Conference Session

FPD 1: Projects and Teamwork in First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Diana G. de la Rosa-Pohl, University of Houston (CoE); Stuart A. Long, University of Houston (CoE); Casey Goodwin, University of Houston Honors Engineering Program

Tagged Divisions

First-Year Programs

-reported survey data was alsocollected for the spring 2011 group at the end of the semester. The complete survey administeredto this group of students is included in Appendix A. The survey questions covered affectiveoutcomes related to the class. Figure 4 shows the results of the self-efficacy of the studentsassociated with skills covered in the digital logic project. Data was recorded on a five-pointLikert scale with 1 being the lowest level of confidence in performing the skill and 5 being thehighest. Both measures were reported by students at the end of the semester so that they couldbetter convey their perceived change in skill level. Since most students come in with very littlecomputer hardware knowledge, it is not surprising that initial

Conference Session

Best of DEED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Denny C. Davis, Washington State University; Ronald R Ulseth P. E., Iron Range Engineering

Tagged Divisions

Design in Engineering Education

also provide asound basis for reliable peer assessment of teammate performances [31].Roles are not the same as responsibilities, but they are related. Both are important to teamperformance and to member self-efficacy [18]. Here we define roles and responsibilities as: • Roles are job titles or names given to the type of contribution a person makes (e.g., team leader, project manager, website developer, sponsor liaison) • Responsibilities are lists of tasks for which a person is held accountable (e.g., posting meeting minutes within 12 hours of meeting adjournment, coordinating design activities associated with power system design, oversight of market research

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anu Singh, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln; Logan Andrew Perry, University of Nebraska, Lincoln

Tagged Divisions

Environmental Engineering Division (ENVIRON)

responses oflow and high-level metacognitive engagement. The use of examples has been shown to influencestudents' motivation and self-efficacy and help students understand what the expected responseshould look like [57].To enhance students' overall level of metacognitive engagement in all dimensions, instructorsshould direct students to provide evidence for their claims [21], which also improves students’critical thinking skills [58]. For example, the student's response, “My approach was successful,”should be followed up with evidence stating why/why not.Instructors should also guide students to improve their level of engagement in specific elementsof each dimension. For the Planning dimension, instructors should familiarize students with

Conference Session

Engineering Libraries Division (ELD) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rebecca Glasgow, University of Nevada, Reno

Tagged Divisions

Engineering Libraries Division (ELD)

ormeasuring the impact in makerspace curriculum [16]. To address this gap, the University ofTexas, Arlington assembled an ad-hoc taskforce from various universities to develop a nationalstandard of maker-based competencies to enhance student learning outcomes to impactundergraduate students [17]. Among the taskforce was the University of Nevada, Reno. In 2017and 2019, the group received two National Leadership grants from the Institute of Museum andLibrary Services (IMLS).To form their framework, the grant team used the competencies-based education model, whichincludes the assessment of learning outcomes and learning that is personalized, measurable, andtransferable [16]. Ten maker competencies were developed, addressing various transferable

Conference Session

Engineering Design Graphics Division (EDGD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jan Edwards, College of Lake County; Rob Twardock, College of Lake County

Tagged Divisions

Engineering Design Graphics Division (EDGD)

course. CLC’s Engineering program has alsostruggled with overall retention, especially amongst underrepresented students. Our NationalScience Foundation S-STEM grant addresses some of these issues by incorporating activitiesaimed at increasing self-efficacy and sense of belonging. The opportunity to improveexperiential learning in Engineering Design Graphics using the Baxter Innovation Lab resulted inthe development of new learning outcomes and the project work featured in this paper.In addition, many engineering students lack practical knowledge of how to use basic hand andpower tools, measure for fabrication, and inspect completed parts by comparing with the originaldesign. This often results in students’ virtual designs being impractical to

Conference Session

Chemical Engineering Division (ChED) Technical Session 9: Student Experiences in Laboratory Courses

Collection

2023 ASEE Annual Conference & Exposition

Authors

Erick S. Vasquez, University of Dayton; Kelly Bohrer, University of Dayton; Matthew Dewitt, University of Dayton; Soubantika Palchoudhury

Tagged Divisions

Chemical Engineering Division (ChED)

sections to improve studentpreparation with reasonable expectations of required effort. 15References[1] M. A. Vigeant, D. L. Silverstein, K. D. Dahm, L. P. Ford, J. Cole, and L. J. Landherr, “How We teach: Unit Operations Laboratory,” in ASEE Annual Conference & Exposition Proceedings, 2018, pp.1-13. https://peer.asee.org/30587.[2] J. Brennan, S. E. Nordell, and E. D. Solomon, “Impact of Course Structure on Learning and Self-Efficacy in a Unit Operations Laboratory,” in ASEE Annual Conference & Exposition Proceedings, 2017, pp.1-23. https://peer.asee.org/28462[3] E. S. Vasquez, Z. J. West, M. DeWitt, R. J

Conference Session

Computing and Information Technology Division (CIT) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Opeyemi Taiwo Adeniran, Morgan State University; Md Mahmudur Rahman, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Neda Bazyar Shourabi, Pennsylvania State University, Berks Campus; Eric Sakk; Chukwuemeka Duru; Frank Efe; Pelumi Olaitan Abiodun, Morgan State University; Jumoke 'Kemi' Ladeji-Osias, Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology Division (CIT)

performance, including motivation, self-efficacy, values,curiosity, and, most importantly, learning environments. Learning is a cognitive phenomenon thatdiffers from person to person. There is no doubt, however, that learning through hands-onexperience is an effective method of retaining information. Undergraduate students in this digitalage have grown up with technology and come from an education system that encourages criticalthinking, hands-on learning, teamwork, design skills, problem solving, and experiential learning[1]. Most students today are visual and interactive learners, and research in educational theory andcognitive psychology shows that this type of learning is one of the most effective methods forteaching students of all ages how to

Conference Session

Industrial Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christian Enmanuel Lopez, Lafayette College; Omar Ashour, Pennsylvania State University; James Devin Cunningham; Conrad Tucker, Carnegie Mellon University; Paul C. Lynch, Pennsylvania State University

Tagged Divisions

Industrial Engineering

fundamental topics and real-world problems 1,2. The separationin time and context across different courses could account for this lack of connection 2.Unfortunately, this lack of connection and understanding could impact students’ attrition rates.The graduation rate of engineering students has stayed consistently around 50% for more than 60years 3–8. Some of the many factors that contribute to these low rates include classroom andacademic climate (e.g., feeling of engagement and teaching styles), grades and conceptualunderstanding, self-efficacy and self-confidence, high school preparation, interest, and careergoals, and race and gender 9. Moreover, factors such as low grades and lack of conceptualunderstanding may drive students away 9. Hence, there

Conference Session

Professional Development for Teachers and Counselors

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amber L. M. Kendall, North Carolina State University; Laura Bottomley, North Carolina State University; Susan Beth D'Amico, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

. 127-150.[9] M. Macia and I. Garcia, "Informal online communities and networks as a source of teacher profesional development: A review," Teaching and Teacher Education, vol. 55, pp. 291- 307, 2016.[10] A. L. M. Kendall and K. B. Wendell, "Understanding the beliefs and perceptions of teachers who chose to implment engineering-based science instruction," in American Society for Engineering Education Annual Conference and Exposition, San Antonio, TX, 2012.[11] E. E. Peters-Burton, S. A. Merz, E. M. Ramirez and M. Sourghi, "The effects of cognitive apprenticeship-based professional development on teacher self-efficacy of science teaching, motivation, knowledge calibration, and perceptions of inquiry-based teaching

Conference Session

Assessing Entrepreneurship and Innovation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Thomas P. James P.E., Rose-Hulman Institute of Technology; Craig G. Downing, Rose-Hulman Institute of Technology; Diane Evans, Rose-Hulman Institute of Technology

Tagged Divisions

Entrepreneurship & Engineering Innovation

Press.2. Pryor, J. H. and Reedy, E. J., 2009, “Trends in Business Interest Among U.S. College Students: An Early Exploration of Data Available from the Cooperative Institutional Research Program,” Ewing Marion Kauffman Foundation.3. Yang, A., 2014, Smart People Should Build Things. New York, NY: HarperCollins Publishers.4. Boyd, N. G. and Vozikis, G. S., 1994, “The Influence of Self-Efficacy on the Development of Entrepreneurial Intentions and Actions,” Entrepreneurship Theory and Practice, pp. 63-77.5. McGrath, R. G., 2000, The Entrepreneurial Mindset: Strategies for Continuously Creating Opportunity in an Age of Uncertainty. Boston, MA: Harvard Business School Press.6. Condoor, S. and McQuilling, M., 2009, “Incorporating an

Conference Session

Tales from the Flip Side

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kimberly Warren, UNC Charlotte; Meagan Padro, UNC Charlotte

Tagged Divisions

Civil Engineering

in class, and they expressed a lack ofpreparation for in-person class. Some authors highlight the importance of individual differencesin student learning and personality characteristics. While Stickel et al. [25] reported higherscores and greater improvement in analytical problem-solving capabilities, their analysesconcludes that self-efficacy and learning styles contributed to final grades beyond thecontribution of increased teacher interactions. According to Lape et al. [29], while all studentsimproved from pre- to post test, they did not observe significant differences in outcomes betweenthe groups. These authors contend that success may depend on individual differences includingstudy habits, persistence, preparedness, commitment to

Conference Session

Using Technology and Research-based Instructional Practices in BME

Collection

2015 ASEE Annual Conference & Exposition

Authors

Casey Jane Ankeny, Arizona State University; Stephen J. Krause, Arizona State University

Tagged Divisions

Biomedical

attitudesurveys completed during the same time frame also showed positive outcomes, supporting thenotion of high self-efficacy. Briefly, with respect to the SVM, the majority of students (n=149)agreed with statements concerning value (94%), interest (62%), and cost (78%). According tothe BSS survey, all engagement strategies were favorable with opinions of the pencaststatistically higher than the rest of the interventions (0.9/1, n=132 students) and the flippedclassroom statistically lower than the other interventions (0.69/1, n=132 students). In terms ofachievement, pre-instruction data of the concept quiz yielded a score of 44% (n=82) for Fall2014 and post-instructions scores were 75% for Spring 2014 (n=33) and 76% for Fall 2014(n=49). Analysis of the

Conference Session

Student Success II: Self-Regulatory, Metacognitive, and Professional Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

John Chen, California Polytechnic State University - San Luis Obispo

Tagged Divisions

Educational Research and Methods

studying earlier and outline the chapters for review). Self-knowledge also includes aspectsof motivation for learning. For example, is the learner pursuing the learning through an intrinsic(“this is interesting”) or extrinsic (“I want a good grade”) orientation, and what about thelearner’s self-efficacy? Research over the past 40 years has conclusively demonstrated the effectiveness of learningaccompanied by metacognition [see, for example: refs.17, 18, 19, 20]. Although few of these studieshave been based in engineering or science, the evidence seems clearly extendable to theselearning environments. As Pintrich13 states, “Because metacognitive knowledge in general ispositively linked to student learning, explicitly teaching metacognitive

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Teresa Lee Tinnell, University of Louisville; Campbell R. Bego, University of Louisville; Patricia A. Ralston, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville

Tagged Divisions

First-Year Programs

that predict student success, including academic preparedness [25],[26] and the psychological factors of motivation, self-efficacy, and attitude [27]–[30]. Ouruniversity’s school of engineering mirrors that of many engineering schools across the country asefforts of research to improve teaching and learning are made in hopes of retaining engineeringstudents into engineering careers. The longitudinal interdisciplinary research group, GEARS,that initially assembled around the research goal of focusing on first-year engineering studentretention and academic achievement has sustained in their efforts, while expanding theirexploration of first-year student retention through innovative, interdisciplinary viewpoints. Ourgroup is now poised to look at

Conference Session

Embedded Systems and Mobile Computing

Collection

2013 ASEE Annual Conference & Exposition

Authors

Simin Hall, Virginia Tech; Clifford A. Shaffer, Virginia Tech; Eric Fouh, Virginia Tech; Mai Hassan ElShehaly, Virginia Tech; Daniel Breakiron, Virginia Tech

Tagged Divisions

Computing & Information Technology

processes with interactive assessment activities thatprovides immediate feedback to students. From a learning perspective, they are intended to movestudents from a passive stance in a lecture-type classroom setting to an active position of con-structing learning and tracking their own comprehension through immediate feedback receivedfrom the exercises.The theory of change driving the design and implementation of these tutorials is to encouragestudents’ engagement with the content materials and involve them in the loop of assessment asactive participants in such a way that they as well as their instructors know that they are learning.According to Bandura’s9 cognitive theory of self efficacy, instruction that allows students tocheck their own

Conference Session

Research and Graduate Studies

Collection

2013 ASEE Annual Conference & Exposition

Authors

Erika A. Mosyjowski, University of Michigan ; Shanna R. Daly, University of Michigan; Diane L Peters, University of Michigan; Steven J. Skerlos, University of Michigan

Tagged Divisions

Graduate Studies

identities as motivators of action. Educational Psychologist, 44(2), 78-89.29. Bandura, A. (1977) Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191—215.30. Schreyer Institute for Teaching Excellence (2007). Adult Learners in Higher Education. Pennsylvania State University.31. Aycock Jr, G. L. (2006). Support Needed By Adult Learners To Accomplish Educational Goals In Higher Education.(Doctoral dissertation).32. Main, J. B. (2012). Trends in doctoral education: engineering students' perspectives on faculty advising. American Society for Engineering Education Annual Conference and Exposition.33. Khiewnavawongsa, S., & Schmidt, E. (2009). Assessment of the mentoring relationship between

Conference Session

Electrical and Computer Engineering

Collection

2003 Annual Conference

Authors

Hy Tran; Catherine Clewett

Measurement in Education, New Orleans, LA.14 Fraser, B. J. (1978). Development of a test of science-related attitudes. Science Education, 62 (4): 509-515.15 Joyce, Beverly A.; Farenga, Stephen J. (1999) Informal Science Experience, Attitudes, Future Interest in Science, and Gender of High-Ability Students: An Exploratory Study. School Science and Mathematics v99 n8 p431-37 Dec 199916 Smist. J. M., Owen, S. V. (1994, April) Explaining Science Self-Efficacy. Paper presented at the meeting of the National Council on Measurement in Education, New Orleans, LA.17 Khalili, Khalil Y. (1987) A Crosscultural Validation of a Test of Science Related Attitudes. Journal of Research in Science Teaching v24 n2 p127-3618 Schibeci, R. A. (1982

Conference Session

Empowering Marginalized Voices in STEM: Perspectives and Initiatives

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ulises Juan Trujillo Garcia, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

Knowledge Among U.S.‐Mexican Households,” Anthropology & Edu Quarterly, vol. 23, no. 4, pp. 313–335, Dec. 1992, doi: 10.1525/aeq.1992.23.4.05x1582v.[18] M. Volman and J. ’t Gilde, “The effects of using students’ funds of knowledge on educational outcomes in the social and personal domain,” Learning, Culture and Social Interaction, vol. 28, p. 100472, Mar. 2021, doi: 10.1016/j.lcsi.2020.100472.[19] A. C. Barton and E. Tan, “Funds of knowledge and discourses and hybrid space,” J Res Sci Teach, vol. 46, no. 1, pp. 50–73, Jan. 2009, doi: 10.1002/tea.20269.[20] D. Verdín, J. M. Smith, and J. Lucena, “Funds of Knowledge as Pre-College Experiences that Promote Minoritized Students’ Interest, Self-Efficacy Beliefs, and Choice of

Conference Session

DSA Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Neha Kardam, University of Washington; Denise Wilson, University of Washington

Tagged Topics

Data Science & Analytics Constituent Committee (DSA)

University of Washington, Seattle. Her research interests in engineering education focus on the role of self-efficacy, belonging, and instructional support on engagement and motivation in the classroom while her engineering workplace research focuses on the role of relatedness, autonomy, and competence needs on persistence and fulfillment. ©American Society for Engineering Education, 2024 A Hybrid Approach to Natural Language Processing for Analyzing Student Feedback about Faculty SupportAbstractShort-answer questions in surveys serve as a valuable educational tool, used for evaluatingstudent learning and exploring the perspectives of various stakeholders in educational research.However, it

Collection

2023 Fall Mid Atlantic Conference: Meeting our students where they are and getting them where they need to be

Authors

Felix F. Udo-Eyo, Temple University

it's an innate talentthat considers a range of genetic, developmental, psychological, and environmental elements andis based on a variety of neurobiological systems. ([2], [3], [4], [5]). Others, including the author,believe that resilience is merely developmental and that anyone can build it to triumph over life'sups and downs. According to Prince-Embury (2014), there are three basic systems that are essentialfor the growth of resilience: a sense of mastery, a sense of relatedness, and emotional reactivity.Optimism, adaptability, and self-perceived competence or self-efficacy are all components of asense of mastery. A sense of relatedness includes trust in others, access to support, social comfort,and tolerance of differences. Emotional

Conference Session

Community Engagement Division 5 - Nurturing Well-Being and Promoting Awareness

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jacquelyn Kay Nagel, James Madison University; Jenna P. Carpenter, Campbell University

Tagged Divisions

Community Engagement Division (COMMENG)

exploration of the relationship between self-efficacy beliefs and purpose in life among university students,” Journal of College Student Development, 50(1), 19–34. https://doi.org/10.1353/csd.0.00498. Tansey, T.N., Smedema, S., Umucu, E., Iwanaga, K., Wu, J.-R., Cardoso, E.D.S., Strauser, D. (2018). “Assessing college life adjustment of students with disabilities: Application of the PERMA framework,” Rehabilitation Counseling Bulletin, 61(3), 131–142. https://doi.org/10.1177/00343552177021369. Joseph, S., Linley, P.A. (Eds.). (2008). Trauma, recovery, and growth: Positive psychological perspectives on posttraumatic stress. Wiley.10. Stoewen, D.L. (2017) “Dimensions of wellness: Change your habits, change your life,” The

Conference Session

LEES 6: Writing & Communication

Collection

2022 ASEE Annual Conference & Exposition

Authors

Julie Stella, IUPUI; Steven Higbee, Indiana University - Purdue University Indianapolis; Sharon Miller, Indiana University - Purdue University Indianapolis

Biomedical Engineering from the University of Michigan. She currently serves the IUPUI BME Department as Associate Chair and Director of the Undergraduate Program helping develop and implement curricular changes to embed engineering design, ethics, and technical communication throughout the BME curriculum. Prior to joining the faculty at IUPUI, Dr. Miller’s P-20 educational efforts included curriculum writing and program development for the John C. Dunham STEM Partnership School and Michael J. Birck Center for Innovation. Since joining IUPUI, Dr. Miller has been awarded internal and external grant funding to realize BME curricular changes and to pursue engineering education research of BME student self-efficacy toward design

Conference Session

Understanding Inclusivity and Equity in STEM Contexts: Equity, Culture & Social Justice in Education Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Victoria Bill, New York University Tandon School of Engineering; Julie Martin, The Ohio State University

empirical studies which utilized this framework within engineering (2021b).Similarly to CCW, almost all studies included in their review were qualitative, with only onequantitative and one mixed-method study (Verdín et al., 2019). The studies were grouped bycharacteristic, with the authors identifying the following codes: identification, curriculum,teaching, and learning. Again, the authors identified gaps, including “assessing the efficacy offunds of knowledge interventions on students by connecting to student learning outcomes ortheories of identity, self-efficacy, and belonging.” They briefly identified funds of knowledge aspotentially more action oriented than CCW and other frameworks (Denton & Borrego, 2021b).Building upon that potential

Conference Session

ETD Technical Session 6 - Curriculum and Programs III

Collection

2022 ASEE Annual Conference & Exposition

Authors

Malini Natarajarathinam, Texas A&M University; Michael Johnson, Texas A&M University; Pouneh Abbasian, Texas A&M University

maintainthem, otherwise, we are going to have a whole lot of unemployed people”. Erol et al., 2016 introduces “Industry 4.0” as a phenomenon that needs increasing workers’creativity, innovation, and communication skills, as automated systems are going to be replacedby day-to-day activities [20]. Upon this, they have defined three categories for workforcecompetencies: personal, professional, and social competencies. Self-efficacy, personalresponsibility, critical thinking, adaptability, strong analytical thinking, and the ability to change(continuous improvement mindset) are examples of the personal competencies which weobserved numerous times in this study. Workers in the warehouse were all motivated andwelcome to change. Learning more, being

Conference Session

DEI and Other

Collection

ASEE Southeast Section Conference

Authors

Niloofar Kalantari, George Mason university; Sarah Wittman, George Mason University; Vivian Genaro Motti, George Mason University

Tagged Topics

Diversity, Professional Engineering Education Papers

questions guided this study to understand the neurodiverse workers'feelings of self-efficacy. Specifically, the post analyzed elicit 1) What problems do neurodiverseusers usually raise about their workplaces or workspaces? 2) What strategies do they use toovercome job challenges?3. MethodologyIn this paper, we use techniques covered in two courses: Human-computer interaction (AIT716)and Information: Representation, Processing, and Visualization (AIT664) at George MasonUniversity.These courses are designed for graduate students in engineering school and the techniques used inthese courses are applied to a wide range of large-scale domains including machine learning [8],[9], social media analysis [[10] and user study [[11], [12]. However, in this

Conference Session

DEED Technical Session 9 - Design Across the Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Astrid Layton, Texas A&M University; Julie Linsey, Georgia Institute of Technology; Samuel Blair, Texas A&M University; Garrett Hairston, Texas A&M University; Henry Banks, Georgia Institute of Technology

2013505 and 2013547. Any opinions, findings, or conclusionsfound herein do not necessarily reflect the views of NSF and its employees.References[1] N. Lou and K. Peek. (2016) Rise of the Makerspace. Popular Science. Available: Available: http://www.popsci.com/rise-makerspace-by-numbers[2] R. Morocz et al., "Relating Student Participation in University Maker Spaces to their Engineering Design Self-Efficacy," in American Society for Engineering Education Annual Conference, New Orleans, LA, 2016.[3] R. P. S. a. A. Leong, "An observational study of design team process: A comparison of student and professional engineers," 1998.[4] A. Meyer. (2018) Feminist makerspaces: Making room for women to create. The Riveter.[5

Conference Session

Civil Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Shinae Jang, University of Connecticut; Pablo Aguero-Barrantes, University of Connecticut; Richard Christenson, University of Connecticut

Civil Engineering students, which can be usedfor any course in any department. With this resource, students can learn by themselves how todevelop VR models. The pilot study was designed, and the implementation and assessment areunderway, with CE senior students developing a VR presentation as part of their Senior Designfinal project deliverables. The anticipated result is that the AR/VR training module will improvesenior students’ 3D visualization skills and self-efficacy. Additionally, it is expected that usingVR tools to create their final project presentation will increase their motivation and engagement.This study has an expandability potential. Therefore it can be implemented in any school with alow cost of implementation.REFERENCES[1

Conference Session

Session 11 - Track 1: "Emotions can hinder Professional Experiences:" Emotional states of first-generation engineering students when introduced to hidden curriculum

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

R. Jamaal Downey, University of Florida; Idalis Villanueva Alarcón, University of Florida; Victoria Beth Sellers

Tagged Topics

CoNECD Paper Sessions, Diversity

HCperpetuates and normalizes dominant narratives in schooling through the veil of professionalism,standards, and norms that are structurally supported and sustained through individuals, socialgroups, or systems to maintain a status quo. Villanueva et al. [1] created a validated instrument to explore the perceptions of engineeringundergraduate students, graduate students, and faculty about HC, how it is defined, received, andresponded to. As explained in prior work a validated instrument (UPHEME) [1] to measure theHC in engineering was created. With this instrument, four factors were identified: HiddenCurriculum Awareness (HCA) which is a factor by which information being communicated isdiscerned; Self-efficacy (SE) that serves as an igniter towards

Conference Session

Cooperative and Experiential Education Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Donald Visco, The University of Akron; Nidaa Makki; Erin Stevic; Joshua Phillips, The University of Akron; Laura Carey, The University of Akron; Elle Bonnema

the Fall 2020 semesterthrough emails sent to incoming first-year STEM students. This email contained an invitation toparticipate in the intervention program and a preliminary survey that students had to complete.The survey included questions about their interest in participating in the program, backgroundquestions related to their STEM experiences in high school, commitment to the major, as well asscales on STEM interest, self-efficacy, and perceptions of barriers and supports for completingtheir major. Of the students who received an invitation email, 35 students did not respond, 2students accepted but later dropped from the program, 1 student accepted but later changed theirmajor to a non-STEM major, 1 student declined the intervention, and

Conference Session

Design Thinking and Student Design Teams

Collection

2023 ASEE Annual Conference & Exposition

Authors

Andrea Hemmerich, McMaster University; Monica De Paoli, McMaster University; Robert V. Fleisig, McMaster University

Tagged Divisions

Educational Research and Methods Division (ERM)

self-efficacy orreduce opportunities to make the course more challenging if they had higher personal learninggoals. Researchers speculated that some students may not make the connection between failureand iteration as an effective learning strategy.CollaborationStudents are required to work in groups in both courses and at times considered a “divide andconquer” approach to teamwork, in which each team member undertook a separate task, as themost efficient strategy. Investigators identified a need for a cooperative, integrated teamapproach to learning that would help students make sense of course material together with theirpeers by benefitting from one another’s knowledge and diverse experience.Creative ConfidenceAccording to David and Tom