Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Merredith D. Portsmore, Tufts University; Adam V. Maltese, Indiana University; Karen Miel, Tufts University; Kelli Paul, Indiana University

Tagged Topics

NSF Grantees Poster Session

instruments to make questions more readable for andrelevant to elementary students. For engineering identity items, we drew on social identity theory[11]–[13] to select items which assess the recognition, interest, and performance/competencefactors of identity. Based on literature review and participant responses, we added items to assessoutcome expectations and STEM fascination. To assess engineering identity, we drew from the16-item revised Engineering Identity Development Scale (EIDS) [14], the Engineering Interestand Attitudes Survey (EIA) [15], STEM Fascination and Competence/Self-efficacy Scales[16][17], the STEM Career Interest Survey (STEM-CIS) [18], the Modified Attitudes TowardScience Inventory (M-ATSI) [19], and the Persistence Research in

Conference Session

PSW Section Meeting Papers - Disregard start and end time - for online paper access only

Collection

2019 Pacific Southwest Section Meeting

Authors

Greg Placencia, California State Polytechnic University, Pomona; Pauline Salim Muljana, Old Dominion University

Tagged Topics

Pacific Southwest Section Meeting Paper Submissions

, pp. 115–127, 2009.[15] D. E. Hammond and C. Shoemaker, “Are there differences in academic and social integration of College of Agriculture Master’s students in campus based, online and mixed programs?,” NACTA J., vol. 58, no. 3, pp. 180–188, 2014.[16] B. Simunich, D. B. Robins, and V. Kelly, “The impact of findability on student motivation, self-efficacy, and perceptions of online course quality,” Am. J. Distance Educ., vol. 29, no. 3, pp. 174–185, 2015.[17] “Research-Based Web Design & Usability Guidelines,” Washington, DC.[18] S. J. Guastello, Human Factors Engineering and Ergonomics: A Systems Approach, 2nd ed. Boca Raton, FL: CRC Press, 2014.[19] N. Sclater, Learning analytics explained. New York, NY

Conference Session

Design in Engineering Education Division: Design Mental Frameworks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eunhye Kim, Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

on and explicate their mental models and to adaptexternal knowledge. Bittner and Leimeister (2014) described that if team members are engagedin some activities of self-reflection on and visualizing their understanding before a specific teamtask, the team can develop TMMs more efficiently. In a similar sense, Bierhals et al. (2007)mentioned that each member’s perceived self-efficacy in a specialized domain related to theteam task can positively affect the development of TMMs. Also, Nemanich, Keller, Vera, andChin (2010) determined that team members’ ability to evaluate and assimilate externalknowledge is positively related to the team’s ability to develop TMMs. Furthermore, Kleinsmaanand Valkenburg (2008) described team members’ ability to

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Tirupalavanam G. Ganesh, Arizona State University; Connor Sonnier, Arizona State University

Tagged Divisions

First-Year Programs

comparison of students and expert practitioners”, Journal of EngineeringEducation, vol. 96, pp. 359–379, 2007.[26] A. R. Carberry, M. W. Ohland, “Measuring engineering design self-efficacy”, Journal ofEngineering Education, vol. 99, pp. 171–179, 2010.[27] J. Hirtz, R. B. Stone, D. A. McAdams, et al., “A functional basis for engineering design:Reconciling and evolving previous efforts”, Research in Engineering Design, vol. 13, no. 2, pp.65-82, 2002.[28] R. Bailey, "Effects of industrial experience and coursework during sophomore and junioryears on student learning of engineering design," Transactions of the ASME, vol. 129, pp. 662-667, 2007.[29] J. D. Bransford, A.L. Brown, and R.R. Cocking, “How people learn: brain, mind,experience, and school

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Prateek Shekhar, University of Michigan; Aileen Huang-Saad, University of Michigan

Tagged Divisions

Entrepreneurship & Engineering Innovation

process. This collection offactors was related to a wide array of areas such as interpersonal skills, need forachievement, and self-efficacy. In another study, Boulanger & Tranquillo [24] focused ondeveloping EM in students by engaging them in a learning environment that blendsdesign and entrepreneurship. To foster the development of EM, the authors placedemphasis on engaging students in entrepreneurial processes such as opportunityrecognition, examination of customer needs, and field observations. Similarly, otherresearchers centered their conceptualizations of EM on a variety of entrepreneurialprocesses including, but not limited to, opportunity orientation, value proposition,proactive decision-making, risk-taking, dealing with uncertainty

Conference Session

Mechanical Engineering Division Technical Session 7

Collection

2019 ASEE Annual Conference & Exposition

Authors

Louis J. Everett, University of Texas, El Paso; Norman Love, University of Texas, El Paso; Md Moinuddin Shuvo, University of Texas at El Paso; Vishal Bhimrao Zade, University of Texas, El Paso

Tagged Divisions

Mechanical Engineering

-13, August 2004.[4] Williams, J., and Jacobs, J., “Exploring the Use of Blogs as Learning Spaces in the HigherEducation Sector,” Australian Journal of Educational Technology, vol. 20, no. 2, pp. 232-247,2004.[5] Davies, J., and Graff, M., “Performance in e-Learning: Online Participation and StudentGrades,” British Journal of Educational Technology, vol. 36, no. 4, pp. 657-663, 2005.[6] Shea, P., and Bidjerano, T., “Learning Presence: Towards a Theory of Self-Efficacy Self-Regulation and the Development of a Communities of Inquiry in Online and Blended LeanringEnvironments,” Computers and Education, vol. 55, pp. 1721-1731, 2010.[7] Sadera, W., Robertson, J., Song, L., and Midon, N., “The Role of Community in OnlineSuccess,” Journal of Online

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Madeleine Jennings, Arizona State University; Kimberly Grau Talley P.E., Texas State University

Tagged Topics

Diversity, NSF Grantees Poster Session

% 55.0% 50.0% No Intervention Design Intervention Early Career Intervention Non First Gen Retained First Gen Retained Figure 4: First Generation vs. Non-First Generation Retention Rates by Intervention TypeFirst generational students are at a higher risk of not being retained in any college major, let alonein engineering, citing their lack of preparedness, lack of integration into postsecondary education,and lower self-efficacy than their non-first generational peers [19-20]. While the original purposeof this study was not to increase first-generational retention rates, the prospective results ofintervention were enticing enough to warrant further

Collection

2018 Gulf Southwest Section Conference

Authors

Nisha Abraham; Nina Telang

ofindividuals with a high level of expertise and prefer group Supplemental Instruction Programming on First Yearwork only when they have created their own study groups. Academic Success. In Conference proceedings of AmericanThis could be a reflection of self-efficacy, control and self- Society of Engineering Education 2017 annual conference,direction that students value, and therefore influence their Columbus, Ohio.attendance to SI sessions. The consistency of the grade datacomparisons for attendees versus non-attendees is shown [4] Malm, J., Bryngfors, L., & Mörner, L. L. (2012).over two years, but identifying similar students using Supplemental instruction for improving first year results instandardized

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jenni Buckley, University of Delaware; Marcos Miranda, Ohio State University ; Amy Trauth, University of Delaware; Marianne T. Johnson, University of Delaware; Michael L. Vaughan, University of Delaware; Tasha Zephirin, Purdue University-Main Campus, West Lafayette (College of Engineering); Darryl Dickerson, Purdue University-Main Campus, West Lafayette (College of Engineering); Rachel A. Davidson, University of Delaware

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

student retention andsuccess (4-13). A whitepaper study conducted by the National Society of Black Engineers(NSBE) (4) studied four top-ranked MEP programs and recommended nine interventions forinstitutions to boost minority enrollment and retention. Six of the nine interventions traditionallyfall in the purview of MEPs, namely, summer bridge programs, living-learning communities,facilitated study groups, scholarships, and positive development of self-efficacy and engineeringidentity. The success of these interventions in boosting minority enrollment and retention inengineering programs of study has been proven repeatedly in the literature (5, 10-13), withparticularly strong evidence to support summer bridge programs (12) and intensive

Conference Session

Faculty Development Lightning Talks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mark Vincent Huerta, Arizona State University, Polytechnic campus; Daniel M. Aukes, Arizona State University; Jennifer M. Bekki, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Adam R. Carberry, Arizona State University; Julianne L. Holloway, Arizona State University; Gary Lichtenstein, Arizona State University, Polytechnic campus; Ann F. McKenna, Arizona State University, Polytechnic campus

Tagged Divisions

Faculty Development Constituent Committee

quality of mentorship) ● faculty well-being and health ● faculty self-efficacy in different faculty roles ● faculty self-perceptions of success ● faculty EM, innovation, adaptability, risk-taking

Conference Session

Student Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kalen Kahn, U.S. Military Academy; Brian J. Novoselich, U.S. Military Academy

Tagged Divisions

Student

participation [10].” Because of the exploratory nature of the independent study project,the author was allowed maximum autonomy. In addition, motivation was elevated because therewas only self to blame for failure and in contrast, no theoretical limit to success. Any shortcomingsor accomplishments were a direct reflection of ability; the author’s sense of competence and self-efficacy were at stake. This success-failure motivation leveled off after the initial weeks of theproject. It was later supplemented by a more holistic enthusiasm for the challenge of designing amechanical system. Early in the project, the author identified competence gaps associated with the breadth ofthe project he had undertaken. Despite an ability to grasp theoretical

Conference Session

Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kenie R. Moses, Educational Technology Research & Assessment

Tagged Divisions

Computers in Education

. Akpınar, “The effect of mobile learning applications on students’ academicachievement and attitudes toward mobile learning,” Malaysian Online Journal of Educational Technology,vol. 6, no. 2, pp. 48–59, Apr. 2018.[39] B. Tabuenca, M. Kalz, H. Drachsler, and M. Specht, “Time will tell: The role of mobile learninganalytics in self-regulated learning,” Computers & Education, vol. 89, pp. 53–74, Nov. 2015.[40] K. Moses, “Examining the Effects of Using a Mobile Digital Assistive Tutor for Circuit Analysis onStudents’ Academic Achievement, Problem-Solving and Self-Efficacy,” PhD Thesis, Northern IllinoisUniversity, 2019.

Conference Session

ECE Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sohum A. Sohoni, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus; Javeed Kittur, Arizona State University; Nielsen L. Pereira, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

(Eds.), Research methods forprimary care (Vol. 3: Doing qualitative research, pp. 93–109). Thousand Oaks, CA:SAGE Publications, Inc.De Neve, D., Devos, G., & Tuytens, M. (2015). The importance of job resources and self-efficacy for beginning teachers' professional learning in differentiated instruction.Teaching and Teacher Education, 47, 30-41.Felder, R. M., & Soloman, B. A. (2000). Learning styles and strategies. At URL:http://www.engr.ncsu.edu/learningstyles/ilsweb.htmlGlaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies forqualitative research. London: Transaction Publishers.Halverson, E. R., & Sheridan, K. (2014). The maker movement in education. HarvardEducational Review, 84(4), 495-504

Conference Session

Aligning Graduate Programs with Industrial Needs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Priyesh Uday Mehta, Pennsylvania State University, University Park; Catherine G.P. Berdanier, Pennsylvania State University, University Park

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

their self-efficacy. Another paper from the group [12] investigates the importance of timing in effectiveness of DFAM education. An important observation is made that introducing DFAM concepts at an earlier stage improves students perceiving utility. A valuable take away from their work is that introducing Additive manufacturing education at an early-career level proves to be advantageous and aids in effective learning. Additional potential overarching research questions the Engineering Education research community could contribute to solving include  How can online, remote, or virtual educational environments be designed to harness best practices in active learning developed for residential

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ryan Barlow, Utah State University; Max L. Longhurst, Utah State University; Kurt Henry Becker, Utah State University - Engineering Education

Tagged Divisions

Pre-College Engineering Education

understanding of engineering concepts [4], insufficient backgroundin engineering [5], or a lack of self-efficacy [3] [6] [7]. Because of this gap in the ability andconfidence of science teachers to teach engineering, there is a need for improved professionallearning opportunities for these teachers.Instead of having the eight participating STEM teachers be only chaperones, they were given theopportunity to experience the engineering activities with their students and were able toparticipate in several evening workshops led by the researchers. In these workshops, the teacherswere able to reflect on and discuss their engineering experiences in the camp, participate inactivities related to implementing engineering in their classrooms, and were given time

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eleazar Vasquez III, University of Central Florida; Melissa A. Dagley, University of Central Florida; Hyoung Jin Cho, University of Central Florida; Damla Turgut, University of Central Florida; Alireza Karbalaei, University of Central Florida

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

results from (two of a three year project) the pre-experience survey showed that, going intothe program, the teachers’ expectations aligned with the program design. They wanted toimprove their teaching and take away tools to better engage their students. At the end of theprogram, the teachers expressed satisfaction with the program and its mentors. They alsoreported that they experienced several types of professional learning. Growth in teachers’Research Self-Efficacy (t7 = 5.1, p = 0.001) and Confidence in Teaching (t7 = 3.8, p = 0.007)were evidenced through a pre-post-questionnaire. Finally, 89% would definitely recommend thisprofessional development experience to others. Reflections from the teachers later, after they gotback in their

Conference Session

Track: Pre-college - Technical Session 6

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Malle R Schilling, University of Dayton; Margaret Pinnell, University of Dayton

Tagged Topics

Diversity, Pre-College

Paper ID #24879The Effectiveness of Engineering Camps as Pre-College Recruitment ToolsMalle Schilling, University of Dayton Malle Schilling is planning to pursue a PhD in Engineering Education. As an undergraduate mechanical engineering student at the University of Dayton, she explored the effects of engineering camps on par- ticipants’ self-efficacy in engineering and other issues of diversity and inclusion in engineering. She is interested in engineering education, diversity in engineering, outreach and policy.Dr. Margaret Pinnell, University of Dayton Dr. Margaret Pinnell is the Associate Dean for Faculty and Staff

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mohamed Galaleldin, University of Ottawa; Hanan Anis, University of Ottawa

Tagged Divisions

Entrepreneurship & Engineering Innovation

. (Edward T. Higgins, Eds. Los Angeles, CA: SAGE, 2012, pp. 43–61.[10] S. A. Gelman, The essential child origins of essentialism in everyday thought. Oxford University Press, 2003.[11] F. J. Jourden, A. Bandura, and J. T. Banfield, “The Impact of Conceptions of Ability on Self-Regulatory Factors and Motor Skill Acquisition,” J. Sport Exerc. Psychol., vol. 13, no. 3, pp. 213–226, 1991.[12] J. J. Martocchio, “Effects of Conceptions of Ability on Anxiety, Self-Efficacy, and Learning in Training,” J. Appl. Psychol., 1994.[13] C. Tabernero and R. E. Wood, “Implicit Theories versus the Social Construal of Ability in Self-Regulation and Performance on a Complex Task,” Organ. Behav. Hum. Decis. Process., vol. 78, no. 2, pp. 104

Conference Session

Technical Session 11: Topics related to Computer Science

Collection

2019 ASEE Annual Conference & Exposition

Authors

Leila Zahedi, Florida International University; Monique S Ross, Florida International University; Jasmine Skye Batten, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

has drawn even more attention to theunderrepresentation of women in computing. Women currently comprise only 15.7% of computingdegrees awarded, a proportion that has been declining in the past three decades. Some researchersbelieve that this is due to the fact that women experience lower perception of self-efficacy andhigher perception of computer anxiety (Ahuja & Thatcher, 2005; Venkatesh & Morris, 2000;Whitley, 1997). Many female students believe that traditional approaches of teaching computerscience are boring and uninviting (AAUW, 2000; Margolis & Fisher, 2002; Ashcraft et al., 2012).Therefore, gamification can be a potentially promising approach to enhance the engagement andenjoyment of computer science students. There are

Conference Session

T1C: Developing Foundations in Mathematics

Collection

2019 FYEE Conference

Authors

Jacquelyn Huff, Pennsylvania State University, University Park; Kristi J. Shryock, Texas A&M University; Andrea M. Ogilvie P.E., Texas A&M University; Danisha Stern, Texas A&M University; Sonia Garcia, Texas A&M University; Shawna Fletcher, Texas A&M University

Tagged Topics

FYEE Conference - Paper Submission

of preparation in math and science as a challenge to becoming anengineer [5]. David Bressoud, who wrote the summary of findings of MAA’s National Study ofCollege Calculus study, writes that while students who enroll in Calculus 1 are generally bothtalented and confident, that “one of the clearest conclusions to come out of our study was howeffective this course is in destroying that confidence” [2].How do we bolster students to help them survive their first semester math class? Prescribingstudents drill-and-kill exercises to get better at applying math concepts was certainly an option,but the instructors wanted to go further in hopes of shifting the self-efficacy, metacognitive skillsand epistemic beliefs of the ESBP participants. The desire

Conference Session

Continuous improvement of programs, practices and people.

Collection

2019 ASEE Annual Conference & Exposition

Authors

Emily Nutwell, Ohio State University; Ann D. Christy P.E., Ohio State University

Tagged Divisions

Continuing Professional Development

. Resour. Dev. Rev., vol. 6, no. 3, pp. 263–296, 2007.[24] M. M. Jameson and B. R. Fusco, “Math anxiety, math self-concept, and math self-efficacy in adult learners compared to traditional undergraduate students,” Adult Educ. Q., vol. 64, no. 4, pp. 306–322, 2014.[25] C. E. Kasworm, “Emotional challenges of adult learners in higher educaiton,” New Dir. Adult Contin. Educ., vol. 2008, no. 120, pp. 27–34, 2008.[26] M. Ambrose, S. Bridges, M, DiPietro, M., Lovett, M., Norman, How learning works. San Francisco: Jossey-Bass, A Wiley Imprint, 2010.[27] B. D. Jones, “Motivating Students to Engage in Learning : The MUSIC Model of Academic Motivation,” Int. J. Teach. Learn. High. Educ., vol. 21, no. 2, pp. 272–285, 2009.[28] M

Conference Session

Design in Engineering Education Division: Design Methodology

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lisa A. Shay PE, U.S. Military Academy; Tanya Thais Estes, United States Military Academy; David Paul Harvie, United States Military Academy

Tagged Divisions

Design in Engineering Education

posits that contemplation in an elementary andmiddle school setting can improve children’s social and emotional skills [2]. At the undergraduatelevel, Bernadez et al. have found software engineering students to be slightly more efficient indeveloping conceptual models after four weeks of mindfulness training [3]. Rieken et al. havefound positive correlations between mindfulness and innovation self-efficacy in undergraduateengineering students [4]. In the business world, Goleman shows that mindfulness results in“stronger focus, staying calmer under stress, better memory, and good corporate citizenship [5].”And in the military, mindfulness has attracted attention as a way to “to heal trauma-stressedveterans, make command decisions and help

Conference Session

Faculty Development Medley

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lindy Hamilton Mayled, Arizona State University; Lydia Ross, Arizona State University; Stephen J. Krause, Arizona State University; Keith D. Hjelmstad, Arizona State University; Eugene Judson, Arizona State University; James A. Middleton, Arizona State University; Robert J. Culbertson, Arizona State University; Kara L. Hjelmstad, Arizona State University; Kristi Glassmeyer, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Constituent Committee

/journal.pone.0108497 9) MacPhee, D., Farro, S., & Canetto, S. S. (2013). Academic self-efficacy and performance of underrepresented STEM majors: Gender, ethnic, and social class patterns. Analyses of Social Issues & Public Policy, 13(1), 347-369. doi:10.1111/asap.12033 10) Lyon, G. H., Jafri, J., & St. Louis, K. (2012). Beyond the pipeline: STEM pathways for youth development. Afterschool Matters, 16, 48-57.11) Baird, K. (2012). Class in the classroom: The relationship between school resources and math performance among low socioeconomic status students in 19 rich countries. Education Economics, 20(5), 484-509.12) Salto, L. M., Riggs, M. L., Delgado De Leon, D., Casiano, C. A., & De Leon, M. (2014

Conference Session

Pre-College Engineering Education Focused on Female Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mary B. Isaac, HEDGE Co.

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

interest in the fields of engineering and technology is an importantpart of the recruiting/engagement effort. Part of the “managing” includes administering surveysand developing appropriate program changes based on data. While data had been collected fromstudent attendees since the first event in 2010 using an instrument whose data had previouslybeen validated in a separate study [9], volunteer role model data were collected for the first timein 2014, specifically to begin examining their experiences in this social learning interaction.Study 1 used a Delphi study to develop the factor model and instrument to measure role modelengagement in the IIBI (and other) event interactions, resulting in a single-factor, five itemconstruct. Replicating data

Conference Session

Key Educational & Professional Issues of Strategic Importance to the Civil Engineering Profession - and ASCE

Collection

2019 ASEE Annual Conference & Exposition

Authors

Allen C. Estes, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

awarenessand in some cases specialized training.The student-faculty and student-student relationships are important because a feeling ofbelonging has been shown to increase academic achievement and sustained success inschool18, 19. Students can focus their thoughts on their studies when they feel safe andwelcomed20. Marra et.al.21 identified lack of belonging as a primary reason that studentsleave engineering. Carter and Wilson22 found that interaction with faculty members is thesingle biggest factor in persistence with students of color. Vogt23 reported that academicintegration positively influenced self-efficacy, which affects effort and critical thinking.Svinicki and McKeachie24 contend that responding to the individual student may be thesingle

Conference Session

Tales from the Flip Side

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kimberly Warren, UNC Charlotte; Meagan Padro, UNC Charlotte

Tagged Divisions

Civil Engineering

in class, and they expressed a lack ofpreparation for in-person class. Some authors highlight the importance of individual differencesin student learning and personality characteristics. While Stickel et al. [25] reported higherscores and greater improvement in analytical problem-solving capabilities, their analysesconcludes that self-efficacy and learning styles contributed to final grades beyond thecontribution of increased teacher interactions. According to Lape et al. [29], while all studentsimproved from pre- to post test, they did not observe significant differences in outcomes betweenthe groups. These authors contend that success may depend on individual differences includingstudy habits, persistence, preparedness, commitment to

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Teresa Lee Tinnell, University of Louisville; Campbell R. Bego, University of Louisville; Patricia A. Ralston, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville

Tagged Divisions

First-Year Programs

that predict student success, including academic preparedness [25],[26] and the psychological factors of motivation, self-efficacy, and attitude [27]–[30]. Ouruniversity’s school of engineering mirrors that of many engineering schools across the country asefforts of research to improve teaching and learning are made in hopes of retaining engineeringstudents into engineering careers. The longitudinal interdisciplinary research group, GEARS,that initially assembled around the research goal of focusing on first-year engineering studentretention and academic achievement has sustained in their efforts, while expanding theirexploration of first-year student retention through innovative, interdisciplinary viewpoints. Ourgroup is now poised to look at

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephen Roberts, University of Florida; Fazil T. Najafi, University of Florida; Curtis R. Taylor, University of Florida

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

include: o Exceptionally high stress levels associated with successful transition into the college/university, as well as, pressures related to academic performance, o Feelings of isolation and/or a lack of “belonging” within the college/campus setting (ESP. First Generation students). This may pose negative effects on student confidence and perception of self-efficacy, o Assistance avoidance behaviors related to asking for help both inside and outside of the classroom. Utilizing campus support services if efforts to avoid association with negative stereotypes historically attribute to their cultural, ethnic, or gender group (11). o Perceptions of isolation which result in USP students becoming less involved in

Conference Session

Engineering Design Process Activities with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica D. Gale, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

,” Science Education, vol. 101, no.3, pp. 486–505, 2017. [4] K.B. Wendell, C.G. Wright, and P. Paugh, “Urban elementary school students’ reflective decision-making during formal engineering learning experiences”. Proceedings of the 2015 American Society for Engineering Education Annual Conference and Exposition, Seattle, WA. [5] J. Gale, M. Alemdar, J. Lingle, S.H. Newton, R. Moore, and J. Rosen, “Developing engineering proficiency and self-efficacy through a middle school engineering course”. Proceedings of the 2018 American Society for Engineering Education Annual Conference and Exposition, Salt Lake City, UT. [6] M. Honey, G. Pearson, and H. Schweingruber, (Eds.), STEM integration in K-12 education: Status, prospects

Conference Session

Design in Engineering Education Division: Design Methodology

Collection

2019 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

andposttests of students’ basic knowledge, understanding of concepts and the ability to apply them.Also, students’ self-efficacy, satisfaction with the curriculum, attitudes towards team work,instructors teaching practices, and the impact of the “hybrid” curriculum( project/problem-based) on the instructional environment. The results of the Louvain assessment are extremelysupportive of the “hybrid” (project/problem-based) curriculum. Students in the “hybrid”curriculum expressed their satisfaction with the new curriculum, because: they received a lot ofsupport from the instructors, saw more connections between theory and practice became morewilling to use autonomous learning strategies, and were less reliant on rote memorization relativeto students in