Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rika Wright Carlsen, Robert Morris University; Shamika Zyhier, Robert Morris University; Arif Sirinterlikci, Robert Morris University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

., Implementing Project-Based Learning in Civil Engineering-A Case Study. Journal of Engineering Education Transformations, 2017. 30(3): p. 272-277.3. Chen, P., A. Hernandez, and J. Dong, Impact of Collaborative Project-Based Learning on Self-Efficacy of Urban Minority Students in Engineering. Journal of Urban Learning, Teaching, and Research, 2015. 11: p. 26-39.4. Shekar, A., Project based Learning in Engineering Design Education: Sharing Best Prac-tices, in ASEE Annual Conference. 2014.5. Waychal, P., Team and project based learning: A critical instructional strategy for engineering education. QScience Proceedings, 2015: p. 40.6. Aditomo, A., P. Goodyear, A.-M. Bliuc, and R.A. Ellis, Inquiry-based learning in higher

Conference Session

Girls in Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rafic Bachnak, Pennsylvania State University, Harrisburg, The Capital College; Susan Kathryn Eskin, Pennsylvania State University, Harrisburg, The Capital College; Sara Love, Penn State Harrisburg

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

): p. 117-136.7. Hylton, P.e.a. Science Bound: A Success Story for STEM Education. 2012 Frontiers in Educ. Conf. Proc. 2012. Seattle, WA.8. Pong, W.E., A.G.; Shahnasser, H. ; Chen, C.; Ozer, N.M.; Cheng, A.S.; Jiang, H.; Mahmoodi, H. Enhancing the interest, participation, and retention of underrepresented students in engineering through a summer engineering institute. 2011 Annu. Conf. & Expo. 2011. Vancouver, BC.9. Enriquez A.G.; Pong, W.O., N.M.; Mahmoodi, H.; Jiang, H.; Chen, C.; Shahnasser, H; Patrick,N. Developing a Summer Engineering Program for Improving the Preparation and Self-Efficacy of Underrepresented Students. 21st ASEE Annu. Conf. & Expo. 2014. Indianapolis, IN.10. Bachnak R, G.R., Summer

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Louis A. DiBerardino III, Ohio Northern University; Lawrence Funke, Ohio Northern University; David R. Mikesell, Ohio Northern University

Tagged Divisions

Entrepreneurship & Engineering Innovation

-Olimat, K., 2013. “Inculcating an entrepreneurial mindsetin engineering education: Project approach”. ​Proceedings - Frontiers in Education Conference,IEEE​, pp. 121–126.[16] Duval-Couetil, N., Shartrand, A., and Reed, T., 2016. “The Role of EntrepreneurshipProgram Models and Experiential Activities on Engineering Student Outcomes”. ​Advances inEngineering Education, ​5(1), pp. 1–28.[17] “KEEN Framework,”https://keenwarehouse.blob.core.windows.net/keen-downloads/KEEN_Framework_spread.pdf​.[18] Carberry, A. R., Lee, H. S., and Ohland, M. W., 2010. “Measuring Engineering Design Self-Efficacy”. ​Journal of Engineering Education, ​99(1), pp. 71–79.[19] Hylton, J. B., France, T., and DiBerardino III, L. A., 2017. “Impact of Various Pedagogieson

Conference Session

Aerospace Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kuldeep S Rawat, Elizabeth City State University; Ellis Eugene Lawrence, Elizabeth City State University; Robin Renee Mangham, Elizabeth City State University; Orestes Devino Gooden, Elizabeth City State University

Tagged Topics

Diversity

Tagged Divisions

Aerospace

and science. The program must aim to foster students’ interest in coresubjects, engagement in learning activities, and improved self-efficacy, which is central to thedevelopment of students’ academic motivation [10].Studies have shown that rural students are less likely to attend colleges, have greater gapsbetween high school graduation and entering college, and are less likely to be continuouslyenrolled in college [11]. In addition, many rural students don’t see the connection between theirhigh school education and careers. Math and science focused programs can help rural studentsaim high while providing real-world, experiential learning opportunities. These experiences canmotivate students to engage in more rigorous coursework, envision

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Gail Baura, Loyola University Chicago; Leanne Kallemeyn, Loyola University Chicago; Noe Arroyo; Vincent C.F. Chen, Loyola University Chicago; Allan Beale

Tagged Divisions

Design in Engineering Education, First-Year Programs

studydesign, conclusions cannot be drawn about the impact of this pedagogical strategy, incomparison to other strategies, on student engagement, situated learning and studentperformance. With the longitudinal design, this study will continue to explore the impact of themulti-semester cardiograph project on situated learning, student engagement, studentperformance, and student self-efficacy, which could support student retention in engineeringprograms. The cardiograph project provides students with the practical experience of howdevices are made/work that students and industry desire in Engineering programs.References[1] ASME, "Vision 2030: Creating the Future of Mechanical Engineering Education, Phase 1 Final Report," ASME, New York2011.[2

Conference Session

First-year Programs Division Postcard Session 2: Identity and Sense of Belonging

Collection

2018 ASEE Annual Conference & Exposition

Authors

Saira Anwar, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette; Damji Heo Stratton, Purdue University, West Lafayette; Dayoung Kim, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

First-Year Programs

,” Foster. Crit. Reflect. adulthood, vol. 1, p. 20, 1990.[30] J. Dewey, Experience and education. New York: Macmillan, 1938.[31] E. Elbers, “Classroom interaction as reflection: Learning and teaching mathematics in a community of inquiry,” Educ. Stud. Math., vol. 54, no. 1, pp. 77–99, 2003.[32] A. Y. Lee and L. Hutchison, “Improving Learning From Examples Through Reflection,” J. Exp. Psychol. Appl., vol. 4, no. 3, pp. 187–210, 1998.[33] D. Boud, D., Keogh, R. & Walker, “Promoting reflection in learning: a model,” in Reflection: turning experience into learning, London: Routledge, 1985, pp. 18–40.[34] B. J. Zimmerman, “Self-Efficacy: An Essential Motive to Learn,” Contemp. Educ. Psychol., vol. 25, no. 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

Design in Engineering Education

fundamentals , and some may have “second thoughts” about the time and effortrequired by projects and the interpersonal conflicts they experienced in team work, particularlywith teammates who fail to devote the time and effort required to get the job done properly. Inaddition, if the project work is done entirely in groups, some of the students may be lessequipped to work independently.Intertwining PBL with Problem-Based( The Hybrid Approach):Curricula with highconcentration of Project Based Learning intertwined with Problem Based Learning wereassessed at the University of Louvain(30). The assessment measures included pretests andposttests of students’ basic knowledge, understanding of concepts and the ability to apply them.Also, students’ self

Conference Session

Active learning in BME, Session II

Collection

2018 ASEE Annual Conference & Exposition

Authors

John R Clegg, University of Texas, Austin; K. R. Diller, University of Texas, Austin

Tagged Divisions

Biomedical Engineering

“alittle bit” more like and engineer on the 7-point Likert scale were separated as “low identifiers,”and those who said “more” or “much more” of an engineer were labeled as high identifiers.In contrast with what the expectation of an engineering student, these “high identifiers” preferredproblems that were more creative, cumulative, and qualitative, that had more answers that arecorrect. They were more comfortable, engaged, interested, motivated, and assured of self-efficacy in solving engineering challenges. Our observation herein is somewhat preliminary, asthe size of the low-identifying sample was small. We cannot conclude whether the challenge-based instruction model shifted the class preferences of high-identifying students toward those

Conference Session

System 1 in Engineering Education and Research

Collection

2018 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University; Kanembe Shanachilubwa, Harding University; Stephen Secules, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

lonely position, disconnected from her femalenon-engineering friends and a close female parent. Does being a “smart engineer” mean all of these non-engineers that she cares about are not smart? Perhaps in direct contradiction to what one would expectabout positive self-efficacy and identity in engineering, she stands in solidarity with her female non-engineering network as a support mechanism. And yet, Rebecca also enjoys a sense of solidarity withmale engineering peers. Here, once again, the label of “smart engineer” would be a dangerous identity toembrace, if smartness and high grades could come at the expense of social connections to these malepeers who underperformed Rebecca. One could argue that Rebecca’s actual self-efficacy and

Conference Session

Expanding Diversity, Equity, and Inclusion in Engineering Cultures from a Theoretical Perspective

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brianna Benedict McIntyre, Purdue University, West Lafayette; Dina Verdín, Purdue University, West Lafayette; Rachel Ann Baker; Allison Godwin, Purdue University, West Lafayette; Thaddeus Milton

Tagged Topics

ASEE Diversity Committee, Diversity

, students’ sense of self-efficacy and task value. Self-efficacy isdefined as a students’ beliefs about their capabilities to succeed in a given task [18], and taskvalue refers to beliefs students’ hold about the potential importance, utility, and enjoymentassociated with an academic task [19]. Both motivational factors were found to predict classroomengagement and achievement [17].The seminal work of Seymour and Hewitt [20] found that a lack of belongingness drove manytalented women, as measured by grade point average, to switch out of their STEM undergraduateprograms to non-STEM programs. In their study, Seymour and Hewitt [20] noted that the culturein various STEM programs undermined women’s sense of belonging. Similar results have beenfound in

Conference Session

Aerospace Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tian Tian, University of Central Florida; Ronald F. DeMara P.E., University of Central Florida

Tagged Topics

Diversity

Tagged Divisions

Aerospace

constructive influences on attitudes and beliefs associatedwith academic integrity, self-efficacy for course material. Using this multi-faceted perspective,previously untapped gains for learning outcomes, participation, and retention can be harvestedand parameterized into best practices for digitally-enabled STEM learning.3.0 Selected Related WorksTrends of increasing enrollment, reduction in costs of PCs, and the success of CBA in otherdisciplines have been motivating recent research in CBA within Engineering [4-6]. For example,the authors’ Engineering-specific 120-seat Engineering-specific testing center, called Evaluationand Proficiency Center (EPC), supports assessment and enhanced remediation [7]. Conversely,the 80-seat Computer-Based Testing

Conference Session

Practice III: Multimedia Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

John T. Solomon, Tuskegee University; Eric Hamilton, Pepperdine University; Vimal Kumar Viswanathan, San Jose State University; Chitra R. Nayak, Tuskegee University; Firas Akasheh, Tuskegee University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

use of concepts [14, 15]. Many studies report that such methods have reducedfailure rate in comparison to instruction methods that merely rely on traditional lectures for contentdelivery and classroom management [16]. A sizable literature indicates that student engagement in classrooms has strong correlation totheir academic and professional success [17-20]. Student engagement in engineering classroomsis a challenge for several reasons. These include lack of preparation, self-efficacy, perceivedability, socio-economic factors and less-effective course delivery methods [21-28]. Additionally,each of these can contribute to a sense of alienation that exacerbates disengagement. Engineeringcourses require continuous development of sophisticated

Conference Session

The Evolving Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Simon Thomas Ghanat P.E., The Citadel; James Kaklamanos, Merrimack College; Corrie Walton-Macaulay, Bucknell University; Suresh Immanuel Selvaraj, University of Evansville; David A. Saftner, University of Minnesota, Duluth; Chris Swan, Tufts University; Tanya Kunberger P.E., Florida Gulf Coast University

Tagged Divisions

Civil Engineering

, Florida Gulf Coast University c American Society for Engineering Education, 2018 Paper ID #21712Dr. Kunberger is an Associate Professor in the Department of Environmental and Civil Engineering inthe U. A. Whitaker College of Engineering at Florida Gulf Coast University. Dr. Kunberger received herB.C.E. and certificate in Geochemistry from the Georgia Institute of Technology and her M.S. and Ph.D.in Civil Engineering with a minor in Soil Science from North Carolina State University. Her areas ofspecialization are geotechnical and geo-environmental engineering. Educational areas of interest are self-efficacy and persistence in

Conference Session

Undergraduate Track - Technical Session II

Collection

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

Authors

Elisabeth (Lisa) Stoddard, Worcester Polytechnic Institute; Geoff Pfeifer, Worcester Polytechnic Institute

Tagged Topics

Diversity, Undergraduate Education

quota.’ ‘Anybody else smell affirmative action?’ ‘Looks like they got their headcount.’ ‘Here comes the Quota Queen!’(Locke, 2017).These stereotypes and biases can materialize in a number of ways that shape team dynamics,student learning and experience, and team productivity. For example, Meadows et al. (2015)found that these assumptions that women and students of color are not up to the task shape whattasks they are assigned on teams, whether or not their ideas are heard or validated, whether or nottheir work is acknowledged, as well as their self-efficacy and feelings of belonging.Since the fall of 2016, the authors have been engaged in a research project investigating thepresence of bias and stereotyping on first year project teams at

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tommaso A. Vannelli, Whatcom Community College; Eric Davishahl, Whatcom Community College; Michael Jason Babcock, Whatcom Community College; Dan Hanley, Western Washington University; Ed Harri, Whatcom Community College

Tagged Topics

Diversity, NSF Grantees Poster Session

. over the academic year) for the SEECRS scholars and a comparison group comprised of thescholars’ peers in the Associate in Science- Transfer (AS-T) degree program at WCC. We usedtwo instruments that will allow us to make valid claims about the extent of students’ STEMidentity. First, we used a modified version of the 12 items from the Science IdentityQuestionnaire [22] that asks about students’ connections to various STEM communities and theextent to which they view themselves as a “STEM person”. Second, we used a modified versionof the Chemistry Motivation Questionnaire [23], which includes 30 items that measure thefollowing six student factors: intrinsic motivation, extrinsic motivation, self-efficacy, self-determination, goal-orientation

Conference Session

First-year Programs Division: Retention

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ordel Brown, Northwestern University; Robin A.M. Hensel Ed.D., West Virginia University; Melissa Lynn Morris, West Virginia University; Joseph Dygert, West Virginia University

Tagged Divisions

First-Year Programs

increasing attention from many stakeholders in academia includingfaculty, staff, administrators and students. Its significance goes beyond the benefits for theacademic institutions to encompass national concerns.At a large land-grant university in the mid-Atlantic region, between 2003 and 2012, an averagethirty percent of first-year engineering students left engineering before their second year. Athree-year study (2007-2010) implemented to gain insight into this attrition rate, showed thatstudents left primarily because of lack of interest in and knowledge about engineering and theinstitution, disconnection from the engineering profession, low self-efficacy and academicdifficulty. Underrepresented minority (URM) students left at a disproportionately

Conference Session

Electrical and Computer Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Branimir Pejcinovic, Portland State University; Robert B. Bass, Portland State University; Phillip Wong, Portland State University

Tagged Divisions

Electrical and Computer

0 Strongly Disagree Neutral Agree Strongly Disagree Agree Figure 4. Student self-efficacy regarding their ability to define and implement a project management plan. Done in ECE 101, Fall’17. N = 58.3.2. Project Management Assessment Using TrelloWe could use various Scrum “artifacts”, e.g., schedules, user stories, and kanban boards, toassess team project management, but we will focus on kanban boards and use a rubric forevaluating the Trello boards. Our initial observations of first-year students show that they needclose guidance and supervision, such as through the use of

Conference Session

Undergraduate Peer Educators: Mentoring, Observing, Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

YunJeong Chang, University of Virginia; Rider W. Foley, University of Virginia

Tagged Topics

ASEE Board of Directors

Tagged Divisions

Liberal Education/Engineering & Society

. vol. 11, pp. 815–829, 2011.[4] D. R. E. Cotton, R. George and M. Joyner, “Interaction and influence in culturally mixedgroups,”. Innovations in Education and Teaching International., vol. 50, 272-283, 2013.[5] A. W. Astin, Assessment for Excellence: The Philosophy and Practice of Assessment andEvaluation in Higher Education, Washington, DC: American Council on Education/Oryx PressSeries on Higher Education, 1991.[6] E. L. Deci and R. M. Ryan, Intrinsic motivation and self-determination theory in humanbehavior. New York, NY: Plenum Press, 1985.[7] J.M. Keller, “Development and use of the ARCS model of motivational design,” J.Instructional Dev. vol. 10, 2-10, 1987.[8] A. Bandura, Self-efficacy. New York, NY: John Wiley & Sons, Inc., 1977.[9

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ryan Anderson, Montana State University; Abigail M. Richards, Montana State University

Tagged Divisions

Design in Engineering Education, First-Year Programs

sense of community is particularly important for first yearstudents to aid in retention efforts, and professional persistence is related to one’s identity as anengineer. The formation of an engineering identity plays a part in both interest in engineeringand contributes to perseverance in the major [7, 8, 9, 10]. Exposure to mentors and/or rolemodels within the STEM discipline has a positive impact on an academic sense of belonging, aswell as a positive impact of academic self-efficacy [11], while others have noted that poorfaculty-student relationships negatively impact a sense of belonging and the persistence in themajor [12, 13]. Curricular integration within various engineering departments combined withpeer-peer interactions, specifically

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Heather Lee Perkins, North Carolina State University; Matthew Bahnson, North Carolina State University; Marissa A. Tsugawa-Nieves, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Cheryl Cass, North Carolina State University

Tagged Divisions

Educational Research and Methods

of belonging and STEM identity to students’ evaluations of theirengagement and self-efficacy in the classroom, and so it was suggested that priming students tothink about their engineering identity may impact their responses to items querying their degreeprogress or future goals [20].To determine if the final survey should use counterbalancing to prevent earlier questions frombiasing responses to later items, the PANAS was used to screen for differences in mood, eitherpositive or negative, between students who completed the different pilot surveys. The I-PANAS-SF is a short form of instrument that has been developed and tested with an internationalpopulation; it consists of ten items (comprised of five positive and five negative emotion

Conference Session

Minorities in Engineering Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Monique S. Ross, Florida International University; Trina L. Fletcher, University of Arkansas at Pine Bluff; Vishodana Thamotharan, Florida International University; Atalie Garcia

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

engineering design in middle schools. International Journal of Engineering Education, 23(5), 874–883. 4. Litzinger, T. A., Wise, J. C., & Lee, S. H. (2005). Self-directed learning readiness among engineering undergraduate students. Journal of Engineering Education, 94(2), 215–221. http://doi.org/10.1002/j.2168-9830.2005.tb00842.x 5. Raelin, J. A., Bailey, M. B., Hamann, J., Pendleton, L. K., Reisberg, R., & Whitman, D. L. (2014). The gendered effect of cooperative education, contextual support, and self- efficacy on undergraduate retention. Journal of Engineering Education, 103(4), 599–624. http://doi.org/10.1002/jee.20060 6. Schuurman, M. K., Pangborn, R. N., & McClintic, R. D. (2008). Assessing

Conference Session

Mentoring Practices and Project Teams

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily Miller, University of Virginia; Reid Bailey, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Association Anonymous New York: Macmillan., 1992, pp. 465-485.[3] M. Borrego et al, "Team Effectiveness Theory from Industrial and Organizational Psychology Applied to Engineering Student Project Teams: A Research Review," J Eng Educ, vol. 102, (4), pp. 472-512, 2013.[4] (). Accreditation.[5] G. L. Stewart, I. S. Fulmer and M. R. Barrick, "An Exploration of Member Roles as a Multilevel Linking Mechanism for Individual Traits and Outcomes," Person. Psychol., vol. 58, (2), pp. 343-365, 2005.[6] S. Sonnentag and J. Volmer, "Individual-Level Predictors of Task-Related Teamwork Processes: The Role of Expertise and Self-Efficacy in Team Meetings," Group & Organization Management, vol. 34, (1), pp. 37-66, 2009.[7] A. Zhang, "Peer

Conference Session

Student Empathy and Human-Centered Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Indiana University-Purdue University, Indianapolis; Anusha Sathyanarayanan Rao, Indiana University-Purdue University, Indianapolis; Grant Fore, Indiana University-Purdue University, Indianapolis; Jiangmei Wu, Indiana University, Bloomington; Andres Tovar, Indiana University-Purdue University Indianapolis; Sohel Anwar, Indiana University-Purdue University Indianapolis

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

matters. (p. 123)A separate but related phenomena to creativity is innovation. Specifically, based on extensiveinterviews with serial innovators, Dyer, Gregersen, and Christensen (the authors of theInnovator’s) DNA postulate that innovators tend to be avid questioners, observers,experimenters, and idea networkers. They framed these four phenomena as the “behavioraltendencies” of serial innovators. In alignment with the Innovator’s DNA, we identify innovationas much more than a function of the brain but also a function of behaviors [7]. In the context ofengineering design, to be an innovative engineer requires the act of doing or creating.We recognize that behavior is fundamentally contingent upon one’s inner drives, motivations,values, self

Conference Session

Studies in Engineering Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessie Marshall Zarazaga, Southern Methodist University, Lyle School of Engineering

Tagged Divisions

Design in Engineering Education

50studies, Dean et al. have extracted an overarching consistency from such studies, in whichcreative work is measured using four scales where the originality or novelty of an idea must bebalanced by its flexibility or workability, its relevance to the solution set, and its specificelaboration [20]–[22].In this study, however, we are less interested in the eventual creative product and more interestedin the self-efficacy, or change in design confidence gained by student engineers through theworkshop process. While the metrics described above may serve to uncover changes in creativequalities of consecutive designs, they will not necessarily reveal changes in a student’s creativeapproach, their confidence in approaching open-ended work or their self

Conference Session

Seeking Resilience and Learning to Thrive Through Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Julianna Sun Ge, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette

Tagged Divisions

Liberal Education/Engineering & Society

education literature search findings,professional reports, and validity checks with faculty, the list in Table 1 is neither exhaustive norfinal. Rather, this list serves as the first attempt to operationalize various academic and personalcompetencies relevant to thriving in the engineering context. Described in more detail in theFuture Research section, more research is needed to refine and validate this conceptualframework for engineering thriving.Table 1. Competencies important to engineering student success, as identified in publishedresearch papers in Engineering Education and professional reports (such as ABET and NSF) Competency Definition Academic Self-efficacy

Conference Session

Construction Division Technical Session 4: Capstone, Safety and Beyond

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dorail F. Porter, Associated General Contractors; Andrea Nana Ofori-Boadu, North Carolina A&T State University

Tagged Topics

Diversity

Tagged Divisions

Construction Engineering

opportunities can foster or hinder belongingness and identity development [7].Consistently, education researchers are investigating questions associated with students’ self-identification as professionals in their field of study. Factors such as gender, career goals, careerexposure, and academic success are predictors of this self-identification [9]. Vocational interests,occupational self-efficacy, occupational prestige are closely associated with each other, and withschool, leisure, and actual engagement in corresponding activities [10]. Career identity has beenlinked with career development [6]. The lack of adequate training, time, and incentives couldcreate tension with truly recognizing and forming professional identity. It is important that

Conference Session

Design Assessment

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kimberly Cook-Chennault, Rutgers, the State University of New Jersey

Tagged Divisions

Design in Engineering Education

, training on operation of research related equipment, rigorouspreparation and evaluation of curricular units, and participation in events aimed at developingteacher-faculty interaction and teacher-teacher communication. II.2. Undergraduate Research Program The undergraduate research program is a residential summer program that engagesundergraduate rising juniors and seniors in innovative “green” science and engineering researchduring a 10-week summer program and provides these scholars with professional developmentand academic training and exposure to cutting edge research equipment and facilities, where theprogram was designed to foster undergraduates’ understanding of and self-efficacy in scienceand engineering. Students who

Conference Session

Diversity and Inclusion: Concepts, Mental Models, and Interventions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Megan Keogh, University of Colorado, Boulder; Malinda S. Zarske, University of Colorado, Boulder; Janet Y. Tsai, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

pursuingengineering degrees [5-6]. This is particularly true for women in STEM [7-8]. Of the womenwho do graduate with an engineering degree, many seek jobs outside of the engineering industrymore often than their male counterparts. Many reports indicate that women leave engineeringjobs in part because of low self-confidence in their technical abilities. A study published by theAmerican Sociological Review shows that women express and feel less professional roleconfidence than men when in engineering [9]. This study, along with others, affirm that womenin engineering careers often have lowered self confidence in their technical competencies even ifthey persisted through getting an engineering degree [9-10]. Lowered self-efficacy coupled withan extra pressure

Conference Session

Mentoring Practices and Project Teams

Collection

2018 ASEE Annual Conference & Exposition

Authors

Suzette R. Burckhard, South Dakota State University; Joanita M. Kant, South Dakota State University; Francis Arpan; Ross Peder Abraham, South Dakota State University; Gregory J. Michna, South Dakota State University

Tagged Divisions

Educational Research and Methods

recipients with demonstrated financial need and academic talent in STEMmajors to better prepare them for the workforce through scholarship funding, mentoring, and 3educational enhancement activities. The intended outcomes were to increase participants’retention, graduation, readiness, and transition to the workforce in their field, or to transitionto graduate school in STEM. The purpose of requiring educational enhancement activities was to help build self-efficacy, community connectivity, and professional identity. Another reason was to increasewhat Sociologist/Anthropologist Pierre Bourdieu [4] refers to as social, cultural, andeconomic

Conference Session

Evidence-based Practices in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vittorio Marone, University of Texas, San Antonio; Robin L. Nelson, University of Texas, San Antonio; Stephanie Ann Garcia, University of Texas at San Antonio; Emily Peterek Bonner, University of Texas, San Antonio; Timothy Yuen, University of Texas, San Antonio; Joann Browning P.E., University of Texas, San Antonio

Tagged Topics

Faculty Development Constituency Committee

engineering educationA multitude of factors can influence student engagement and retention in engineering programs,such as students’ background and preparation, attitudes, behaviors, self-efficacy, motivation, andlearning strategies [2, 9]. As such, universities across the world are implementing initiatives thatseek to transform engineering education in order to increase student engagement and reducedropout rates from courses and programs [10-12]. These initiatives demonstrate that studentengagement is a multidimensional construct that needs to be approached through a holisticperspective that transcends the presentation of content in the classroom [13]. Instructors canappeal to students’ personal interests, offer opportunities for self-reflection, or