Conference Session

Digital Technologies and Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

James Herold, University of California, Riverside; Thomas Stahovich, University of California, Riverside; Han-lung Lin, University of California, Riverside ; Robert C. Calfee, University of California, Riverside

Tagged Divisions

Educational Research and Methods

student is asked to determine theminimum force necessary to raise the block.Wedge friction problem A, shown in Figure 5, can be thought of as a rotated version of thetutorial problem. It is comprised of a wedge, block, and spring. The spring pushes theblock horizontally, which in turn presses the wedge against an incline. Both faces of the Page 22.1452.7Figure 5: Wedge friction problem A. The student is asked to determine the minimum forceP needed to push the wedge downward.Figure 6: Wedge friction problem B. The student is asked to determine the minimum forceP needed to move the wedge up the ramp.wedge are subject to friction, while frictionless

Conference Session

K-12 and Bridge Experiences in Engineering Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sabina Anne Schill, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Undergraduate and graduate students facilitate weekly afterschool 2 3 clubs for elementary and middle school students during the AY. Program has run STEM summer camps for K12 students for over 30 JAM-B years. Camps are 1 to 2 weeks long; utilize undergraduate and 1 3 graduate students as camp instructors and teaching assistants. STEM disciplinary-specific program. Undergraduates design and lead RAd in-class activities during day-long outreach trips to urban and rural 1 1 high schools during the AY. a Due to its multi-institutional nature, GK-12 is identified by name. All

Conference Session

Motivation, Attitudes, and Beliefs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Heather Lee Perkins, North Carolina State University; Mary Wyer

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Science/Math (M = 4.27, SE = .03) and Engineering/Technology (M = 4.20, SE = .06)students reporting similar CVS scores when controlling for gender.To demonstrate that the 4S accurately predicts career interest in men and women and inScience/Math and Engineering/Technology majors, major and gender were tested as moderatorsof the relationship between fit and CIS. Neither gender (b = -.22, SE = .36, p = .546) nor major(b = .38, SE = .43, p = .379) were found to interact significantly with the fit-CIS relationship.Mediation analysis determined that critical vision (CVS) partially mediates the relationshipbetween fit and career interest (CIS), but that the relationship between fit and CIS remains strong(see Figure A2). Fit was a significant predictor

Conference Session

Student Teams and Design Skills

Collection

2006 Annual Conference & Exposition

Authors

Durward Sobek, Montana State University; Joshua Ruder, Montana State University

Tagged Divisions

Educational Research and Methods

. Figure 1: Overview of Proposed Design Method 1. Generate conceptual design alternatives a. Define the problem b. Generate alternatives c. Narrow the set of alternatives to a manageable size 2. Apply System-Level Morphological Analysis to one alternative a. Identify the key functions of the concept needed to realize the design objectives b. Generate 2 or more options to accomplish each function c. Identify which function options cannot be used with other options (exclusions) d. Identify which function options require inclusion of another option (dependencies

Conference Session

Communication and Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chad M Gotch, Washington State University; Quinn Langfitt, Washington State University; Brian F French, Washington State University; Liv Haselbach, Washington State University

Tagged Divisions

Educational Research and Methods

our energy future. Retrieved from http://www.neefusa.org/pdf/roper/Roper2002.pdf13. Bittle, S., Rochkind, J., & Ott, A. (2009). The energy learning curve. Retrieved from http://www.publicagenda.org/media/the-energy-learning-curve14. Southwell, B. G., Murphy, J. J., DeWaters, J. E., & LeBaron, P. A. (2012). Americans' perceived and actual understanding of energy. (RTI Press peer-reviewed publication No. RR-0018-1208). Research Triangle Park, NC: RTI Press. Retrieved from http://www.rti.org/rtipress15. Langfitt, Q., Haselbach, L., & Hougham, R.J. (2014). Artifact-based energy literacy assessment utilizing rubric scoring. Journal of Professional Issues in Engineering Education and Practice. Retrieved from

Conference Session

Active Learning Methods in Action

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tom McCormick, Virginia Military Institute; James C. Squire, Virginia Military Institute; Gerald Sullivan P.E., Virginia Military Institute

Tagged Divisions

Educational Research and Methods

produce a circular magnetic field around the wire. o Magnetic fields produce a force on a current carrying wire. Torque is generated when the windings on each side of the rotor experience forces in opposite directions. Force Torque B B Current (I) Force Fig. 3 Schematic operation of an electric motor o The torque produced by an electric motor is a function of the number of windings, the magnitude of the current, the strength of the magnetic field (B) and the area of the windings. o A commutator is

Conference Session

Tools for Teaching

Collection

2008 Annual Conference & Exposition

Authors

Tobia Steyn, University of Pretoria; Alan Carr, University of Pretoria

Tagged Divisions

Educational Research and Methods

of circle approximated by an n-sided regular polygon using three possible mathematical scenarios. Tutorial 4 Rotating and repeating Analyze a given composite diagram to determine a basic figure. regular figures. Compile the commands to draw the basic figure. Compile nested repeat commands to draw the composite figure. See the example in Figure 2(b). Page 13.1084.5 Tutorial 5 Procedures. Compile procedure as a building block in programming

Conference Session

Student Recruitment and Retention

Collection

2008 Annual Conference & Exposition

Authors

P.K. Imbrie, Purdue University; Joe Jien-Jou Lin, Purdue University; Alexander Malyscheff, Purdue University

Tagged Divisions

Educational Research and Methods

comparing performanceresults from alternative activation functions in extensive experiments. The performance functionutilized is mean square error (MSE). All models were developed using Matlab version R2006bfrom Math Works Inc. The detailed model structures and setup parameters for these four ANNmodels developed are shown in table below. Page 13.222.7Table 1. Model descriptionModel ID A B C D Combination

Conference Session

Student Learning

Collection

2010 Annual Conference & Exposition

Authors

Ricky Castles, Virginia Tech; Vinod Lohani, Virginia Tech

Tagged Divisions

Educational Research and Methods

]: Ontario Institute for Studies in Education, 1967.[4] D. P. Ausubel and F. G. Robinson, School learning; an introduction to educational psychology. New York,: Holt, 1969.[5] J. Bruner, "Learning and thinking," Harvard Educational Review, vol. 29, pp. 184-192, 1959.[6] B. E. Cline, C. C. Brewster, and R. D. Fell, "A rule-based system for automatically evaluating student concept maps," Expert Systems with Applications, vol. 37, pp. 2282-2291, March 15, 2010 2009.[7] S. H. Harrison, J. L. Wallace, D. Ebert-May, and D. B. Luckie, "C-Tools Automated Grading For Online Concept Maps Works Well With A Little Help From "Wordnet"," in First International Conference on Concept Mapping, Pamplona, Spain, 2004.[8] D

Conference Session

Studies of Student Teams and Student Interactions

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nourhan Emad El-Atky, Rowan University; Smitesh Bakrania, Rowan University

Tagged Divisions

Educational Research and Methods

design education in industrial engineering: Product design projects at the freshman,” Engineering, vol. 19, no. 1, pp. 19–32, 2008.[6] J. Kadlowec, K. Bhatia, T. R. Chandrupatla, J. C. Chen, E. Constans, H. Hartman, A. J. Marchese, P. von Lockette, and H. Zhang, “Design Integrated in the Mechanical Engineering Curriculum: Assessment of the Engineering Clinics,” Journal of Mechanical Design, vol. 129, no. 7, pp. 682-691, Feb. 2007.[7] R. Goldberg, “Capstone Design Courses: Producing Industry-Ready Biomedical Engineers,” San Rafael, Calif., Morgan & Claypool Publishers, 2007.[8] B. Yang, P. Sanger, and P. Gardner, “Teaching And Learning Of Project Management For Engineering And Technology Capstone Research Projects

Conference Session

Instruments and Methods for Studying Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sreyoshi Bhaduri, McGraw-Hill ; Michelle Soledad, Virginia Polytechnic Institute and State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

greater than 3.We then used a correlation analysis to remove items which had low correlations(Pearson’s correlation coefficient < 0.4) with greater than 80% of the other items. Next,to statistically establish the adequacy of the sample size, we proceeded with Bartlett’stest and the Kaiser-Meyer-Olkin (KMO) Measure of Sampling adequacy (results ofanalysis in Appendix B). The Bartlett’s Test of Sphericity establishes whether or notthere is scope to find statistically significant factors from the dataset. The KMO measureof sampling adequacy statistically determines if there is adequate data, with scoresgreater than 0.5 and tending to 1.0 being adequate. For our survey data, the BartlettTest revealed there to be statistically significant factors

Conference Session

ERM Technical Session 12: Creativity and Problem Framing

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michael Lawrence Anderson P.E., United States Air Force Academy; Karen Elaine Anderson, Destination Imagination Inc.; Daniel D. Jensen, Singapore University of Technology and Design/MIT International Design Center

Tagged Divisions

Educational Research and Methods

second class meeting of the course to establish a baseline, beforeany content or other pedagogical interventions were employed. The students were divided intogroups, as described below, to establish treatment and control groups. Every week, a designatedportion of students participated in a creativity enhancing activity. The activities were proctoredby a trained administrator to ensure consistent instruction and feedback across all activities. TheTTCT Figural Form B was then re-administered at the end of the semester (approximately 14weeks after Form A). The TTCT was administered by the same proctor for both administrations.The TTCT was scored by the Scholastic Testing Service to ensure accuracy and consistency.3.1 ParticipantsThe participants

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hadi Ali, Arizona State University; Ann F. McKenna, Arizona State University; Jennifer M. Bekki, Arizona State University; Rod D. Roscoe, Arizona State University

Tagged Divisions

Educational Research and Methods

Behavior, 11, 365-374.Baker, L. (1989). Metacognition, comprehension monitoring, and the adult reader. EducationalPsychology Review, 1, 3-38.Bekki, J., Ayela-Uwangue, A., Brunhaver, S., Kellam, N., Lande, M., & McKenna, A. (2017, June). Iwant to try that too! Development of a conceptual framework for interventions that encouragepedagogical risk taking among faculty. In ASEE Annual Conference and Exposition, ConferenceProceedings (Vol. 2017).Besterfield‐Sacre, M., Cox, M. F., Borrego, M., Beddoes, K., & Zhu, J. (2014). Changing engineeringeducation: Views of US faculty, chairs, and deans. Journal of Engineering Education, 103(2), 193-219.Birdi, K., Clegg, C., Patterson, M., Robinson, A., Stride, C. B., Wall, T. D., & Wood, S. J. (2008

Conference Session

Student Approaches to Problem Solving: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Catherine D. McGough, Clemson University; Adam Kirn, Univeristy of Nevada, Reno; Courtney June Faber, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Educational Research and Methods

students were divided into two perceptions—Sugar Cone A identifies anengineering problem as a problem with specific steps, and Sugar Cone B students describeengineering problems as having a purpose (namely, something that improves technology)6. TheWaffle Cone students identified engineering problems as anything that makes things work; forCake Cone students, engineering problems can be anything6.MethodsSeven second and third year mechanical engineering and bioengineering students completed anopen-ended engineering problem which applied statics concepts in a cell biomechanics context.The participants volunteer research participants from sophomore bioengineering and mechanicalengineering courses. The problem solving sessions occurred outside of class

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexis Prybutok, The University of Texas, Austin; Anita D. Patrick, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin; Carolyn Conner Seepersad, University of Texas, Austin; Mary Jo Kirisits, University of Texas, Austin

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Educational Research and Methods

exhibited nosignificant difference in responses, upper-division mechanical engineers at this institution go onto develop a greater overall physics identity and opinions of their design efficacies than doupper-division civil engineers. Future work will explore whether these differences persist acrossa broader range of disciplines and institutions. Further data analysis will be conducted on thissample to disentangle the potential effects of gender and race on the findings. Finally, the surveywill be given to the same students next year to monitor longitudinal retention rates and changesin engineering identity.References 1. Carlone, H. B.; Johnson, A. Understanding the Science of Experiences of Successful Women of Color: Science Identity as

Conference Session

Career Decisions and Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lori C. Bland, George Mason University; Jill K. Nelson, George Mason University; Margret Hjalmarson, George Mason University; Anastasia P. Samaras, George Mason University

Tagged Divisions

Educational Research and Methods

ProjectPrior to examining the tools used to evaluate the processes and outcomes of a facultydevelopment project, it may be helpful to understand the project. This project was developed as ascale-up of a previous project focusing on engineering faculty’s instructional changes [3]. Thescale-up for this project was to expand the work to a broader set of STEM disciplines. The mainhypotheses for this project were that: (a) faculty learning communities can support initiation ofteaching change and faculty research about their changes; and (b) initial small changes inteaching will lead to larger changes over time.Laurillard’s conceptions of teaching as a design science acted as the basis for the project designframework. This project’s design principles

Conference Session

ERM Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Jill Nelson, George Mason University; Margret Hjalmarson, George Mason University

Tagged Divisions

Educational Research and Methods

that the system was an accumulator (summing the current andall previous inputs) indicates a possible lack of ability to interpret series in a relevant physicalcontext.FIGURE 1: First in-class problem analyzed. Students are asked to interpret an infinite series,determine system output, and evaluate stability.In part (b) of the problem, students were asked to determine the system output when the inputwas a unit step (equal to 1 for positive values of n and 0 otherwise); 12 of the 13 groupscompleted this part successfully and determined that the output signal was a ramp whoseamplitude approaches infinity as n approaches infinity. In the final part of the problem, studentswere asked whether or not they could infer stability/instability of the

Conference Session

Choice and Persistence in Engineering Education and Careers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Clemson University; Geoff Potvin, Florida International University; Zahra Hazari, Florida International University

Tagged Divisions

Educational Research and Methods

) Male White High Midwest – Mr. A Male White Mid-High Female White Low Female White Low Female White Mid Midwest – Mr. B Male White High Female White Mid Female White High Male White Mid-High

Conference Session

Student Teams and Project-Based Learning

Collection

2007 Annual Conference & Exposition

Authors

Margaret Huyck, Illinois Institute of Technology; Daniel Ferguson, Illinois Institute of Technology; Rachel Wasserman, Illinois Institute of Technology IPRO Program

Tagged Divisions

Educational Research and Methods

the fourlearning objective areas. Students are provided with study materials, questions and answers onthe web. A pre-test is administered during the first week, and a post-test during the fifth week.One of the test versions is included below, with the answer key; see Figure 2. Figure 2: Knowledge Test Questions on Teamwork______________________________________________________________________________ 1. A(n) __________ is a small group of people with complementary skills, who work actively together to achieve a common purpose for which they hold themselves collectively accountable. A. Contingent B. Cohort C. Team D. Assemblage Answer: C 2. __________ are established to study specific problems

Conference Session

ERM Technical Session 16: Faculty Development and Teaching Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cassandra Sue Ellen Woodcock, University of Michigan; Nicole Erin Friend, University of Michigan; Aileen Huang-Saad, University of Michigan

Tagged Divisions

Educational Research and Methods

researchers interested in emerging interdisciplinaryengineering fields may wish to adapt our questions and research framework to perform a relatedanalysis on their emerging community of practice, discipline, or field of study. Fields of studywhich may benefit from a similar exploration include: engineering science, general engineering,industrial engineering, etc. References[1] L. R. Lattuca and D. B. Knight, “In the eyes of the beholder: Defining and studying interdisciplinarity in engineering education,” in American Society for Engineering Education Annual Conference and Exposition, 2010.[2] J. E. Froyd and M. W. Ohland, “Integrated Engineering Curricula,” J. Eng. Educ., vol. 94, no. 1, pp

Conference Session

Institutional Change

Collection

2018 ASEE Annual Conference & Exposition

Authors

Trevion S. Henderson, University of Michigan; Cynthia J. Finelli, University of Michigan; Joanna Mirecki Millunchick, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Weidman’s undergraduate socialization model, Ashforth,Sluss, and Saks’ definition of institutional tactics, Ashford and Black’s definition of proactivebehaviors, and outcomes such as major satisfaction, engineering identity, intent to persist, andsocial capital. The instrument includes three sections: (a) background characteristics, (b)collegiate experiences, and (c) socialization outcomes.Pre-College Characteristics, Resources, and Experiences: While some pre-college andbackground characteristic variables (e.g., race/ethnicity, gender, SAT/ACT scores, SESindicators) come from institutional databases, data regarding students’ pre-college resources andexperiences are included in the study instrument. For instance, we ask students if they had

Conference Session

Model Eliciting Activities

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mary E. Besterfield-Sacre, University of Pittsburgh; Brian P. Self, California Polytechnic State University; Larry J. Shuman, University of Pittsburgh; John Anthony Christ, U.S. Air Force Academy; Ronald L. Miller, Colorado School of Mines; Tamara J. Moore, University of Minnesota, Twin Cities

Tagged Divisions

Educational Research and Methods

to visit the Models & Modeling Website(www.modelsandmodeling.net), which provides a host of MEAs and further explains how theymay be implemented in the upper division engineering classrooms.AcknowledgementThis research is supported in part by the National Science Foundation through DUE 071780 andDUE 070607: “Collaborative Research: Improving Engineering Students’ Learning Strategiesthrough Models and Modeling.”References1. Lesh, R., M. Hoover, B. Hole, A. Kelly and T. Post, Principles for developing thought-revealing activities for students and teachers. The Handbook of Research Design in Mathematics and Science Education., Kelly, A. and Lesh, R. (eds.), Lawrence Erlbaum Associates, Mahwah New Jersey

Conference Session

Works in Progress: Assessment and Research Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christian Anderson Arbogast, Oregon State University; Devlin Montfort, Oregon State University

Tagged Divisions

Educational Research and Methods

shown in Figures 1a and 1b that chart the decomposition of one part of a commonhumorous phrase. A B Figures 1a and 1b: Illustrating the ambiguity of possible syntactic POS parsing trees for a common humorous phraseTo a human reading the sentence: “Fruit flies like a banana”, humor arises as a result of the twosimultaneous existing and conflicting meanings of the sentence. Is the subject a tiny, butenormously aggravating insect or the general flight characteristics of fruit? After slightreflection, it is easy for a person to settle the conflict and judge the correct meaning based on thecontext of the conversation but it is much harder for a software program to do so. In order for amachine to proceed

Conference Session

Student Learning, Problem Solving, & Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stephanie Marie Kusano, Virginia Tech; Aditya Johri, George Mason University

Tagged Divisions

Educational Research and Methods

Transactions on, 44(1), 67-75.11. Yadav, A., Shaver, G. M., & Meckl, P. (2010). Lessons learned: Implementing the case teaching method in a mechanical engineering course. Journal of Engineering Education, 99(1), 55-69.12. Bell, P., Lewenstein, B., Shouse, A. W., & Feder, M. A. (2009). Learning science in informal environments: People, places, and pursuits: National Academies Press.13. Bordogna, J., Fromm, E., & Ernst, E. W. (1993). Engineering education: Innovation through integration. Journal of Engineering Education, 82(1), 3-8.14. Bransford, J. (2007). Preparing people for rapidly changing environments. Journal of Engineering Education, 96(1), 1-3.15. Duffy, J., Barington, L., Moeller, W., Barry, C., Kazmer

Conference Session

Motivation and Engagement

Collection

2017 ASEE Annual Conference & Exposition

Authors

John T. Solomon, Tuskegee University; Vimal Kumar Viswanathan, San Jose State University; Eric Hamilton, Pepperdine University; Chitra R. Nayak, Tuskegee University

Tagged Divisions

Educational Research and Methods

retention in STEM majors.Although enrollment in higher engineering courses requires mandatory pre-requisite courses, studentsoften lack a solid foundation for these courses. To quantify the difference or discrepancy between theexpected and actual pre-knowledge and the real standing on mathematical skills, a pre-knowledge test hasbeen conducted for two courses: Fluid mechanics (junior level) and Mechatronics (senior level). Fig. 3a&b indicates data of pre-tests showing that a larger percentage, over 50% of the students injunior and senior classes require review of pre-requisites for successful engagement at this level. Weidentified this as a critical issue that needs to be addressed. Apart from this, we examined and correlatedthe students

Conference Session

Conceptual Learning

Collection

2010 Annual Conference & Exposition

Authors

Marisa Orr, Clemson University; Lisa Benson, Clemson University; Sherrill Biggers, Clemson University

Tagged Divisions

Educational Research and Methods

student learning. Her education includes a B.S. in Bioengineering from the University of Vermont, and M.S. and Ph.D. degrees in Bioengineering from Clemson University.Sherrill Biggers, Clemson University Sherrill B. Biggers is Professor of Mechanical Engineering at Clemson University. He has over 29 years of experience in teaching engineering mechanics, including statics, dynamics, and strength of materials at two universities. His technical research is in the computational mechanics and optimal design of advanced composite structures. He developed advanced structural mechanics design methods in the aerospace industry for over 10 years. Recently he has also contributed to

Conference Session

Alternatives to Traditional Assessment

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Todd M. Fernandez, Georgia Institute of Technology; Kaela M. Martin, Embry-Riddle Aeronautical University; Richard T. Mangum, Embry-Riddle Aeronautical University; Cristi L. Bell-Huff, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

process as attending class, taking exams, or reading textbooks.However, the formal exercise of assigning grades only started in the late 18th century.Considering the extensive history of higher education, it is remarkable that the formal markers oflearning assessment have only played their role for a comparatively short period of time. Durm(1993) explains that the first college grades were not of the letter (i.e., A, B, C, D, F) variety.Instead, schools typically used descriptive labels such as Yale College’s optimi, second optimi,inferiores, and pejores system from 1785. Durm attributes the first letter grade system, asroutinely employed today, to Mount Holyoke College in 1897 where an A (95-100), B (85-94), C(76-84), D (75), and E (below 75

Conference Session

Assessment

Collection

2006 Annual Conference & Exposition

Authors

David Meyer, Purdue University

Tagged Divisions

Educational Research and Methods

the systematic pursuit of improvement in thequality of engineering education that satisfies the needs of constituencies in a dynamic andcompetitive environment. Although institutions may use different terminology, for purposes ofCriterion 3, program outcomes are statements that describe what students are expected to knowand be able to do by the time of graduation. These relate to the skills, knowledge, and behaviorsthat student acquire in their matriculation through the program. For the purpose of accreditation,engineering programs must demonstrate that their students attain:(a) an ability to apply knowledge of mathematics, science, and engineering;(b) an ability to design and conduct experiments, as well as to analyze and interpret data;(c

Conference Session

Preparing for Practice

Collection

2013 ASEE Annual Conference & Exposition

Authors

Presentacion Rivera-Reyes, Utah State University - Engineering Education; Raymond Edward Boyles, Technology and Engineering Education

Tagged Divisions

Educational Research and Methods

] developed a study to explore electronic troubleshooting in different contexts of design,production, and repair. He made reference to the model explained by Johnson [11], the TechnicalTroubleshooting Model, that reflected the cognitive process flow of an engineer engaged introubleshooting technical problem. The model is divides into two main phases (a) hypothesisgeneration and (b) hypothesis evaluation. In phase one the problem-solver acquires informationfrom internal or external sources that can be used to support a representation of the problem.Following this representation, one or more hypothesis are developed that may account for thefault. In phase two, the problem solver evaluates a hypothesis generated in phase one andattempts to confirm or

Conference Session

Motivation and Self-Efficacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert Melendy Ph.D., George Fox University

Tagged Divisions

Educational Research and Methods

students who believe thatsolving core, upper-division engineering problems is: (a) influenced by their effective use oflower-division mathematics (i.e., their outcome expectancies or OE beliefs); (b) who also haveconfidence in their own mathematical abilities (SE beliefs) should be more skilled at setting-upand solving these problems. The instrument was subjected to a confirmatory factor analysis usingthe structural modeling feature in SAS, v.9. Reliability analysis produced a Cronbach’s coefficient of 0.862 for the mathematics SE beliefs scale and a Cronbach’s  coefficient of 0.797for the OE scale (n = 49). The current standard is that 0.7   < 0.8 is good and that 0.8   < 0.9is very good. These results provide evidence that the pilot