Conference Session

Life After Graduation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Angela Harris, Stanford University; Shannon Katherine Gilmartin, Stanford University; Katherine L. Reinders; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

jobs andaccepting a job offer. For a subset of codes, two researchers independently coded thedata, and discrepancies were re-evaluated for the application of the appropriate code.We then compared the codes from the open-ended responses to the responses of the jobselection factors ranking (i.e., closed-ended) question. The goal of this comparison was todevelop deeper insights into the limitations of any one measure—and to ultimately makerecommendations for better stand-alone measures. In addition, comparisons were madebetween the job search factors responses and respondent characteristics (backgroundexperiences, socioeconomic and demographic classifications, and job-relatedperceptions). Chi-square tests were used to determine significant

Conference Session

Entrepreneurship and Innovation Beyond the Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Eden Fisher, Carnegie Mellon University

Tagged Divisions

Entrepreneurship & Engineering Innovation

innovation management as part of aninnovation ecosystem, and all parts of this continuum have been the focus of worthwhileinnovation management internships as considered in our study.Even with this inclusive view of innovation management, however, specific literature oninternships and innovation management education for engineers is limited. Concerning thesignificance of internships on entrepreneurship education, the recent work of Duval-Couetil et albegins by noting that “to date, few researchers have examined to what extent differing programmodels and experiential activities impact students’ perceptions of their entrepreneurialknowledge, skills, and self-efficacy.” (Duval-Couetil, Shartrand and Reed, 2016.) Althoughinternships are not discussed in

Conference Session

Engineering Management Division Technical Session 1: Programs, Pedagogies, and Practices

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ulises Daniel Techera, University of Colorado, Boulder; Christy Bozic, University of Colorado, Boulder; Seth Murray, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Engineering Management

educational activities; and (2) theresources deployed by the educational institution to provide learning opportunities (Kuh et al.2011, p. 44). Previous studies show the more engaged students are, the more they learn (Astin,1984; Carini, Kuh, & Klein, 2006; Cross, 1999). Furthermore, engagement is also positivelycorrelated to grades (Handelsman, Briggs, Sullivan, & Towler, 2005).Interaction between students and the instructor has been recognized as an essential component forengagement and learning (Astin, 1984; Ewell & Jones, 1996; Fries-Britt, 2000; Schwitzer &Lovell, 1999). Additionally, students that actively interact with professors and other studentsmanifest higher self-efficacy and overall satisfaction with the course (Maeroff

Conference Session

NSF Grantees: REU 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Gurcan Comert, Benedict College; Charles E. Pierce, University of South Carolina; Zulfikar Berk, University of South Carolina; Nathan N. Huynh; Robert Petrulis, EPRE Consulting LLC; Majbah Uddin, Oak Ridge National Laboratory

Tagged Topics

Diversity, NSF Grantees Poster Session

culture, some students were able to thrive, while others’ low levelsof self-efficacy prevented them from having successful experiences. Since most REU studentsworked individually, opportunities for mutual support among research teams were not developed.This project determined to create research experiences that would address these issues. With aPBL approach in mind, engineering faculty members recruited students with a variety of STEMbackgrounds to work collaboratively on a complex problem in transportation engineering. Theresearch was intended to be a collaborative effort among students to reach their common goal.This paper has described the REU as it has developed over two years.During the first year of the project (summer 2018), the eight

Conference Session

Growing and Maintaining Graduate Enrollment

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shannon Barker, University of Virginia; Amy Clobes, University of Virginia; Jasmine D. Crenshaw, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

better indicators ofgraduate school success. Measures of self-efficacy, perseverance, motivation, and belonginghave all been linked to completion of degree and achievement, as well as passion for researchand prior research experience [23,35-40].These data and others were used to directly inform the development and implementation of anentirely holistic approach to graduate admissions, one that aims to level the playing field forapplicants from all backgrounds and experiences. After gaining a thorough understanding ofbest practices in graduate admissions, and recognizing faculty need for a relatively efficientmeans of reviewing large volumes of applicants as fairly as possible, the Holistic PhDAdmissions Rubric was developed. This rubric is

Conference Session

Minorities in Engineering Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Monique S. Ross, Florida International University; Trina L. Fletcher, University of Arkansas at Pine Bluff; Vishodana Thamotharan, Florida International University; Atalie Garcia

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

engineering design in middle schools. International Journal of Engineering Education, 23(5), 874–883. 4. Litzinger, T. A., Wise, J. C., & Lee, S. H. (2005). Self-directed learning readiness among engineering undergraduate students. Journal of Engineering Education, 94(2), 215–221. http://doi.org/10.1002/j.2168-9830.2005.tb00842.x 5. Raelin, J. A., Bailey, M. B., Hamann, J., Pendleton, L. K., Reisberg, R., & Whitman, D. L. (2014). The gendered effect of cooperative education, contextual support, and self- efficacy on undergraduate retention. Journal of Engineering Education, 103(4), 599–624. http://doi.org/10.1002/jee.20060 6. Schuurman, M. K., Pangborn, R. N., & McClintic, R. D. (2008). Assessing

Conference Session

Women in Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Courtney S. Green P.E., University of North Carolina in Charlotte; Sandra Loree Dika, University of North Carolina, Charlotte; April C Smith, University of North Carolina, Charlotte

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

to experience nurturing environments and reported higher levels of self-efficacy, content interest, and support than their peers at PWIs [8], [12]. Institutions with higherrates of persistence and graduation rates with STEM underrepresented minority students, reportincreased student involvement on campus, have welcoming environments, and encouragemeaningful connections with faculty, which are all factors in fostering social-belonging [8].Understanding how high-performing institutions create environments of social belonging and asense of belonging can provide a plan to increase rates of success and degree completion forminority engineering students.Evidence indicates that there is a relationship between campus involvement

Conference Session

First-Year Programs Division Technical Session 4B: Assessing Student Motivation and Student Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anne Dudek Ronan P.E., New York University; Jack Bringardner, New York University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

altogether.These include concerns over the ability to earn a degree, self-efficacy, or the effort required toattain a degree.10 Another study revealed the desire for a student to fit in the standard definitionof an engineering student or self-identify as part of the program.11 Others have addressedparental pressure or financial need as issues for wanting to study engineering.12 Since many ofthese negative motivators are less apt to be addressed by curriculum changes, this paper willfocus on positive motivators.Positive motivations can be further classified into a spectrum of altruistic reasons. Evidence hasshown that social responsibility can play a large role in students motivation to choose a major.13The most common responses from students was a desire

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sarah Cooley Jones, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University

Tagged Topics

Diversity

Tagged Divisions

Two Year College Division

were two questionnaires administered in fall 2012, spring2013, fall 2013, and spring 2014: one for the Current pathway scholars and one for the potentialtransfer students who attended Shadow Day (the Anticipating students). Both questionnairesassessed demographic information and information regarding their choice and feelings forchoosing engineering as a career. The questionnaires also assessed any hurdles they expect toface by transferring to LSU or continuing in the program. The responses to these questions werecompared between the two groups to determine potential effects of actually transferring to LSU.The results from the self-efficacy questions suggests that anticipating students rated this more Table 4. The cumulative GPA’s for

Conference Session

Promoting Engineering and Technological Literacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jonathan Grunert, Virginia Tech; Stephanie G. Adams, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

and Exposition,Seattle, Washington. 10.18260/p.246415 Riley, Donna. Engineering and social justice. Chapter 2 “Mindsets in Engineering” Synthesis Lectures onEngineers, Technology, and Society 3.1 (2008): 33-45.6 Bandura, Albert. (1977). “Self-efficacy: Toward a unifying theory of behavioral change.” Psychological Review,Vol 84(2), Mar 1977, 191-215.Acknowledgment: This material is based upon work supported, in part, by the National ScienceFoundation, under grant 1256529. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.For more on content of the course, see Riley, D., Grunert, J., Jalali, Y., Adams, S.G

Conference Session

Pre-College: Organizing Instruction Around a Theme

Collection

2017 ASEE Annual Conference & Exposition

Authors

Pam Page Carpenter; Adam Stevens, North Carolina State University; Erik Schettig, Wake County Public School System; Landon K. Mackey, North Carolina State University; Catherine M. McEntee, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

energy demandburden as they are available through more defined communications, rather than have to operateat pre-determined values. The complexity of these levels was meant to match the expertise of the high school studentsattending the lessons. Smart Grid and Micro-Grid were both highly collaborative lessons withinteraction amongst all parties to promote self-discovery of the system in discussion.Assessment The Young Scholar’s group knowledge and experience gains were observed in several areasincluding science self-efficacy, science understanding, sense of inclusion, and energy beliefs,knowledge, and behavior. (Assessing Women and Men in Engineering (AWE). (n.d.),DeWaters,J. Quaqish, B.,Graham, M., & Powers, S. (2013). Riggs, I.M

Conference Session

Mentoring Practices and Project Teams

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily Miller, University of Virginia; Reid Bailey, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Association Anonymous New York: Macmillan., 1992, pp. 465-485.[3] M. Borrego et al, "Team Effectiveness Theory from Industrial and Organizational Psychology Applied to Engineering Student Project Teams: A Research Review," J Eng Educ, vol. 102, (4), pp. 472-512, 2013.[4] (). Accreditation.[5] G. L. Stewart, I. S. Fulmer and M. R. Barrick, "An Exploration of Member Roles as a Multilevel Linking Mechanism for Individual Traits and Outcomes," Person. Psychol., vol. 58, (2), pp. 343-365, 2005.[6] S. Sonnentag and J. Volmer, "Individual-Level Predictors of Task-Related Teamwork Processes: The Role of Expertise and Self-Efficacy in Team Meetings," Group & Organization Management, vol. 34, (1), pp. 37-66, 2009.[7] A. Zhang, "Peer

Conference Session

Introduction to the Field of Biomedical Engineering - June 25th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christine E. King, University of California, Irvine; Beth A. Lopour, University of California, Irvine

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

andthrough programming during the laboratory sessions, students were able to learn about thesefundamentals without requiring a prerequisite of AP Calculus.Through in class activities and lectures by the instructional team and those in the field, studentsgained knowledge that they were able to apply to a real-world application of BCIs in thelaboratory modules. This structured learning approach allowed the students to use lowercognitive processes of the revised Bloom’s taxonomy to generate, plan, and produce novelsolutions from an existing ones by optimizing the BCI maze [16]. Furthermore, the studentsurvey results highlight the importance of having an instructional team with positive teacherattitudes and high self-efficacy about the fields of BME and

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kamau Wright, University of Hartford

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

engineering students, increasing it from near87% in recent years to 90% after the block scheduling year [5].Diversity in retention effortsWhat has also been reported in literature is that unfortunate disparities and barriers related torace must also be overcome [4, 7, 8]. Studies have focused on barriers to the success of Blackand Latino STEM students [7, 8], including academic, social [7], and institutional barriers [8].Strategies have been described for helping with student retention and success, includingencouragement and maintenance of attributes like academic self-efficacy, confidence andresilience [9]. Traditional theories on retention such as that of Tinto [10], focus on the impact ofadjustment, and adaptation to the dominant culture of an

Conference Session

Graduate Education Expectations, Preparation, and Pathways

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kanembe Shanachilubwa, Pennsylvania State University; Catherine G.P. Berdanier, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

research to this conversation is Borrego’s [24], [25] quantitative workexploring the reasons why undergraduates choose to go to graduate school. They found fivethemes emerged through their Exploratory Factor Analysis: Self-efficacy, Outcomeexpectations, Supports, Barriers, and Choice Actions, while also adding value to engineeringeducation literature by exploring the differences between the goals of those pursuing Mastersdegrees and those intending to pursue a PhD.In the present work, we aim to add to the conversation on the transition from undergraduateto graduate stages of education by examining personal statements written by engineeringawardees of the National Science Foundation (NSF) Graduate Research Fellowship Program(GRFP) in one funding

Conference Session

Faculty Development Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Fethiye Ozis P.E., Northern Arizona University; Kyle Nathan Winfree, Northern Arizona University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

] M. Demir, S. Burton and N. Dunbar, "Professor–Student Rapport and Perceived Autonomy Support as Predictors of Course and Student Outcomes," Teaching of Psychology, vol. 46, no. 1, pp. 22-33, 2018.[17] M. Komarraju, "Ideal Teacher Behaviors: Student Motivation and Self-Efficacy Predict Preferences," Society for the Teaching of Psychology, vol. 40, no. 2, pp. 104-110, 2013.[18] M. M. Handelsman, W. L. Briggs, N. Sullivan and A. Towler, "A Measure of College Student Course Engagement," Journal of Educational Research, vol. 98, no. 3, pp. 184-191, 2005.[19] C. M. Estepp and G. T. Roberts, "Exploring the Relationship between Professor/Student Rapport and Students' Expectancy for Success and Values/Goals in College of

Conference Session

Alternatives to Traditional Assessment

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eleazar Marquez, Rice University; Samuel Garcia Jr., Texas State University

Tagged Divisions

Educational Research and Methods

findingsreveal that students engaged with course material in more meaningful and thoughtful ways, whichallow them to focus primarily on learning course content. Moreover, students expressed favorableviews towards the inclusion of a point-scale system when compared to the traditional assessmentscales. The results indicated that the point-scale system helped to ‘level the playing field’ andminimize psychological issues such as self-efficacy, anxiety, and motivation that often serve asbarriers to meaningful learning and active engagement.Results also indicated that the new assessment was a bit ambiguous from the perspective ofcategory three, particularly, since students’ actual letter grades were revealed until the last weekof class. Students agreed with

Collection

2019 ASEE Zone I Conference & Workshop

Authors

A. Richard Vannozzi; Leonard Anderson

the topics and tasks related to both their civil engineering education and their careers in civilengineering. Trends in the data indicate that including an active learning component in atraditional passive lecture series adds value for students in two worthwhile ways. The first beingan increased awareness of less traditional, yet critically important, professional communicationskills and second, students develop a sense of self efficacy in a public facing aspect ofprofessional life.Overall the structured active learning approach to the planning and execution of a traditionalweekly lecture series by the students was a success. The students found that both theplanning/execution of their weekly lecture and attending the lectures offered by their

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cheryl Carrico PE, Virginia Tech; Matthew Arnold Boynton PE, Virginia Tech; Holly M Matusovich, Virginia Tech; Marie C Paretti, Virginia Tech

Tagged Topics

NSF Grantees Poster Session

generation college students and other underrepresented groups such as genderand ethnicity8, 23, 24. Results of Flores23 show that traditional versus non-traditional contextualvariables influenced the strength of the linkage between interests, career self-efficacies, and Page 23.429.5career choices for Mexican Americans. Research specific to supports and barriers includes workconcerning coping efficacy versus barriers relative to the process variables for obtaining outcomeexpectations25 and a comparison of Bandura’s model to SCCT for contextual support andbarriers in engineering majors26. Qualitative research using SCCT includes research onengineering

Conference Session

Middle School Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Richard H. Crawford, University of Texas, Austin; Christina Kay White, University of Texas, Austin; Chandra L. Muller, University of Texas, Austin; Anthony J. Petrosino Jr., University of Texas, Austin ; Austin B. Talley P.E., University of Texas, Austin ; Kristin L. Wood, University of Texas, Austin

Tagged Divisions

K-12 & Pre-College Engineering

toaddressing. The Beyond Blackboards model is based on a comprehensive community approachthat integrates informal, out-of-school, design-based learning experiences to inspire diversemiddle school students to advance in STEM courses and fields. We find that our three-prongedapproach fosters a strong community culture of understanding and supporting engineering Page 25.647.10education. From afterschool Innovation Clubs to hosting an FLL competition to family ‘EngineerIt’ nights to underwater summer camp on campus, our program impacted and improved STEMinterest and self-efficacy not only for participating students, but also for students across all of

Conference Session

Tricks of the Trade

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ana T. Torres-Ayala, University of South Florida; Geoffrey L. Herman, University of Illinois, Urbana-Champaign

Tagged Divisions

Student

are complementary (e.g., Dan Pink25 argues for a Page 25.949.6hybrid theory that incorporates value from expectancy-value theory into self-determinationtheory). Factors TAs should consider include, but are not limited to: task value, feeling of self-efficacy, competence, relatedness, autonomy, control, and types of goals.3 Tips for How TAs Can Motivate Engineering Students Because previous work on motivation theories in the classroom has focused on theactions of faculty, many teaching tips (e.g., create project-based courses) do not directly apply towhat TAs can change. We focus on providing attitudes and actions that engineering

Conference Session

Effective Methods for Recruiting Women to Engineering

Collection

2010 Annual Conference & Exposition

Authors

Manjusha Saraswathiamma, North Dakota State University; Kathy Enger, North Dakota State University; Canan Bilen-Green, North Dakota State University; Achinthya Bazebaruah, North Dakota State University; Bruce Schumacher, North Dakota State University

Tagged Divisions

Women in Engineering

on interest congruence,authority relationships, and social environments. Finally, Winkelman used learning theory tostudy self-efficacy, learning styles, and academic preparation. Winkelman’s study, well Page 15.367.10grounded in social theory, indicates the difficulty of using one model or theory to explain thevarious factors influencing females to enter the engineering profession.Illeres’ three-dimensional model may16 prove useful for increasing the number of females whobecome engineers. This model describes the learning process as having three interdependentelements: cognition, emotion, and environment. If these three dimensions of learning

Conference Session

Technical Papers

Collection

2010 Annual Conference & Exposition

Authors

Dana Denick, Drexel University; Jay Bhatt, Drexel University; Bradley Layton, Drexel University (Eng.)

Tagged Divisions

Engineering Libraries

, student perceptions regarding library resourcesand research self-efficacy. A review of the literature shows a wide range of case studiesexamining measured results and extrapolating the implications of such assessment. This type ofsummative, selected-response assessment can provide some indication of whether information Page 15.278.2literacy standards are being met. However to fully evaluate student proficiencies, informationliteracy assessment must also be able to assess a student’s ability to apply information literacyskills. Herein we employ the bibliometric technique of citation analysis for evaluatinginformation literacy among first-year

Conference Session

Developing Young MINDS in Engineering - Part II

Collection

2010 Annual Conference & Exposition

Authors

Cynthia Finelli, University of Michigan; Lorelle Meadows, University of Michigan; David Lorch, University of Michigan; Cinda-Sue Davis, University of Michigan; Guy Meadows, University of Michigan

Tagged Divisions

Minorities in Engineering

provide an opportunity for students to develop the skillsnecessary to succeed in college and to improve their self-confidence. On a four point scale,students’ level of confidence increased from 3.1 to 3.5 (p=.001) and their feeling of preparednessto succeed increased from 2.9 to 3.5 (p=.000). This is a remarkable and significant shift showingthat the program is instilling a sense of self-efficacy in the students.Finally, themes from the open-ended items on the end-of-course survey provide interestinginsight. Students noted that, through making mistakes in “Crossing the Boundary,” they learnedto ask for help from the teacher and from others, to work more effectively on teams, and to beginhomework early (rather than procrastinate). Common

Conference Session

Gender Perceptions and Girls in K-12 Engineering and Computer Science

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shreya Kumar, Michigan Technological University; Linda M. Ott, Michigan Technological University

Tagged Divisions

K-12 & Pre-College Engineering

, in Computers & Education 54, 1145-1156.7 Terlecki, M., Brown, J., Harner-Steciw, L., Irvin-Hannum, J., Marchetto-Ryan, N., Ruhl, L., Wiggins, J., 2011, Sex differences and similarities in video game experience, preferences, and self-efficacy: Implications for the gaming industry, in Current Psychology 30, 22-33.8 Burge, J. E., Gannod, G. C., Doyle, M., Davis, K. C., 2013, Girls on the go: a CS summer camp to attract and inspire female high school students, Proceeding of the 44th ACM technical symposium on Computer science education, ACM, pp. 615-620.9 Sewell, K. L., Ringenberg, J., 2012, Accelerating K-12 Interest in Computer Science using Mobile Application-Based Curriculums, American Society for Engineering

Conference Session

A Focus on Non-Traditional Students and Non-Traditional Course Delivery Methods

Collection

2014 ASEE Annual Conference & Exposition

Authors

Armineh Noravian, San Francisco State University; Patricia Irvine, San Francisco State University

Tagged Divisions

Two Year College Division

. Strategies for facilitating self-directed learning: A process for enhancing human resource development. Human Resource Development Quarterly 2, 3–12 (1991).19. Dannels, D. P. Learning to be professional technical classroom discourse, practice, and professional identity construction. Journal of Business and Technical Communication 14, 5–37 (2000).20. Umphress, D. A., Hendrix, T. D. & Cross, J. H. Software process in the classroom: the Capstone project experience. IEEE Software 19, 78–81 (2002).21. Dunlap, J. C. Problem-based learning and self-efficacy: How a capstone course prepares students for a profession. ETR&D 53, 65–83 (2005).22. Gupta, J. N. D. & Wachter, R. M. A capstone course in the information

Conference Session

College Engineering K-12 Outreach III

Collection

2005 Annual Conference

Authors

William Carlsen; Robin Tallon; Phil Henning; Nicola Ferralis; Leanne Avery; Daniel Haworth; Elana Chapman

interactions between Fellowsand IUP pre-service teachers to implement engineering concepts in K-12 classrooms. She teaches coursesin Biology and Education. Her research interests are in enhancing pre-service elementary teachers’ self-efficacy for science and science teaching.PHIL HENNING /HENNING GROUP, LLC.Phil Henning serves as the outside evaluator for the Penn State NSF GK12 GREATT Project and isprincipal of The Henning Group, LLC which provides consulting services in technical and scientificcurriculum development, evaluation and research. He has taught for 26 years at the Pennsylvania Collegeof Technology and holds a Ph.D. in Instructional Systems from Penn State.WILLIAM CARLSEN /PENNSYLVANIA STATE UNIVERSITYBill is a Professor of Science

Conference Session

K-12 Poster Session

Collection

2005 Annual Conference

Authors

William Carlsen; Robin Tallon; Phil Henning; Leanne Avery; Angela Lueking; Daniel Haworth; Elana Chapman

of Engineering. Having over 20 years experience in vehicle- and safety-related transportationresearch at PTI, she has been involved in the NSF-sponsored GK-12 project focusing on advanced transportationtechnologies since its inception in 1999.LEANNE AVERY /INDIANA UNIVERSITY OF PENNSYLVANIALeanne is an Associate Professor of Science Education in the Department of Biology at IUP. She providesprofessional development in education for Project Fellows and coordinates interactions between Fellows and IUPpre-service teachers to implement engineering concepts in K-12 classrooms. She teaches courses in Biology andEducation. Her research interests are in enhancing pre-service elementary teachers’ self-efficacy for science andscience teaching.PHIL

Conference Session

Focus on Elementary

Collection

2012 ASEE Annual Conference & Exposition

Authors

Elizabeth A. Parry, North Carolina State University; Emily George Hardee, Brentwood Magnet Elementary School of Engineering; Lizette D. Day, Rachel Freeman School of Engineering

Tagged Divisions

K-12 & Pre-College Engineering

Health, Ms. Parry and colleagues from theCollege of Engineering and the College of Education have been conducting research on theefficacy of implementing engineering in elementary schools. Pre and post tests on teacher andstudent attitudes toward STEM and student competency and self-efficacy in engineering designand science were administered and an analysis of student STEM notebooks was done. Results ofthat work have been or are in process of being disseminated (Ernst, et al); pilot and field test dataindicate statistically significant gains in both science content knowledge (field test) andengineering design content knowledge (pilot test) as well as in student STEM self-efficacy.STEM notebooks are used by teachers for formative assessment. At

Conference Session

Epistemic Research

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ji Hyun Yu, Purdue University, West Lafayette; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

, S. (2007). The cognitive-situative divide and the problem of conceptual change. Educational Psychologist, 42(1), 55-66.36. Schraw, G.J. & Olafson, L.J. (2008). Assessing teachers’ epistemological and ontological worldviews. In M. S. Khine (ed.) Knowing, knowledge, and beliefs: Epistemological studies across diverse cultures (pp.25-44). Netherlands: Springer. Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26. 207-232.37. Olafson, L., Schraw, G., & Vander Veldt, M. (2010). Consistency and development of teachers’ epistemological and ontological world views. Learning Environments Research