Conference Session

FPD 8: Teaching Design in the First Year

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeffrey Scott Bates, University of Utah

Tagged Divisions

First-Year Programs

. Daempfle, Peter A. "An analysis of the high attrition rates among first year college science, math, and engineering majors." Journal of College Student Retention: Research, Theory and Practice 5, no. 1 (2003): 37-52.18. Hutchison, Mica A., Deborah K. Follman, Melissa Sumpter, and George M. Bodner. "Factors Influencing the Self‐Efficacy Beliefs of First‐Year Engineering Students." Journal of Engineering Education 95, no. 1 (2006): 39-47.19. Olds, Barbara M., and Ronald L. Miller. "The Effect of a First‐Year Integrated Engineering Curriculum on Graduation Rates and Student Satisfaction: A Longitudinal Study." Journal of Engineering Education 93, no. 1 (2004): 23-35

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jianyu Dong, California State University, Los Angeles; Huiping Guo, California State University, Los Angeles

Tagged Topics

NSF Grantees Poster Session

III institution, CSULA has a large number of students from minoritygroups and low income families. Many students have low self-efficacy due to their lack ofacademic preparation. In the past two years, we have been continuously improving theimplementation of CPBL to address the learning issues for students from minority groups. In thispaper, we will share what we learned in our practice on how to effectively embed inquiry basedlearning through in-class and after class projects. Examples will be presented to show how todesign a project to complete a natural learning cycle and strategies will be described on how toconduct remote CPBL to ensure the achievement of learning outcomes for underpreparedstudents. Although the presented projects were

Conference Session

Engineering Management Applications

Collection

2012 ASEE Annual Conference & Exposition

Authors

Gene Dixon, East Carolina University

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Anirudh Roshan Sriram, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; Karthik Ramani, Purdue University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

thatthe tool is a support, and not an obstacle for either instructors or learners, and that it will enhancelearning in the classroom. Our goal is to prove this key hypothesis and iteratively improve thetool and platform. Through this study, we are interested in identifying the extent to whichteachers and students accept the tool, and determine what proportion of the acceptance can beattributed to various characteristics of the model. A survey tool will be used and the responses toeach question will be based on a 5 or 7 point Likert scale. The questions in the survey will berelated to the nine variables – performance expectancy, effort expectancy, attitude towards usingpen-based tool, social influence, facilitating conditions, self-efficacy

Conference Session

Teaching Teaming Skills Through Design

Collection

2004 Annual Conference

Authors

Pei-Fen Chang; Jiunn-Chi Wu

, American Society for Engineering Educationconducted to discover the impact of the course and those aspects of learning activity that mostcontribute to the cultivation of creativity for engineering students. The Personal EvaluationQuestionnaire consists of 10 items to evaluate experience as a team member [6]. The Likertitems were based on a five-point scale of 0 indicating “not at all” to 5 indicating “a lot”. Fourareas of group work were included in the instrument: A general liking of groups; Self-efficacy in groups Group dynamics Help-seeking and help-giving in groups Next, at the time of the end of the final presentations, students were asked to respond to aquestionnaire, addressing the projects and the

Conference Session

The Best of Design in Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cory A. Hixson, Virginia Tech; Marie C. Paretti, Virginia Tech; James J. Pembridge, Virginia Tech

Tagged Divisions

Design in Engineering Education

theories to general teacher motivation is growing. Recentstudies have applied motivational frameworks to address teachers’ use (or non-use) ofcooperative learning 7. In this study, Abrami and colleagues developed an instrument to addressteachers’ implementation (or avoidance) of cooperative learning. The underlying motivationaltheories in consideration were the expectancies, values, and costs of implementing cooperativelearning. Another study of teacher motivation discusses the limitations of applying a singlemotivational theory to teacher motivation and thus, presents a model that integrates multiplemotivational theories and frameworks. This study by Neves de Jesus and Lens integratesexpectancy-value theory, goal value theory, self-efficacy

Conference Session

Innovative Pedagogical Strategies I

Collection

2024 ASEE Annual Conference & Exposition

Authors

Troy Tonner, Purdue University, Fort Wayne; Joseph A Lyon, Purdue University, West Lafayette

Tagged Divisions

Engineering Technology Division (ETD)

-yearlearning environment. Enjoyment can play a critical role in the experiences that students have inthe classroom given that positive learning experiences can give rise to attributes such asconfidence and self-efficacy, necessary components to better persistence [14]. This study aims tounderstand student enjoyment of learning interventions, and its perceived relationship withlearning itself, to potentially leverage in future iterations of the course and curriculum.MethodsCourse InformationAn “Introduction to Engineering Technology” course has been undergoing development tobecome a FYET program [15]. The course traditionally was taught following Introduction toEngineering Technology 8th Edition [16] with information given as readings and lectures

Conference Session

Student Success in ET

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ali Zilouchian, Florida Atlantic University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology Division (ETD)

do, and some of the supportive benefits offered by theUniversity. Mentor training will be guided by a series of evidence-based and student-centeredframework[34]:1. Mentor Selection: The near-peer mentors will complete an application process including apersonal statement expressing commitment to provide the students the necessary academic andmotivational support]. The selection process will include interviews using set criteria (e.g.,maturity level, enthusiasm toward the mentoring role, communication skills). The mentors willfunction as student ambassadors, will assist with recruitment, and participate in professionaldevelopment addressing ethics, professional obligations, and socio-psychological issues (e.g.,motivation, persistence, self

Conference Session

Two-Year College Potpourri

Collection

2024 ASEE Annual Conference & Exposition

Authors

Zhuwei Qin, San Francisco State University; Xiaorong Zhang, San Francisco State University; David Quintero, San Francisco State University; Wenshen Pong P.E., San Francisco State University; Yiyi Wang, San Francisco State University; Jenna Wong P.E., San Francisco State University; Robert Petrulis

Tagged Topics

Diversity

Tagged Divisions

Two-Year College Division (TYCD)

Intelligence (AI): Multidisciplinary perspectives on emergingchallenges, opportunities, and agenda for research, practice and policy. International Journal ofInformation Management, 57, 101994.[3] Prada, E.D., Mareque, M. and Pino-Juste, M., 2022. Teamwork skills in higher education: isuniversity training contributing to their mastery?. Psicologia: Reflexao e Critica, 35.[4] Rockinson-Szapkiw, A.J., Sharpe, K. and Wendt, J., 2022. Promoting Self-Efficacy,Mentoring Competencies, and Persistence in STEM: A Case Study Evaluating Racial and EthnicMinority Women's Learning Experiences in a Virtual STEM Peer Mentor Training. Journal ofScience Education and Technology, 31(3), pp.386-402.[5] Diggs-Andrews, K.A., Mayer, D.G. and Riggs, B., 2021, June

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amber Simpson, State University of New York at Binghamton; Adam Maltese, Indiana University, Bloomington; Kelli Paul, Indiana University, Bloomington; Lauren Penney, Indiana University, Bloomington

Tagged Topics

NSF Grantees Poster Session

as adriver of innovation and development in many professional fields [2]. Further, failure is deemedan essential building block for developing skills such as resiliency [3], persistence [4], creativity[5], and problem solving [6], as well as other noncognitive skills such as self-efficacy andindependence [7-8]. Specific to engineering, failure is viewed as a normative practice ofengineers, and a practice that should be experienced by young children within engineering designprojects [9-10]. As stated by Petroski [11], “One of the paradoxes of engineering is thatsuccesses don't teach you very much. A successful bridge teaches you that that bridge works.”Therefore, experiences with failure in engineering are touted for their ability to teach us

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tijesunimi Abraham Adeyemi, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

students had about the application of activelearning strategies in science courses for undergraduates. More than 250 students' writtenresponses provided a comprehensive understanding of the reasons behind their perceptions ofthese strategies' benefits or drawbacks for their learning process. According to the study, third-year students and female students saw in-class active learning strategies as crucial to enhancingtheir comprehension and interactions with peers and professors, while fourth and fifth-yearstudents were more likely to consider these strategies as a waste of lecture time. Self-efficacy,experience, and motivation are key constructs that active learning strategies are recognized toimprove among students [10]. Social and intellectual

Conference Session

FPD XI: Assessing First-Year Programs, Experiences, and Communities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bart M. Johnson, Itasca Community College; Ronald R. Ulseth, Itasca Community College; Gordy Savela, Itasca Community College; Mason A. Hansen, Itasca Community College; Julie Kennedy, P.E., Itasca Community College

Tagged Divisions

First-Year Programs

., Padilla, M., Zhang, G., Ohland, M., Anderson, T., Graduation Rates, Grade-Point Average, and Changes of Major of Female and Minority Students. Proceedings from 35th ASEE/IEEE Frontiers in Education Conference October 19-22, 2005, Indianapolis, IN Session T3D IEEE# 0-7803-9077-6/0510. Wilson, K. L., Boldizar, J. P. (1990). Gender segregation in higher education: Effects of aspirations, mathematics achievement, and income. Sociology of Education, 63, 62–74.11. NAE (National Academy of Engineering). 2005. Enhancing the Community College Pathway to Engineering Careers. Washington, D.C.: The National Academies Press.12. Chemers, M.M., Li-tze, H., and Garcia, B.F., “Academic Self-Efficacy and First-year College Student

Conference Session

Research on The First Year II

Collection

2010 Annual Conference & Exposition

Authors

Catherine Pieronek, University of Notre Dame; Kerry Meyers, University of Notre Dame; Sara Skiles, University of Notre Dame; Sean Kelly, University of Notre Dame; Leo McWilliams, University of Notre Dame

Tagged Divisions

First-Year Programs

better in the course,and found most significantly that poor performance in chemistry or physics courses predicteddifficulties in that course.10 Finally, issues of self-efficacy have been linked to persistence, as “self-reported confidence in college-level math/science ability and the belief that an engineering degreeenhances career security at a respectable salary were found to be significant predictors of bothshort and long term persistence in engineering.”11The Center for the Advancement of Engineering conducted the Academic Pathways Study (APS),which focused on questions relating to skills identify, education and workplace.12 A nationalsurvey that resulted from APS, the Persistence in Engineering (PIE) survey13 (subsequently theAcademic

Conference Session

Thinking, Reasoning & Engineering in Elementary School

Collection

2010 Annual Conference & Exposition

Authors

Gerald Mora, New Mexico Tech; Ricardo Negron, WPAFB; Robert McGahern, DDR&E; Eugene Brown, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

content and processes knowledge, enhance teacherattitudes and dispositions toward best teaching practices, enhance teacher self-efficacy throughattitudes of preparation in content and teaching skills, and to introduce the research-basedcurriculum.Changes in Teacher Content Knowledge—Teacher content knowledge changes were measuredwith pre/post content tests prior to and after the summer institute component of the professionaldevelopment. The tests were a mixture of multiple choice, extended answers, and in some cases Page 15.909.4performance assessments.Table 1 indicates that, overall, the 196 teachers who participated in the summer

Conference Session

POTPOURRI

Collection

2010 Annual Conference & Exposition

Authors

Afsaneh Minaie, Utah Valley University; Kirk Love, Utah Valley University; Paymon Sanati-Mehrizy, University of Pennsylvania; Reza Sanati-Mehrizy, Utah Valley University

Tagged Divisions

Information Systems

Page 15.1020.121. A Companion to Science and Engineering Indicators 2004, National Science Foundation Report. http://www.nsf.gov/statistics/seind04/c0/c0s1.htm#c0s1l4, Retrieved on March 2005.2. National Science Foundation Statistics on Women, Minorities and Persons with Disabilities in Science & Engineering, http://www.nsf.gov/statstics/wmpd/sex.htm, accessed on Jan 2010.3. Freeman, C. E., Trends in Educational Equity of Girl s and Women: 2004. Retrieved from http://nces.ed.gov/pubs2005/equity/Section9.asp.4. Bentz, N. E., & Hackett, G. (1986). Applications of Self-Efficacy Theory to Understanding Career Choice Behavior. Journal of Social and Clinical Psychology, 4, 279-289, 1986.5. Beyer, S., Rynes, K., Perrault, J., Hay, K

Conference Session

NSF Grantees Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Jenefer Husman, Arizona State University; Jonathan Hilpert, Indiana University-Purdue University, Fort Wayne; Katrien Kraft, Arizona State University; Laura Baughman, Indiana University Purdue University Fort Wayne

. 384-395.9. Miller, R. B., DeBacker, T. K., Greene, B. A., Perceived instrumentality and academics: The link to task valuing. Journal of Instructional Psychology, 26(4), pp. 250-261, 1999.10. Husman, J. & Hilpert, J., The intersection of students’ perceptions of instrumentality, self-efficacy, and goal orientations in an online mathematics course. Zeitschrift fűr Pädagogische Psychologie. 21(3/4), pp. 229-239, 2007.11. Seginer, R., Future Orientation: Developmental and Ecological Perspectives. New York: Springer., 200912. Authors, Validating measures of future time perspective for engineering students: steps toward improving engineering education. American Society for Engineering Education Annual Conference

Conference Session

Improving Teaching & Learning

Collection

2004 Annual Conference

Authors

Dennis Truax

. and Oreovicz, F. (2003) “Getting Homework to Work.” Prism. ASEE, 12(6), 42.10. Felder, R. M. and Brent, B. (2003) “Designing and Teaching Courses to Satisfy the ABET Engineering Criteria.” J. Engrg. Educ., ASEE, 92(1), 7-25.11. Buch, N. (2002) “Use of Student Management Teams (SMTs) as a Course Evaluation Tool.” J. Engrg. Educ., ASEE, 91(1), 125-131.12. Ponton, M. K. (2002). “Motivating Students by Building Self-Efficacy.” Profl. Issues in Engrg. Educ. And Pract., ASCE, 128(2), 54-57.BiographyDENNIS D. TRUAX is a Professor of Civil Engineering at Mississippi State University. He has over twenty-fiveyears in education, he has more than 80 published papers and reports and over 110 paper and poster

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Fay Berig, Pennsylvania State University, Berks; Sadan Kulturel-Konak, Pennsylvania State University, Berks Campus; Abdullah Konak, Pennsylvania State University, Berks Campus

Tagged Topics

Diversity

positively impacted by hosting such events due to increased opportunities formentoring and networking, entrepreneurial achievement, and acting as community role models[3]. Organizers provide opportunities for students to gain real-world advice and increaseentrepreneurial self-efficacy by inviting entrepreneurs to their programs [3].In general, there is also a significant difference between running competitions and organizinginnovation contests within the public and private innovation sectors. The public sector addressessocietal challenges within government functions, while private sector innovation creates productsand ideas within private organizations [9]. In the public sector, various contests are integrated,ranging from hackathons and pitch

Collection

2024 ASEE-GSW

Authors

Kenneth R. Leitch P.E., West Texas A&M University

education use to identify at risk students include socio-economicbackground, gender, ethnicity, age, study habits, self-efficacy, academic interest, ACT/SAT scores,and GPA.6, 7, 8, 9 Higher education institutions often allocate a multitude of resources to assiststudents who struggle academically; either relying on academic probation standards or self-identification for identifying students who need these resources. Students report that lack of supportfor rigorous courses as one of the reasons they move out of STEM majors.7 Proceedings of the 2024 ASEE Gulf-Southwest Annual Conference West Texas A&M University, Canyon, TX Copyright  2024, American Society for

Conference Session

Capstone Design

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gene Dixon, East Carolina University

Tagged Divisions

Design in Engineering Education

Engineering Capstone Courses, Proceedings of the 2008 American Society for Engineering Education Annual Conference & Exposition, American Society for Engineering Education, American Society for Engineering Education, Pittsburgh.3. Carberry, Adam R., Hee-Sun Lee, and Matthew W. Ohland (2010). Measuring Engineering Design Self- efficacy, Journal of Engineering Education, v99n1, pg 71-79.4. Duesing, Paul, David Baumann, David McDonald, Morrie Walworth, Robert Andersen (2004). Learning and Practicing The Design Review Process In Senior Capstone Design Classes, Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition, American Society for Engineering Education Salt Lake City.5

Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ella Willard-Schmoe, University of Massachusetts Lowell; John J. Duffy, University of Massachusetts Lowell; Emmanuelle Reynaud, University of Massachusetts, Lowell; Linda Barrington, University of Massachusetts, Lowell

Tagged Divisions

Community Engagement Division

, has beenshown in many studies to have a consistently positive impact on many affective and cognitivemeasures. These include community engagement, self-efficacy, leadership, academicengagement, and academic performance1-3. As more positive outcomes are demonstrated, S-Lcontinues to grow in many disciplines. Page 23.1098.2In spite of these gains, participation in S-L in mathematics and the sciences remains low4. A2009 study conducted by Sherman and MacDonald focused on the question of low participationin S-L in the sciences, interviewing participants in S-L projects in math and biology collegecourses. At the end of the study, both

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kavitha Murthi, New York University; Ariana Riccio Arista, Education Development Center; Wendy B Martin; Kristie K Patten, New York University

Tagged Topics

Diversity, NSF Grantees Poster Session

. K., & Riccio, A.Promoting science, technology, and engineering self-efficacy and knowledgefor all with an autism inclusion maker program. Frontiers in Education, 5.2020. [Online]. Available: https://doi.org/10.3389/feduc.2020.00075.[Accessed January 23, 2021].[7] Wang, C., & Burris, M. A. Photovoice: concept, methodology, and use forparticipatory needs assessment. Health education & behavior: the officialpublication of the Society for Public Health Education, 24(3), 369–387. 1997.[Online]. Available: https://doi.org/10.1177/109019819702400309. [AccessedMarch 18, 2021].[8] Kornblau, B.L. & Robertson, S.M. Special Issue on Occupational TherapyWith Neurodivergent People. American Journal of Occupational Therapy.75(3

Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

Chris Rennick; Sophie Nasato; Samantha White; Mary Robinson

provide students with opportunityto network and work on projects that can impact social change [5].Prior studies have shown that participating in extra-curriculars can increase student interest inSTEM careers and improve technical self-efficacy, particularly in women [8]. Despite this,representation of women in hackathons is still very low [5], resulting in this group missing outon professional development and employment opportunities [6]. Previous studies have found thathackathon environments can be unwelcoming and even hostile towards women [6] [7]. A surveyof women students who did not enjoy their past hackathon experience found that physicaldiscomfort, lack of technical skills (and limited opportunity to learn these skills during theevent

Conference Session

Technical Session 12 - Paper 1: Creating Pathways for Success and Engagement for Women in Engineering

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Jalonda Nakay Thompson, University of Tennessee at Knoxville; Anne Skutnik, Tickle College of Engineering; Jamie Baalis Coble, University of Tennessee at Knoxville; Anahita Khojandi, University of Tennessee at Knoxville; Angelica M Palomino, University of Tennessee at Knoxville; Veerle Keppens, University of Tennessee at Knoxville; Ozlem Kilic, University of Tennessee at Knoxville

Tagged Topics

CoNECD Paper Sessions, Diversity

Attrition Reason Women Leave Engineering [15, p. 7] Input Output 1. Lack of self-confidence and engineering self-efficacy Black Box[10] 2. Lack of pre-college experience and knowledge in engineering 3. Curricular focus, pedagogy, and climate in engineering 4. Lack of female peers and role models 5. Gender and societal issues Dropout

Conference Session

First-Year Programs Division (FYP) - Technical Session 11: Projects

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gerald Tembrevilla, Mount Saint Vincent University; Andre Phillion, McMaster University

Tagged Divisions

First-Year Programs Division (FYP)

performance [35]; • working project design and oral presentation [36], post-quiz and post-design [37]; • direct assessment (course design notebook, oral presentations, etc.) or indirect assessment (class feedback forms, process checks) [38, 39]; and • third party evaluation [40].Surveys, standard student evaluation or adapted evaluation tools [41] or anonymous [42] wereconducted to evaluate students’ group dynamics with open-ended questions [43], provide postinterventions [44], determine students gain in learning and self-efficacy [45], etc. Individualinterviews and focus group discussions were conducted to identify successful practices andlessons learned in cross-disciplinary virtual teams [46], as well as to assess the effectiveness

Conference Session

Student Division Technical 4: Student Experience & Competencies

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jacob Vaughn, Texas Tech University; Roman Taraban, Texas Tech University; Sheima Khatib, Texas Tech University

MPSprogram sparked an important educational paradigm shift from content specific knowledge togeneral problem-solving ability [1].Expanding upon ideas in the McMaster program, Leland et al. [2] stated that when students learnnew content, they are typically tested only on the new content (through problems designed byeducators or coming from textbook resources). They argued that a more efficacious strategy wasto use cumulative review problems, which give students autonomy in their selection ofmathematical tools to utilize when solving a problem. Further, for successful transference ofskills, there are several important factors: self-efficacy, learning with understanding, and beliefs[2]. These factors are described as a student’s confidence in their

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Julia Yoo, Lamar University; Selahattin Sayil, Lamar University; Gleb Tcheslavski

Tagged Topics

Diversity, NSF Grantees Poster Session

study the effectiveness of online lab experiences with the goal of improvingstudent success and self-efficacy. Online lab sessions must offer active learning experiences,which may include ample opportunities for students to interact with their peers and instructors,and tackle real problems by experiencing trials and errors. This research on the online labs cangreatly contribute to enhancing EE engineering student learning. Further, it will address thecritical component of EE engineering - experiential learning - with a lot of hands-on lab learningexperiences that can lead to a deeper understanding of engineering concepts. Well-designedonline labs can help students maintain enthusiasm for engineering fresh and can also increase theretention rate

Conference Session

Designing and Evaluating Engineering Leadership Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hyun Hannah Choi, University of Illinois at Urbana - Champaign; Selim Havan, University of Illinois at Urbana-Champaign; Charlotte Hathaway; Blake Everett Johnson, University of Illinois at Urbana - Champaign; Mattox Alan Beckman, University of Illinois at Urbana - Champaign; Yuting W. Chen, University of Illinois at Urbana - Champaign; Lucas Anderson, University of Illinois at Urbana - Champaign

Tagged Divisions

Engineering Leadership Development

using the pre-survey data before the program implementation fromFall ’18. Theory-driven evaluation assesses not only whether an intervention program iseffective or not (program outcomes), but also utilizes program theory to frame the evaluation.The program has achieved its intended outcomes of the program—an increase of students’teaching self-efficacy—and an outcome study has been reported 17 . As a next step, theobjective of this paper is to understand how a program theory based on the programdesigner’s assumptions are shared or not shared. Program theory as defined in the communityof program evaluation incorporates program designers’ and stakeholders’ assumptions onhow the program would work 18 . The understanding of the program theory will

Conference Session

Experiential Learning in Chemical Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susan M. Stagg-Williams, The University of Kansas; Molly McVey, The University of Kansas; Andrew David Yancey, The University of Kansas; Akash Anand, The University of Kansas; Arthur A. Lee, The University of Kansas

Tagged Divisions

Chemical Engineering

year and the fall of sophomore year negatively impactedretention. Literature has shown the multitude of factors affecting student retention in engineeringinclude classroom and academic climate, grades and conceptual understanding, self-efficacy andself-confidence, high school preparation, interests and career goals, race and gender, poorteaching and advising, curriculum difficulty, and a lack of belonging [1, 2]. In a multi-year studyat a single institution, the lack of belonging was the most significant factor reported by studentsthat left [2]. At the course level, active and cooperative learning have repeatedly shown to beimportant factors in student success and retention. For example, increasing course structure,increased transparency, and

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Darlene M. Olsen, Norwich University; Alicia Dawn Beth, Landmark College; Michelle Batchelder Burd ; Christine Latulippe, Norwich University; Joe Latulippe, Norwich University

Tagged Topics

NSF Grantees Poster Session

from surveys and focus groupsindicate that students believed that they were placed properly into mathematics courses, butfurther studies need to be done to assess students’ perceived self-efficacy and the institutionalplacement test.Survey and focus group results suggest students in general had a positive view of theprecalculus/calculus corequisite course. Anecdotally, there seemed to be increased engagementin the corequisite courses in comparison to the precalculus courses. Due to the cyclic approach toteaching the corequisite courses, all exams were cumulative and demonstrated student mastery ofthe concepts of limits, differentiation, and integration. Based on the distribution of grades,preliminary outcome measures indicate that the