Conference Session

It's All About the Student: Integration, Problem Solving, Critical Thinking, and Self-Efficacy

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mary Katherine Watson, The Citadel; William J. Davis P.E., The Citadel; Timothy W. Mays, The Citadel; Ronald W. Welch P.E., The Citadel; John C. Ryan, The Citadel

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

Engineers for over 24 years including eleven years on the faculty at the United States Military Academy.Prof. John C. Ryan, The Citadel c American Society for Engineering Education, 2019 Measuring Undergraduate Student Design Self-Efficacy within an Undergraduate Civil Engineering CurriculumIntroductionAs infrastructure is becoming deteriorated and outdated, there is a need for diverse, design-savvycivil engineers to develop the infrastructure of the future. In fact, the American Society of CivilEngineers has issued a grade of D+ for America’s infrastructure and declared a need for morediverse civil engineering talent to tackle the complex issues related to our infrastructure systems[1

Conference Session

Advancing Research on Engineering Leaders’ Confidence, Careers, and Styles

Collection

2019 ASEE Annual Conference & Exposition

Authors

William J. Schell IV P.E., Montana State University; Bryce E. Hughes, Montana State University; Brett Tallman P.E., Montana State University; Emma Annand, Montana State University; Romy M. Beigel, Montana State University; Monika B Kwapisz, Montana State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development

appropriate since individual student cases are grouped by schools, and predictorvariables include both student-level and institution-level variables. The leadership construct,referred to as leadership self-efficacy in this work, includes self-rated growth in leadership ability,self-rating of leadership ability relative to one’s peers, participation in a leadership role and/orleadership training, and perceived effectiveness leading an organization.The primary independent variable of interest was a factor measuring engineering identitycomprised of items available on both the TFS and CSS instruments. Including this measure ofengineering identity from two different time periods in the model provides the relationshipbetween engineering identity in the

Conference Session

Design in Engineering Education Division: Postcard and Student Essays

Collection

2019 ASEE Annual Conference & Exposition

Authors

Roxana Maria Carbonell, University of Texas, Austin; Madison E. Andrews, University of Texas, Austin; Audrey Boklage, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

attitudes and skillsets as they relate to the makerspace. Ourresearch team surveyed 172 undergraduate students in 6 unique courses that incorporate amakerspace based project into their curriculum. These courses varied by student year,department, subject matter, and project complexity. Each student was surveyed at the beginningand end of the semester, before and after they had completed a course project in the makerspace.The survey measured students’ affect towards design, design self-efficacy, technology self-efficacy, innovation orientation, and sense of belonging within the makerspace. Survey itemswere validated through exploratory and confirmatory factor analysis. Subsequently, paired t-testswere used to analyze if, and how, these metrics

Conference Session

Pre-College Engineering Education in the Formal Classroom

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cara N. Morton, Washington State University; Kira J. Carbonneau, Washington State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

small groups (60 min total). Results from the Repeated-Measures Analysis of Variance (RM-ANOVA) demonstrated that participants reported higherperceived ability to engage in scientific learning processes (d = .17) and in science learningbehaviors (d = 0.15). Both theoretical and practical implications are discussed.Objective Self-efficacy is the judgement an individual makes regarding their ability to performvarious tasks and this judgement is domain and task specific (Bandura, 1977, 1982). Since theway in which people act, think, and feel, is a direct reflection of their own beliefs in theircapabilities, learners’ beliefs promote both engagement and learning (Linnenbrink & Pintrich,2003), as well as long-term achievement (Parker

Conference Session

Design in Engineering Education Division: Design Mental Frameworks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joanna Tsenn, Texas A&M University; Heather S. Lewis, Texas A&M University; Astrid Layton, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

help students develop a high level of design self-efficacy, the belief in one’s ability to complete engineering design tasks. Engineers problem-solve by practicing design tasks. As a result, design self-efficacy is a critical component of asuccessful engineer [1]. Preparing students to become successful engineers, in both industry andacademia, therefore demands that design tasks be taught to a level where students may obtainself-efficacy [2, 3]. The importance of design tasks has also been acknowledged by theAccreditation Board for Engineering and Technology (ABET). This work seeks to measure theimpact of different variables on design self-efficacy, based on the specific project experiences ofthe students at the end of their two-semester

Conference Session

Women in Engineering Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Andrea Nana Ofori-Boadu, North Carolina A&T State University; Dongyang Deng, North Carolina A&T State University; Cheryl Monique Stevens, North Carolina A&T State University; Kayla Gore; Iyshea Borders-Taylor, North Carolina A&T State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

wereattributed to mastery experiences and positive emotional states as the maximum percentage ofgirls who used words related to the four Bandura self-efficacy categories were: masteryexperiences (86%); emotional states (62%); vicarious experiences (59%); and verbal persuasion(36%). The broader 18 emergent themes of girls’ learning experiences included knowledge,doing, national priorities, fun, emotions, sustainability, civic responsibility, mentors, arts, softskills, minority, and persistence. Most girls had positive learning experiences, with sometransitioning from ‘difficult’ to ‘easy’ as they gained mastery experiences. A few girls expresseddifficulty and discomfort with mathematics, measurements, equipment usage, and outdoorenvironments. The

Conference Session

CEED Technical Session II: Developing Research and Design Skills Through Experiential Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rylan C. Chong, Chaminade University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

self-efficacy. In addition, thisstudy examined whether the relationship was different between genders. The students in the classwere from eight universities and worked in teams with a mentor from a government agency orlab who provided them with a real unclassified cybersecurity problem. The study was conductedin 2016 and included a sample of 18 students (males=13 and females=5) who responded to a pre-survey and a post-survey (Cronbach’s alphas for both surveys =.96) that measured researchedself-efficacy using a 100-point Likert scale (0=complete uncertainty and 100=completecertainty). Due to a small sample, a Wilcoxon Signed Rank Test and a Mann-Whitney U Testwere used to analyze the data. As part of the posttest, students were asked open

Conference Session

Engineering Design Process Activities with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica D. Gale, Georgia Institute of Technology; Beth Ann White

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

, provided additional context for theengineering design activities students engaged in as part of the project. Whenever possible, theseshort interviews were audio recorded and transcribed for analysis. When discussions were notrecorded, relevant comments were captured in field notes.Engineering Design Self-Efficacy InstrumentSelf-efficacy was measured using the engineering design self-efficacy instrument [18] which wasadministered online at the beginning and end of the course. This instrument is designed tomeasure students’ self-efficacy as it relates to engineering design generally and to each of thestages of the engineering design process. The full instrument includes a total of thirty-six items,with the same nine items aligned to the engineering

Conference Session

Interest & Identity

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amy Annette Rogers, Delaware State University; J. Jill Rogers, University of Arizona; James C. Baygents, University of Arizona

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

enrolledexhibit an engineering self-efficacy of at least 3.5 out of 5, and over 67% of the students reportthe ENGR 102 HS course increased their interest in becoming an engineer [2, 3, 4]. Teachereffectiveness is also measured and is consistently high year after year with 86% of studentsreporting that their teacher is always or usually effective.With the successful launch of the Advanced Placement (AP) Computer Science course in 2016,engineering educators, NSF and the College Board accelerated the development of anIntroduction to Engineering AP course. College of Engineering deans from across the countrywere surveyed and multiple meetings of engineering thought-leaders and educators wereconvened to decide on a course of action [5]. With these strides to

Conference Session

Informal Engineering Education with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tameshia Ballard Baldwin, North Carolina State University; Latricia Walker Townsend, North Carolina State University; Braska Williams Jr., North Carolina State University; Angelitha Daniel, North Carolina State University; Javon Marcell Adams, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

discussions with participants. Interviews and focus groupswere digitally recorded and transcribed. A reflective analysis process was used to analyze andinterpret interviews and focus groups.Test of Students’ Science KnowledgeA student science content knowledge assessment aligned to the instructional goals of the researchcourse was developed and administered at the onset and conclusion of each part of the course.S-STEM SurveyThe S-STEM Student Survey measures student self-efficacy related to STEM content, interest inpursuing STEM careers, and the degree to which students implement 21st century learning skills.The survey was administered in a pre/post format at the beginning and end of each project year.FindingsResults are organized by evaluation

Conference Session

It's All About the Student: Integration, Problem Solving, Critical Thinking, and Self-Efficacy

Collection

2019 ASEE Annual Conference & Exposition

Authors

Todd M. Brown P.E., University of Hartford; David Pines, University of Hartford; Don Quinn

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

is also known as visual-spatial skills and these are different from other forms ofintelligence such as verbal ability, reasoning ability, and memory skills. Spatial skills are linkedto professional and academic success [3], [4]. For example, when designing or constructing apumping station or piping systems within a treatment plant, it is always challenging to develop athree-dimensional mental picture of the space when looking at plan view and section views of aspace. Those who are skilled in developing that clear mental picture make fewer mistakes andare more efficient designers or constructors. Spatial training has been shown to have a strongimpact on developing these visual-spatial skills as measured by success on standardized

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew Vincent Bartolomeo, The Cooper Union; Amanda Lombardo, The Cooper Union; Michael Colella, The Cooper Union; George J. Delagrammatikas, The Cooper Union

Tagged Topics

Diversity

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

applied to two different drivers on the same track.With this metric, areas for driver improvement could be identified and potentially be used toguide an event-specific driver selection process or personalize driver training.Student learning objectives linked to ABET outcomes are described in the context of how theyare assessed in this course. Results from student self-efficacy surveys and student achievementon assignments are presented and discussed as they apply to ABET outcomes b, g, i, and k.IntroductionAuthentic engineering experiences, such as student competitions, sponsored projects, designclinics, and project-based learning modules have been incorporated broadly within theundergraduate curricula to enhance student learning. The challenges

Conference Session

Graduate Student Writing and Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Juan M. Cruz, Virginia Tech; Mayra S. Artiles , Virginia Tech; Holly M. Matusovich, Virginia Tech; Gwen Lee-Thomas, Quality Measures LLC; Stephanie G. Adams, Old Dominion University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

intended to imply a degree of severity or sequential progression. The first obstacle categorywas the task of writing the dissertation. Students facing this obstacle were commonly in the veryfinal stages and described experiencing ‘writer’s block’ or inability in expressing their researchresults in writing. The second category was students who believed they lacked motivation.These students expressed a lack of self-efficacy in being able to commit to the work necessary tocomplete the degree. They described often procrastinating because they no longer wanted toconduct the research (or related activities), and in more advanced cases, inability to communicateclearly with the doctoral advisor. The third category was students that struggled in

Conference Session

Design in Engineering Education Division: Design Mental Frameworks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jenni Buckley, University of Delaware; Amy Trauth, University of Delaware; Sara Bernice Grajeda, University of Delaware; Dustyn Roberts P.E., Temple University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

significantly higher self-efficacy for tinkering and engineering applications than females. (2) Students from majority groups (i.e., White or Asian) would report significantly higher self-efficacy for tinkering and engineering applications and higher self-confidence in math and science than those from underrepresented minority groups (non-White, non- Asian).MethodsWe developed and validated a composite survey that merged items from the APPLES instrument[6,10,14], which focuses on self-confidence in interpersonal skills, problem solving, and mathand science theory, with an established but unvalidated instrument [15] that measures self-efficacy in “tinkering” – that is, prototyping and modeling – and the application of

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Melissa Lynn Morris, West Virginia University; Robin A. M. Hensel, West Virginia University; Joseph Dygert, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

administered X X X MSLQ X X X X XThe GRIT survey is a questionnaire consisting of 12, 5-point Likert scale (1 = not gritty to 5 =very gritty) questions that were developed by Angela Duckworth from the Department ofPsychology at the University of Pennsylvania. [23]. Duckworth has identified grit as a unique trait,defining it as “perseverance and passion for long term goals” [22].During the first-year, students’ academic self-efficacy has been directly related to academicperformance [10]. Among other things, the LAESE survey measures a student’s academic self-efficacy. The LAESE survey instrument is a validated instrument developed via the NSF

Conference Session

Assessment of Student Learning and Skills

Collection

2019 ASEE Annual Conference & Exposition

Authors

William H. Guilford, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

measured using the 36-item “Engineering design self-efficacy instrument” [12] – that is, whether students feel: 1. Able, and 2. Motivated to engage in certain engineering design tasks, whether they will be 3. Successful in doing so, and how 4. Apprehensive they would be in performing such tasks. These tasks included: 1. Conduct engineering design 6. Prototype the solution 2. Identify a need 7. Test a design 3. Conduct research 8. Communicate 4. Develop solutions 9. Iterate the process 5. Select the best design A three-level Likert scale was

Conference Session

ERM Technical Session 7: Learning and Research in Makerspaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lee Michael Martin, University of California, Davis

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Development, vol. 72, pp. 187-206, 2001.[9] M. K. Ponton, J. H. Edmister, L. S. Ukeiley, and J. M. Seiner, "Understanding the Role of Self- Efficacy in Engineering Education," Journal of Engineering Education, vol. 90, pp. 247-251, 2001.[10] A. R. Carberry, H. S. Lee, and M. W. Ohland, "Measuring engineering design self‐efficacy," Journal of Engineering Education, vol. 99, pp. 71-79, 2010.[11] T. D. Fantz, T. J. Siller, and M. A. Demiranda, "Pre-Collegiate Factors Influencing the Self-Efficacy of Engineering Students," Journal of Engineering Education, vol. 100, pp. 604-623, 2011.[12] H. M. Matusovich, R. A. Streveler, and R. L. Miller, "Why Do Students Choose Engineering? A Qualitative, Longitudinal Investigation of

Conference Session

Innovations in Curriculum, Projects, and Pedagogy in Aerospace Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Chadia A. Aji, Tuskegee University; M. Javed Khan, Tuskegee University

Tagged Topics

Diversity

Tagged Divisions

Aerospace

3 © American Society for Engineering Education, 2019 2019 ASEE 126th National Conferencethought processes on the white board, working out problems, using “Jeopardy” style games forreviewing the concepts, etc. The post-class work included graded homework problems tostrengthen the concepts.The Motivation Strategies for Learning Questionnaire (MSLQ) [55] was administered to thestudents of the intervention and control groups to measure the five dimensions (a) Self efficacy,(b) Intrinsic value, (c) Test anxiety, (d) Cognitive strategy use, and (e) Self-regulation. Students’perceptions of the flipped classroom were determined with a Flipped Classroom survey. Theseinstruments had a 5-point

Conference Session

Best In DEED

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eric Reynolds Brubaker, Stanford University; Vikas Rammohan Maturi, Stanford University; Barbara A. Karanian, Stanford University; Sheri Sheppard, Stanford University; David Beach, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

in making—in tinkering, infiguring things out, in playing with materials and tools” [8, p.528]. Recent studies found thatstudents involved in hand-on design and making exhibited increased motivation, self-efficacy,expectations of success, and interdisciplinary awareness [9-12]. Further work is underway todevelop scales that measure belonging in makerspaces [13] and maker identity [14]. Finally,research has begun to uncover barriers to equity in makerspaces, including ways in which theyare gendered [15-17] and the learning strategies employed by women who make [18]. This study aims to better understand how much and under what conditions students aretransformed through hands-on experience designing and making`. We examine a

Conference Session

Assessment of Learning in ECE Courses

Collection

2019 ASEE Annual Conference & Exposition

Authors

Laura K. Alford, University of Michigan; Andrew Deorio, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

success of our program is to use entry and exit surveys to gauge thechange in students’ perceptions of their abilities and learning environment. In particular, we areinterested in the difference between URM students’ and non-URM students’ perceptions of theirabilities and the learning environments in these courses.In the present study, our overarching research question is: Do underrepresented students andnon-underrepresented students show a statistically significant difference in their perceptions oftheir abilities and learning environment as measured by self-efficacy, intimidation byprogramming, and feelings of inclusion?This paper presents entry and exit survey results from three semesters (Fall 2017, Winter 2018,and Fall 2018) of two

Conference Session

Design in Engineering Education Division: Design Mental Frameworks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jenni Buckley, University of Delaware; Sara Bernice Grajeda, University of Delaware; Amy Trauth, University of Delaware; Dustyn Roberts P.E., Temple University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

and taskorientation in first-year engineering design courses. In Frontiers in Education Conference (FIE),2014 IEEE (pp. 1-4). IEEE.[38] D. Baker, S. Krause, and S. Y. Purzer, “Developing an instrument to measure tinkering andtechnical self-efficacy in engineering,” presented at the 2008 ASEE Annual Conference andExposition, 2008.[39] Ohland, Matthew W., et al. "The comprehensive assessment of team member effectiveness:Development of a behaviorally anchored rating scale for self-and peer evaluation." Academy ofManagement Learning & Education 11.4 (2012): 609-630.[40] Basadur, G. Graen, and M. Wakabayashi, “Identifying individual differences in creativeproblem solving style,” J. Creat. Behav., vol. 24, no. 2, pp. 111–131, Jun. 1990.

Conference Session

Aerospace Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Chadia A. Aji, Tuskegee University; M. Javed Khan, Tuskegee University

Tagged Topics

Diversity

Tagged Divisions

Aerospace

)they are interested, and 5) they feel cared about by the instructor and/or other students” [13].Marzano, Pickering and Heflebowen [14] noted that a pedagogical environment that elicits positiveresponses to questions: “a) How do I feel? b) Am I interested? c) Is it important? and d) Can I dothis?” may indicate an engaged student. Such an environment leads to self-efficacy which has beendefined by Bandura [15] as "how well one can execute courses of action required to deal withprospective situations". Academic achievement and self-efficacy have been empirically shown tobe related [16]-[20]. Successful learning enhances an individual’s self-efficacy [21]-[23].The objective of this work is to assess an innovative active learning environment. In

Conference Session

Design in Engineering Education Division: Student Empathy & Human-centered Design

Collection

2019 ASEE Annual Conference & Exposition

Authors

Devanshi Shah, Florida Institute of Technology; Elisabeth Kames, Florida Institute of Technology ; McKenzie Carol Clark, Florida Institute of Technology; Beshoy Morkos, Florida Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

. Fivemotivation factors were studied to examine student motivation within and between the cohorts:cognitive value, self-regulation, presentation anxiety, intrinsic value, and self-efficacy. The datawas collected from three cohorts of mechanical engineering senior capstone design students,through three different yearlong senior capstone courses: 2013-2014, 2014-2015, and 2016-2017.The data was analyzed using an ANOVA Single Factor analysis and a t-test for single variance toexamine which factors affected student motivation.The goal of this research is to examine the effect of the student’s choice of project type on theirmotivation and changes in motivation in senior capstone design. This will thereby provideeducators with insight on the impact of the

Conference Session

Minorities in Engineering Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicole M. Colston, Oklahoma State University; Sherri L. Turner, University of Minnesota, Twin Cities; Gale Mason Chagil, Culture Inquiry Consulting, LLC; Sue C. Jacobs Ph.D., Oklahoma State University; Sarah Johnson, Oklahoma State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

activities” (CareerExploration Skills).The SCDI has been used in studies of adolescent, college student, and post-high school youngadult career development [e.g., 27, 28, 29], including studies of the career development of NativeAmerican young people. Career exploration, as measured by the SCDI, has been positivelyrelated to interests and efficacy among Native American young people [30].The Career-Related Parent Support Scale [31] is a 27-item instrument that was used to measurestudents’ self-reports of their parents’ support in the four areas of self-efficacy information(Instrumental Assistance (IA), Career-Related Role Modeling (CM), Emotional Support (ES),and Verbal Encouragement (VE)) identified by Bandura [32]. IA is the tangible help provided

Conference Session

Outreach and Beyond in the Chemical Engineering Classroom

Collection

2019 ASEE Annual Conference & Exposition

Authors

Byron Hempel, University of Arizona; Paul Blowers, University of Arizona; Kasi M. Kiehlbaugh, University of Arizona

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

co-teaching, classroom technologies, active learning in the classroom, and various classroom-based affective inter- ventions targeted at fostering self-efficacy, belongingness, metacognitive learning strategies, and growth mindset affect outcomes such as student retention and success, particularly during the freshman and sophomore year. Her field of research is undergraduate engineering education. Dr. Kiehlbaugh com- pleted her BS and MS at the University of Arizona and her PhD at UC Berkeley. She is now a Research Assistant Professor in the College of Engineering at her undergraduate alma mater. c American Society for Engineering Education, 2019 1 Scalable and Practical

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jacques C. Richard, Texas A&M University; So Yoon Yoon, Texas A&M University

Tagged Topics

Diversity, NSF Grantees Poster Session

REU affect students’ self-efficacy of making decision about graduate school and success therein? 3. How does the REU affect students’ preferences on research type? 4. How does the REU change participants' perceptions of their research knowledge, skills, and engineering career path?II. MethodA. SettingObjectives of the REU Program. The specific objectives of the REU program at the universitywere to (a) engage a minimum of 10 undergraduates annually; (b) prepare the students forgraduate school through workshops on the Graduate Record Examinations (GRE), increasingawareness of graduate opportunities, strengthening of resumes by publishing research, andimproving written and oral communication; and (c) measure the effectiveness of

Conference Session

STEM Issues

Collection

2019 ASEE Annual Conference & Exposition

Authors

Anthony E. Sparkling, Purdue University; Anne M. Lucietto, Purdue Polytechnic Institute; Aayushi Sinha, Purdue University; Trenton Thomas Hasser, Purdue Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

were also investigated based on high school preparedness, path to CM as amajor, self-efficacy, institutional and curriculum satisfaction, and future career plans. Parentaleducational level (i.e., completed a bachelor’s) is used as a measure of first-generation college student.The measure of high school preparedness evaluates students’ math and science experience. For instance,students respond to semester of math in high school, math/science course completed, whether advancedplacement courses were offered, and perceived college math preparedness. Students indicated their pathstudents followed to CM major, institutional and curriculum, and future plans. Most of the measuresused multiple choice survey options while others, such as self-efficacy

Conference Session

M2C: Learning by Design 2

Collection

2019 FYEE Conference

Authors

Jonathan R. Brown, Ohio State University; Irina Kuznetcova, The Ohio State University; Ethan Kirk Andersen; Nick H Abbott; Deborah M. Grzybowski, Ohio State University; Christopher Douglas Porter, The Ohio State University Department of Physics

Tagged Topics

Diversity, FYEE Conference - Paper Submission

students’ learning if it is not integrated in the classroombased on sound educational theories [27], [31].We aimed to ensure student engagement and learning by promoting self-efficacy, one’s beliefthat one can successfully complete a specific task [32], [33], because it helps determine whetherstudents engage with tasks, persist when they face difficulties, and finish tasks. Masteryexperiences (actually performing a task and succeeding) can increase self-efficacy [34],especially when they are built on achieving proximal goals - smaller tasks that are almostguaranteed to be completed successfully. Since self-efficacy is domain-specific [35], wehypothesized that low visuospatial self-efficacy could be one of the main reasons of whystudents disengage

Conference Session

Student Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stefanie A. Hotchkiss, Undergraduate Research Assistant; Kimberly Grau Talley P.E., Texas State University; Michelle Londa, Texas State University; Austin Talley P.E., Texas State University

Tagged Topics

Diversity

Tagged Divisions

Student

, is crucial to manifesting interest in a subject or domain [4, 2] and, asresearch shows, contributes significantly to self-efficacy [4]. By capitalizing on methods toincrease students’ sense of belonging and confidence in STEM majors, more students could beattracted to pursue STEM degrees [4]. Recent trends in welcoming makerspaces into educationalenvironments suggests that makerspaces provide a domain in which interest and creativity ispropagated. This work-in-progress study hypothesizes that by implementing a universitymakerspace that welcomes a representative population through non-verbal, physical cues,increased feelings of belonging and self-efficacy can be achieved. However, a tool is needed toevaluate stereotypes and ambient belonging

Conference Session

CEED Technical Session II: Developing Research and Design Skills Through Experiential Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicole Bowers, Arizona State University; Michelle Jordan, Arizona State University; Kate Fisher; Zachary Holman, Arizona State University; Mathew D. Evans, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

to theengineering CoP as well as their imagination of their current relationship to the CoP in the formof self-efficacy. Two data sources were used to operationalize participants imagination as a modeof belonging: pre-post administrations of a self-efficacy survey and post-program used to probefor how participants’ saw themselves in relation to the CoP. Self-efficacy. The self-efficacy measure focused on participants’ imagined sense of theirown current capabilities related to engineering. At two points in the program (pre and post), REUparticipants were asked to rate themselves on a scale from 0 (Completely Unconfident) to 100(Completely Confident) with respect to their current level of self-efficacy or confidence forinnovation and