Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rachel Vitali, University of Michigan; Noel C. Perkins, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Topics

NSF Grantees Poster Session

understanding of engineering dynamics with a collection of 29 questions focused on 14important and/or commonly misunderstood concepts. The results of this survey will evaluatehypothesis (1) that this intervention will increase student conceptual understanding of dynamics.The modified LAESE consists of 45 items designed to measure four subfactors: 1) engineeringself-efficacy, 2) course-specific self-efficacy, 3) intention to persist in the field, and 4) feelingsof inclusion. These items use a Likert-type scale, thus the values were normalized by themaximum value of the question’s scale, and the subfactor scores are computed as the arithmeticmean of the associated normalized item scores. This survey’s results will inform hypotheses (2)-(4) that this

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue Polytechnic Institute; Jiawei Zhang, Purdue University; Rebecca Kramer, Purdue University; Nathan Mentzer, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

(3), 175-213.19. Mamaril, N. A., Usher, E. L., Li, C. R., Economy, D. R., & Kennedy, M. S. (2016). Measuring undergraduate students' engineering self-efficacy: A validation study. Journal of Engineering Education, 105(2), 366-395. doi: 10.1002/jee.2012120. Kier, M. W., Blanchard, M. R., Osborne, J. W., & Albert, J. L. (2013). The development of the STEM career interest survey (STEM-CIS). Research in Science Education, 44(3), 461-481. doi: 10.1007/s11165-013-9389-321. Jackson, A., Mentzer, N., Kramer, R., & Zhang, J. (2017, June). Enhancing student motivation and efficacy through soft robot design. Paper presented at the 2017 ASEE Annual Conference & Exposition, Columbus, OH.

Collection

2023 Rocky Mountain Section Conference

Authors

Angela Bielefeldt; Joan Tisdale; Katherine Ramos; Mike Soltys

areprivileged in different admissions models [2]. Overall, there is a need to better understand andsupport students coming into engineering from different admissions pathways.Previous research has found that self-efficacy, identity, belonging, and interest are importantattitudes that impact student recruitment and retention in engineering [5]. Self-efficacy describesthe extent to which a person feels confident and/or capable of particular tasks. Self-efficacy hasbeen shown to be influenced by past experiences of accomplishment and failure, and inparticular mastery experiences [6]. A student’s self-efficacy regarding engineering andengineering-related knowledge and skills are relevant to this context. Engineering identity is theextent to which a person

Collection

2013 Pacific Southwest Section Meeting

Authors

Kiran George

priorityregistration. The paper presents detailed evaluation and assessment of the scholarship programusing the following measures: a) Attitude and enthusiasm of students towards the ECS ACEscholarship program activities; b) Academic self-efficacy, and STEM interest and motivationbased on the assessments of ACE scholars; c) Qualitative measure of program effectivenessbased on: GPA of ACE scholars when compared to traditional students of similar backgroundnot supported by the ACE program; d) Impact of working hours on the ACE scholars’ academicperformance; e) Correlation between the scholarship amount and ACE scholars’ academicperformance.I. IntroductionStudents planning to major in science or engineering make up approximately 30% of allincoming college

Conference Session

Aerospace Division Technical Session: Student Success

Collection

2022 ASEE Annual Conference & Exposition

Authors

Chadia A. Aji, Tuskegee University; M. Javed Khan, Tuskegee University

intrinsic value dimension. Figure 9a: During Covid responses of AENG students by gender Figure 9b: During Covid % change in responses of AENG students by genderFor a better understanding of the changes in the perceptions of the students and the efficacy ofthe strategies used pre-COVIDand with modification duringCOVID as measured by theMSLQ, a comparative analysiswas done (Fig. 10, Table III).The data for all the participants(Fig. 10a) indicated that thevarious dimensions wereimpacted differently pre-COVID and during COVID.The % change in the average ofresponses increased in the self-efficacy and self-regulationdimensions during the remotelearning during COVID.However, the % change inaverage was reduced for Figure

Conference Session

First-year Programs Division Technical Session 6: Hands-on Projects and Spatial Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Diana Bairaktarova, University of Oklahoma; Matthew Reyes, University of Oklahoma; Nooshin Nassr P.E., University of Oklahoma; Dan Thomas Carlton, University of Oklahoma, College of Aerospace and Mechanical Engineering

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

motivational itemssuch as perceived instrumentality and self-efficacy beliefs. We must note that this pilot study alsoserved to test the instrument. Future studies will gather data regarding prior training related tospatial visualization skills. 3.2 Data Analysis: To analyze the findings from the self-report questions, exploratory factor analysis (EFA)was used with the measures of motivational factors such as perceived instrumentality and self-efficacy beliefs. Based on the literature, we expected that individuals who were exposed in theirearly childhood and later on in live to experiences related to the manipulation of objects viasectional cuts, three dimensional rotations, and other mental operations will have higherperformance score on

Conference Session

Electrical and Computer Division Technical Session 7

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joshua Alexéi García Sheridan, Virginia Tech; Richard M. Goff, Virginia Tech; Seungmo Kim, Georgia Southern University; Vuk Marojevic, Virginia Tech; Carl B. Dietrich, Virginia Tech

Tagged Divisions

Electrical and Computer

– Positive social functioning, good behavior related to feelings for the activity E_NSF Engagement – Negative social functioning, bad behavior related to feelings for the activity E_IL Engagement – Involvement in learning, the apprehension a student takes in an activity E_D Engagement – Disposition, particular actions performed by student that indicates their engagement in the activity SE Self-efficacy, the belief of the student that they can succeed in a particular taskMost measures were composed of 2-4 questions that were weighted equally into an average.“Self-efficacy (SE)” was composed of 4 questions

Conference Session

Design in Engineering Education Division (DEED) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shruti Misra, University of Washington; Denise Wilson, University of Washington; Soyoung Kang, University of Washington

Tagged Divisions

Design in Engineering Education Division (DEED)

practices focused on team- and project-based learning. ©American Society for Engineering Education, 2023 Student perspectives on engineering design, decision-making, adaptability, and support in capstone designAbstractThis study analyzed how students’ sense of support from industry mentors and teammates in acapstone design course was related to their perceived learning regarding engineering design andadaptability when controlling for design self-efficacy and preparedness. An end-of-course surveyprovided the data for this study and included Likert-type items to measure these six factors aswell as open-ended questions regarding students’ experience in capstone design. An explanatory

Conference Session

First-Year Programs Division (FYP) - WIPS 3: Identity & Belonging

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lizandra C. Godwin, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

national Ph.D. programs.The scope of this work is to develop a baseline of the data within a single Hispanic servinginstitution. The analysis completed to this point validates the survey instrument in measuring theidentified constructs. This validation is necessary so that this study may be expanded to a largersurvey population.Research QuestionsThis research investigates several factors that are believed to impact the identity of engineeringstudents as researchers. We seek to assess the role of research self- efficacy, researcher identity,and cultural compatibility on research persistence intentions. These variables were selected asthey have been determined to be relevant factors in prior identity studies [16], [29]–[35].Students that self

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Baker A. Martin, Clemson University

Tagged Divisions

First-Year Programs

personal agency. Self-efficacy is a person’s ownconfidence in their ability to complete a task. Self-efficacy can be informed by classroomexercises, internships, social interactions with peers, abilities, and completing goals, among otherthings. Outcome expectations are the expected consequences, positive or negative, of completinga given task. Similar to self-efficacy, outcome expectations can be informed by the learningprocess, observing outcomes from the actions of others, as well as outcomes from previouslyperforming a task, among other things. Personal goals are the desires and willpower to cause anoutcome to become reality. Personal goals, as the name infers, are informed by the individualand are shaped by their self-efficacy and outcome

Conference Session

Aerospace Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Chadia A. Aji, Tuskegee University; M. Javed Khan, Tuskegee University

Tagged Topics

Diversity

Tagged Divisions

Aerospace

)they are interested, and 5) they feel cared about by the instructor and/or other students” [13].Marzano, Pickering and Heflebowen [14] noted that a pedagogical environment that elicits positiveresponses to questions: “a) How do I feel? b) Am I interested? c) Is it important? and d) Can I dothis?” may indicate an engaged student. Such an environment leads to self-efficacy which has beendefined by Bandura [15] as "how well one can execute courses of action required to deal withprospective situations". Academic achievement and self-efficacy have been empirically shown tobe related [16]-[20]. Successful learning enhances an individual’s self-efficacy [21]-[23].The objective of this work is to assess an innovative active learning environment. In

Conference Session

Factors Affecting Minority Engineering Students

Collection

2008 Annual Conference & Exposition

Authors

Pedro Leite, Kansas State University-Salina; Jung Oh, Kansas State University-Salina

Tagged Divisions

Minorities in Engineering

.” Page 13.171.2This research will use a hybrid approach in which quantitative data related to self-efficacy,learning preferences, and structured interviews will be combined in an attempt to identify traitsof successful female students enrolled in Engineering Technology programs at a large land-grantuniversity in the Midwest. Hazzan and colleagues (10) writing about the advantages of usingqualitative research in some studies, notably computer science education, noted that: … in many cases, CSE research deals with topics related to learners’ mental, cultural and social processes. Such processes, by nature, are rich, consisting of many details and perspectives. Accordingly, it is reasonable to assume that if we approach

Conference Session

Minorities in Engineering Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Leroy L. Long III, Embry-Riddle Aeronautical Univ., Daytona Beach; Trevion S. Henderson, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

studied acrosseducation and psychology literature. As an example, Australian high school students’ academicself-efficacy is a significant predictor of academic resilience.27 Similarly, low-income Blackcollege students with high academic confidence who were also able to “bounce back” fromacademic challenges and setbacks in college (i.e., students labeled as “buoyant believers”)achieve greater academic success, as measured by grade-point average.29Using findings from the aforementioned study of low-income Black students, Strayhorn createdthe ‘buoyant believers’ framework. The framework positions students in four categoriesrepresenting the intersection of various degrees of academic self-efficacy and resilience. Thefour categories include (a

Conference Session

Design in Engineering Education Division: Student Empathy & Human-centered Design

Collection

2019 ASEE Annual Conference & Exposition

Authors

Devanshi Shah, Florida Institute of Technology; Elisabeth Kames, Florida Institute of Technology ; McKenzie Carol Clark, Florida Institute of Technology; Beshoy Morkos, Florida Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

. Fivemotivation factors were studied to examine student motivation within and between the cohorts:cognitive value, self-regulation, presentation anxiety, intrinsic value, and self-efficacy. The datawas collected from three cohorts of mechanical engineering senior capstone design students,through three different yearlong senior capstone courses: 2013-2014, 2014-2015, and 2016-2017.The data was analyzed using an ANOVA Single Factor analysis and a t-test for single variance toexamine which factors affected student motivation.The goal of this research is to examine the effect of the student’s choice of project type on theirmotivation and changes in motivation in senior capstone design. This will thereby provideeducators with insight on the impact of the

Conference Session

Mechanical Engineering Technical Session: Outreach and Retention

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Liang Zhu, University of Maryland, Baltimore County; Jamie R. Gurganus, University of Maryland, Baltimore County; Charles D. Eggleton, University of Maryland, Baltimore County; Ronghui Ma, University of Maryland, Baltimore County; Timmie Topoleski, University of Maryland, Baltimore County; Deepa Madan, University of Maryland, Baltimore County

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

In partnership with the psychology department in our institution, a survey was developedand it contained measurable items regarding their attitudes, perspectives, science/engineeringidentity, and research self-efficacy. The first section of the survey consisted of 10 questionsfocusing on students’ demographic information. The second section contained Likert scaleditems to include “Research Self-Efficacy” (9 questions), “Science/Engineering Identity” (5questions), “Expectations and Goals” (4 questions), “Academic Integration” (5 questions), and“Senses of Belonging to Program and Campus (8 questions)”. The following describesdevelopment of the questions in each category. Research Self-Efficacy: It is measured by items from the

Conference Session

We Love our MOMs (Mechanics of Materials)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Casey Kidd, Louisiana Tech University; Ethan Hilton, Louisiana Tech University

, “The effect of authentic project‐based learning on attitudes and career aspirations in STEM,” J. Res. Sci. Teach., vol. 56, no. 1, pp. 3–23, Jan. 2019, doi: 10.1002/tea.21465.[9] N. A. Mamaril, E. L. Usher, C. R. Li, D. R. Economy, and M. S. Kennedy, (2016). “Measuring undergraduate students' engineering self‐efficacy: A validation study.” Journal of Engineering Education, vol. 105 no. 2, pp. 366-395, 2016. Appendix A General Engineering Self-EfficacyGen-1 I can master the content in the engineering-related courses I am taking this quarter.Gen-2 I can master the content in even the most challenging engineering course.Gen-3 I can do a

Conference Session

Women in Engineering Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kristin E. Sherwood, Stony Brook University; Angela M Kelly, Stony Brook University; Monica Bugallo, Stony Brook University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

TransitionAbstractPeer mentoring has been shown to be an effective means of improving the retention of women inengineering, but few studies have explored the impact of participation on the development of theleadership abilities of undergraduate women. Transitioning to a leadership mentality as a peermentor has the potential to foster self-efficacy in science, technology, engineering, andmathematics (STEM) and socially stable academic relationships that may be replicated in post-graduate study and/or the workplace. This one-year study explored the experiences of junior andsenior female students in STEM majors (N=11) serving as mentors to first-year students in theWomen in Science and Engineering Honors Program (WISE) at Stony Brook University, a largeresearch

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Professional Practice 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sydney Donohue Jobe, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Ruben D. Lopez-Parra, Purdue University; Paris Eisenman, University of New Mexico; Ethan Kapp, University of New Mexico; Carl Lyle Abadam, University of New Mexico; Vanessa Svihla, University of Texas at Austin; Anjali Mulchandani, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

. Surveys included Likert-scale questions on self-efficacy, identity, and intent to persist that are supported by pre-existingliterature [13]–[15]. Additional questions on motivators, relevance of design challenges, andengineering skills were added for general instructor interest.Self-Efficacy Measured Across the Semester-Long CourseFour questions were asked to gauge self-efficacy (how certain are you that you can: identify adesign need, develop a design solution, evaluate and test a design, recognize changes needed fora design solution to work). Responses were collected on a Likert-scale, where 1 indicated“completely uncertain” and 7 indicated “completely certain.” Table 1 shows that responses to allfour questions could be grouped into one self

Conference Session

Women in Engineering Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Malle R Schilling, University of Dayton; Margaret Pinnell, University of Dayton

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

,engineering, and math (STEM) a function of objectively measured math competencies. Second,students are more likely to select math and science courses when they are confident in theirability to do well in these courses. In other words, students with greater self-efficacy in scienceand math are more likely to choose these courses. Third, the value a student places on particularschool subjects are important for their career trajectory. Finally, the perception of strong socialsupport for achievement is vital when a student is considering a career choice, which isparticularly true for females [7].Through the use of implicit and self-report measure, it was found that elementary school femalessupported the stereotype that math is for males, demonstrating

Conference Session

Pre-College Engineering Education Division Technical Session 9

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mariel Kolker, Morris School District

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

domain during the pre-college yearsthat is one of the strongest predictors of intent to pursue or persist in a STEM major in college.This exploratory case study examined the lived experiences of eight high school girls whoexhibited strong STEM identities. This work reports on the role that all-female STEM spacesinfluenced participants’ intent to pursue STEM majors in college. Eight junior and senior girlswere interviewed over the course of an eight-week period during fall 2019 regarding theirperceived feelings of self-efficacy, their feelings of recognition in STEM, and their interest inSTEM domains. This qualitative research was framed using Godwin’s 2016 Engineering IdentityFramework, adapting it to accommodate a broader STEM Identity and

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jamie R Gurganus, University of Maryland, Baltimore County; Michael M. Malschützky, Hochschule Bonn-Rhein-Sieg, Germany

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

(URCAD) enablestudents to explore and comprehend the essence of research.Undergraduate students participating in research experiences show to enhance many of theirtechnical and professional skills [2], [3]. Communication and critical thinking, careerclarification and even further aspirations to continue to graduate school have been documentedbecause of a research experience for a student [2], [4], [5]. Another key and important element,especially at UMBC, is the impact on diversity. These experiences demonstrate increasing self-efficacy in students who are working to complete a STEM degree, especially women andmarginalized populations [5], [6], [7], [8].However, not all students have the chance or find themselves in a position to pursue such

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Keith Williamson, East Carolina University; Gene Dixon, East Carolina University; Paul Kauffmann, East Carolina University; Tarek Abdel-Salam, East Carolina University

errors for elementary mechanics The frequency of common errors decreased for all except error 2b; therefore theresults appear to confirm expectations that as students spend more time creativelyconstructing their own problems, their problem-solving skills improve. Since it is alsotrue that the extra time is the controlling factor for the change, we also explored theimprovements in terms of students’ self efficacy beliefs.9-10 Bandura11 defines this self-efficacy as students’ perception of their capability to accomplish a desired task.Moreover, self-efficacy is important since it influences the course of action studentschoose to pursue in their efforts to build problem-solving skills— how long theypersevere in facing obstacles and their

Conference Session

Entrepreneurship & Engineering Innovation Division – Epicenter Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Florian Michael Lintl, Stanford University; Qu Jin, Stanford University; Shannon Gilmartin, Stanford University; Helen L. Chen, Stanford University; Mark Schar, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

and thosestudents who were interested in a “socially oriented” (non-profit) career outcome. The theoreticalframework used for modeling these groups was Social Cognitive Career Theory (SCCT).Logistic regression analysis was conducted using a multi-measure survey that assessed cognitive,motivational, behavioral influences.Results show that students who are Starters tend to be “new seeking” and “iconoclastic”, andhave higher “domain self-efficacy”, compared with students who are Joiners. Further, studentswho are interested in Socially Oriented career outcomes are more “socially altruistic,” and have astronger sense of “personal morals” and a more hopeful future about their “quality of life”compared with their Market Oriented peers. Gender was an

Conference Session

ERM: Find Out More About Faculty!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alejandro Espinal; Alejandra Magana, Purdue University at West Lafayette (COE); Camilo Vieira, Fundacion Universidad del Norte

educationalrobotics: An interaction effect between gender and scaffolding strategy. Computers in humanbehavior, 105, 105954.Byrne, B. M. (1996). Academic self-concept: Its structure, measurement, and relation to academicachievement.Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12: What is involved and whatis the role of the computer science education community?. Acm Inroads, 2(1), 48-54.Boulden, D. C., Rachmatullah, A., Oliver, K. M., & Wiebe, E. (2021). Measuring in-service teacher self-efficacy for teaching computational thinking: development and validation of the T-STEM CT. Educationand Information Technologies, 1-27.Dusick, D. M. (1998). What social cognitive factors influence faculty members’ use of computers

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Muhammad Dawood, New Mexico State University; Karen Trujillo, New Mexico State University; Patti Wojahn, New Mexico State University; Melissa J. Guynn, New Mexico State University; Luis Manuel Rangel Jr.; S. M. Yahea Mahbub, New Mexico State University

Tagged Topics

NSF Grantees Poster Session

spanning 6 decades from engineering programs, Geisingeret al. [8] identified five factors that contribute to poor retention rates in engineering nationwide.These factors include classroom and academic climate; grades and conceptual understanding;self-efficacy and self-confidence; interest and career goals; and race and gender. Of primaryconcern are both discipline-specific skills and knowledge (e.g., mathematics), as well as moregeneral, non-discipline-specific self-efficacy and metacognitive knowledge and skills.Metacognition, often defined as “thinking about thinking,” is primarily about knowing,understanding, monitoring, and controlling one’s cognitive processes, leading to altered andideally more productive behaviors [9] – [13]. The study of

Conference Session

First-Year Programs Division Technical Session 1: Evolving First Year Programs

Collection

2024 ASEE Annual Conference & Exposition

Authors

Doris J. Espiritu, Wilbur Wright College, City Colleges of Chicago

Tagged Divisions

First-Year Programs Division (FYP)

integrations, and belonging seminars.Although community colleges (CC) implement several FYEs -- retention, and student successcan be improved. Wright College, one of the City Colleges of Chicago, a Hispanic Servingcommunity college, developed a framework that holistically and programmatically supportengineering students through admission, transfer, and degree completion (associate andbachelor). This framework resulted in a 75% transfer rate to 4-year engineering programs withintwo years. The course provides excellent first-year experience, measures belonging and self-efficacy, and tracks the success of engineering students.The ESS is a three-credit hour seminar incorporating Introduction to the Engineering Profession,College Success, and Professional

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Paul Marlowe; Stephen T. Frezza, Franciscan University of Steubenville; Joanne Storm Gallagher, Franciscan University of Steubenville; Marita Anne O'Brien, Franciscan University of Steubenville; Sabrina J. Bierstetel, Franciscan University of Steubenville

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE)

(e.g., ARS-30) tend to measure resilience as aprocess by which persons overcome adversity. However, resilience also enables studentsto achieve their goals and improve their learning outcomes. Factors indicative of thisprocess, such as self-efficacy, adaptive coping, exploration, and willingness to changelearning approaches when needed, are not measured in the ARS-30 or other currentresilience scales. The proposed Values Resilience Scale (VRI) under study measuresresilience as a process that enables one to overcome academic adversity so as to achieveone’s fullest academic potential. Such a measure would allow educators to identifystudents who may be hindered from reaching their utmost potential through their lack ofacademic resilience, and help

Conference Session

Concurrent Paper Tracks - Session I

Collection

2015 ASEE International Forum

Authors

Monica Gray P.E., The Lincoln University - College of Science & Technology; Constance Loretta Lundy

Tagged Topics

Diversity, International Forum

in a real situation or problem that needs tobe addressed and solved,…”.Mourtos8 offered the following link between the learning framework and Student Outcome 3(i)"a recognition of the need for (affective - organization), and an ability to engage in lifelonglearning (cognitive - analysis)". Thus, the potential lifelong learner must at some point in theiracademic career develop value for information that pertains his or her discipline and has a strongenough sense of self-efficacy to be intrinsically motivation to independently learn.Concomitantly, in exploring his or her discipline, the student will face new, ill-defined andchallenging tasks which require concerted, systematic and extended efforts in order to succeedand subsequently graduate

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rachel Ziminski, University of Massachusetts Lowell; Yanfen Li, University of Massachusetts Lowell

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

barriers facultyexperience in providing encouragement to students. Additionally, the creation and validation of atool to measure faculty perceptions of providing encouragement can be used by institutions toidentify critical areas to strengthen how we teach in engineering.Guiding FrameworkAn extensive literature review showed the Academic Encouragement Scale (AES) and theFaculty Encouragement Scale (FES) as the best instruments to guide this research [20, 21]. Bothmeasure students’ perceptions of receiving encouragement in academic settings. Findings fromboth studies indicate that receiving encouragement increases students’ self-efficacy and outcomeexpectations.The Social Cognitive Career Theory (SCCT) guided the development of the survey

Conference Session

DEED Melange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sara A. Atwood, Elizabethtown College; Matthew T. Siniawski, Loyola Marymount University; Adam R. Carberry, Arizona State University

Tagged Divisions

Design in Engineering Education

hashigher value (2.94 + 0.87) than cost (2.03 + 0.78) on a 4-point scale (p <0.001). Students at thesmall, liberal arts college responded with generally higher ratings for both value and cost, with alarger average difference between combined value and cost (1.0 and 0.81, respectively), thanstudents at a large, public university. Additionally, students reported higher self-efficacy indesign-based objectives after the course, with an average self-efficacy increase of 15-20 pointson a 100-point scale.IntroductionStandards-based grading (SBG) is an alternative grading system that involves and depends ondirectly measuring the quality of students’ proficiency on well-defined course learning outcomes,i.e., standards.1-3 Student development toward