Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Eleazar Marquez, The University of Texas Rio Grande Valley; Noe Vargas Hernandez, The University of Texas Rio Grande Valley; Arturo Fuentes, The University of Texas Rio Grande Valley

follows: 1) ethnic enrollment, 88% Hispanics, 2) graduation rates: fouryears (Fall 2020: 24%), six years (Fall 2020: 46%), 3) commuter school, approximately 60% ofstudent population, and 4) 84.6% of the student body receives financial assistance (e.g., 65%receive Pell Grants).I.2 Bootcamp BackgroundThe bootcamp was conducted prior to the start of the 2021-2022 academic year and developedwith the intention of adhering to the ongoing academic mission of UTRGV (Figure 1), which is toincrease student persistence and self-efficacy in STEM fields, particularly serving the HispanicRGV population. An area of opportunity for many Hispanic Serving Institutions (HSI) is retentionrates. According to the retention rates from Texas Public Universities, UTRGV

Conference Session

Labs and Demonstrations in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jacqueline Mohalley-Snedeker, Georgia Institute of Technology; Benjamin Galfond, Georgia Institute of Technology

in their skill development, and to enhance student confidence in their self-efficacy related to non-technical skills” [18].Anecdotally, students have mentioned that while this assignment can be painful, it provides a veryuseful tool for self-reflection and self-improvement. Notably, presentation scores increased inrecent semesters by about 4-6% from the first presentation to the second presentation.Student comments about the content and structure of the communications component of thecourse are positive, with end-of-the-semester survey rankings for the course and the technicalcommunications instructor about 4.8 out of 5, where an average score at the institution is about4.3. A sampling of comments from 2019 indicates student reaction to the

Conference Session

Women in Engineering Division (WIED) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nadah Al Theeb, Purdue Engineering Education

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

ongoing research, implementing favorable employmentlaws, and ensuring women's voices are heard in decision-making [11]. According to Howe-Walsh et al. [17], women in the United Arab Emirates (UAE) prioritizework prestige in their career choices, regardless of whether they work for a public or privatecompany. This preference for work prestige may challenge women who value balancing theirprofessional and personal goals, as it could limit their career opportunities [17]. Researchers have identified several factors and challenges that affect women's entry,persistence, or departure from STEM fields. For instance, one study found that these factorsincluded the relationship between self-efficacy and competence, religious and personal

Conference Session

Social Identities and STEM Experiences: Equity, Culture & Social Justice in Education Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Michelle Ausman; Atsushi Akera, Rensselaer Polytechnic Institute; Alan Cheville, Bucknell University; Sarah Appelhans, University at Albany-SUNY; Melissa Shuey, Virginia Polytechnic Institute & State University

Self-Efficacy,” Journal of Engineering Education, vol. 98, no. 1, pp. 27–38, 2009.[12] M. Ong, N. Jaumot-Pascual, and L. T. Ko, “Research literature on women of color in undergraduate engineering education: A systematic thematic synthesis,” Journal of Engineering Education, vol. 109, no. 3, pp. 581–615, 2020.[13] L. Leyva, T. McNeill, and A. Duran, “A Queer of Color Challenge to Neutrality in Undergraduate STEM Curriculum and Instruction,” Journal of Women and Minorities in Science and Engineering, Dec. 2022.[14] M. W. Ohland, C.E. Brawner, M.M. Camacho, R.A. Layton, R.A. Long, S.M. Lord, M.H. Wasburn, “Race, Gender, and Measures of Success in Engineering Education,” Journal of Engineering Education, vol. 100, no

Conference Session

Disciplinary Engineering Education Research – Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Beth (Ann Elizabeth) Wittig, City University of New York, City College of New York, Department of Civil Engineering

Tagged Divisions

Educational Research and Methods Division (ERM)

might be better retained if their social-cognitive disposition with respect to attritionwas supported by social-cognitive skills and strategies adapted from SOB and SRL models.However, of the many interventions currently being employed, most focus on improving thematch of the student to the institution and major, and specific core competencies. While this doesrecognize a cognitive element of student success (i.e., how a student thinks about their majorimpacts their decision to remain in it), it does not fully support SOB. Although they are aminority, there interventions at the college level for engineering majors that specifically addressSOB [18] or self-efficacy [14]. Self-efficacy is an important but small element of these socio-cognitive

Conference Session

First-Year Programs Division (FYP) - Technical Session 2: Program Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joseph A. Lyon, Purdue University at West Lafayette (COE); Jacqueline Callihan Linnes, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

Education, vol. 34, no. 4, 2012.[40] J. E. Dowd et al., “Student learning dispositions: Multidimensional profiles highlight important differences among undergraduate stem honors thesis writers,” CBE Life Sci Educ, vol. 18, no. 2, Jun. 2019, doi: 10.1187/cbe.18-07-0141.[41] M. Sumpter, D. Follman, and M. Hutchison, “2006-1812: WHAT AFFECTS STUDENT SELF-EFFICACY IN AN HONORS FIRST-YEAR ENGINEERING COURSE? What Affects Student Self-Efficacy in an Honors First-Year Engineering Course?,” in ASEE Annual Conference and Exposition, 2006.[42] S. Conrad, S. S. Canetto, D. Macphee, and S. Farro, “What attracts high-achieving, socioeconomically-disadvantaged students to the physical sciences and engineering?,” Coll Stud

Conference Session

Graduate Studies Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Liesl Klein, Purdue University at West Lafayette; Greg J. Strimel, Purdue University at West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

permission to work with PhD Balance and their posts for this project. Werecognize her support and assistance in moving this project forward.Bibliography[1] Nature Editorials, “Being a PhD student shouldn’t be bad for your health,” Nature, vol. 569, no. 7756, pp. 307–307, May 2019.[2] K. Levecque, F. Anseel, A. De Beuckelaer, J. Van der Heyden, and L. Gisle, “Work organization and mental health problems in PhD students,” Res. Policy, vol. 46, no. 4, pp. 868–879, May 2017.[3] C. Liu et al., “Prevalence and associated factors of depression and anxiety among doctoral students: the mediating effect of mentoring relationships on the association between research self-efficacy and depression/anxiety,” Psychol. Res

Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Natalie C.T. Van Tyne P.E., Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Reeping, University of Cincinnati

Tagged Divisions

First-Year Programs

Employment Counseling, vol. 39, pp. 12–21, 2002.[7] K. J. Downing, “Self-efficacy and metacognitive development,” International Journal of Learning, vol. 16, no. 4, pp. 185–200, 2009.[8] E. Seymour and N. M. Hewitt, Talking about leaving: why undergraduates leave the sciences. Boulder, CO: Westview Press, 1997.[9] M. W. Ohland, S. D. Sheppard, G. Lichtenstein, O. Eris, D. Chachra, and R. A. Layton, “Persistence, engagement and migration into engineering programs,” Journal of Engineering Education, vol. 97, no. 3, pp. 259–278, 2008.[10] P. A. Gore, “Academic self-efficacy as a predictor of college outcomes: two incremental validity studies,” Journal of Career Assessment, vol. 14, pp. 92–115, 2006.[11] J. B. Biggs, “The role of

Conference Session

Labs and Experiential Learning

Collection

2021 Illinois-Indiana Regional Conference

Authors

Gurcan Comert; Zulfikar Berk, University of South Carolina; Robert Petrulis; Balaji Iyangar; Esmail M Abuhdima, Benedict college; Negash Begashaw, Benedict College

Tagged Topics

Diversity, Labs and experiential learning

) Least Strongest Mean 1 2 3 4 5 As 5 being very successful, how successful was the research experience overall learning new materials 4.89 0.0% 0.0% 0.0% 11.1% 88.9% and methods? Again 5 being strongest, how much the research experience increased your self efficacy towards 4.67 0.0% 0.0% 0.0% 33.3% 66.7% research and continuous learning? As 5 being very likely, given chance and you continue at the College, how likely you would like to continue 4.67 0.0% 0.0% 0.0% 33.3% 66.7% research on this or similar topics? As 5 being strongest, how this

Conference Session

Research Infrastructure in STEM Disciplines

Collection

2007 Annual Conference & Exposition

Authors

Carlotta Berry, Rose-Hulman Institute of Technology; Cordelia Brown, Purdue University; Ingrid St. Omer, University of Kentucky; Stephanie Adams, University of Nebraska-Lincoln; Michael Smith, National Society of Black Engineers

Tagged Divisions

Minorities in Engineering

who were shown to have significantly higher perceptions of communicationand computer skills before entering college had a significant decrease in the same perceptionafter the first year of college. This is an indicator that the college experience negatively affectsthe self-efficacy of minority engineering students. It was also shown that the attitudes ofstudents at minority-serving institutions were higher, and these schools appear to retain andgraduate more minority scientists9, 13. Even though students at the HBCUs may not have highergrades, it does not appear to affect their attitudes. Some of the retention and scholarship programs that appear to have a significant impacton retention are Project Preserve and the Meyerhoff Scholars

Conference Session

Assessing Design Course Work

Collection

2009 Annual Conference & Exposition

Authors

Keith Sheppard, Stevens Institute of Technology; Edward Blicharz, Stevens Institute of Technology; Peter Dominick, Stevens Institute of Technology

Tagged Divisions

Design in Engineering Education

followedby awareness building and longer-term goal setting. Page 14.949.2In the previous paper we reported on results from the Freshman Year implementation. Theresults revealed some interesting correlation of poorer performance in the design courses andlower self efficacy with lack of experience prior to college on teams, either in school or extra-curricular. We also showed some support for the use of peer assessment in teaming evaluation inthe early design courses. In this paper we describe the further evolution of the teaming threadinto the Sophomore Year along with the inclusion of self awareness building and personal goalsetting as contributors

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

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

Conference Session

Women in Engineering Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tyler Byrne Cole, Northeastern University; Emma Kaeli, Northeastern University; Bradley Joseph Priem, Northeastern University; Caroline Ghio, Northeastern University; Paul A. DiMilla, Northeastern University; Rachelle Reisberg, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

student’s self-efficacy beliefs [24], is itpossible that exposure to SI prior to college has a measurable effect during the freshman year ofcollege and beyond? This question brings up an important follow-up: what role does genderhave, if any, in these effects?Study contextTo learn more about the impact of prior experience with SI and the effect of perceptions andattitudes towards utilization of SI and course subject, data for students enrolled in a requiredfirst-semester general chemistry course for engineering students during the fall 2016 semester atNortheastern University were collected and analyzed. Lecture sections of 70-120 students,meeting three times weekly in 65-minute blocks, were taught by an instructor. These lecturesalso were divided

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Exploring the Impact of Summer Programs on K-12 Youth (Part 1)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alison Haugh Nowariak, University of St. Thomas; Olivia Lang, University of St. Thomas ; AnnMarie Polsenberg Thomas, University of St. Thomas; Debra Monson, University of St. Thomas; Deborah Besser P.E., University of St. Thomas

Tagged Divisions

Pre-College Engineering Education Division

the pre- and post-surveys ask “What do you think it means tobe an engineer?” and the difference in answers allow researchers to determine if theirunderstanding of what an engineer is/does has changed after attending the camp.An additional note on the research surveys involves the ranking questions. The researchquestions draw from the NSF project “Assessing Women and Men in Engineering” 10. Theranking questions are identical from the pre- and post-surveys in order to determine if significantchanges in self-efficacy were made. These questions include, “I consider myself to be good atscience” and “I consider myself to be good at math”. However the camp does not focus onteaching any specific aspects of these subjects or explicitly building self

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Margaret Pinnell, University of Dayton; Melissa Rose Taylor, University of Dayton; Ahsan Mian, Wright State Unviersity; Sandra M Preiss, Dayton Regional STEM Center; Leanne Petry, Central State University; M. Suzanne Franco

Tagged Topics

NSF Grantees Poster Session

Efficacy and BeliefInstrument or STEBI during the first week of the program and again in December of 2015.34Both the MTEBI and STEBI collect information about the teachers’ self-efficacy and expectedstudent outcomes.34 For the 2015 cohort changes in the Math and Science teachers’ self-efficacyand expected student outcomes were not significant at the 0.05 level.Results of the evaluations obtained as of January 2016 were mapped to the detailed programobjectives and are summarized below. Recommendations for adjustments are included at the endof each objective summary.Objective A: Teach engineering concepts to over 1,000 K-12 students over the project period,including students from schools with a significant minority population: Participants

Conference Session

Industrial Engineering Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Justine M. Chasmar, Clemson University; Brian J. Melloy, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Industrial Engineering

aims to understand effects of a SRL workshop/intervention, framed by the StudyCycle, on IE students’ SRL strategy use in an IE course.Self-regulated LearningAt a symposium at the 1986 American Educational Research Association (AERA) annualmeeting, a group of researchers agreed on a definition of SRL combining three aspects ofcognitive and affective domains that help students achieve their academic goals: motivation,metacognition, and self-directed action20. Later, Zimmerman and Schunk coined the phrase“masters of their own learning” to describe students who practice SRL techniques21. Self-regulated learners are seen to have high motivation in terms of self-efficacy and intrinsic taskattributions22. Metacognitive strategies used by self

Conference Session

Entrepreneurship & Engineering Innovation Division – Evaluating Student Behaviors and Attitudes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Philip Reid Brown, Virginia Tech Department of Engineering Education; Julia M. Williams, Rose-Hulman Institute of Technology; Shannon M. Sipes, Rose-Hulman Institute of Technology

Tagged Divisions

Entrepreneurship & Engineering Innovation

(self-efficacy) are predictors to improving that skill23. Once again, results from multiple methods helpus understand the role that the academy played in helping students improve their teamworkskills.Problem SolvingWhen problem solving was mentioned in reflective activities, surveys and rubrics, it was usuallywith respect to solving problems in communication and teamwork. As the academy focused onworking with others, it makes sense that problems students remember solving are mostly thosethat involve communication and teamwork. In this way, responses about problem solving in thisassessment seem tangential to communication and teamwork. For example, one of the problemsolving weaknesses highlighted in rubrics was the lack of consideration of all

Conference Session

Potpourri: Various Issues and Topics in Graduate Studies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gurlovleen Rathore, Texas A&M University; Jeffrey E. Froyd, Texas A&M University; Ibrahim H. Yeter, Texas Tech University; Matthew Pariyothorn, Texas A&M University; Nandita Kohli, Texas A&M University ; Prasad N. Enjeti, Texas A&M University

Tagged Divisions

Graduate Studies

, students often lack formal preparation for the meta-professional skillsrequired of faculty to be successful in their roles1,3. Insufficient preparations for faculty careersresults in low self-efficacy in students and can affect doctoral students’ performances as futurefaculty5.One way to potentially improve preparation of future faculty through engineering doctoraleducation is doctoral students’ participation in professional development seminars that allowsthem to explore different dimensions of faculty work. Professional development seminars canprovide formal opportunities for students to socialize themselves into faculty roles, receiveguidance from faculty and professional speakers on various aspects of faculty life, and becomeaware of the

Conference Session

Engaging Faculty Across Disciplines, Colleges, and Institutions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jack Bergquist, California Polytechnic State University, San Luis Obispo; Anahid Behrouzi, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

, the research team is made up of two junior tenure-track faculty membersfrom the departments of architectural (structural) engineering and computer science. The facultyadvisors collaborate to set overarching goals and outcomes of the project, but more or less,independently lead a team of students in their respective fields. The teaching institutionadvocates applied learning opportunities that promote student initiative and self-efficacy. As aresult, students are involved in project development including presenting suggestions fordeliverables and participating in research dissemination.This paper focuses on the educational outcomes of the multidisciplinary research. Specifically, itsummarizes the research roles, learning gains, and unique

Conference Session

Educational Research and Methods Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Julie P. Martin, Clemson University; Matthew K. Miller, Clemson University; Marian S. Kennedy, Clemson University

Tagged Divisions

Educational Research and Methods

Foundation’s Research Experiences for Undergraduates (REU)initiative aims to recruit students to careers in research and has funded over 1,700 sites totalingover $435 million (of which over 600 sites receiving $171 million in funding are presentlyactive)1. Research by the STEM education community concurs that these research experienceshave a positive influence on undergraduates in a variety of ways. Yet, many of the specificaspects of the nature benefits to participants and how they accrue to participants are not knownor well understood.Prior work by the first author used Lent’s Social Cognitive Career Theory to study the impact ofREU programs on undergraduate students’ self efficacy for graduate school and researchcareers2. In this prior work, we

Conference Session

NSF Grantees Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Ashley Clayson, Laboratory for Innovative Technology and Engineering Education; P K Raju, Auburn University; Chetan Sankar, Auburn University

the assignments accompanying case studies oftencall for various communicative projects, like writing reports or making presentations, many ofthe professors evaluating the LITEE case studies included in their evaluations an examination ofstudents’ communication skills.Self-Efficacy (SE): Many of the surveys measured issues of self-efficacy, such as students’confidence in their own skills.3.3.2 Summary of Findings: Quantitative DataThe table below summarizes each of the accepted papers’ findings in relation to these fiveconstructs. It details whether the studies found that: (a) the studies did not have a statisticallysignificant impact on the construct (“no”), (b) the case studies had a moderate, but notstatistically significant impact on the

Conference Session

Trends in Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Khairiyah Mohd-Yusof, Universiti Teknologi Malaysia; Fatin Aliah Phang, Faculty of Education, Universiti Teknologi Malaysia; Aziatul Niza Sadikin, Universiti Teknologi Malaysia; Syed Ahmad Helmi, Universiti Teknologi Malaysia; Mohd Johari Kamaruddin, Centre of Lipids Engineering & Applied Research (CLEAR), Faculty of Chemical Engineering, Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, Malaysia.

Tagged Divisions

Educational Research and Methods

and affective memories are influenced by individuals’ perceptions of otherpeople’s attitudes and expectations for them, and by their own interpretations of theirprevious achievement outcomes8.According to another related theory on motivation, the social cognitive career theory(SCCT)9 explained that persistence is influenced by self-efficacy, goals, interest, contextualsupports/barriers and outcome expectations10. It is reported that outcome expectations andself-efficacy influence engineering students’ interest to study engineering10-13. Therefore,students’ expectation is one of the very important factors to retain students’ interest andpersistence in studying engineering and eventually to pursue career in engineering.In order to help first

Conference Session

Standards and K-12 Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jing Wang, Purdue University; Melissa Dyehouse, Purdue University; Nicole R. Weber, Lesley University; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

. Page 25.340.2Research on STEM education and underrepresented minorities and women may serve as anexample for the significance and impact of authentic learning experiences and the need for morereflection: Data show that STEM fields are not as attractive to underrepresented minorities andgirls. While reasons differ, girls are turning away from science/math as early as third and fourthgrade and for the ones persisting, the current climate provided by STEM curricula produces ahigh level of anxiety and low self-efficacy.4,5 Similarly, engineering is considered more object-oriented than people-oriented.6 As a result, many students who are interested in careers related tohelping people may not pursue an engineering-related field, but instead go into

Collection

2000 Annual Conference

Authors

Hajrudin Pasic; Gregory G. Kremer; Bhavin V. Mehta

and user interfaceData: a) Incorporate data collection into the design of the IPS to measure usability, motivational impact, perceived effectiveness, etc. b) conduct observational and interview studiesEvaluation Type: Formative & Summative evaluations with respect to the goals, objectives and expected outcomesMeasure: a) programmatic retention rates (for all students, for women, and for minorities) b) student performance in the engineering mechanics courses c) performance in future engineering classes & the Fundamentals of Engineering exam d) content pre and post tests with a control group e) self-assessment ability, and self-efficacy

Conference Session

Engineering Leadership Development Division (LEAD) Technical Session: Innovative Approaches to Teaching & Developing Engineering Leadership

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robert Benjamin Simon, Georgia Institute of Technology; James Field; Lauren Stewart, Georgia Institute of Technology

Tagged Divisions

Engineering Leadership Development Division (LEAD)

their ability to manageprojects (over 73% of the class felt the class improved their confidence). There was someincrease in students’ comfort level with feedback, most notably in receiving feedback, where57% of the class said they were now more comfortable with receiving feedback. Curiously,there was less of an increase in sharing feedback, where less than half (42%) of students saidthey were more comfortable. Just over half the class felt the same with regards to sharingfeedback, with one student actually feeling less comfortable.Measuring confidence has been shown to be a better predictor of achievement than self-efficacy,concept of self, or anxiety [31]. As such, the results of this paper should be helpful to anyeducators teaching project

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Syed Hasib Akhter Faruqui, Sam Houston State University; Nazia Tasnim, University of Texas at Austin; Iftekhar Ibne Basith, Sam Houston State University; Suleiman M Obeidat, Texas A&M University; Faruk Yildiz, Sam Houston State University

Tagged Divisions

Computers in Education Division (COED)

practice examples to build their self-efficacy, while those who are highly motivated maybenefit from more challenging tasks to maintain their engagement. Furthermore, linguistic diver-sity must also be acknowledged, considering language preferences. Non-native English speak-ers may require additional language support to comprehend complex texts. The ideal technologywould be able to comprehend these conditions, interpret the knowledge and provide personalizedand context-aware explanations similar to a human instructor. This level of adaptability wouldsignificantly enhance the learning experience, making it more engaging, effective, and tailored toindividual students’ needs.In recent years, advances in artificial intelligence (AI), machine learning

Conference Session

Environmental Engineering Division (ENVIRON) Technical Session 3 - Innovative Pedagogy

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hang Song, Auburn University; Karen McNeal, Auburn University; John T. Solomon, Tuskegee University; Lauren E. Beckingham, Auburn University; Kelly Lazar, Clemson University

Tagged Divisions

Environmental Engineering Division (ENVIRON)

Cognitive Theory (Bandura, 1986) and transformationallearning theory informed questions assessing how students' understanding of sustainabilityinfluences their behaviors. These theories emphasize the role of self-efficacy and critical reflectionin driving behavioral change towards more sustainable practices. Abilities Section (S4 & S5): Questions in these sections evaluated students' confidence inperforming tasks related to sustainable engineering and their ability to integrate technicalknowledge with societal needs. Systems thinking and socio-technical systems theory wereinstrumental in shaping these questions, highlighting the need for holistic problem-solving andsustainable engineering solutions.By aligning the theoretical approaches

Conference Session

Computing and Information Technology Division (CIT) Technical Session 6

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nivedita Kumar, Florida International University; Stephen Secules, Florida International University; Maimuna Begum Kali, Florida International University; Tiana Solis, Florida International University; Atota Bedane Halkiyo, Arizona State University; Mark Allen Weiss, Florida International University; Michael Georgiopoulos, University of Central Florida; Jacqueline Faith Sullivan, University of Central Florida; Ken Christensen P.E., University of South Florida; Angela Estacion

Tagged Divisions

Computing and Information Technology Division (CIT)

computing.The first metaphor, the pipeline, focuses on students’ progression through an educational systemtoward the computing workforce. It emphasizes student retention, aiming to address the issue ofindividuals dropping out of the pipeline before reaching professional roles. Lee [19] emphasizesthat this metaphor highlights the deficits of students who do not continue along the pipeline,often implying that these individuals lack the necessary skills or attributes to remain in thecomputing field. For instance, the “leaky” pipeline metaphor might attribute theunderrepresentation of women in computing to a lack of self-efficacy or skills to sustain theirinterest and commitment to computing careers (e.g., [20]). We also align with scholars whocritique the

Conference Session

FPD IX: Research on First-Year Programs and Students, Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Casey Canfield, Franklin W. Olin College of Engineering; Brittany Strachota, Franklin W. Olin College of Engineering; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs

performance.In just this short exercise, where the student primarily experiences organizational and proceduralautonomy, she expresses the sense of increased attainment value and potentially higherexpectancy.10,15 While high levels of structure is expected from the lecture portion of thecurriculum, the labs allow students to engage in some SDL activities. To emphasize the range ofstudent perspectives, it is important to note that this student reports that she had learned morethrough an SDL approach while the previous student indicates he had learned less despite ahigher level autonomy Clearly, students have varying comfort levels with the unstructured natureof SDL experiences and may misjudge their resulting competency and expectancy (e.g., self-efficacy

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Rowena Kay Mascarenhas, TiE Boston; Adam B. Carter, TiE Boston

learning, engineering entrepreneurship education can deliverrelevant outcomes that prepare students for entrepreneurial endeavors. Exposure toentrepreneurship concepts early in their academic journey significantly impacts students'entrepreneurial intentions and self-efficacy, potentially leading to a career in entrepreneurship(Elliott et al., 2020)[16].In conclusion, entrepreneurship education in engineering programs empowers engineers withthe tools, knowledge, and mindset needed to pursue entrepreneurial ventures, contribute toinnovation, and navigate the complexities of the modern business landscape. By integratingentrepreneurship into engineering curricula, institutions can better prepare students fordiverse career opportunities and equip them