Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mitra Varun Anand, Worcester Polytechnic Institute; Curtis Abel, Worcester Polytechnic Institute; Ahmet Can Sabuncu, Worcester Polytechnic Institute; Adam Sears, Worcester Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

, especiallyamong engineering students. Research highlights the influence of fear of failure on students,particularly women, pointing to factors like self-efficacy, gender role conflict, and the learningenvironment's perceived nature [12,13]. The intergenerational transmission of fear of failure [14]and the dual role of this fear as both a hindrance and a motivator [15, 16] emphasizes thecomplexity of navigating failure in educational settings. The influence of educators' attitudestowards failure [17] further illustrates the need for pedagogical strategies that reshape students'perceptions of failure, promoting resilience and a success-oriented mindset.Risk-taking, as an integral aspect of engineering education, demands a comprehensive approachto encourage

Conference Session

Engineering Education Research in K-12

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gamze Ozogul, Arizona State University; Martin Reisslein, Arizona State University; Amy Marcelle Johnson, University of Memphis

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering

-427.[14] Dunsworth, Q., & Atkinson, R. K. (2007). Fostering multimedia learning of science: Exploring the role of an animated agent’s image. Computers and Education, 49, 677-690.[15] Yung, H.I. (2009). Effects of an animated pedagogical agent with instructional strategies in multimedia learning, Journal of Educational Multimedia and Hypermedia. 18(4), 453-466.[16] Murray, M., & Tenenbaum, G. (2010). Computerized pedagogical agents as an educational means for developing physical self-efficacy and encouraging activity in youth. Journal of Educational Computing and Research. 42(3), 267-283.[17] Moreno R., Reisslein, M., & Ozogul, G. (2010). Using virtual peers to guide visual attention during learning: A test

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Simon Thomas Ghanat P.E., The Citadel; Deirdre D. Ragan, The Citadel

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

problem-solving.First-year experience (FYE) courses, aimed at easing transitions and fostering student success,have increasingly found a valuable partner in EML. EML can benefit FYE courses in diverseways: • Developing self-efficacy: FYE courses can incorporate EML, allowing students to identify opportunities, work collaboratively, and learn from failures, boosting their confidence and self-efficacy. • Building interdisciplinary connections: EML tasks can naturally weave in diverse disciplines, mirroring the interconnectedness of real-world challenges. FYE courses can leverage this feature to encourage students to appreciate the value of interdisciplinary thinking. • Fostering adaptability and resilience

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Huihui Qi, University of California, San Diego; Curt Schurgers, University of California, San Diego; Carolyn Sandoval, University of California, San Diego; Leah Klement; Marko Lubarda, University of California, San Diego; Minju Kim, University of California, San Diego; Alex Phan, University of California, San Diego; He Liu; Mia Minnes, University of California, San Diego; Nathan Delson, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Maziar Ghazinejad, University of California, San Diego; Josephine Relaford-Doyle, University of California, San Diego; Celeste Pilegard, University of California, San Diego; Xuan Gedney, University of California, San Diego

taking oral assessments made them more comfortable (or more likely)to reach out to the instructional team for help through office hours, email, or other methods. It isimportant to note, however, that the instructional team found a flaw in the survey in that there isno baseline to compare students’ comfort level reaching out since we don’t have pre-oral examdata on this measure. It is possible that some students who did not claim they were morecomfortable could have done so because they were comfortable in the first place. In the next datacollection phase, a new question will be added to the pre-survey to ask students their level ofcomfort as a baseline.Confidence and Self-Efficacy Figure 5. End of Quarter Survey: Impact on Confidence in

Conference Session

ENT Division Technical Session: Creativity and Innovation

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mona Eskandari, University of California, Riverside; Ville Mikael Taajamaa, City of Espoo; Barbara A. Karanian, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

Transitions: Students Draw Their Futures. In Proceedings of the Frontiers in Education Conference. October, Tempe, Arizona, October, 1999.[18] McClelland, D. C., & Boyatzis, R. E. Leadership motive pattern and long-term success in management, Journal of Applied Psychology, 67, 1982, pp 737-743.[19] McClelland, D., Power: the inner experience. Van Nostrand: New York, 1964.[20] Schar, M. Chen, H., Sheppard, S. Innovation Self-Efficacy: A Very Brief Measure for Engineering Students. ASEE Proceedings and Conference, Indianapolis, Indiana. June. 2017.[21] Smith, K. et al. Connecting and expanding the engineering education research and innovation special session. FIE, Oct. 2011.[22] Taylor, S. & Karanian, B. Working Connection

Conference Session

Educational Research and Methods Division (ERM) Technical Session 27

Collection

2024 ASEE Annual Conference & Exposition

Authors

Susan L. Amato-Henderson, Michigan Technological University; Jon Sticklen, Michigan Technological University

Tagged Divisions

Educational Research and Methods Division (ERM)

Paper ID #43539Validating Assessment Instruments for Use in Engineering Education: A Primerfor Conducting and Interpreting Factor AnalysisDr. Susan L. Amato-Henderson, Michigan Technological University Susan Amato-Henderson is an Associate Professor Emeritus of Psychology in the Department of Cognitive and Learning Sciences at Michigan Technological University. She received her Ph.D. in Experimental Psychology from the University of North Dakota. Her research interests broadly include STEM education, and focus on individual differences in terms of motivation, self-regulated learning, self-efficacy, grit, resilience, and

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

First-Year Programs Division (FYP) - WIPS 1: Programs & Curricula

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rebecca Thomas, Bucknell University; Sarah Appelhans, Bucknell University; Stu Thompson, Bucknell University; Stewart Thomas, Bucknell University; Robert M. Nickel, Bucknell University; R. Alan Cheville, Bucknell University; Richard J. Kozick, Bucknell University; Christa Matlack, Bucknell University; Philip Asare, University of Toronto

Tagged Divisions

First-Year Programs Division (FYP)

students to be more reflective in later courses?IntroductionThis work in progress paper assesses whether a first-year ePortfolio experience promotes betterreflection in subsequent engineering courses. While reflection is vital to promote learning,historically, reflection receives less attention in engineering education when compared to otherfields [1]. Yet, cultivating more reflective engineers yields several important benefits includingbuilding self-efficacy and empowering student agency. Through continued practice, engineeringstudents can develop a habit of reflective thinking which increases students’ ability to transferknowledge across contexts. The adoption of ePortfolios is becoming an increasingly popularstrategy to improve student learning

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

Assessment of Student Learning and Skills

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rachael Schmedlen, University of Michigan; Jin Woo Lee, University of Michigan; Prateek Shekhar, University of Michigan; Jan Stegemann, University of Michigan

Tagged Divisions

Biomedical Engineering

60minutes in length were conducted with four current or former CPMs. Interview questions askedstudents to describe how they approached narrowing down needs, developed clinical handbooksand videos, identified and scoped clinical problems, and assisted clinicians with their designproject proposals in order to investigate what students learned from their experience.The interview protocol was developed through multiple iterations and included additionalquestions probing rationale for program participation, expectations, and career goals to elucidatethe students’ expectancy, values, and self-efficacy about their experiences [2, 3, 4]. Samplequestions from the interview are listed in Table 2. Table 2: Types of questions asked

Conference Session

ERM Technical Session 7: Learning and Research in Makerspaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Louis Nadelson, University of Central Arkansas; Idalis Villanueva, Utah State University; Jana Bouwma-Gearhart, Oregon State University; Sarah Lanci, Colorado Mesa University; Kate Youmans, Utah State University; Cindy Ann Lenhart, Oregon State University; Alexis K. Van Winkle, University of Central Arkansas

Tagged Divisions

Educational Research and Methods

of here than we have to. I mean not in a bad way like I equipment for personal projects, love this space.” ease in learning, application of Student: “So I'd really like to come in and make skills, enthusiasm, engagement, something I've just been busy you know.” self-efficacy, struggle, creative Director: “It's people that I see here on a daily basis expression coming in utilizing the equipment, having that spark, that desire to be here.” Affordances and Student independence, Student: “… and then timing management is, well like

Conference Session

K-12 & Pre-College Engineering Division: Outreach in K12 through College Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Margaret Pinnell, University of Dayton; Elizabeth S Hart, University of Dayton; Laura Kozuh Bistrek, University of Dayton; Shaquille T. Tensley, University of Dayton

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

, conducteda longitudinal study to determine if a summer camp was effective in increasing the interest andunderstanding of the engineering profession and in developing self-efficacy in engineering forfemale camp participants. Results of this study showed that this camp was successful in meetingthese goals and also served as a successful recruitment tool for the host university.38 Otherresearch suggests that engineering projects that show the humanitarian side or social relevance ofengineering have been effective at attracting and retaining females.52-54Although many universities are engaged in engineering outreach, there are several barriers thatmake it difficult for universities to offer effective outreach to a large number of K-12 students

Conference Session

Building Pathways that Promote Pursuit/Persistence in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bette Grauer P.E., Kansas State University; Linda P. Thurston Ph.D., Kansas State University; Beth A. Montelone, Kansas State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

needs of underrepresented students. The project design is grounded ineducational theories including retention/integration, cumulative advantage, engagement, andconstructivism. It incorporates established best practices for working with URM students such asSTEM identity formation through experiential programs including student research andinternships, a focus on critical junctures, training of faculty and staff to enhance culturalcompetency, and building of academic integration and STEM self-efficacy. An extensiveevaluation plan designed around the project logic model will be used as the basis for projectassessment. This paper includes a description of the project, partner institutions, and first yearresearch and evaluation results.Introduction

Conference Session

Computing and Information Technology Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Margaret Ellis, Virginia Tech; Catherine T. Amelink, Virginia Tech; Stephen H. Edwards, Virginia Tech; Clifford A. Shaffer, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

movesFigure 1: List of common problem-solving heuristics referenced in Problem Solving in ComputerScience courseStudents reported feeling intimidated, needing to teach themselves material required for courses,and that there was distance between students who had computing as a hobby and those who didnot 2 . Students identified tinkering and previous experience as an important part of feelingsuccessful in computer science. We are motivated to build students’ confidence and help thempersist in the field. We are inspired by previous work demonstrating that students’ sense of CSidentity, belonging, and self-efficacy is correlated with success 39,23,24 , and that tinkering andskill-building can improve these feelings 38 . We consider students’ comfort in a

Conference Session

Women in Engineering Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrea Nana Ofori-Boadu, North Carolina A&T State University; Victor Ofori-Boadu, Penuel Consult Inc.; Jacob Randall Vanderpool, North Carolina Agricultural and Technical State University; Dongyang Deng, North Carolina Agricultural and Technical State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

, “ProfessionalIdentity Formation and Development in HBCU Construction,” Proceedings of the 2019American Society for Engineering Education (ASEE) conference, Tampa, Florida, USA, June 16– 19, 2019, 2019, pp. 1-16.A. N. Ofori-Boadu, D. Deng, C. Stevens, K. Gore, and I. Borders-Taylor, “Learning Experiencesand Self-efficacy of Minority Middle-School Girls during a ‘Bio-char Modified Cement Paste’Research Program at an HBCU,” Proceedings of the 2019 American Society for EngineeringEducation (ASEE) conference, Tampa, Florida, USA, June 16 – 19, 2019, 2019, pp. 1-16.A. N. Ofori-Boadu, R. B. Pyle, I. Borders-Taylor, C. Bock-Hyeng, and T. Graham, “AdvancingHBCU Students’ Interests in Residential Construction Careers through an NAHB program: AnIndustry-University

Conference Session

Student Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeong Hin Chin, University of Michigan; Yuan Gao, University of Michigan; Herbert Li, University of Michigan; Magel P. Su, California Institute of Technology; Robin Fowler, University of Michigan

Tagged Divisions

Student

be a powerful tool for increasing self-efficacy and experience by allowingstudents to define their own roles on teams. However, despite the literature supportingteam-based learning, it is not a universally positive experience for all students, particularly incases where team difficulties may intensify pre-existing inequities in the classroom. Becausestudents composing a team can come from vastly different academic backgrounds with differentlevels of experience with engineering, a team’s overall performance may be linked to theperformance of students on individual assignments.In this paper, we investigate how individual student performance is related to overall studentteam performance in a first-year engineering design-build-test-communicate

Conference Session

Integration of Engineering and Other Disciplines (Including Liberal Arts)

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kevin Otto, Singapore University of Technology and Design; Bradley Adam Camburn, University of Texas, Austin, and Singapore University of Technology & Design; Kristin L. Wood, Singapore University of Technology and Design (SUTD); Giacomo Nannicini, SUTD; Roland Bouffanais, Singapore University of Technology and Design; Elica Kyoseva, Singapore University of Technology and Design; Jean Wan Hong Yong, SUTD; Dario Poletti, Singapore University of Technology and Design; Robert E Simpson; Aditya Prasad Mathur

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

Conference Session

Experiential Learning Programs and the Transition to Industry

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cheryl A. Carrico P.E., Virginia Tech; Katherine E. Winters, Virginia Tech; Samantha Ruth Brunhaver, Stanford University; Holly M. Matusovich, Virginia Tech

Tagged Divisions

College Industry Partnerships

function of many interacting factors. For the early career choice, the SCCTmodel indicates learning outcomes, self-efficacy, outcome expectations, and interests are keyfactors in determining initial goals 6. Figure 1 (used with permission) shows the SCCT model 6, 7.The choice of an engineering career is related to the individual’s belief that he or she has 1) theskills, knowledge, and support to be an engineer, 2) belief and confidence to be an engineer, 3)expectations of the rewards of an engineering career, and 4) an interest to do the kinds of thingsthat engineers do. Page 25.1326.3 Figure 1: Lent, Brown, and Hackett’s SCCT

Conference Session

Broadening Participation

Collection

2012 ASEE Annual Conference & Exposition

Authors

Meagan C. Ross, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

. (2006). PISA Database: Interactive Data Selection (United States by Sex) Retrieved 11/24/2010, from http://pisa2006.acer.edu.au/interactive.phpPage, M. C., Bailey, L. E., & Van Delinder, J. (2009). The Blue Blazer Club: Masculine Hegemony in Science, Technology, Engineering, and Math Fields. Forum on Public Policy Online.Pajares, F. (1996). Self-Efficacy Beliefs and Mathematical Problem-Solving of Gifted Students. Contemporary Educational Psychology, 21(4), 325-344. doi: DOI: 10.1006/ceps.1996.0025Pajares, F. (Ed.). (2005). Gender Differences in mathematics self-efficacy beliefs. Boston: Cambridge University Press.Parker, W., & Jarolimek, J. (1997). Social studies in elementary education: Prentice-Hall

Conference Session

Diversity: Women & Minorities in ET

Collection

2005 Annual Conference

Authors

Joan Begolly; Jennifer Gilley

%) said that there was an even number of boys and girls in their math classes. Boys werepredominant in 30% of the FIRSTE group responses and 39% of the control group, and girlswere predominant in 13% of the FIRSTE group responses and .04% of the control group. Giventhe body of research stating that boys outperformed girls consistently at the high school level ofmath and science in the 1980s, this is a significant testament to the work that has been done atdeprogramming gendered tracks in high school. Numbers alone do not ensure equal treatment, ofcourse. One study of parents teaching their kids showed that even though “there were nodifferences between girls and boys in their grades, interest, or self-efficacy in science…there wasstrong indication

Conference Session

It Takes a Village: Engineering Beyond the Classroom

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lorraine N. Fleming, Howard University; Inez N. Moore, Howard University; Dawn G. Williams, Howard University; Leonard Bernard Bliss; Kalynda Chivon Smith, Howard University

Tagged Divisions

Minorities in Engineering

Black students in the U.S. attended a HBCUs in 200725. TheseHBCUs represent 104 colleges and universities that are federally-recognized MSIs establishedprior to 1964 with a primary mission to educate African Americans. Although HSIs werefederally-recognized more recently in 1992, HSIs enroll nearly 65% of all Hispanic collegestudents and nearly one-third of all U.S. underrepresented students11.Theoretical Framework The current study utilizes Social Cognitive Career Theory21 as a framework tohighlight the significance of social support and barriers for underrepresented engineeringstudents. SCCT builds on Albert Bandura‘s Social Cognitive Theory1 which emphasizes therelationship between social interaction and self-efficacy. SCCT not only

Conference Session

First-Year Programs Division Technical Session 10: Curricular & Program Design

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nadiye O. Erdil, University of New Haven; Ronald S Harichandran P.E., University of New Haven; Stephanie M Gillespie, University of New Haven

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

theindustry professionals are too removed from the first-year student experience to be helpful [19].The mentorship program at West Virginia University transitioned away from industry mentorsfor first-year students as they reflected that first-year students were not yet ready to interact withexperienced industry professionals [11]. Success in the early mentorship programs is often evaluated with surveys for self-efficacy,identity, social community, and/or sense of belonging [2,3,5,7,8,20], or with analysis ofacademic grades or retention in the program [5,8,16]. While mentorship programs are often totedas successful anecdotally, the data is not always as clear to indicate the benefits when comparedto those students not participating. Sense of

Conference Session

Innovations in ECE Education I

Collection

2008 Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California; Michael Khoo, University of Southern California; Ellis Meng, University of Southern California

Tagged Divisions

Electrical and Computer

Into Results: A Guide to Selecting the Right Performance Solutions. Atlanta, GA.: CEP Press. 17. Shuman, L. J., Besterfield-Sacre, M. and J. McGourty, 2005, “The ABET Professionals Skills – Can they be taught? Can they be assessed?” Journal of Engineering Education, Vol. 94, No. 1, pp. 41-56. 18. Hutchison, M.A., Follman, D. K., Sumpter, M., and Bodner, G. M. 2004. “Factors influencing the self-efficacy beliefs of first year engineering students.” Journal of Engineering Education. Vol. 101. 1. 39-47. Page 13.505.13Sample Concept Inventory Questions1) In the figure shown below, the upper arm is fixed in a

Conference Session

Educational Research and Methods Potpourri I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sohum Sohoni, Oklahoma State University; Donald P. French, Oklahoma State University; YoonJung Cho, Oklahoma State University

Tagged Divisions

Educational Research and Methods

Relationship of Prior Training and Previous teaching Experience to Self-Efficacy among Graduate Teaching Assistants. Research In Higher Education, 1994. 35: p. 481-497.15. M. Anderson, Impostors in the Temple. 1992, New York, NY: Simon & Schuster.16. J.M. Civikly and R. Hidalgo, Ta Training as Professional Mentoring, in Preparing Teaching Assistants for Instructional Roles: Supervising Tas in Communication, J.D. Nyquist and D.H. Wulff, Editors. 1992, Speech Communication Association: Annandale, VA. p. 209-213. Page 22.1097.1217. D.G. Herrington and M.B. Nakhleh, What Defines Effective Chemistry Laboratory

Conference Session

Student Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael Galczynski, University of Maryland - College Park

Tagged Divisions

Student

expectations toward performance and acquisition of skills. Eachstudent’s perception of engineering identity and engineering self-efficacy seems to influencehow students measure their performance and standing within the discipline which in turninfluences their overall development of their particular engineering identity. This cyclical loopof expectations and identity development also seems to affect the navigational pathways thatstudents plan to take as undergraduate engineering students, for better or worse.Suggestions for future workWhile the information obtained from these interviews has shed light onto the field ofengineering identity formation in relation to student expectations, there is much more work thatcould be done to better understand this

Conference Session

Liberal Education/Engineering & Society Division Technical Session 9

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cheryl Q. Li, University of New Haven; Judy Randi, University of New Haven; Jenna Pack Sheffield, University of New Haven

Tagged Divisions

Liberal Education/Engineering & Society

time when (an instructor) asked us to write, I was like ‘ughhh.’ Ihad no idea. I just made up something. I did not know how to tackle it. I definitely did not try inthat class.”Whether students acquire these self-concepts through exposure to stereotypes or throughunpleasant experiences in writing (e.g., “red pencil” comments and poor grades), they interferewith students’ acquisition of technical communication habits and impede writing fluency,especially critical in a career where so much rests on the ability to communicate complexconcepts accurately and clearly. As demonstrated in one review of the research on self-efficacyand writing achievement [40], self-efficacy may influence students’ choice of majors and thusengineering students may

Conference Session

Focus on Entry Experiences in Chemical Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Margot A. Vigeant, Bucknell University; Lori Smolleck, Bucknell University

Tagged Divisions

Chemical Engineering

to become accustomed to.Student comments on the course evaluation further highlight the project as a finale to thecourse, “The Gizmo project was a great way to put everything I learned to use and it wasgreat to see the kids having fun with the gizmos.” The most common criticism of theproject was the need for more time. We note that over the course of implementation, thetime devoted to the project has expended from two weeks to the present schedule, and ateach step in the process more time has been requested.To gain a better understanding of the ways in which this project impacted the educationstudents, two data sources were administered to the EDUC 344 students. First, the self-efficacy scores for the education students were measured using

Conference Session

Homer's Epiphany: Making STEM Elementary Woo-hoo!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer Ocif Love, Northeastern University

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

online qualitative and quantitative survey whichwas designed using questions from previously published self-efficacy and teacher experienceinstruments. Participants were also invited to discuss their experiences during a virtualinterview.Results indicate that COVID-19 continued to disrupt STE teaching and learning through the2021 – 2022 academic year and that STEAM Labs, collaborative group work, and investigativeproblem solving skills were missing from STE instruction. Findings reveal that there is renewedinterest in project-based learning, inquiry-based learning, innovative pedagogy, STEAM Labsand engineering as the “keystone” to STEAM education, especially as COVID-19 healthprotocols and restrictions subside. To apply the results of this

Conference Session

FPD 3: Research on First-year Programs and Students, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Brett D. Jones, Virginia Tech; Marie C. Paretti, Virginia Tech; Jacob Preston Moore, Virginia Tech; Deirdre-Annaliese Nicole Hunter, Virginia Tech

Tagged Divisions

First-Year Programs

learning, theyhave the ability to make choices and are able to manage their interaction with the learningenvironment. Empowered students generally exhibit higher levels of motivation.The usefulness component specifies that students are more motivated when they understand howcourse activities relate to their short- or long-term goals. With respect to the success componentof the model, students must believe that they can succeed if they have the required knowledgeand skills and put forth the appropriate effort. Furthermore, students are more motivated whenthey feel challenged by a task that is not too easy or too hard. Self-perceptions of competence arecentral to many motivation theories, such as self-concept theory,22 self-efficacy theory,23, 24

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