Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tiffiny Antionette Butler, Worcester Polytechnic Institute; Katherine C. Chen, Worcester Polytechnic Institute; Kimberly Lechasseur, Worcester Polytechnic Institute

Tagged Topics

NSF Grantees Poster Session

their educational success. Quantitative methods are used in this study to assess students’ self-efficacy; a baseline ispresented here with plans to measure changes over time during students’ participation asCoMPASS Scholars. We administered a baseline survey to incoming CoMPASS Scholars usingthe Longitudinal Assessment of Engineering Self-Efficacy (LAESE). The LAESE is a validatedinstrument developed by the Assessing Women in Engineering project with NSF support (HRD0120642, HRD 0607081). This instrument has been validated to measure the self-efficacy ofundergraduate students studying engineering, their feelings of inclusion, and outcomesexpectations [4] - [7]. In addition, a satisfaction tracker was used to solicit student feedback

Conference Session

Construction Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrea Nana Ofori-Boadu, North Carolina A&T State University

Tagged Topics

Diversity

Tagged Divisions

Construction Engineering

Test of Scientific Literacy Skills (TOSLS) was developed to measures skill related tomajor aspects of scientific literacy [13]. The TOSLS test had multiple-choice questions, and thestudents were required to circle the best responses to the test items. Also, the test items areclassified into several SL categories and data analysis of these categories gave greater insightsinto specific SL skills. The surveys utilized a 5-point Likert scale that allowed the students toself-report and provide a rating on various SL and self-efficacy statements listed in the survey.The students also provided short statement responses to open ended questions. During focusgroup sessions, the students shared the opinions and suggestions to improve their SL

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Diana R. Haidar, Carnegie Mellon University; Michael C. Melville, Carnegie Mellon University

Tagged Divisions

Cooperative and Experiential Education

significant improvement in students’ self-efficacy for applyingthese skills after completing the course. Furthermore, a notable number of students expressingdoubt in their abilities to complete a particular task with a maker skill had improvements to theirself-efficacy upon noting the steps towards successful completion of that task, and expressedconfidence in completing an even more complex task.IntroductionEngineering educators are often interested in knowing whether their students can confidentlyapply the skills they were taught from coursework. In many studies, exams and final grades areused as the key metrics in measuring students’ success towards applying theory to practice [1]–[5]. Yet, other researchers have repeatedly taken more interest in

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emily Cayton, North Carolina State University; M. Gail Jones, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

Tuijl and van der Molen(2015) maintained that male and female STEM role models are particularly important forchildren. Holmes, Gore, Smith, and Lloyd (2017) studied children ages 8-18 and found anincrease in STEM interest for students who have a parent working in a STEM occupation. Theysuggest that those without a parent working in a STEM field are left with teachers and schoolguidance counselors to promote STEM careers in order to foster an interest.Grounded in Bandura’s (1977) social cognitive theory, social cognitive career theory (SCCT)focuses on three primary mechanisms that drive career decisions: self-efficacy, outcomeexpectations, and goals (Lent, Brown and Hackett, 1994). Self-efficacy is defined as perceivedcapability to perform a

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrea Ramirez-Salgado, University of Florida; Tanvir Hossain, The University of Kansas; Swarup Bhunia; Pavlo Antonenko

Tagged Topics

Diversity, NSF Grantees Poster Session

: Measures: Self-efficacy, Self-efficacy, interest, interest, outcome expectations, identity outcome expectations, identity Datasources: Data sources: Intrapersonal Intrapersonal factors factors survey, interviews, and focus groups survey, interviews, and focus

Conference Session

Pre-College: Robotics

Collection

2017 ASEE Annual Conference & Exposition

Authors

S. M. Mizanoor Rahman, New York University; Veena Jayasree Krishnan, New York University, Tandon School of Engineering; Vikram Kapila, New York University, Tandon School of Engineering

Tagged Divisions

Pre-College Engineering Education Division

their relativeimportance. We investigate different strategies and awareness levels of TPACK in differentschools. We develop an assessment method to assess the self-efficacy of the teachers to teachrobotics-focused STEM lessons under TPACK. We analyze the reasons behind the deficits in theself-efficacy scores. We explore whether the TPACK self-efficacy of the teachers is influenced bySTEM subjects. We provide recommendations to improve TPACK self-efficacy of teachers fortheir robotics-focused STEM teaching in middle schools.We posit that this paper, which i) examines the teachers’ understanding of TPACK construct andtheir TPACK self-efficacy, ii) documents and analyzes the results of such an investigation, and iii)provides the details of

Conference Session

Statics Fanatics 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Adam Powell, Worcester Polytechnic Institute; Kimberly Lechasseur, Worcester Polytechnic Institute; Sarah Wodin-Schwartz, Worcester Polytechnic Institute

,” “Confidence that you understand the material,” “Confidence that you can do staticswork,” and “Your comfort level in working with complex ideas.” Response options were a five-point Likert scale from “no gains” to “great gains.” These five items are moderately to highlypositively correlated with each other (see Table 1) and have high internal reliability, with aCronbach’s alpha of .91; together these suggest the items can be combined to constitute a singlemeasure that is a stronger signal of self-efficacy than each individual item.Table 1. Correlations of Items in Self-Efficacy Measure Item M SD 1 2 3 4 5 1. Enthusiasm for 2.82 1.31

Conference Session

First-year Programs Division Technical Session 4: The Best of the All: FPD Best Papers

Collection

2015 ASEE Annual Conference & Exposition

Authors

William H Guilford, University of Virginia; Anna Stevenson Blazier, University of Virginia; Alyssa Becker, University of Virginia

Tagged Divisions

First-Year Programs

the understanding of concepts taught in class. Many of these traits are notcognitive, but rather psychological in nature, such as self-efficacy, curiosity, perseverance (grit),and creativity. These and other psychological constructs are often measured and correlated totraditional aspects of student performance1. In contrast, they are seldom measured to determinewhether they are influenced by specific academic interventions. For example, the literature onactive learning, problem-based learning, and peer learning are rife with claims that they eithercultivate or depend upon curiosity and creativity, yet we are unaware of any direct assessmentsthat demonstrate that this is so. In engineering education, pre-post quantitative comparisons ofthese

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 3: Projects and Student Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Reap, Quinnipiac University; David Tomczyk, Quinnipiac University

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

study evaluates the use of entrepreneurial design projectsin a first computer aided design (CAD) course. The study quantifies changes in affectivecapacities in terms of Need for Achievement (nAch), Generalized Self-Efficacy (GSE), andTolerance for Ambiguity (ToA). Surveys deployed at the start and conclusion of the CADcourse provide the data needed to evaluate these changes. A paired sample t-test for those whoresponded to both entry and exit surveys (N=14) shows an absence of significant change for anyof the measured affective capacities. However, a small number of individual students exhibitednoteworthy, though not statistically significant, changes for one or more of the three measures.This outcome points to the value of conducting larger

Conference Session

Perspectives on Engineering Education During COVID-19

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ziyan Bai, University of Washington; Denise Wilson, University of Washington; Shruti Misra, University of Washington; Morgan Anderson, University of Washington, Seattle; Neha Kardam, University of Washington

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

demographics were effect coded as dichotomous variables:gender (female = 1 vs. male = -1; other genders were present in very small numbers and wereeliminated from the analysis) and international status (U.S. citizen or permanent resident = -1 vs.international student = 1). Instructional modality was also effect coded as a dichotomous variable(remote = -1 vs. traditional = 1).Additional scales used in this study included those associated with task value, self-efficacy,participation, TA support, faculty support, and positive emotional engagement. Sample items,primary scales as well as the source of these scales are noted in Table 1.Table 1: Independent and Dependent Variables(𝛼 =Cronbach's Alpha measure of internal consistency) References Primary

Conference Session

Perceptions, Reflections, Collaborations, and Student Support in Chemical Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bradley Cicciarelli, Louisiana Tech University; Eric A. Sherer, Louisiana Tech University; Baker A. Martin, Clemson University; Marisa K. Orr, Clemson University

Tagged Divisions

Chemical Engineering

. Thequalitative similarity between Figure 5c and Figure 3 is logical since the reported number ofpotential study partners is a single-item measure of social integration. The administration ofsurveys in Spring 2020 will help determine whether these rating increases experienced bycampers are sustained throughout the sophomore year. The data in Figures 2-4 suggest that thereis some lasting effect. Figure 5. Average student survey ratings of (a) chemical engineering self-efficacy, (b) coping self-efficacy, and (c)social integration and academic integration. Error bars indicate the 95% confidence interval.Future Work We will continue to collect student data using the improved surveys with responsestracked to individual students. Once the data set is

Conference Session

Student Teams and Design Skills

Collection

2006 Annual Conference & Exposition

Authors

Susan Mohammed, Pennsylvania State University; Gül Okudan, Pennsylvania State University; Madara Ogot, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

, and skills35, the twoconstructs are empirically distinct. With the shift to team-based work in many organizations,researchers have established that group efficacy is a meaningful and measurable groupattribute34, 36-37. In fact, a recent meta-analysis of 67 empirical studies found that collectiveefficacy had a positive relationship with performance (p=0.41; reference 37). Although self-efficacy has been studied with regard to gender issues in an engineering context (e.g., references38-39), less attention has been given to the construct of collective efficacy. In addition, tolerancefor ambiguity and efficacy relation has not been investigated in an engineering design context

Collection

2017 Gulf Southwest Section Conference

Authors

Tariq Khraishi; Kristine Denman

institution academically and socially are more likely to dropout, and that both the individual and the institution play a role (Meyer and Marx, 2014). Further,early and strong integration into the institution has been associated with increased retention(Walden and Foor, 2008). In the sections that follow, we discuss the roles of self-efficacy,institutional integration, and career development in student retention.Self efficacySelf-efficacy refers to perceived self-confidence or level or competence (Raelin et al., 2014). Theliterature has identified a variety of types of self-efficacy, which have been measured in a variety ofways, and have found self-efficacy is strongly associated with both retention in academicinstitutions and careers in engineering

Collection

2020 Gulf Southwest Section Conference

Authors

Kristine Denman; Joel Robinson; Tariq Khraishi

the National Science Board published a report drawing attention to the growing need forengineers in the workforce, and the concurrent deficit of the U.S. workforce to meet that need.One of the key challenges they identified is retaining students in engineering programs. Manyfactors influence persistence, including both individual (demographics, prior academicperformance, self-efficacy) and institutional (teaching quality, faculty-student relationships,academic support services, financial support, and opportunities for professional development)[1,2,3]. While some of these factors cannot be changed (e.g., sex, parental income status,race/ethnicity, first-generation college student), others can be influenced. The research identifies

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Deepak Ganta, Texas A&M International University; Marcus Antonius Ynalvez, Texas A&M International University; Maria Lopez, Texas A&M International University; Alan Santos, Texas A&M International University; Claudia San Miguel, Texas A&M International University; Sergio Gonzalez Torres, Texas A&M International University

Tagged Topics

NSF Grantees Poster Session

by all the teammembers via a BB Turn-It-In-Dropbox. Team members will assume the roles of director, producer,actors, and film editors in preparing this controversial statement video. All team members mustappear and be heard on the video product. Through these CVP activities, we aim to buildengineering self-efficacy, self-identity, and a sense of belonging through reflective thinking,internalization (about the challenges of engineering life and the journey to becoming a successfulengineer), and collaborative creative work.3. Results and DiscussionThis paper presents results from the first (M1; preintervention) and the last measurement occasion(M3). All statistical results are shown below in Table 1. From data collected through our PSOsurvey

Conference Session

The Role of Robotics in K-12 Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Irina Igel, Polytechnic Institute of New York University; Ronald Leonel Poveda, Polytechnic Institute of New York University; Vikram Kapila, Polytechnic Institute of New York University; Magued G. Iskander P.E., Polytechnic Institute of New York University

Tagged Divisions

K-12 & Pre-College Engineering

Mindstormsrequires a certain level of teacher’s engineering self-efficacy, which can only be gained throughdeliberate practice and engineering experience.25—27 Over the years, engineering educationresearchers have developed a variety of instruments to measure engineering self-efficacy.28—30These measurement instruments are often used to examine an individual’s drive for engineeringand need for additional pedagogical support, as well as a basis to group individuals for designprojects.28 For K-12 teachers, engineering self-efficacy may be gained and sustained throughwell-designed LEGO Mindstorms-based training that takes into consideration teachers’ priorskills and engineering self-assessment. In this paper we examine the effectiveness of LEGO robotics

Conference Session

Principal Skinner's Secrets: Cultivating STEM in Remote Locations, Steamed Hams!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Frank Bowman, University of North Dakota; Bethany Jean Klemetsrud P.E., University of North Dakota; Emine Ozturk, North Carolina State University; Julie Robinson, University of North Dakota; Erin Lacina

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

to students and Experiences local community Iteration – opportunity to review, revise, improve lessons based on measurable outcomes Focusing pedagogical shifts/PD within one content area creates relevance but allows for impact across all content areas Affective Success/student engagement begets positive affective state leads to States increased self-efficacy Verbal Support and collaboration from administration persuasion On-going touchpoints, check-ins for continuous learning, reflection, collaborationSummer institutesTeacher participants began the [Anonymous

Conference Session

Educational Research and Methods Division (ERM) Technical Session 25

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alexander Pagano, University of Illinois at Urbana - Champaign; Taylor Tucker Parks, University of Illinois at Urbana - Champaign; Saadeddine Shehab, University of Illinois at Urbana - Champaign

Tagged Divisions

Educational Research and Methods Division (ERM)

Design at the University of Illinois Urbana-Champaign. Part of our mandate is to support the integration of Human-Centered Design [12]–[17] concepts within the College of Engineering. This study is motivated by the design question,“How might we develop assessment tools to measure student learning of human-centeredengineering design over a four-year undergraduate degree?” To this end, self-efficacy has beenselected as an indicator of learning progress. While not a perfect analog for learning [18], self-efficacy has been shown to track with achievement in a variety of contexts including engineeringeducation [19]–[23]. For our purposes, self-assessment provides an accessible way to collect datawithout significant effort or cognitive load from our

Conference Session

Mid Atlantic Papers

Collection

2017 Mid-Atlantic Section Fall Conference

Authors

Ethan Patrick Adams, Penn State University: Berks Campus; Patrick Joseph Scanlon; Joseph Torres, Penn State Berks GenCyber; Tricia Clark, Penn State Berks; Terence Laughlin, Blue Mountain High School; Abdullah Konak, Penn State Berks

Tagged Topics

Mid-Atlantic Section Fall Conference

asked to completea new task, which combines a few related topics covered in the same hands-on activity, withoutdetailed step-by-step instructions.Evaluation of the Student LearningOne of the main objectives of the camp program is to increase student knowledge, skills, andabilities in cyber security. In order to evaluate the attainment of this objective, we used pre- andpost-camp questionnaires and tests. The questionnaires aimed to measure participants' self-efficacy in common cyber security concepts before and after the camp. Although self-efficacy is aself-reported subjective measure, the research supports that it is one of the important variablesdetermining how successful one will be in a domain. In addition to the self-efficacy measures,we

Conference Session

Retention of Women Students II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Heidi M. Steinhauer, Embry-Riddle Aeronautical University, Daytona Beach

Tagged Divisions

Women in Engineering

presented in this section. Page 25.1311.6More specifically, we present the professional skills gained, as structured from the participantsown words.Overall Rating on the General Self Efficacy ScaleTable 2 presents the average ratings. When completing this survey, participants were instructedto reflect back holistically – to consider and measure personal, professional, and academicexperiences when rating each item. It is observed that all responses are rated highly, with thelowest as 3.18/4.00, “if someone opposes me, I can find the ways and means to get what I want.”When participants were asked to offer an example or an explanation of why they

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Laine Schrewe Ph.D., Otterbein University; Elena Joy Caruthers, Otterbein University

Tagged Divisions

Educational Research and Methods Division (ERM)

these beliefs are shaped by mastery experiences, socialpersuasion, vicarious experiences, and physiological experiences. In turn, these beliefs impactcognitive processes, motivational processes, affective processes, and selection processes [12].Related specifically to this study, self-efficacy can be explained as a measure of how confidentstudents are in their ability to complete their engineering coursework and become an engineer,with implications ranging from how they feel when they are working on their engineeringcoursework to whether or not they ultimately continue to pursue the field. Related to thephysiological experiences component of self-efficacy, stress can impact student’s self-efficacyand has been found to be a concern specifically

Conference Session

Moving the Needle: The Complexities of Race and Gender in Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Leroy L. Long III, The Ohio State University; Joseph Allen Kitchen, The Ohio State University; Trevion S. Henderson, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

fields likescience, technology, engineering, and math (STEM). As the U.S. experiences a decline in skilledSTEM workers and a growing number of racial/ethnic minorities, it is critical that more attentionbe paid to the college success of underrepresented populations majoring in STEM. While somestrategies for increasing STEM student success have focused on social-psychological factorssuch as academic self-efficacy and resilience, little attention has been given to these factorsamong specific minority groups in STEM such as Black men. To extend the current literature,interviews with 27 Black male collegians majoring in engineering or engineering-related fieldswere analyzed through the lens of the ‘buoyant believers’ framework. Based on the model

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Robin Tuchscherer P.E., Northern Arizona University; Christine Allison Gray, Northern Arizona University; John Tingerthal P.E., Northern Arizona University; Ron Gray, Northern Arizona University

Tagged Topics

Diversity, NSF Grantees Poster Session

designed to positively impact the retention of engineeringmajors in early career engineering courses. We build on prior work in this area through our focuson two important aspects of classroom instruction: classroom community and relevancy. In thistwo-year project, faculty from engineering and science education have teamed together to design,implement, and study a number of interventions related to classroom community and relevancy.As proxies for retention, we used three measures to examine specific constructs: engineeringidentity, engineering self-efficacy, and sense of community. In addition, we used the COPUSobservational protocol to examine instructional differences between treatment and controlcourses.In the first two iterations of the

Conference Session

Predicting Student Success

Collection

2017 ASEE Annual Conference & Exposition

Authors

Anthony Bourne, Wright State University; Craig Baudendistel, Wright State University; Zulima Guilarte Rhodes, Wright State University; Jannet Chermi Anders

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

) The relationship between mathematics self-efficacy and achievement in mathematics. Procedia Social and Behavioral Sciences, 1, 953-957.Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.Barker, F.J. (2010). The effects of an engineering-mathematics course on freshmen students’ mathematics self-efficacy. (unpublished master’s thesis). Washington State University, Pullman, WA.Bourne, A.L., Ciarallo, F.W., Klingbeil, N.W. (2015) Measuring the impact of a mathematics intervention on student mathematics self-efficacy: Development and application of revised measurement tool. Proceedings 122nd ASEE Annual Conference and Exposition, Seattle WA, June 2015.Bourne, A.L

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Boise State University; Janet Callahan, Boise State University; Gary LeRoy Hunt, Boise State University; Carol Sevier, Boise State University; Amy J Moll, Boise State University

Tagged Divisions

First-Year Programs

to measure difference aspects ofstudents’ self-efficacy12. For this research we utilized three different subscales of the LAESEinstrument: Engineering Self-Efficacy 1 (ESE1), Engineering Self-Efficacy 2 (ESE2) and MathOutcome Expectations (MATH). Tables 4 through 6 show comparisons of these subscales fordifferent groups of students that we assessed as part of this work.Table 4 shows the differences in the Self-Efficacy measurements for the three aforementionedsubscales, comparing the Project-Based and Math-Focused sections of the fall 2013 course.Students in the Math-Focused sections scored lower for each of the three subscales, with only thedrop in the Engineering Self-Efficacy 2 (ESE2) shown to be statistically significant using

Conference Session

Impacts on K-12 Student Identity, Career Choice, and Perceptions of Engineers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kimberly A.S. Howard, Boston University; Jacob William Diestelmann, University of Wisconsin - Madison; Tsu-Lun Huang; Lauren E. Aneskavich; Kevin Cheng; Benjamin Bryan Crary, University of Wisconsin - Madison; Jean DeMerit, UW–Madison; Tam Mayeshiba, University of Wisconsin-Madison; Amy K. Schiebel, Edgewood College; Susan C. Hagness, University of Wisconsin, Madison; Steven M. Cramer P.E., University of Wisconsin, Madison; Amy E. Wendt, University of Wisconsin - Madison

Tagged Divisions

K-12 & Pre-College Engineering

135Male 235 130White 315 192Hispanic/Latino 72 30African American 64 29Asian/Pacific Islander 11 11Native American 0 1Multi-racial or Other 1 2Low Income 221 121Not Low Income 242 144Middle School Self-Efficacy Scale (MSSE). At present, no validated engineeringefficacy/outcome expectation measures exist that are appropriate for use with middle school-aged youth. Further, measures of social cognitive variables focus on individuals

Conference Session

Design in Engineering Education Division (DEED) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tyler Carter Kreipke, CSC, University of Notre Dame; Kerry Meyers, University of Notre Dame

Tagged Divisions

Design in Engineering Education Division (DEED)

. 2005.[6] R.W. Lent, S.D. Brown, and K.C. Larkin, “Self-Efficacy in the Prediction of AcademicPerformance and Perceived Career Options,” J. Couns. Psy., vol. 33(3), pp. 265-269, Jan. 1986.[7] A.R. Carberry, H.S. Lee, and M.W. Ohland, “Measuring Engineering Design Self-Efficacy,”J. Eng. Ed., vol. 99(1), pp. 71–79, Jan. 2010.[8] J.S. Mullin, “Developing Technical Self-efficacy through a Maker-inspired Design Project,”at At Home With Engineering Education: ASEE’s Virtual Conference, June 22-26, 2020.[9] A. Jackson, N. Mentzer, J. Zhang, and R. Kramer, “Enhancing Student Motivation andEfficacy through Soft Robot Design,” at 2017 ASEE Annual Conference and Exposition,Columbus, OH, USA, June 24-28, 2017.[10] L. Murray, J. Ekong, S. Niknam, and M.J

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michael Johnson, Texas A&M University; Amarnath Banerjee, Texas A&M University; Bimal P. Nepal, Texas A&M University; Rutwik Dehade, Texas A&M University; Glen Miller

Tagged Topics

NSF Grantees Poster Session

Texas A&M UniversityAbstractThis paper presents the progress made in the first two years of a five-year NSF ER2 (Ethical andResponsible Research) project on ethical and responsible research and practices in science andengineering undertaken at a large public university in the southwestern United States. Overallobjectives of the project include: 1) conduct a survey of incoming freshmen college students toassess their ethical research competency and self-efficacy at the beginning of their tertiaryeducation and during their senior-level capstone course; 2) evaluate the ethical researchcompetency and self-efficacy of university students and identify any significantly contributingfactors to develop an intervention plan to improve their ethical

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tanner J. Huffman, The College of New Jersey; Manuel Alejandro Figueroa, The College of New Jersey

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

overarching goals that are the focus of all Creative Design sections.Areas of common measurement included; (1) Creative Self-Efficacy and Creative Role-Identity,(2) Ideation Capacity and (3) Creativity in Engineering Design (Artifacts).Creative self-efficacy is one’s belief that they are able to design creative products6. Researchcompleted by Tierney and Farmer reported that creative self-efficacy is a predictor of creativedesign performance. The Creative Self-Efficacy and Creative Role-Identity Scale was identifiedas an appropriate instrument to measure student growth through a pretest/posttest researchdesign.7 Surveys completed in Fall 2016 and Spring 2017 indicated that students from educationschool majors (n=33) have the lowest reported average

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jamie R. Gurganus, University of Maryland Baltimore County; Anita H. Komlodi; Neha B. Raikar, University of Maryland Baltimore County; Maria C. Sanchez, University of Maryland Baltimore County; Charles D. Eggleton, University of Maryland Baltimore County; Mariajose Castellanos, University of Maryland Baltimore County; Mark Berczynski, University of Maryland Baltimore County; Olivia M. Bailey, University of Maryland Baltimore County

Tagged Divisions

Faculty Development Division

development on the faculty, a mixed-methodapproach was adopted. This included interviewing faculty who participated in the PIVOT+ seriesusing well-formulated questions and a validated survey instrument that assesses the faculty’sattitudes, perceptions, and self-efficacy towards online teaching and learning. This web-basedsurvey, hosted through Qualtrics, was borrowed, with permission, from a previous study thatexamined online teaching self-efficacy of faculty [10]. Self-efficacy items included instructionalstrategies, use of computers, classroom management and student engagement. Faculty attitudesand perceptions were also examined measuring satisfaction, perceptions of student learning,future interest in teaching online and their computer skills