Conference Session

Spatial Ability & Visualization Training II

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mark E. Snyder, Illinois Institute of Technology; Matthew Spenko, Illinois Institute of Technology

Tagged Divisions

Engineering Design Graphics

, 26, 20-29.4. Potter, C., Van Der Merwe, E., Kaufman, W., and Delacour, J. (2006). A LongitudinalEvaluative Study of Student Difficulties with Engineering Graphics. European Journal ofEngineering Education. 31(2), 201-214.5. Kozhevnikov, M., Kozhevnikov, M., Yu, C.J., and Blazhenkova, O., (2013). Creativity,Visualization Abilities, and Visual Cognitive Style. British Journal of Educational Psychology.83, 196-209.6. Frey, G., and Baird, D. (2000). Does Rapid Prototyping Improve Student VisualizationSkills. Journal of Industrial Technology. 16(4), 2-6.7. Towle, E., Mann, J., Kinsey, B., O’Brien, E et.al. (2005). Assessing the Self Efficacy andSpatial Ability of Engineering Students from Multiple Disciplines. 35th ASEE Frontiers inEducation

Conference Session

Integrating Engineering Economy into Curricula

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gene Dixon, East Carolina University; Joseph Wilck IV, East Carolina University

Tagged Divisions

Engineering Economy

Objectives and Criteria with Requirements for Industry Involvement,” Proceedings of the 2002 American Society for Engineering Page 24.771.8 Education Annual Conference & Exposition.3. Adam Carberry, Hee-Sun Lee, Matthew Ohland, “Measuring Engineering Design Self-Efficacy,” Journal of Engineering Education, 99(1), 71-79, 2010.4. J. Darrell Gibson, M. Patricia Brackin, “Techniques for the Implementation and Administration of Industrial Projects for Engineering Design Courses,” Proceedings of the 1999 American Society for Engineering Education Annual Conference & Exposition.5. James Noble, “An

Conference Session

Engineering Education: An International Perspective

Collection

2004 Annual Conference

Authors

David J. Bettez; G. Lineberry

students’experiences abroad, through a pilot program spearheaded by Donald Rubin and Richard Sutton ofthe System’s Board of Regents.5 Rubin and Sutton note that “existing research literature warrantsthe conclusion that studying abroad can enhance many affective or attitudinal outcomes such asstudents' ethno-relativism, global-mindedness, and sense of self-efficacy.” They assert, however,that “we are on less firm ground in documenting the effects of study abroad on students’ learningoutcomes,” and ask: “How have a student’s knowledge, thinking skills, and processing abilitiesimproved as a result of studying overseas?” Consequently, they have derived a Georgia assessmentplan that “incorporates analyses of student transcripts as well as self-reported learning

Conference Session

Broadening Participation of Minority Students in and with K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Katherine C. Chen, California Polytechnic State University; Lizabeth T. Schlemer, California Polytechnic State University; Heather Scott Smith, California Polytechnic State University; Teana Fredeen, California Polytechnic State University

Tagged Divisions

K-12 & Pre-College Engineering, Minorities in Engineering

different from the last two ranked traits (“writes neatly” and “draws well”). Whattraits students believe are to be important and their confidence or self-efficacy of them may playa role in whether they choose to pursue engineering.Figures 6. Average ranking of traits in terms of importance to being a successful engineer.The high school or middle school student probably has a limited understanding of the professionof engineering. Throughout the camp, the students were told that creativity and innovation areimportant factors in engineering design. This seemed to contribute to the students understandingof engineering as a multifaceted profession. The summary of the questions and how the answerschanged after the camp are in Figure 7. These were

Collection

2024 ASEE North East Section

Authors

Lynn A. Albers, Hofstra University; Celia Teresa Chacko, University of Connecticut

participation in an IAC is needed, including measuring the impacton student learning, self-efficacy, engineering identity, and retention. References [1] Moynihan, G. P., & Barringer, F. L. (2017). Energy efficiency in manufacturing facilities: assessment, analysis and implementation. Energy Efficient Buildings, 127-150. [2] Office of Manufacturing and Energy Supply Chains. (2024, March 6). Industrial Assessment Centers (IACs). Retrieved from https://www.energy.gov/mesc/industrial- assessment-centers-iacs [3] Vora, H. D., & Niraula, P., & Chugani, A. S., & Baraskar, N. A., & Saraf, A. S., & McCombs, M. L. (2020, June), Relationship of the Industrial Assessment Center to the Land-grant Mission of Oklahoma State

Conference Session

Curricular Issues in Computing and Information Technolog Programs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Hoda Baytiyeh, The American university of Beirut

Tagged Divisions

Computing & Information Technology

, whereas social influence plays the role of a subjective normand is a direct determinant of behavioural intention. Marchewka, Liu and Kostiwa 8tested the UTAUT model to understand students’ perceptions about using Blackboardand showed that effort expectancy and social influence were significant determinants ofstudents’ behavioural intention. Chiu and Wang 9 indicated that performance expectancy,effort expectancy, computer self-efficacy, attainment value, utility value and intrinsicvalue are significant predictors of individuals’ intentions to continue using Web-basedlearning, while anxiety can have a significant negative effect.Because of its novelty in the field of user acceptance research, the UTAUT model waschosen as a theoretical framework in

Conference Session

Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kian G. Alavy, The University of Arizona; Matthieu Bloch, Georgia Institute of Technology; Gregory L. Heileman, The University of Arizona; Benjamin Richmond, The University of Arizona; Ahmad Slim, The University of Arizona; Mitchell L R Walker II, Georgia Institute of Technology; David Ruiter, University of California, San Diego

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

journey and use culturally anchored curriculum to increase students’ knowledge and skills, improve students’ self-efficacy in pursuing higher education, increase sense of belonging on a university campus, and help students navigate campus systems.Ahmad Slim, The University of Arizona Dr. Ahmad Slim is a PostDoc researcher at the University of Arizona, where he specializes in educational data mining and machine learning. With a Ph.D. in Computer Engineering from the University of New Mexico, he leads initiatives to develop analytics solutions that support strategic decision-making in academic and administrative domains. His work includes the creation of predictive models and data visualization tools that aim to improve

Collection

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

Authors

Sukeerti Shandliya, University of Cincinnati; Cedrick Kwuimy, University of Cincinnati

Tagged Topics

Diversity

distinct transformation categories. The studycorrelated these categories with the TROPOS subscales and examines demographic factors.Findings indicate higher TROPOS scores for first-generation students and female studentscompared to their peers.I. IntroductionThe perceptions and belief system of first year engineering students affects their self-efficacy,confidence, sense of belonging, satisfaction and other such constructs which are essential forshaping successful student experiences and outcomes. For example, Hutchison-Green [1] foundthat first year engineering students’ perception of their course success depended on their speed ofsolving problems and the amount of time taken to learn new material in comparison to theirpeers. Further, student

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

First-Year Programs: Virtual Instruction in the First Year III

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chao Wang, Arizona State University

Tagged Divisions

First-Year Programs

, or come to campus and choose from the availablecourse inventory. Due to limited access to building materials, computer simulation and CADtools were emphasized in Fall 2020. To accommodate students overseas and students withfinancial hardship, they were given the option to complete labs and projects through onlinesimulation using Tinkercad [17].Self-determination TheorySelf-determination theory (SDT) states the importance of satisfying three fundamentalpsychological needs for individuals’ well-being. The basic needs are autonomy, a sense of choiceand control; relatedness, a sense of positive and supportive connections to others; andcompetence, a sense of mastery and self-efficacy [18]. The satisfaction of these basicpsychological needs

Conference Session

Environmental Engineering Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sanjay Tewari, Louisiana Tech University; Md Ashique Ahmed, Louisiana Tech University; Chandra Mouli Tummala, Louisiana Tech University

Tagged Divisions

Environmental Engineering

, March 10, 2018.10. A. Hofstein, and V. N. Lunetta, “The laboratory in science education: Foundations for the twenty-first century,” Science Education, vol. 88, no. 1, pp. 28-54, 2004.11. O. Odubunmi, and T. A. Balogun, “The effect of laboratory and lecture teaching methods on cognitive achievement in integrated science,” Journal of Research in Science Teaching, vol. 28, no. 3, pp. 213-224, 1991.12. R. Gurvitch, and M. W. Metzler, “The effects of laboratory-based and field-based practicum experience on pre-service teachers' self-efficacy,” Teaching and Teacher Education, vol. 25, no. 3, pp. 437-443, 2009.13. R. Felder, D. R. Woods, J. E. Stice, and A. Rugarcia, “The Future Of Engineering Education II. Teaching Methods That Work

Conference Session

Studies of Shifting In-person Courses to Online and Students' Online Behavior

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Morgan Elizabeth Anderson, University of Washington; Denise Wilson, University of Washington; Ziyan Bai, University of Washington; Neha Kardam, University of Washington; Shruti Misra, University of Washington

Tagged Divisions

Educational Research and Methods

engineering education focus on the role of self-efficacy, belonging, and other non- cognitive aspects of the student experience on engagement, success, and persistence and on effective methods for teaching global issues such as those pertaining to sustainability.Ziyan Bai, University of Washington Ziyan Bai has a Ph.D. in educational leadership and policy studies with a focus on higher education. She has over six years of research and professional experience in the field of higher education. With a dedication to diversity, equity, and inclusion, she is committed to using qualitative and quantitive research to inform impact-driven decisions.Neha Kardam, University of Washington Neha Kardam is a Ph.D. student in Electrical

Conference Session

Graduate Studies Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anne Marguerite McAlister, University of Virginia; Sarah Catherine Lilly, University of Virginia; Jennifer L. Chiu, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

students,specifically, are often told to prioritize their research role over their educator role [61], despitethe demonstrated benefits of being in the educator role. For example, the experience of teachingleads to higher self-efficacy and effectiveness as an educator [62]–[65]. Additionally, graduatestudents’ experimental design and hypothesis generation skills improved from teaching aboutinquiry [61]. The benefits of serving in an educator role may be attractors to the educatoridentity. Graduate students serving in the role of an educator through involvement in scienceeducational outreach has been examined (e.g., [66]–[72]), with demonstrated benefits for K-12student participants, such as increased interest and positive views of science

Conference Session

ERM Technical Session 4: Professional Development in Undergraduate Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Manuel Alejandro Figueroa, The College of New Jersey; Diane C. Bates, The College of New Jersey; J. Lynn Gazley, The College of New Jersey; Christopher Wagner, The College of New Jersey; Steven Schreiner P.E., The College of New Jersey; Bijan Sepahpour P.E., The College of New Jersey

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

) their experience in professional seminars.This reflects ongoing work in the multiple dimensions of identity development, particularly inconnecting academic competence (‘can I do this’, or academic self-efficacy) to professionalaspirations (‘do I belong’, or professional role confidence).Course Performance - ‘The Ultimatum’Course performance is the first measure freshman students use to determine how well they fitin the engineering program. This was true across majority groups and underrepresentedstudents. However, many students who were well prepared and had strong family supportcommented that adjusting to college and learning how to study were the biggest obstacles theyfaced during their first year. Those students, who arrived to college with

Conference Session

Integrating Experiential Learning into the Curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Fu Zhongli, National University of Defense Technology; Zihan Lin, National University of Defense Technology; Tianqi Zhang, National University of Defense and Technology; Zhao Zhao, National University of Defense Technology; Tong Wu, National University of Defense Technology; Huang Zhang, National University of Defense Technology; Zhang Jianing, Changsha SunVote Limited, China; Changfang Zhang, National University of Defense Technology; Yan Xu, Changsha SunVote Limited

Tagged Divisions

Cooperative and Experiential Education

education over the past several years.Active learning methods have proven to be an effective way to increase engineering self-efficacy (Carini RM,2006), academic performance(Freeman,2014), feelings of responsibility to complete futuretasks(Daniel,2016), and recently retention in science, technology, engineering and math (STEM)(Elgin,2016).Even authors in the cognitive science discipline suggest that classrooms with an active learning approachcan increase student motivation, knowledge retention, and content transferability (Michael, 2006; Norman andSchmidt, 1992; Vosniadou, Loannides, Dimitrakopoulous, & Papademetriou, 2001). The core elements of activelearning are student‟s activity and engagement in the learning

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California

Tagged Topics

Diversity, NSF Grantees Poster Session

college personnel and students in both educationalvenues. Forty-one interviews were conducted with 10+ at each CC site during the first semesterof our research. These data, along with a careful review of documents and websites availablefrom each CC and applicable higher education literature as a comparison informed therefinement of the CPPI which was developed, and tested in our previously described STEMcommunity college study.3The Refined College Pedagogical Practice Inventory (CPPI-R): Refinement, testing, and use ofthe CPPI has been informed by measurement research of educational psychologicalresearchers.31 Specifically, the inventory was initially designed with the intent of enabling us toexplore relationships among the dependent and

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California

Tagged Topics

NSF Grantees Poster Session

described STEMcommunity college study.3 The College Pedagogical Practice Inventory (CPPI): Refinement, testing, and use of theCPPI has been informed by measurement research of educational psychological researchers.31Specifically, the inventory was initially designed with the intent of enabling us to explorerelationships among the dependent and independent variables associated with collegepedagogical practices and to determine potentially predictive factors that relate to students’college going persistence and graduation. Content-wise, the CPPI contains the followingsubsections: (1) socio-demographic items that determine student background, personalstructures, non-college and precollege experiences and student history, (2) items related to

Conference Session

Research Methods I: Developing Research Tools and Methods

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rachel Roberts, University of Washington School of Environmental and Forest Sciences; Denise Wilson, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

projects focusing on engaging stakeholders in forest management issues, surveys on public values of cultural ecosystem services, and psychographic market segmentation of sustainable tourism.Dr. Denise Wilson, University of Washington Denise Wilson is a professor of electrical engineering at the University of Washington, Seattle. Her research interests in engineering education focus on the role of self-efficacy, belonging, and other non- cognitive aspects of the student experience on engagement, success, and persistence and on effective methods for teaching global issues such as those pertaining to sustainability. c American Society for Engineering Education, 2016 Cross-Validation of a

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Hank Boone, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Educational Research and Methods

dissociation from engineering but is more a measure of one’s “fit”14. FGS students may seetheir salient identity as separate from engineering, but they choose to associate (major in)engineering and thus take on engineering’s group affiliation. Social identity serves as theoverlying structure guiding our work. This theory serves to potentially bridge the gap betweenengineering identity and belongingness to engineering. Additionally, the role of social capitalfalls into this theory as it serves to moderate entrance into the engineering group and thedevelopment of feelings of belongingness in engineering. Identity, belongingness, and socialcapital will be used to measure the students’ engineering social identity for this study. Explicitframing of how we

Conference Session

Diversity Research - Session I

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Jacklin Stonewall, Iowa State University; Michael Dorneich, Iowa State University; Cassandra Dorius; Jane Rongerude PhD, Iowa State University

Tagged Topics

Diversity, Diversity Research

. [39] F. Pajares, & M. J. Johnson, “Self‐efficacy beliefs and the[27] J. S. Nevid, & N. McClelland, “Measurement of implicit writing performance of entering high school and explicit attitudes toward Barack Obama,” Psychology students,” Psychology in the Schools, vol. 33, no. 2, pp. & Marketing, vol. 27, no. 10, pp. 989-1000, 2010. 163-175, 1996.[28] A. J. Pantos, & A. W. Perkins, “Measuring implicit and [40]D. B. Kaufman, R. M. Felder, & H. Fuller, (2000). explicit attitudes toward foreign accented Accounting for individual effort in cooperative learning speech,” Journal of Language and Social teams. Journal of

Conference Session

Construction Engineering Division (CONST) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Raúl Esteban Toscano; Vanessa Guerra, University of Virginia; Miguel Andres Guerra, Universidad San Francisco de Quito USFQ

Tagged Divisions

Construction Engineering Division (CONST)

, pp. 665–685, 1999.[27] J. S. Hegenauer, “Stress, depression, and anxiety in undergraduate engineering and architecture students,” in American Society for Engineering Education Northeast Section Conference, University of Hartford, Hartford, CT, 2018, pp. 27–28.[28] M. S. Chapell et al., “Test anxiety and academic performance in undergraduate and graduate students.,” J. Educ. Psychol., vol. 97, no. 2, p. 268, 2005.[29] L. Myyry and T. Joutsenvirta, “Open-book, open-web online examinations: Developing examination practices to support university students’ learning and self- efficacy,” Act. Learn. High. Educ., vol. 16, no. 2, pp. 119–132, 2015.[30] T. Ringeisen, S. Lichtenfeld, S. Becker, and N. Minkley, “Stress experience and

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

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ramsey George Jabaji, University of Maryland, College Park; Shannon Hayes Buenaflor, University of Maryland, College Park; Brian Farrington Dillehay, University of Maryland, College Park; Rebecca Z. Kenemuth, University of Maryland, College Park; Elizabeth Kurban, University of Maryland, College Park; Paige E. Smith, University of Maryland, College Park

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Studies, a master’s in Counseling and Personnel Services, and is a doctoral candidate in Higher Education, Student Affairs, and International Education Policy.Dr. Shannon Hayes Buenaflor, University of Maryland, College Park Shannon Hayes Buenaflor currently serves as the Assistant Director of Transfer Student Advising and Admissions in the A. James Clark School of Engineering. Recently completing her Ph.D. in Higher Education at the University of Maryland, Dr. Buenaflor’s research focuses on transfer student success, pre-transfer advising, and the role of self-efficacy in the transfer process.Mr. Brian Farrington Dillehay, University of Maryland, College Park Brian Dillehay is the Assistant Director in the Office of

Conference Session

Qualitative Methodologies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amy E. Slaton, Drexel University (Eng. & Eng. Tech.); Alice L. Pawley, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

grit have no meaning. More and more STEMeducation research, as noted, now interrogates the student experience of low self-efficacy or self-confidence as a contributing factor to minority under-representation, but unusually, LfSN asks usto interrogate the political instrumentality of that interrogation. It helps us ask: Where does suchanalytical emphasis on individual agency locate responsibility for educational attainment or itsabsence? On another level, acknowledging the differences between this qualitative research andcustomary quantitative studies of STEM education regarding causal factors lets us see the“reciprocally constituted relations” between morals and ethics on one hand and scientific conducton the other. This suggests still more

Conference Session

Community Engagement Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

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

Conference Session

NSF Grantees: First Year Programming (1)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brett Tallman P.E., Montana State University; Tessa Sybesma, Montana State University; William J. Schell IV P.E., Montana State University; Bryce E. Hughes, Montana State University; Monika Kwapisz, Montana State University; Emma Annand, Montana State University; Shannon Ranch, Montana State University

Tagged Topics

NSF Grantees Poster Session

confidence intechnical expertise was a prerequisite to any engineering leadership engagement. For engineers,this often meant problem-solving skills or expertise in particular content matter. Students whostepped into engineering leadership roles often reported self-efficacy in their ability to navigatethe technical challenges due to either previous experience or extensive previous classwork.Moreover, the relative expertise of these students seemed to be recognized by their peers. Whatwas striking however, was the frequency with which participants reported feeling inadequate tostep into roles of increased responsibility, when technical skills were essential. Given thiscommon hesitation, it is not surprising that so many engineering students did not

Conference Session

Lessons Learned through Community Engagement of Engineering Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

John J. Duffy, University of Massachusetts, Lowell; Linda Barrington, University of Massachusetts, Lowell; Emmanuelle Reynaud, University of Massachusetts, Lowell; Manuel A. Heredia, University of Massachusetts, Lowell

Tagged Divisions

Community Engagement Division

enhances the positive effects 17. Page 25.1473.2Astin et al. found with longitudinal data of 22,000 students that service-learning had significantpositive effects on 11 outcome measures: academic performance (GPA, writing skills, criticalthinking skills), values (commitment to activism and to promoting racial understanding), self-efficacy, leadership (leadership activities, self-rated leadership ability, interpersonal skills), choiceof a service career, and plans to participate in service after college. In all measures except self-efficacy, leadership, and interpersonal skills service-learning was found to be significantly moreeffective than

Conference Session

Diverse Pathways: Exploring Inclusive Practices and Outreach in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lexy Chiwete Arinze, Purdue University at West Lafayette; Jacqueline E McDermott, Purdue University at West Lafayette; Janet M Beagle

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

: Getting to Ph.D. JHU Press, 2006.[11] T. Hodapp and K. S. Woodle, “A bridge between undergraduate and doctoral degrees,” Phys. Today, vol. 70, no. 2, pp. 50–56, Feb. 2017, doi: 10.1063/PT.3.3464.[12] J. M. Barth, S. T. Dunlap, A. C. Bolland, D. M. McCallum, and V. L. Acoff, “Variability in STEM Summer Bridge Programs: Associations with Belonging and STEM Self-Efficacy,” Front. Educ., vol. 6, 2021, Accessed: Jan. 19, 2024. [Online]. Available: https://www.frontiersin.org/articles/10.3389/feduc.2021.667589[13] V. Born and C. Brock, “Writing for Social Sciences and Humanities: Bridge Programs and Improving Graduate Student Outcomes,” J. Polit. Sci. Educ., vol. 19, no. 3, pp. 371–385, Jul. 2023, doi: 10.1080

Conference Session

K-12 and Precollege Engineering Curriculum and Programming Resources, Part 2 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Geoff Wright, Brigham Young University; Kip Hacking

Tagged Divisions

K-12 & Pre-College Engineering

learning activity. The authors surveyed the participants pre and post participation. The survey instrument assessed each student’s interest and self- efficacy in STEM. This paper highlights the process of development and implementation, and shares a few of the key insights aggregated through the survey.Background The impetus for this study resulted from the Naval STEM Forum in 2011. At this forum Dr.Truscott was inspired by the Sponsoring Scholars in Science Funding Initiative in which seven majorchallenges were issued. One of the topics “Designing affordable sensors for the SeaPerch RemotelyOperated Vehicle” was extremely applicable to his previous experience with the SeaPerch program