversityof our camp counselors will seek to align to our camp attendees. We will continue to enrich theexperiences of the attendees by exposing them to STEM undergraduate and graduate studentsthat connect to their ethnic and cultural background. The goal is for undergraduate and graduatestudents to facilitate the informal learning experiences for the summer camp participants. Theintentional hiring of camp counselors will also be matched by intentional professionaldevelopment that will give a baseline understanding of the facilitation of the camp content toalso address increase self-efficacy, value, and STEM and Engineering identity

Conference Session

Multidisciplinary Engineering Division Technical Session - Machine Learning, IoT, Writing Center Peer Tutors, Conceptual Modeling

Collection

2022 ASEE Annual Conference & Exposition

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato; Yuezhou Wang, Minnesota State University, Mankato; Lauren Singelmann, North Dakota State University

motivation to persist.We hypothesize that this continuum map will hold true in our sample group of learners. While theextrinsic motivation factors such as grades, graduation credit requirement, and salaries, remain adriving force, more students may have started to develop rationale behind their learning activitiesand discover the inherent value of being an engineer. These intrinsically motivated students areoften empowered by their self-efficacy and self-expectancy [21-23]. Again, perception matters. Ifone believes the ability to reach the goal and expects to create great value, then this individual ismotivated to act. Also, classroom environments can facilitate or harm intrinsic motivation,curiosity, and the desire for challenge according to how

Conference Session

Student Division Technical 3: Mixed - Research, Engineering Design, Design Thinking, and Curriculum Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Julia Brisbane, Virginia Polytechnic Institute and State University; Jeremi London, Virginia Polytechnic Institute and State University; Kingsley Reeves, University of South Florida

students to have for creative concept generation in engineering design [11].Mohammed and colleagues found that a higher tolerance for ambiguity increased the self-efficacy, satisfaction, and conflict resolution of students working on an engineering designproject [12]. Based on the existing literature, it can be argued that students with a highertolerance of ambiguity will be better suited to engage and solve contemporary problems faced by21st-century engineers due to the skills they may gain from this ability. In contrast, students witha lower tolerance of ambiguity may be unmotivated in an engineering work environment andstruggle to perform well. Given this reality, pedagogical innovations, shown to increase studenttolerance of ambiguity, have

Conference Session

Technology Integration in Manufacturing Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joseph Ekong, Western New England University; Vedang Chauhan, Western New England University; Janose Osedeme; Seyed Niknam, Western New England University; Richard nguyen

learning versus interdisciplinary project-based learning." Interdisciplinary Journal of Problem-Based Learning 11.2 (2017): 12. 1316. Shin, Myeong-Hee. "Effects of project-based learning on students' motivation and self- efficacy." English Teaching 73.1 (2018): 95-114.17. Guo, Pengyue, et al. "A review of project-based learning in higher education: Student outcomes and measures." International Journal of Educational Research 102 (2020): 101586.18. Boysen, Nils, Malte Fliedner, and Armin Scholl. "A classification of assembly line balancing problems." European journal of operational research 183.2 (2007): 674-693.19. Holweg, Matthias, and Frits K. Pil. "The second century: reconnecting

Conference Session

Minorities in Engineering Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Denise M Driscoll, Purdue University at West Lafayette (PPI); Kristin Everett

, and Interconnectedness—encapsulate decades ofresearch on social cognitive career theory [5], social identity theory [6], self-efficacy theory [7],and need for social connectedness [8]. A fourth concept known to be important for inclusion isCultural-Intelligence (CQ). CQ enables people to work more effectively with culturally diverseothers, a skill critical for developing culturally intelligent, global engineers [9]. Having CQ alsoallows a person to understand the culture in a workplace, and, if inclusive, allows people fromdiverse backgrounds to feel that they fit in with the workplace culture. In addition, OverallInclusion (see Figure 1) was asked on a 1-7 strongly disagree to strongly agree scale, as well, todirectly gauge the more abstract

Collection

ASEE-NE 2022

Authors

James Accuosti, University of Bridgeport

Tagged Topics

Diversity

questions regarding school leaders’readiness, self-efficacy, attitudes and beliefs which measure how leaders establish a STEMenvironment; administrators have power which is why they have a significant effect on STEMprogram success. It also would help to have science teachers who hold PhDs to bring researchskills to the classroom[49].ConclusionThis paper discusses three broad but effective components of a secondary-school STEMframework: Demographics, Career Planning, and School Atmosphere. The identified factors,while not a complete core, provide a solid external framework for developing an effective STEMprogram without regard to curriculum, standards or focus. While the literature on workforcecompetencies and leveraging skillsets related to STEM

Conference Session

Statics Fanatics 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Luke Fredette, Cedarville University; Michael Kennedy, Cedarville University

significant statistical variation in (craft sticks) materialproperties, geometric limitations due to the material dimensions, and subsequent deviations fromtruss theory. The variations and emerging discrepancy between the design model and thephysical structure being constructed undermined students’ confidence in the analysis taught inclass, evidenced by a predominance of heuristic failure load predictions rather than predictionsdirectly resulting from the analysis.The authors made some fundamental changes to the competition materials and rules, seeking toimprove the educational impact of this project for the 2021-22 school year. First, a closercorrespondence to theory should increase student self-efficacy in engineering analysis broadly atthis early

Conference Session

First-Year Programs Division Technical Session 1: Student Success Boot Camps, Summer Bridge Programs, and Living Learning Communities

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lauren Griggs, Pennsylvania State University; Catherine Cohan, Pennsylvania State University; Carmen Vanderhoof, Pennsylvania State University; Aaron Mattingly, Pennsylvania State University; Tonya Peeples, Pennsylvania State University

will we meet the needs of participants as they arise, 3) Howwill we create a sense of belonging, 4) How will we provide space and opportunity for buildingconfidence and self-efficacy, and 5) How will we provide tools for self-reflection andpreparation? With these questions in mind, we were able to differentiate and articulate goals atdistinct time points in the program related to participant orientation, week-to-week experiences,and end of program aspirations, as well as project ahead to identify ideal outcomes forparticipants' future semesters and beyond. Each week during the program, we met as a full staffand were able to go back to our list of goals and discuss what had been accomplished, what wewere able to measure, and make iterative

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Linda DeAngelo, University of Pittsburgh; Allison Godwin, Purdue University at West Lafayette (COE); Kevin Binning; Natascha Buswell, University of California, Irvine; Jennifer Cribbs, Oklahoma State University; Erica McGreevy, University of Pittsburgh; Christian Schunn, University of Pittsburgh; Anne-Ketura Elie, University of Pittsburgh; Kevin Kaufman-Ortiz, Purdue University at West Lafayette (COE); Beverly Conrique, University of Pittsburgh; Carlie Cooper, University of Georgia; Danielle Lewis; Jacqueline Rohde, Purdue University at West Lafayette (COE)

Educ., vol. 7, no. 1, pp. 1–25, 2020.[6] K. Whitcomb, “Investigating Gender Differences in Course Relationships, Self-Efficacy, and Identity in Physics and Promoting Equity in Learning Outcome,” University of Pittsburgh, 2020.[7] Z. Y. Kalender, E. Marshman, C. Schunn, T. Nokes-Malach, and C. Singh, “Damage caused by women’s lower self-efficacy on physics learning,” Phys. Rev. Phys. Educ. Res., vol. 16, no. 1, 2020.[8] S. Chen et al., “Am I a science person? A strong science identity bolsters minority students’ sense of belonging and performance in college,” Personal. Soc. Psychol. Bull., vol. 47, pp. 593–606, 2021.[9] M. C. Murphy, C. M. Steele, and J. J. Gross, “Signaling threat: How situational cues affect women

Conference Session

International Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Homero Murzi, Virginia Polytechnic Institute and State University; Tahsin Chowdhury, Virginia Polytechnic Institute and State University; Lloyd Morris, Virginia Tech Department of Engineering Education; Jose Torero

have been proven to positively impact learning and improvestudents' academic experiences [1], [2]. Accordingly, the field of engineering education hasworked on ways to promote students' motivation, engagement and ultimately promote sense ofbelonging in engineering students [3], [4]. Furthermore, sense of belonging has been directlylinked to successful academic outcomes, including persistence, self-efficacy, and perceptions oftechnical competence [5]–[7]. Therefore, engineering students need to have different systems inplace to support and complement their formal education in engineering classrooms to promotebelonging.According to Allendoerfer et al. [8], those systems come together when students have formalincoming cohorts in classrooms and

Conference Session

International Division Technical Session 5: COVID-19 Pandemic Lessons and Best Practices

Collection

2022 ASEE Annual Conference & Exposition

Authors

Arianna Cooper, Florida International University; Trina Fletcher, Florida International University

Engineers (NSBE). © American Society for Engineering Education, 2022 Powered by www.slayte.comCOVID-19 and U.S. Higher Education: The Realities of Undergraduate International STEMStudents’ ExperiencesWORK IN PROGRESS - STUDENT PAPERAbstract Higher Education is the fifth largest service export sector in the United States, with international students contributing $17.7 billion to the U.S. economy each year. There is a plethora of reasons why students migrate to the U.S. to further their education, including but not limited to: (1) increasing their chances for long-term success and increasing self-efficacy; (2) supporting their family through educational

Conference Session

ERM: Problem Solving and Conceptual Understanding

Collection

2022 ASEE Annual Conference & Exposition

Authors

Roman Taraban, Texas Tech University; Sheima Khatib, Texas Tech University; Jacob Vaughn, Texas Tech University

affect. Specifically, problem-solving confidence relates to theemotions of the solver with respect to the problem. Confidence is an affective response, incontrast to the cognitive responses associated with metacognitive reflection. Confidence relatesto the “I Can” factor in Wankat and Oreovicz’s [7] problem-solving model. Other engineeringproblem-solving models include being positive, motivated, and confident among thecharacteristics of successful problem solvers [17] [18] and improving the confidence (or self-efficacy) of engineering problem solvers [19] [20]. Lester et al. [21] suggested that “students’success or failure in solving a problem often is as much a matter of self-confidence, motivation,perseverance, and many other noncognitive

Conference Session

Civil Engineering Division - Innovative Changes to the Typical Civil Engineering Coursework.

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jakob Bruhl, United States Military Academy; Andrea Surovek, South Dakota School of Mines and Technology; James Klosky, United States Military Academy

“function effectively on a team” [6]. Technical ability is essential toachieving these outcomes, but creativity also plays an important role. Within the engineeringdesign process, idea generation benefits greatly from individual and team creativity [10]. Morediverse teams tend to deliver more creative and innovative solutions but only when teammembers have high creative self-efficacy and function as part of team in which all membersvalue different perspectives and focus on developing new ideas [11], [12]. This paper is notsuggesting that developing creative skills should supplant the development of technicalcompetence. Instead, we argue that creativity skills should be viewed as equally important toengineering as technical knowledge if our

Conference Session

CIT Division Technical Session #6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sharon Ferguson, University of Toronto; James Magarian, Massachusetts Institute of Technology; Alison Olechowski, University of Toronto; Katherine Mao, University of Toronto

white STEM professionals [70]. In educational settings,those who have negative experiences with peers and instructors are less likely to be committed toengineering [71]. Further, experiencing discrimination during university has been shown to benegatively associated with self-efficacy and persistence in STEM for women [62], [47]especially if the discrimination was perpetrated by a faculty member [18], [72]. We capture thisdiscrimination and unequal treatment in the toxicity of the environment measure in our model.Early exposure to STEM has been shown to increase students’ likelihood of pursuing a STEMdegree [73]. One study suggests that female STEM students have a poorer understanding of whatan ML/AI career looks like, which may contribute to

Conference Session

WIED: Activities and Programs

Collection

2022 ASEE Annual Conference & Exposition

Authors

Suzanne Zurn-Birkhimer, Purdue University at West Lafayette (COE); Mayari Serrano, Purdue University at West Lafayette (PPI)

leave engineering. The six driving factors they found that led to attritionwere: classroom and academic climate, grades and conceptual understanding, self-efficacy andself-confidence, high school preparation, interest and career goals, and race and gender [4]. Theiranalysis suggested that acting on one or more of these factors could lead to increased retention [4].The Women in Engineering Program (WIEP) at Purdue University was established in 1969 andhas developed a portfolio of programs focused on the recruitment, retention, and engagement ofgirls and women from kindergarten through graduate school and beyond. WIEP offers a supportiveenvironment where female undergraduate engineering students can build a sense of communitywhile developing

Conference Session

ERM: Systematic Reviews!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ethan Geheb, University of Maine; Asli Sezen-Barrie, University of Maine; Karissa Tilbury

list consists of 4 parent code categories and 21 child codes. The firstparent code, Conceptualizations of Engineering as a Discipline (CED), includes topicsspecifically related to the discipline of engineering. This includes engineering concepts,practices, skills, and ways of thinking. The second parent code, Student Characteristics andOutcomes (SCO), includes topics describing student characteristics and their relation toengineering or STEM topics. Examples include student identity development within STEM,conditional effects of STEM coursework on student learning outcomes or future major/careerchoices, and student attitudes related to STEM topics or activities (self-efficacy, motivation). Thethird parent code, Teacher’s Sensemaking of

Conference Session

ERM: Engineering Identity: (Identity Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kelsey Scalaro, University of Nevada, Reno; Indira Chatterjee, University of Nevada, Reno; Derrick Satterfield, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Jeffrey Lacombe, University of Nevada, Reno; Mackenzie Parker, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

, 2012.[9] J. C. Major, A. R. Carberry, and A. N. Kirn, “Revisiting a Measure of Engineering Design Self- Efficacy*,” Int. J. ofEngineering Educ., vol. 36, no. 2, pp. 749–761, 2020.[10] E. Wenger, Communities of Practice Learning: Meaning, and Identity. Cambridge University Press, 1998.[11] J. R. Morelock, “A systematic literature review of engineering identity: definitions, factors, and interventions affecting development, and means of measurement,” Eur. J. Eng. Educ., vol. 42, no. 6, pp. 1240–1262, Nov. 2017.[12] S. L. Rodriguez, C. Lu, and M. Bartlett, “Engineering identity development: A review of the higher education literature,” Int. J. Educ. Math. Sci. Technol., vol. 6, no. 3, pp. 254–265, 2018.[13

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ameerah Muhsinah, Iowa State University of Science and Technology; Lotfi Ben, University of North Texas

. Typical undergraduate students are, however, not prepared for the ambiguity ofthe industry 1 . The lack of self-confidence makes them resistant to take opportunities andlead projects, and their capabilities are sometimes below the expectations of theemployers 2 . Self-confidence, aka self-efficacy, perceived ability, and perceived competence,is a measure of one’s belief in their ability to successfully execute a specific activity 3,4,5 .According to Bandura, the outcomes that people expect depend heavily on theirself-confidence that they can perform the skill 5 .Self-confidence was considered a critical factor that impacts undergraduate students’abilities in programming 6,7 . For instance, Heggen and Meyers 2 studied students’ confidencebefore

Conference Session

Graduate Studies Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jutshi Agarwal, University of Cincinnati; Samieh Askarian, University of Cincinnati; Gregory Bucks, University of Cincinnati; Teri Murphy, University of Cincinnati

self- efficacy, change in attitude towards teaching Participant Teaching Practices Evidence of improvement in participants’ teaching strategies, such as implementing learner centered pedagogy, creating assessment better aligned with learning objectives, course design Student outcomes Evidence of change in student learning achievements, attitude towards learning, retention Student level feedback Feedback from students about teaching in form of comments or end of course evaluations Participant level feedback

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Alexander, California State University, Chico; Michael Kotar, California State University, Chico; JoAna Brooks, California State University, Chico

. Course-Based Undergraduate Research Experiences have shown to improve STEMretention and science identity [7], [8], [9]. Rather than identifying a small selective number ofstudents to work in a laboratory doing undergraduate research, the CURE model exposes anentire lecture or lecture plus lab course to research providing research experiences to all students.EM has shown to enhance student learning through supporting individual agency and self-efficacy leading to retention and persistence in STEM fields [10]. The Network for TeachingEntrepreneurship (NFTE) defines EM as: Entrepreneurial mindset is simply the way an entrepreneur thinks and acts. It’s a set of characteristics, behaviors and skills that drive action. A person with an

Conference Session

Technical Session 8 - Paper 5: Cultivating Inclusivity: A Systematic Literature Review on Developing Empathy for Students in STEM Fields

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Stephanie Jill Lunn, Georgia Institute of Technology; Cristi L. Bell-Huff, Georgia Institute of Technology; Joseph M LeDoux, Georgia Institute of Technology

Tagged Topics

CoNECD Paper Sessions, Diversity

Publications where the primary focus of Publications where the primary focus of the the research was K-12 students, faculty, research was undergraduate or graduate students practicing clinicians or non-college or university students Research was conducted in the United States or Research specific to a university outside of the in Canada United States or Canada Focus of publication is empathy, component of Focus of publication is not empathy, and if it empathy described by the framework, or which includes empathy is more about measuring mention how to develop/foster/imbue empathy empathy than its development or learning Include

Conference Session

Project Based and Experiential Learning in Manufacturing

Collection

2022 ASEE Annual Conference & Exposition

Authors

Junkun Ma, Sam Houston State University; Suleiman Obeidat

Could Leave As Many As 2.1 Million Jobs Unfilled By 2030, Deloitte and The Manufacturing Institute Study Finds, https://www2.deloitte.com/us/en/pages/about-deloitte/articles/press-releases/deloitte- manufacturing-skills-gap.html, accessed on February 5, 2022.[3] Weaver, A., & Osterman, P. 2017. Skill demands and mismatch in US manufacturing. ILR Review, 70(2), 275-307.[4] Blotnicky, K., Franz-Odendaal, T., French, F., & Joy, P. (2018). A study of the correlation between STEM career knowledge, mathematics self-efficacy, career interests, and career activities on the likelihood of pursuing a STEM career among middle school students. International journal of STEM education, 5(1), 1–15.[5] Ramezany, Ali. 2017. Critical

Conference Session

ETD - STEM Issues in ET I

Collection

2022 ASEE Annual Conference & Exposition

Authors

Asif Ahmed, State University of New York, Polytechnic Institute

. Reid, K. J., and Cooney, E. M., “Implementing rubrics as part of an assessment plan”. TheInternational Journal of Engineering Education, 24(5), 893-900, 2008.4. Schaffer, S. P., Chen, X., Zhu, X., and Oakes, W. C., “Self‐efficacy for cross‐disciplinarylearning in project‐based teams”. Journal of Engineering Education, 101(1), 82-94, 2012.5. Ulrich, V., “Rating Capstone Design Students on an Industrial Scale”. In 2008 ASEE AnnualConference, Pittsburg, PA, June 22-25, 2008. (pp. 13-1018).6. Felder, R. M., and Brent, R., “Designing and teaching courses to satisfy the ABETengineering criteria”. Journal of Engineering Education, 92(1), 7-25, 2003.7. Osman, A., Yahya, A. A., and Kamal, M. B., “A benchmark collection for mapping programeducational

Conference Session

WIED: Activities and Programs

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mayari Serrano, Purdue University at West Lafayette (PPI); Suzanne Zurn-Birkhimer, Purdue University at West Lafayette (COE)

education and Work, 23(5):439–449, 2010. [5] Andreas Hirschi. Callings and work engagement: moderated mediation model of work meaningfulness, occupational identity, and occupational self-efficacy. Journal of counseling psychology, 59(3):479, 2012. [6] Elisabeth Hovdhaugen. Working while studying: The impact of term-time employment on dropout rates. Journal of Education and Work, 28(6):631–651, 2015. [7] Ligui Lin, Xuejing Cai, and Jun Yin. Effects of mentoring on work engagement: Work meaningfulness as a mediator. International Journal of Training and Development, 25(2):183–199, 2021. [8] Michael F Steger, Bryan J Dik, and Ryan D Duffy. Measuring meaningful work: The work and meaning inventory (WAMI). Journal of career Assessment

Conference Session

Construction Engineering Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Chengyi Zhang, University of Wyoming; Xuanyi Zhu; Ashleigh McManus; Bryan Dyer; Scott Arias

: Establishing an Academic Performance Benchmark Given Construction-Education Self- Efficacy, Motivation and Planned Behavior,” International Journal of Construction Education and Research, Vol. 13, no. 4, pp. 284-298, January 2017.[16] N. Lee, and L. W. Lee, and J. Kovel, “An Experimental Study of Instructional Pedagogies to Teach Math-Related Content Knowledge in Construction Management Education.” International Journal of Construction Education and Research, Vol. 12, no. 4, pp. 255- 269, March 15, 2016.[17] T.M. Leathem, and E.M. Wetzel, “Delivering Multi-Disciplinary Experiences in Education: A Study of Construction Program Practices to Meet Accreditation Requirements,” in ASEE Annual Conference &

Conference Session

Mechanical Engineering: Student Growth

Collection

2022 ASEE Annual Conference & Exposition

Authors

J. Hylton, Ohio Northern University; Lawrence Funke, Ohio Northern University

, including personalized, meaningful feedback,clear connections between assessment and stated course objectives, and transparency in the gradingprocess.Carberry [2] began to quantify these benefits, noting positive impacts in both affective and cognitivebehaviors, including an increase in self-efficacy and a sophistication of epistemological beliefs. Furtherresearch outlined by Atwood [1] builds on this finding, with students at both large public institutions andsmaller private colleges reporting a significant boost in self-efficacy and rating the approach as having agreater value than cost. This increased motivation has also been observed to be independent of studentperformance, meaning that the observed effect for high performing students was

Conference Session

DEED Technical Session 10: Empathy and Human-centered Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robert Nagel, James Madison University; Melissa Aleman, James Madison University; Collette Higgins, James Madison University

greater independent problem-solvingskills [4]. For those in STEM fields, these findings may not be surprising. Interviews conductedwith people working in the STEM fields reflect the importance of K-12 experiences and howfamilial and educational aspects influenced their career path [5-7].In addition to early childhood programming, high school math achievement appears to be acritical factor in intent for a student to major in a STEM discipline. For example, exposure todifferent math and science courses prior to enrolling into a post-secondary institution isdemonstrated as important for a students’ math self-efficacy [8]. Unfortunately, there is leakagein this mathematics pipeline, and the number of students interested in STEM topics is

Conference Session

Student Division Technical 4: Student Experience & Competencies

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hamidreza Taimoory, Virginia Polytechnic Institute and State University; David Knight, Virginia Polytechnic Institute and State University; Walter Lee, Virginia Polytechnic Institute and State University

STEM,” J. Negro Educ., pp. 491–504, 2011.[41] R. Maccabe and T. D. Fonseca, “‘Lightbulb’ moments in higher education: peer-to-peer support in engineering education,” Mentor. Tutoring Partnersh. Learn., vol. 29, no. 4, pp. 453–470, Aug. 2021, doi: 10.1080/13611267.2021.1952393.[42] S. Ayllón, Á. Alsina, and J. Colomer, “Teachers’ involvement and students’ self-efficacy: Keys to achievement in higher education,” PLoS One, vol. 14, no. 5, p. e0216865, May 2019, doi: 10.1371/journal.pone.0216865.[43] W. Boles and K. Whelan, “Barriers to student success in engineering education,” Eur. J. Eng. Educ., vol. 42, no. 4, pp. 368–381, Jul. 2017, doi: 10.1080/03043797.2016.1189879.[44] J. Malm, L. Bryngfors, and