Conference Session

Two-year College Division: Authors Address Transfer Matters-Part I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carl Whitesel, Mesa Community College; Adam R. Carberry, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Two Year College Division

c American Society for Engineering Education, 2015 Measuring Community College Student’s Self-Efficacy toward Circuit AnalysisIntroductionDC circuit analysis has been identified in the literature as being particularly difficult for studentsto learn1,2,3. Research on the difficulties students face regarding this topic focuses solely on 4-year university students, which neglects students studying this topic in alternative institutionslike community colleges. The one common link between research on university and communitycollege students is self-efficacy. This is rooted in the fact that many strategies to increasestudent interest, achievement, retention and persistence in both engineering and

Conference Session

Materials Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marian S. Kennedy, Clemson University; Natasha Mamaril, University of Kentucky; David Ross Economy, Clemson University; Ellen L. Usher, University of Kentucky; Caihong Li, University of Kentucky; Julia L. Sharp, Clemson University

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Diversity

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Materials

authorsused content from this course to develop a skills-based self-efficacy measure designed to exploreundergraduates’ beliefs that they can perform the tasks in this specific field. The purpose of thisstudy was to create a materials science and engineering self-efficacy scale (MSE-SE) to helppredict student achievement in both MSE courses and within the broader engineering program.It is anticipated that the collected results could be used to improve student persistence andsuccess in engineering disciplines, particularly in the first two years of engineering study beforeundergraduates specialize in mastering the engineering major they came to school to pursue.Research Objectives The objective of this study was to create a self-efficacy scale

Conference Session

Measurement and Instrumentation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Anthony Bourne, Wright State University; Nathan W. Klingbeil, Wright State University; Frank W. Ciarallo, Wright State University

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Diversity

Tagged Divisions

Educational Research and Methods

intervention on studentmathematics self-efficacy: Development and application of revised measurement tool Page 26.1142.2Research into the effectiveness of a mathematics intervention course for first year engineeringstudents revealed anomalous results in relation to student persistence. While previous studies ofperformance of college engineering students showed that ACT Math scores were highly linearlypredictive of student persistence outcomes, the study in question did not show similar results.The study revealed an interaction between ACT Math and high school GPA for students thatcompleted the course. The results showed an inverse relationship between ACT Math

Conference Session

Self-efficacy and Emotion: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura Hirshfield, University of Michigan; Debbie Chachra, Olin College of Engineering; Cynthia J. Finelli, University of Michigan; Jeremy M. Goodman, Franklin W. Olin College of Engineering

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Diversity

Tagged Divisions

Educational Research and Methods

questions. 1. Did students’ academic confidence or engineering self-efficacy improve after the project course? 2. Were there differences between the academic confidence or self-efficacy of male and female students? 3. Was there a relationship between the tasks students engaged in and their incoming confidence and self-efficacy measures? 4. Did any tasks correlate to observable changes in confidence or self-efficacy measures?Both academic self-confidence and self-efficacy have a strong effect on student motivation anddecision-making. Academic self-confidence in three particular areas (problem-solving,16 mathand science,17–19 and professional and interpersonal skills7) have been found to be importantfactors in student

Conference Session

Women in Engineering Division: Retention of Undergraduate Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elaine Zundl, Rutgers, The State University of New Jersey; Laura Stiltz, Rutgers, The State University of New Jersey; Helen M. Buettner, Rutgers, The State University of New Jersey

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Diversity

Tagged Divisions

Women in Engineering

member.Since the inception of the Douglass Engineering Living-Learning Community in 2012, 42 first-year women have participated and completed the program. Of those women, 38 havesuccessfully stayed in an engineering curriculum (90% retention rate), and 29 have continued tolive together in another residence hall. To assess the effectiveness of this program on thepredictors of retention, all students participating were asked to complete the LongitudinalAssessment of Engineering Self-Efficacy (LAESE) developed by The Pennsylvania StateUniversity and University of Missouri. This instrument measures several outcomes related toretention and is widely used to better understand students’ feelings towards engineering. Focusgroups were also used to generate

Conference Session

Evaluation: Exploring the Impact of Summer Programs on K-12 Youth.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christine Burwell-Woo, Cañada College; Ray Lapuz, Canada College; Tracy Huang, Cañada College; Nicholas Langhoff, Canada College

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Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Area developed theSTEM Institute, a three-week program for current high school freshmen and sophomoresinterested in exploring Science, Technology, Engineering and Math (STEM). The programintroduces STEM through experiential learning using hands-on/real-world projects,classroom/lab instruction, speakers, on-campus field trips and workshops in five STEM fields ofstudy.This paper describes the evolution of the STEM Institute, including challenges encountered andstrategies employed to overcome those challenges. It also examines the effect that the programhad on student interest and self-efficacy in STEM, employing non-parametric statistical tests tocompare repeated measurements of student interest and self-efficacy. Program impact on thesubject

Conference Session

Statics Online

Collection

2015 ASEE Annual Conference & Exposition

Authors

Peggy C. Boylan-Ashraf, Stanford University; Sarah L. Billington, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Mechanics

theonline activities of Homework 3, 4, and 6). These three during-the-quarter surveysincluded pre and post measures. While some questions varied with online activity, totrack students’ progress of self-efficacy from beginning to end, there were two questions,which were asked consistently throughout the quarter that we refer to herein as Case 1 inthis study. These questions were:1) “How confident are you in drawing a free-body diagram?” This question was asked in the beginning of quarter survey, Homework 3-pre survey, Homework 3-post survey, Homework 4-pre survey, Homework 4-post survey, and end of quarter survey. Page 26.1672.92) “How confident

Conference Session

Fundamental: K-12 Students' Beliefs, Motivation, and Self-efficacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kerrie A Douglas, Purdue University, West Lafayette; So Yoon Yoon, Texas A&M University; Mariana Tafur-Arciniegas P.E., Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

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Diversity

Tagged Divisions

K-12 & Pre-College Engineering

, respectively from Purdue University. Her work centers on P-16 engineering education research, as a psychometrician, program evaluator, and institutional data analyst. As a psy- chometrician, she revised the PSVT:R for secondary and undergraduate students, developed the TESS (Teaching Engineering Self-efficacy Scale) for K-12 teachers, and rescaled the SASI (Student Attitudi- nal Success Inventory) for engineering students. As a program evaluator, she has evaluated the effects of teacher professional development (TPD) programs on K-6 teachers’ and elementary students’ attitudes to- ward engineering and STEM knowledge. As an institutional data analyst, she is investigating engineering students’ pathways to their success

Conference Session

Development of Collaborative Skills in Construction Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Melissa K. Thevenin, Colorado State University; Jonathan Weston Elliott, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

Construction

Page 26.732.5not know personally”. In addition, participants were asked to report the genders of the mentorand role model and indicated if that person works in the construction industry.Administration, Data Collection, and AnalysisThe survey was administered to a convenience sample of 828 students enrolled in undergraduate-level construction management courses at three universities (University 1, n = 286; University 2,n = 349; University 3, n = 193) during the spring semester of 2014. A total of 679 surveys werereturned, yielding a response rate of 82%. The intent of this study was to measure the self-efficacy and motivation of adult undergraduate construction management students. Participantswere classified as construction management students

Conference Session

Measurement and Instrumentation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Adam Kirn, University of Nevada, Reno; Lisa Benson, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

a specific task such as problem solving or design.1 Results have indicated thatstudents with higher self-efficacy (a task-specific motivation2) have been shown to have improvedlearning and understanding in introductory engineering courses.3 Work focused on long-termgoals, such as graduating with an engineering degree, has shown that students who have higherexpectancies for their performance in engineering have significantly higher grade point averages(GPAs).4,5 Connections between these two scales of motivation have been proposed, yet little workhas been done to examine how these levels are connected and influence one another.6 Theoverarching purpose of our research is to understand the connection between multiple levels of

Conference Session

Two-year College Division: Authors Address Transfer Matters-Part I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tanya Karam-Zanders, Louisiana State University; Dina Acklin, Louisiana State University; Sarah Cooley Jones, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University

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Diversity

Tagged Divisions

Two Year College Division

project. Importantly, thisscholarship program aims to increase the number of engineers in the state and nation, reachingout to those students who have an interest in the field but who are unable to pursue the educationnecessary to acquire a degree.IntroductionIn order to understand the unique needs of the transfer student, an intensive questionnaire wasdeveloped to assess the Pathway to Success program effectiveness. The questionnaire has severalcomponents, including: demographic information, beliefs about self-efficacy in engineering,anticipated and experienced hurdles throughout the program, and scholarship programassessment. Many of the questions posed aimed to better understand the distinctive challengesfaced by transfer students so that the

Conference Session

Assessment and Outcomes: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Samantha Ruth Brunhaver, Arizona State University; Shannon Katherine Gilmartin, Stanford University; Helen L. Chen, Stanford University; Holly M Matusovich, Virginia Tech; Sheri Sheppard, Stanford University

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Diversity

Tagged Divisions

Educational Research and Methods

theirbachelor’s degrees in engineering. We focus on these individuals due to the scarcity of researchon their experiences and the relevance of their perspectives to engineering education.29-31Implications of this work will focus on recommendations for educational research and practice.Framework and LiteratureThe overall EPS project is broadly situated in social cognitive career theory (SCCT) which positsthat a variety of factors influence career choice including self-efficacy beliefs, outcomeexpectations, and learning experiences.32 SCCT has been used extensively in the study ofengineering students’ career choices.33-37 A main goal of our study has been to identify theschool and workplace factors related to the career choices made by engineering

Conference Session

Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise Rutledge Simmons PE, Virginia Tech; Chosang Tendhar, Virginia Tech; Rongrong Yu, Virginia Tech; Eric A. Vance, Virginia Tech; Catherine T. Amelink, Virginia Tech

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Diversity

Tagged Divisions

Educational Research and Methods

. Amelink is the Director of Graduate Programs and Assessment in the College of Engineering Virginia Page 26.506.1 Tech and affiliate faculty in the Department of Engineering Education and the Department of Educational Leadership and Policy Studies at Virginia Tech. c American Society for Engineering Education, 2015 Developing the Postsecondary Student Engagement Survey (PosSES) to Measure Undergraduate Engineering Students’ Out-of-Class Involvement    Abstract    A large body of literature focuses on the importance of student involvement in all aspects ofcollege for achieving

Conference Session

Measuring the Impact of Community Engagement on Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew Siniawski, Loyola Marymount University; Sandra G. Luca, Loyola Marymount University; Jeremy S. Pal, Loyola Marymount University; Jose A. Saez, Loyola Marymount University

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Diversity

Tagged Divisions

Community Engagement Division

StudentsAbstractFirst-year engineering students at Loyola Marymount University (LMU), a primarily liberal artsprivate undergraduate institution, can participate in service-learning projects through anengineering living-learning community. In addition, service-learning projects were recentlyoffered at LMU for first-year engineering students not participating in this living-learningcommunity. The impact of service-learning on students’ engineering design self-efficacy andengineering learning outcomes were assessed. An instrument was adapted from a combination ofpreviously validated instruments that measure engineering design self-efficacy and interventionalimpacts on technical and professional engineering learning outcomes. The instrument alsoincludes a

Conference Session

Examining "Big" Data

Collection

2015 ASEE Annual Conference & Exposition

Authors

Issam Wajih Damaj, American University of Kuwait; Ashley Ater Kranov, Washington State University

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Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #12549A Framework for Measuring the Sustainability of Academic Programs in theTechnical Fields: Initial Validity Study FindingsDr. Issam Wajih Damaj, American University of Kuwait Dr. Issam W. Damaj (Ph.D. M.Eng. B.Eng.) is an Associate Professor of Computer Engineering at the American University of Kuwait (AUK). He is the Chairperson of the Department of Electrical and Computer Engineering. His University service experience is focused around assessment, quality assur- ance, program development, accreditation, and institutional effectiveness. His research interests include hardware/software co-design

Conference Session

Research to Practice: STRAND 5 Other Topics in K-12 Engineering Education.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shaobo Huang, South Dakota School of Mines and Technology; Cassandra M Birrenkott, South Dakota School of Mines and Technology; Marius D Ellingsen, South Dakota School of Mines and Technology; Mark David Bedillion, South Dakota School of Mines and Technology; Karim Heinz Muci-Kuchler, South Dakota School of Mines and Technology

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Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Figure 1. Team of students trying to complete one of the tasks (picking up an object formthe bottom of the water tank and bringing it to the surface) of the design competition.Metric developmentThere is a need for specific metrics to measure the impact of outreach activities on high schoolstudents’ attitudes toward STEM disciplines. Meta-analysis of the literature on students’transition from secondary to post-secondary education reveals the following measures as theprimary factors that impact students’ perspectives of STEM disciplines 8-9, 20-24. Self-efficacy: The belief that one can persist in STEM disciplines, overcome obstacles, stress and failures, and achieve competencies to fulfill the requirements of a STEM curriculum

Conference Session

First-year Programs Division Technical Session 16: That Important Decision - Which Engineering Major?

Collection

2015 ASEE Annual Conference & Exposition

Authors

Frank Blubaugh, Purdue University; Joyce B. Main, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Using asimilar approach of measuring cultural consumption and preferences by proxy, we examinestudent music genre preference  as  a  potential  mediating  factor  in  engineering  students’  disciplinechoice.We situate our examination in the context of self-efficacy, which has been shown to have asignificant impact on student behavior, including major choice. Self-efficacy, the belief in one'sabilities, plays a central role in the achievements of individuals throughout their careers.Differing levels of self-efficacy has been documented to impact student behavior from academicachievement to the success in a job search.2 Furthermore, self-efficacy has been shown to have asignificant impact  on  students’  decisions  to major in engineering

Conference Session

Moving the Needle: The Complexities of Race and Gender in Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Leroy L. Long III, The Ohio State University; Joseph Allen Kitchen, The Ohio State University; Trevion S. Henderson, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

fields likescience, technology, engineering, and math (STEM). As the U.S. experiences a decline in skilledSTEM workers and a growing number of racial/ethnic minorities, it is critical that more attentionbe paid to the college success of underrepresented populations majoring in STEM. While somestrategies for increasing STEM student success have focused on social-psychological factorssuch as academic self-efficacy and resilience, little attention has been given to these factorsamong specific minority groups in STEM such as Black men. To extend the current literature,interviews with 27 Black male collegians majoring in engineering or engineering-related fieldswere analyzed through the lens of the ‘buoyant believers’ framework. Based on the model

Conference Session

Communication and Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christina Kay White, Massachusetts Institute of Technology; Lori Breslow, Massachusetts Institute of Technology; Daniel E. Hastings, Massachusetts Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

self-efficacy are well equipped to educate themselveswhen they have to rely on their own initiative. One of the goals of teaching communicationskills is to develop students who feel competent and confident in the use of those skills [13]. Ourstudent survey is designed to measure the extent to which students at our study sites havedeveloped a sense of self-efficacy for communication.The survey lists the sub-skills we have identified, both from the literature and from experience inteaching communication skills, that student must master in order to successfully create anddeliver oral presentations, write, develop and use visual literacy skills, and participate inteamwork. For example, for oral presentations, we asked students about their

Conference Session

First-year Programs Division Technical Session 6: Hands-on Projects and Spatial Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Diana Bairaktarova, University of Oklahoma; Matthew Reyes, University of Oklahoma; Nooshin Nassr P.E., University of Oklahoma; Dan Thomas Carlton, University of Oklahoma, College of Aerospace and Mechanical Engineering

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

motivational itemssuch as perceived instrumentality and self-efficacy beliefs. We must note that this pilot study alsoserved to test the instrument. Future studies will gather data regarding prior training related tospatial visualization skills. 3.2 Data Analysis: To analyze the findings from the self-report questions, exploratory factor analysis (EFA)was used with the measures of motivational factors such as perceived instrumentality and self-efficacy beliefs. Based on the literature, we expected that individuals who were exposed in theirearly childhood and later on in live to experiences related to the manipulation of objects viasectional cuts, three dimensional rotations, and other mental operations will have higherperformance score on

Conference Session

Entrepreneurship & Engineering Innovation Division – Epicenter Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Florian Michael Lintl, Stanford University; Qu Jin, Stanford University; Shannon Gilmartin, Stanford University; Helen L. Chen, Stanford University; Mark Schar, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

and thosestudents who were interested in a “socially oriented” (non-profit) career outcome. The theoreticalframework used for modeling these groups was Social Cognitive Career Theory (SCCT).Logistic regression analysis was conducted using a multi-measure survey that assessed cognitive,motivational, behavioral influences.Results show that students who are Starters tend to be “new seeking” and “iconoclastic”, andhave higher “domain self-efficacy”, compared with students who are Joiners. Further, studentswho are interested in Socially Oriented career outcomes are more “socially altruistic,” and have astronger sense of “personal morals” and a more hopeful future about their “quality of life”compared with their Market Oriented peers. Gender was an

Conference Session

Concurrent Paper Tracks - Session I

Collection

2015 ASEE International Forum

Authors

Monica Gray P.E., The Lincoln University - College of Science & Technology; Constance Loretta Lundy

Tagged Topics

Diversity, International Forum

in a real situation or problem that needs tobe addressed and solved,…”.Mourtos8 offered the following link between the learning framework and Student Outcome 3(i)"a recognition of the need for (affective - organization), and an ability to engage in lifelonglearning (cognitive - analysis)". Thus, the potential lifelong learner must at some point in theiracademic career develop value for information that pertains his or her discipline and has a strongenough sense of self-efficacy to be intrinsically motivation to independently learn.Concomitantly, in exploring his or her discipline, the student will face new, ill-defined andchallenging tasks which require concerted, systematic and extended efforts in order to succeedand subsequently graduate

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ashley Guy, University of Texas at Arlington; Alan Bowling, University of Texas at Arlington; Panayiotis S. Shiakolas, University of Texas, Arlington

Tagged Topics

Diversity, NSF Grantees Poster Session

large gains over pre-vious curricula 39 . Jara found that students in Automatics and Robotics at the Universityof Alicante significantly improved their efficacy and performance following a “learning bydoing” approach using a remote robotic laboratory called RobUALab 42 . Cannon positivelyreviewed a University of Minnesota robotics day camp for middle school youth designed toinspire minorities and women to pursue careers in STEM through hands-on learning 24 . Thiswork aims to provide additional support for these findings. This work is based on the hypothesis that in addition to engagement, the proposed ap-proach will also positively affect students’ academic success by boosting self-efficacy, theperceived ability to complete a task and reach

Conference Session

Women in Engineering Division: Curricular Programs

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jenahvive K. Morgan, Rowan University; Mario J. Leone, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

sensing.” Journal of NeuroEngineering and Rehabilitation. 2(4), 1-7.8. Berzowska J. (2005). “Electronic Textiles: Wearable Computers, Reactive Fashion, and Soft Computation.” Textile. 3(1), 2-19.9. Lam Po Tang, S. (2007). “Recent developments in flexible wearable electronics for monitoring applications.” Transactions of the Institute of Measurement and Control, 29 (3-4), 283-300.10. Raelin, J. A., Bailey, M. B., Hamann, J., Pendleton, L. K., Raelin, J. D., Reisberg, R., and Whitman, D. (2011). “The Effect of Cooperative Education on Change in Self-Efficacy among Undergraduate Students: Introducing Work Self-Efficacy.” Journal of Cooperative Education and Internships. 45(2), 17-35.11. Chubin, D. E., May, G. S., and

Conference Session

First-year Programs Division Technical Session 8: Project-based Learning and Cornerstone Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Yanhua Cao, Jackson State University; Jianjun Yin, Jackson State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

outcomes of their project-based communityservice learning based on collected students’ learning data, this paper reveals impacts of thescaffolding through different delivery approaches on students’ perceptions on creativeproblem solving, self-efficacy, identity, and application of creativity strategies. It alsoconfirms the correlation among application of prompts and students’ learning process andlearning outcomes, and compares the available results of data analysis from twoimplementation years. The results from data analysis indicate that scaffolding creativeproblem solving through freshmen’s project-based service learning may in general enhancestudent’s self-efficacy, strategies application, and interest in engineering. Among threeintervention

Conference Session

International Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christopher Joseph Lombardo, Harvard School of Engineering and Applied Sciences; Daniela Faas, Harvard University; Avinash Uttamchandani, Harvard SEAS; Evelyn Lynn Hu, SEAS Harvard

Tagged Topics

Diversity

Tagged Divisions

International

(pre = 63.33 ± 5.77, post = 83.33 ± 5.77). There areno significant differences between the majors (Mechanical Engineering n = 4, Applied Math n =1, Electrical Engineering n = 2).Lastly, students were asked whether they changed their views of pursuing graduate degrees aftergraduation. There is no significant difference between the pre-self-efficacy measures andchanges in views towards graduate school, F (2,7) = 0.48, p > 0.789. This may indicate that self-directed opportunities during the undergraduate curriculum can be viewed as supplemental, butnot necessarily as a way to introduce graduate research habits. Since the students were notworking with any graduate students. Figure 3 shows students’ self-efficacy scores before andafter

Conference Session

Environmental Engineering Pedagogy and Innovation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephanie Butler Velegol, Pennsylvania State University, University Park; Kathy Schmidt Jackson, Pennsylvania State University, University Park

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

to receive high grades had been eliminated.8 In addition aformative assessment may have a negative impact on students’ self-efficacy (individualjudgment about being able to perform an activity) and therefore their motivation to learn.9 If thegoal is learning, are there ways that we can continue to monitor and measure learning so thatstudents don’t feel under pressure and can see the value in grading?We were interested in exploring how to incorporate more formative assessment into a largeIntroduction to Environmental Engineering class. While both summative and formativeprocesses are complementary and both address “what has the student learned” more significantlearning gains can be made when formative assessment results are used to inform

Conference Session

Student Motivation and Faculty Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ulan Dakeev, University of Michigan, Flint; Quamrul H. Mazumder, University of Michigan, Flint; Faruk Yildiz, Sam Houston State University; Kenan Baltaci, University of Wisconsin, Stout; Bedelbai Mamadiev, International Ataturk-Alatoo University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

-regulated dimension highlights self-initiated actions and processes aimed at acquiring and applying information or skills that involve settinggoals, self-monitoring, managing time, and regulating one's efforts as well as physical and socialenvironment for goal fulfillment12. However, the most robust factors for motivation and learning Page 26.1172.3strategies could be self-efficacy and effort regulation. Motivational strategies are closely related to thegrades of university students.Research methodology:Participants: The targeted population included male and female freshmen, sophomores, juniors and seniorsfrom both private and

Conference Session

Sustainability and Hands-on Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

University of Colorado Boulder.Twenty-five survey items were used to measure four sub-components of sustainable engineeringmotivation, single items were used to measure global interests and interdisciplinary value, andnine items evaluated consideration for others. Sustainable engineering self-efficacy, value, andnegative attitudes were similar among students in all three majors. Environmental engineeringstudents had higher scores than civil and architectural engineering majors in sustainableengineering affect and overall motivation. Interest in working on projects outside the U.S. washigh, without significant differences between environmental, civil, and architectural engineeringstudents. Interdisciplinary value was the higher among environmental

Conference Session

International Division Technical Session 5

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cheryl Matherly, The University of Tulsa; Sarah R. Phillips, Rice University ; Cody A. Chapman, University of Tulsa

Tagged Topics

Diversity

Tagged Divisions

International

a measure of self-efficacy (1 = not at all true, 4 = exactly true). The final sectionasks students about their career plans and uses the same scale as the second section. Theinstrument was developed by the Georgia Tech Office of Assessment and uses an externallyvalidated General Self-Efficacy Scale to assess an individual’s ability to cope with stressful lifeevents.405.0 ResultsMean scores from the GITIIS were computed for both programs, and independent anddependent samples t-tests were conducted in order to assess between and within group meandifferences, respectively. The complete results are reported in the appendix, but this paper willfocus on the student responses to items measuring perceived level of preparation at the end oftheir