Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jean Nocito-Gobel, University of New Haven; Maria-Isabel Carnasciali, University of New Haven; Christopher Martinez, University of New Haven

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NSF Grantees Poster Session

Scholarship Program.To gain further insight as to whether the scholarship program contributed to students’ persistencein STEM, questions from the PITS assessment survey were included in the ASPIRE EvaluationSurvey. The PITS survey was originally designed to measure the psychological outcomes ofundergraduate research experiences relevant to persistence in STEM. The survey was modifiedfor the ASPIRE Program by excluding two of the components; that is, project ownership contentand scientific community values. Students were asked to rate the extent to which they agreedwith statements pertaining to words that described their experience with the scholarship(emotions); confidence in their abilities to function as an engineer/scientist (self-efficacy

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Jennifer Vernengo, Rowan University; Tom Merrill, Rowan University; Jennifer Kadlowec, Rowan University; Mary M. Staehle, Rowan University; Robi Polikar, Rowan University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

biomedical # of students enrol- concentration Measurement ofFunding from courses ling into single Increase secondary Self efficacy forNSF Workshop courses of the con- students under- STEM and Career material for centration standing and inter- aspirations (for secondary # of students est in STEM ca- secondary and school teach- Improved and new- reers post-secondary

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

James P. Becker, Montana State University; Carolyn Plumb, Montana State University

Tagged Topics

NSF Grantees Poster Session

the MSLQ were scored and assembled into fifteen groups as per [19], andincluded among other groups: intrinsic goal orientation, extrinsic goal orientation, task value,control of learning beliefs, self-efficacy for learning and performance, test anxiety, rehearsal,organization, critical thinking, time and study environment management, and peer learning forexample. Only the self-efficacy for learning (Pearson correlation = 0.31, n = 42) and time andstudy environment management (Pearson correlation = 0.37, n = 42) rose to the marginalcorrelation level with exam 1. The MSLQ was not selected as a tool for identifying at-riskstudents on two accounts. First of all, for lack of a strong correlation between the MSLQ andexam 1, it does not seem

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

EC Cline, University of Washington, Tacoma; Heather Dillon, University of Washington; Amanda K Sesko, University of Washington, Tacoma; Marc Nahmani; Zaher Kmail, University of Washington, Tacoma; Joyce Dinglasan-Panlilio; Seung-Jin Lee, University of Washington, Tacoma; Emily Cilli-Turner, University of San Diego; Elin A. Björling, University of Washington

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Diversity, NSF Grantees Poster Session

1. Briefly, the centerpiece of the program is our quarterly Success inSTEM seminar, which students take every quarter for their first two years at University ofWashington Tacoma. Through these weekly sessions, students connect with each other and withtheir faculty cohort mentor, learning to support each other through challenging times,developing a growth mindset towards their academic journey, understanding barriers that leadto equity gaps in STEM such as stereotype threat and imposter syndrome, and building a senseof belonging and self-efficacy. The seminar allows participants to explore co-curricularopportunities (e.g., student clubs), campus resources such as disability services and financial aidoffices, and career preparation, while

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kellie Schneider, University of Dayton; Leanne Petry, Central State University; Margaret Pinnell, University of Dayton; Kelly Bohrer, University of Dayton; Amy Anderson; Elizabeth Generas; Marjorie Langston Langston; Sharath Krishna

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Diversity, NSF Grantees Poster Session

change.Teachers play a significant role in helping students develop an awareness of, and interest indifferent career opportunities [1]. They also help shape a students’ self-efficacy and expectationswhich can have a significant impact on the student’s choice of careers [2]. Unfortunately, manyteachers either have little knowledge of the field of engineering or have misconceptions about thefield such as failing to identify engineering as a career that helps humanity [3-4]. EngineeringCommunity Engaged Learning (CEL) is an excellent way to help teachers understand howengineering, as well as other STEM careers, can have a high level of community engagementwhile using creativity to help humanity.For the 2022-2023 Global STEM cohort, RET participants engaged

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Noemi V. Mendoza Diaz, Texas A&M University; Russ Meier, Milwaukee School of Engineering; Deborah Anne Trytten, University of Oklahoma; So Yoon Yoon, University of Cincinnati; Janie M. Moore, Texas A&M University; Andrea M. Ogilvie P.E., Texas A&M University; Mark Weichold, Texas A&M University

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NSF Grantees Poster Session

engineering classes. Institutions might also discover theneed for introductory computational thinking courses that previously were not included in thecurriculum.ECTD results will also allow instructors to understand how their student cohorts function acrossthe broad areas of computational thinking. By using the results, the instructors can focusclassroom and assessment activities to help students mature computational thinking factors thatare less developed. The long-term impact would be classroom instruction that helps increasestudent self-efficacy and improve student enculturation into the engineering profession. ReferencesCattell, R. B. (1966). The scree test for the number of factors. Multivariate

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Leen-Kiat Soh, University of Nebraska - Lincoln; Gwen Nugent, University of Nebraska - Lincoln; Wendy Smith, University of Nebraska - Lincoln; Guy Trainin, University of Nebraska - Lincoln; John T. Sutton, ResultED LLC; Kent Steen, Lincoln Public Schools

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Diversity, NSF Grantees Poster Session

of our PD program in terms of the design of our courses and Saturday workshopsbased on feedback from the teachers. There will also be efforts in facilitating and sustaining acommunity of practice for the teachers.AcknowledgementsThe authors would also like to acknowledge the other collaborators on the project and teachingassistants and instructors of the two summer courses and the Saturday workshops. This workwas supported by the National Science Foundation under grant no. 1837476.ReferencesPeteranetz, Markeya, Shiyuan Wang, Duane Shell, Abraham E. Flanigan, and Leen-Kiat Soh. 2018. “Examining the Impact of Computational Creativity Exercises on College Computer Science Students’ Learning, Achievement, Self-Efficacy, and Creativity

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Dina Verdin, Purdue University-Main Campus, West Lafayette (College of Engineering); Juan C. Lucena, Colorado School of Mines

Tagged Topics

Diversity, NSF Grantees Poster Session

of an empathy index rooted in social cognitive neuroscience and social justice,” Soc. Work Res., vol. 35, no. 2, pp. 83–93, 2011.[12] A. Bandura, Self-efficacy: The exercise of control. New York: W.H. Freeman and Company, 1997.[13] D. Verdín, A. Godwin, G. Sonnert, and P. M. Sadler, “Understanding how First- Generation College Students ’ Out-of-School Experiences , Physics and STEM Identities Relate to Engineering Possible Selves and Certainty of Career Path,” in IEEE Frontiers in Education, 2018.[14] D. Verdín and A. Godwin, “The Relationship Engineering Identity and Belongingness on Certainty of Engineering Major for First-Generation College Students,” in Paper presented at the 2019 annual

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Angela Minichiello, Utah State University; Talha Naqash, Utah State University; Zain ul Abideen, Utah State University

Tagged Topics

NSF Grantees Poster Session

, “Relationships between Metacognition, Self- efficacy and Self-regulation in Learning,” ECPS - Educational, Cultural and Psychological Studies, no. 7, pp. 115–141, Jun. 2013[16]. Komarudin, Marji, E. Sutadji, and Widiyanti, “Increase the problem solving ability through improved prior knowledge,” Journal of Physics: Conference Series, vol. 1700, no. 1, p. 012043, Dec. 2020[17]. M. C. Whatley and A. D. Castel, “The role of metacognition and schematic support in younger and older adults’ episodic memory,” Memory & Cognition, Mar. 2021[18]. R. DeCaro and A. K. Thomas, “How attributes and cues made accessible through monitoring affect self-regulated learning in older and younger adults,” Journal of

Conference Session

NSF Grantees: Workforce Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Marcia A. Mardis, Florida State University; Faye R. Jones, Florida State University

Tagged Topics

Diversity, NSF Grantees Poster Session

capital in rural development, networking and decision-making in rural areas," Journal of Alpine Research, vol. 95, no. 4, pp. 43-56, 2007.[27] C. C. Chen, P. G. Greene, and A. Crick, "Does entrepreneurial self-efficacy distinguish entrepreneurs from managers?," Journal of Business Venturing vol. 13, pp. 295-316, 1998.[28] J. Cheng, "Intrapreneurship and exopreneurship in manufacturing firms: An empirical study of performance implications," Journal of Enterprising Culture, vol. 9, no. 2, pp. 153-171, 2001.[29] E. J. Douglas and J. R. Fitzsimmons, "Intrapreneurial intentions vs.entrepreneurial intentions: Distinct constructs with different antecedents," Small Business Economics, vol. 41, no. 1

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marcia A. Mardis, Florida State University; Faye R. Jones, Florida State University

Tagged Topics

Diversity, NSF Grantees Poster Session

, and A. Crick, "Does entrepreneurial self-efficacy distinguish entrepreneurs from managers?," Journal of Business Venturing vol. 13, pp. 295-316, 1998.[29] J. Cheng, "Intrapreneurship and exopreneurship in manufacturing firms: An empirical study of performance implications," Journal of Enterprising Culture, vol. 9, no. 2, pp. 153-171, 2001.[30] E. J. Douglas and J. R. Fitzsimmons, "Intrapreneurial intentions vs.entrepreneurial intentions: Distinct constructs with different antecedents," Small Business Economics, vol. 41, no. 1, pp. 115-149[Online]. Available: http://www98.griffith.edu.au/dspace/bitstream/handle/10072/55296/80979_1.pdf?sequen ce=1[31] Enterprise Florida. (2008). Statewide

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

NSF Grantees Poster Session

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

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Laura J. Carroll, University of Michigan; Lea K. Marlor, University of Michigan; Cynthia J. Finelli, University of Michigan; Matthew Charles Graham ; Madison E. Andrews, University of Texas at Austin; Jenefer Husman, University of Oregon; Michael J. Prince, Bucknell University; Maura J. Borrego, University of Texas at Austin

Tagged Topics

NSF Grantees Poster Session

second-year STEM courses. Theworkshop is designed to promote active learning and strategies to reduce student resistance toactive learning [16]. We developed student and instructor surveys to assess the workshops’ impact. Thestudent survey focuses on instructors’ use of active learning, instructors’ use of the associatedstrategies to reduce student resistance, and students’ responses to active learning [17]. Theinstructor survey measures instructors’ intentions and motivation (value and self-efficacy) forusing active learning as well as strategies to reduce student resistance to active learning [18]. We assessed three pilot offerings of the workshop by measuring instructors’ attitudestoward active learning before and after

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

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jacqueline Fleming Ph.D., National Action Council for Minorities in Engineering

Tagged Topics

Diversity, NSF Grantees Poster Session

engineering; what it takes to be successful inthe engineering program; and their advice to incoming minority students. A fourth questionasked for their assessment of the effectiveness of seven academic support program components.Major student responses were coded for thematic content or tabulated and then entered intoregression equations against four measures of achievement, including students’ GPA, longevityin the program, average SAT/ACT scores of minority students in the school of matriculation, andtheir school's effectiveness in graduating minority students as assessed by 6-year graduationrates. Responses positively associated with achievement indices were then factor analyzed toisolate common clusters associated with success in engineering

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity, NSF Grantees Poster Session

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

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Robert Deters, Embry-Riddle Aeronautical University, Worldwide; Brent Terwilliger, Embry-Riddle Aeronautical University, Worldwide; Emily Faulconer, University of Florida; Kelly A George, Embry-Riddle Aeronautical University, Worldwide

Tagged Topics

NSF Grantees Poster Session

, pp. 5–12, 2021. [9] A. Hajdarpasic, A. Brew, and S. Poenici, “The contribution of academics’ engagement in research to undergraduate education,” Studies in Higher Education, vol. 40, no. 4, pp. 644–657, 2015.[10] A. Carpi, D. M. Ronan, H. M. Falconer, and N. H. Lents, “Cultivating minority scientists: Undergraduate research increases self-efficacy and career ambitions for underrepresented students in stem,” Journal of Research in Science Teaching, vol. 54, no. 2, pp. 169–194, 2017.[11] E. K. Faulconer, J. C. Griffith, Z. Dixon, and D. Roberts, “Comparing online and traditional student engagement and perceptions on undergraduate research,” Scholarship and Practice of Undergraduate Research, vol. 3, no. 3, pp

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Renata A. Revelo, The University of Illinois, Chicago; Angela Beatrice Warren Lichauco, University of Illinois, Chicago; Anastasiia Rozhkova; Diana Diaz

Tagged Topics

Diversity, NSF Grantees Poster Session

. This experience has sparked my passion towards helping develop technology that has a meaningful real-world application, and further solidified my intention to pursue bioinformatics or computational biology in grad school and as a career. Spring 2022Evaluation ResultsThe Center for Evaluating the Research Pipeline part of the Computing Research Associationevaluates the ERSP program every year. Their first evaluation of ERSP at UIC [6], showed thatERSP students had increased levels of experience with research, working with colleagues onresearch, analyzing data, and presenting research reports, six months after completing ERSP. Otherstudent measures such as self-efficacy and sense of belonging did not show a statistical

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Martina Margaret Moyne, University College Dublin; Maxwell Herman, Harvard University; Conor Walsh P.E., Harvard University; Donal Padraic Holland, University College Dublin

Tagged Topics

NSF Grantees Poster Session

tools for implementation of basic processes of active physics learning in classroom: An initial feasibility study with prospective teachers," Eur. J. Phys. Educ., vol. 4, no. 2, 2013.[9] A. Febrian, O. Lawanto, M. Cromwell, “Advancing Research on Engineering Design using e-Journal,” in ASEE/IEEE Frontiers in Educ. Conf., El Paso, Texas, USA, October 21-24, 2015.[10] M. L. Loughry, M. W. Ohland and D. DeWayne Moore, "Development of a Theory- Based Assessment of Team Member Effectiveness," Educ. Psychol. Meas., vol. 67, no. 3, pp. 505-524, Jun. 2007.[11] A. R. Carberry, H. Lee and M. W. Ohland, "Measuring Engineering Design Self- Efficacy," J. Eng. Educ., vol. 99, no.1, pp. 71-79, Jan. 2010.[12] J. Barbera, W.K. Adams, C.E

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Catherine McGough, Clemson University; Justine Chasmar, Clemson University; Adam Kirn, University of Nevada, Reno

Tagged Topics

NSF Grantees Poster Session

part of a study of outcomes of STEMliving/learning communities13. Refinements to the survey include adding items related to goalorientation, which emerged from the analysis of interview data. We have also added a section onproblem solving self-efficacy, a student attribute that we theorize will be important in connectingstudent motivation and problem solving and which will serve as an outcome for the structuralequation model we will be building.The purpose of this paper is to outline two major areas within the project that address each of theresearch questions, including initial qualitative studies to identify and characterize factors thatare relevant to engineering student motivation, and quantitative studies to develop and test theMAE survey

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tanya Kunberger P.E., Florida Gulf Coast University; Laura Frost, Florida Gulf Coast University; Jackie Greene, Florida Gulf Coast University

Tagged Topics

Diversity, NSF Grantees Poster Session

-environmental engineering. Educational areas of interest are self- efficacy and persistence in engineering and development of an interest in STEM topics in K-12 students.Dr. Laura Frost, Florida Gulf Coast University Laura Frost is the Director of the Whitaker Center for STEM (Science, Technology, Engineering, and Mathematics) Education and Professor of Chemistry at Florida Gulf Coast University. The Whitaker Center serves as a regional hub for expertise and leadership in STEM education reform across all lev- els of education including professional development for STEM faculty. Dr. Frost is actively engaged in reforming STEM education through inquiry-based teaching and evidence-based practice and has demon- strated increased

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Summer Dann , Louisiana State University; Jo Dale Ales; Karim Elkholy, Baton Rouge Community College (BRCC); Warren N. Waggenspack Jr., Louisiana State University; Adrienne Steele, Louisiana State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

 annual  conference.    Assessment     Surveys  have  been  developed  in  conjunction  with  a  PhD  student  in  psychology  and  an  outside  evaluator.  Pre-­‐program  surveys  have  been  given  to  the  supplemental  instructors,  peer  mentors,  current  transfer  students  and  students  at  LSU.  BRCC  surveyed  continuing  and  graduating  STEM  students  in  April  2013.  These  surveys  helped  to  develop  topics  and  components  for  trainings  and  the  transfer  programs.  Feedback  after  the  program  will  also  be  used  in  the  planning  of  the  next  year’s  programs.  Additionally,  pre-­‐training  surveys  were  given  to  the  SIs  and  peer  tutors  to  obtain  a  baseline  of  their  self-­‐  efficacy

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Leda Lunardi, NC State University

Tagged Topics

NSF Grantees Poster Session

expectations related to their majors and experiences.An encrypted numeric ID (privy only of the program support assistant and destroyed at the endof the program) is created for each participant with the main purpose of analyzing the genderrelated questions.MATERIALSSURVEY CONTENT: The survey instruments were chosen to collect program evaluationresponses and to measure beliefs, expectation/perceptions of engineering and science careers,self-efficacy, and other constructs. From the surveys, specifically the NSF-funded AssessingWomen and Men in Engineering (AWE) project at Penn State University provided several ofthe instruments used in this study [7]. After a review of the literature, an assessment plan wasdeveloped to focus on career, confidence

Conference Session

NSF Grantees: Diversity 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicholas A. Bowman, University of Iowa; Lindsay Jarratt, University of Iowa; KC Culver, University of Southern California; Alberto Segre, University of Iowa

Tagged Topics

Diversity, NSF Grantees Poster Session

during group work andcollaborative learning [26], [27], but the lack of negative results among both US and non-UScitizens is notable. An interesting question that these results do not address is whether cross-national interactions led to any overall declines in non-US citizens’ self-efficacy or self-confidence about their CS knowledge and skills (as opposed to comparisons with one’s partner).With the exception of driving role, the lack of effects of partners’ national origin among UScitizens is also noteworthy. Any linguistic or cultural challenges that US citizens encounteredmay been balanced out by the benefits of potentially different perspectives that non-US citizensbrought to these collaborations. It is also possible that the work of

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Norb Delatte P.E., Cleveland State University; Joshua Gisemba Bagaka's, Cleveland State University; Matthew W Roberts, University of Wisconsin, Platteville; Rebecca A Atadero, Colorado State University; Manoochehr Zoghi P.E., California State University, Fresno; Philip W. Johnson, University of Alabama; Tara L. Cavalline, University of North Carolina at Charlotte; Michael K Thompson, University of Wisconsin, Platteville

Tagged Topics

NSF Grantees Poster Session

analyzing school, teacher, and classroom effects on student learning out- comes. Dr. Bagaka’s has also been involved in studies utilizing hierarchical linear modeling to identify the value-added indicators of school and teacher effectiveness on student achievement. His recent work on the role of teacher characteristics and practices on upper secondary school students’ mathematics self- efficacy was published in the International Journal of Science and Mathematics Education. Dr. Bagaka’s is a recent African Regional Research Fulbright Program scholar to Kenya where he conducted research on teacher beliefs and practices on high school mathematics self-efficacy.Dr. Matthew W Roberts, University of Wisconsin, Platteville Dr

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael Jason Babcock, Whatcom Community College; Tommaso Alessandro Vannelli, Whatcom Community College; Dan Hanley, Western Washington University; Eric Davishahl, Whatcom Community College

Tagged Topics

Diversity, NSF Grantees Poster Session

and the extent to which they view themselves as a “STEM person”.  Slightly modified version of the Chemistry Motivation Questionnaire (Glynn & Koballa, 2005), which includes 30 items that measure the following six student factors: Intrinsic Motivation, Extrinsic Motivation, Self-Efficacy, Self-Determination, Goal-Orientation, Anxiety-Related Motivation.  The Sense of Belongingness scale [8], which is part of the National Survey of Student Engagement, used by Higher Education Research Institute at UCLA and the Center for Post-Secondary Research and Planning at Indiana University. This instrument operationalizes "belongingness" in a number of different contexts, including

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Horacio Vasquez, University of Texas, Rio Grande Valley; Virgil U. Pierce, University of Texas, Rio Grande Valley; Stephen W. Crown, University of Texas, Rio Grande Valley; Arturo A. Fuentes, University of Texas, Rio Grande Valley

Tagged Topics

NSF Grantees Poster Session

considered to have higherfailing probability in lower level gatekeeper courses. The identification of at-risk students in lower-level engineering courses in this project is based on assessment of student prerequisite knowledgeretention, student past performance, and/or student self-efficacy [8]. As part of Activity 4,supplementary instruction in the form of mentoring sessions was also provided to help studentssolve homework. The mentoring sessions were recommended to all students in the course; but,they became mandatory for at risk students. In addition, the developed early at-risk identificationsystem allowed the instructors to determine the preparation of the students at the beginning of thesemester to tailor the instruction during the semester

Conference Session

NSF Grantees: Workforce Development (ATE)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mathew Kuttolamadom, Texas A&M University; Jyhwen Wang, Texas A&M University; DeDe Griffith, Northwest Louisiana Technical Community College; Cheri Greer, Northwest Louisiana Technical Community College

Tagged Topics

NSF Grantees Poster Session

. Taking guidelines for good evaluation plans [19], the formative andsummative evaluation plan utilizes a comprehensive and widely used CIPP (Context, Input,Process, Product Evaluation) model [20]. Given the relatively small sample size, statisticalanalysis is expected to be largely descriptive, both aggregate and by subgroup, to report onproject implementation and progress toward performance measures. T-tests will be used todetermine significant differences in teachers’ self-efficacy survey responses from pre- to post-test. Qualitative data collected through interviews, product review, and observation, will beanalyzed throughout the project. The outcomes that are being evaluated are briefly outlined:  Institution Outcomes: To strengthen a

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Jana Bouwma-Gearhart, Oregon State University; Shane A. Brown P.E., Oregon State University; Thomas Dick, Oregon State University; Susie J Brubaker-Cole, Oregon State University; Ann Sitomer, Oregon State University; Kathleen Quardokus Fisher, Oregon State University; Julie Risien, Oregon State University ; David L. Little II, Oregon State University; Christina Smith, Oregon State University; john David ivanovitch, Oregon State university

Tagged Topics

NSF Grantees Poster Session

student growth concerning: conceptual learning via concept inventory and Concept Warehouse questions; student measures of interactive engagement and frequent formative assessment viewed through the Interactive, Constructive, Active, and Passive framework (ICAP);15 student social network development related to participation in ICAP activities; and other student outcomes measures (such as content self-efficacy) based on faculty particular interest in students in their classrooms.7. Utilize and facilitate individualized portions of above data collection processes with faculty regarding student growth to inform reflection and change to practice.8. Develop ICAP and social network student instrument mentioned above utilizing established

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Corey T Schimpf, University at Buffalo, The State University of New York; Shanna R. Daly, University of Michigan; Leslie Bondaryk, The Concord Consortium; Jutshi Agarwal, University at Buffalo, The State University of New York; Carolyn S Giroux; Stephanie L. Harmon, PIMSER, Eastern Kentucky University; Enqiao (Annie) Fan, University at Buffalo, The State University of New York; Jacqueline Handley, Purdue University, West Lafayette; A Lynn Stephens, The Concord Consortium

Tagged Topics

NSF Grantees Poster Session

-based research approach [10], the teamwill research students’ learning of and ability to integrate socio-scientific reasoning [11] and designthinking (Li et al., 2019; Razzouk & Shute, 2012), as well as changes in students’ perceptions of scienceand engineering and engineering self-efficacy. For students, we leverage the funds of knowledgeframework[12], [13] in our curricular structure to help students make connections between their socialand community knowledge or resources and the project. The project team will also develop a robust set ofprofessional development (PD) workshops and aim to investigate how the PD and classroomimplementation impacts teachers engineering design self-efficacy, classroom teacher moves, and views offront-end