Conference Session

Architectural Engineering Division (ARCHE) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

C. Elizabeth George, University of Notre Dame; Heidi A. Diefes-Dux, University of Nebraska - Lincoln; Euclides Maluf, University of Nebraska - Lincoln; Ece Erdogmus, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Architectural Engineering Division (ARCHE)

instrument was used inthis study to measure students’ perception of flow in the VADER experience.III. Research QuestionsOverall, flow, which entails absorption and fluency, is being used as an indicator of students’engagement in VADER-1. Engagement in VADER-1, as per the MDL, may lead to greater self-efficacy and situational interest which may aid in students’ transition from acclimation to earlycompetence. Further, an increase in self-efficacy and interest, according to MDL, may lead tochoices to pursue or be retained in AE/C. This study focuses on students’ self-reported flow inVADER-1 and an exploration of specific variables that might explain patterns in students’ flow.The primary research questions were: 1. What are the patterns in students

Conference Session

Architectural Engineering Division (ARCHE) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alex Campbell P.E., Oklahoma State University; John J Phillips P.E., Oklahoma State University

Tagged Divisions

Architectural Engineering Division (ARCHE)

self-efficacy, motivation, and the presence of mentors androle models can influence occupational and academic behavior, pursuits, and success forconstruction-education. Their research suggested that students with a person of influence havehigher self-efficacy and motivation toward successful performance in their constructioneducation [5]. While our study focuses on whether a Structural Engineer faculty member can bea mentor and/or role model for students, it does not determine if the faculty member is theprimary person of influence.There are multiple options on how to incorporate mentoring within the architecture, engineering,and construction (A/E/C) related majors. One mentoring model is the P5BL pedagogicalapproach which stands for Problem

Conference Session

Architectural Engineering Division (ARCHE) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Samuel Underwood, University of Nebraska - Lincoln; Markeya S. Peteranetz, University of Nebraska - Lincoln; Clarence Waters, University of Nebraska - Lincoln

Tagged Divisions

Architectural Engineering Division (ARCHE)

programs, conceptual difficulties with core courses, a lack of self-efficacy or self-confidence, inadequate high school preparation, insufficient interest in or commitment to thefield of engineering or a change in career goals, and racism and/or sexism” [2]. Retentionprograms that directly address these attritional factors may be more successful.Common interventions have included faculty development, support programs,remedial/developmental course work, learning communities, and intervention programs tailoredto individual students [3]. Of a survey of twenty-five studies that related to improving studentretention, many potential actions with evidence of success were identified—among whichlearning communities, support groups or networks, and student