Conference Session

Engineering Design Graphics Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jeremy V. Ernst, Virginia Tech; Shelley Glimcher, North Carolina State University; Daniel P. Kelly, North Carolina State University; Aaron C. Clark, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Design Graphics

. 7, no. 1, pp. 9, 2016.[9] N. Honken, P. S. Ralston, “Freshman engineering retention: A holistic look,” Journal of STEM Education: Innovations & Research, vol. 14, no. 2, pp 29-37, 2013.[10] M. W. Ohland, C. E. Brawner, M. M. Camacho, R. A. Layton, R. A. Long, S. M. Lord, and M. H. Wasburn, “Race, gender, and measures of success in engineering education,” Journal of Engineering Education, vol. 100, no. 2, pp. 225, 2011.[11] T. D. Fantz, T. J. Siller, and M. A. Demiranda, “Pre-Collegiate Factors Influencing the Self- Efficacy of Engineering Students,” Journal of Engineering Education, vol. 100, no. 3, pp. 604–623, 2011.[12] S. Freeman, S. L. Eddy, M. Mcdonough, M. K. Smith, N. Okoroafor, H. Jordt, and M. P

Conference Session

Modeling, Inquiry, Engineering Literacy & Argumentation

Collection

2018 ASEE Annual Conference & Exposition

Authors

Katherina V. Tarnai-Lokhorst, Camosun College

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

applications can make the world a better place.This paper presents an alternative to additive outreach programs prevalent in universities andengineering societies. The proposed teaching paradigm is demonstrably simple to implement,eases teacher workload, enhances student learning and creates a significant improvement inperceptions and beliefs about self-efficacy in physics, an indicator of student success andmotivation. The research identifies an unanticipated impact of introducing engineering designprinciples into Physics 11 classrooms. Physics 11 teachers participated in developing a lessonplan that guides facilitators of learning through the discovery- or inquiry-based activity. Themixed methods research methodology included surveys, observations

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Andrea Ramirez-Salgado, University of Florida; Tanvir Hossain; Tamzidul Hoque; Swarup Bhunia, University of Florida; Mary Jo Koroly; Bradford Davey; Pavlo Antonenko, University of Florida

Tagged Topics

NSF Grantees Poster Session

for the games included in the curriculum. Figure 1. Example of the hardware settingTheoretical FrameworkWe developed a conceptual framework for the PICABOO hardware curriculum that reflected ourteam’s shared vision for the structure and the outcomes of our curriculum. Specifically, we aimto promote engineering identity and persistence by gamifying the learning experience to fostersituational interest [7] and to support students’ self-efficacy for engineering [8]. Additionally,educators' self-efficacy also influences their confidence in teaching hardware concepts [9]. Therelationships between these theoretical foundations are illustrated in Fig. 2 and are incorporatedinto the design and development of the modules

Conference Session

Environmental Engineering Pedagogy and Innovation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephanie Butler Velegol, Pennsylvania State University, University Park; Kathy Schmidt Jackson, Pennsylvania State University, University Park

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

to receive high grades had been eliminated.8 In addition aformative assessment may have a negative impact on students’ self-efficacy (individualjudgment about being able to perform an activity) and therefore their motivation to learn.9 If thegoal is learning, are there ways that we can continue to monitor and measure learning so thatstudents don’t feel under pressure and can see the value in grading?We were interested in exploring how to incorporate more formative assessment into a largeIntroduction to Environmental Engineering class. While both summative and formativeprocesses are complementary and both address “what has the student learned” more significantlearning gains can be made when formative assessment results are used to inform

Conference Session

Aerospace Curriculum and Collaborations

Collection

2011 ASEE Annual Conference & Exposition

Authors

Valana L. Wells, Arizona State University; Jenefer Husman, Arizona State University; Praveen Shankar, Arizona State University; Wen-Ting Chung, Arizona State University

Tagged Divisions

Aerospace

Bandura11 for constructing task-specific measures of self-efficacy. Items examined students’ confidence in their ability to perform the specific course outcomes and to solve problems within the aerodynamics course. There are a total of eleven items. Example items from this scale are, “I am confident in my ability to Page 22.1256.10 apply lifting-line solutions to solve for pressure, lift, and drag on wings,” “I am confident in my ability to describe how airfoil characteristics affect the aerodynamic performance of the airfoil,” and “I am confident in my ability use post-processing software (Fieldview) to analyze airfoils and wings

Conference Session

K-12 & Pre-College Engineering Division: Diversity Issues in K-12 and Pre-College Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Linda S. Hirsch, New Jersey Institute of Technology; Suzanne Lori Berliner Heyman, New Jersey Institute of Technology; Rosa M. Cano, New Jersey Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

SurveyThe MATES62 was developed and revised66 to measure middle school students’ attitudes towardmathematics, science, especially engineering, and their knowledge about careers in engineering(i.e. what engineers actually do). In addition to all over attitudes toward mathematics, science andengineering, six subscales have been identified to measure Interest in engineering: stereotypicaspects (Stereotypic), Interest in engineering: non-stereotypic aspects (Nonstereotypic), Negativeopinions (Negative), Positive opinions (Positive), Gender Equity (Gender) and Self-Efficacy forProblem Solving and Technical Skills (i.e. skills needed for engineering).The MATES also measures knowledge about careers in engineering with a multi-part open-endedquestion that

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Larry J. Shuman, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Karen M. Bursic, University of Pittsburgh; Natasa S. Vidic, University of Pittsburgh; Nora Siewiorek, University of Pittsburgh

Tagged Topics

NSF Grantees Poster Session

rubric to assess the re- sultant artifact (general model and specific solution). We have also developed an instrument to measure students’ self-efficacy scale related to their modeling skills.• Assessing the MEA motivated problem solving process: Through the use of various data col- lection tools, including PDAs and wikis, in combination with the mentioned assessment in- struments, we are identifying the various problem solving processes used by the student teams, as well as the range of problems that can be addressed, to determine how effective the various processes are relative to improved conceptual understanding.This paper summarizes our achievements in each of these five activities. Particular emphasis is

Conference Session

First-Year Programs Division (FYP) - Technical Session 10: Identity & Belonging 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joseph Arthur Brobst, Old Dominion University; Jill Davishahl, Western Washington University; Elizabeth Litzler, University of Washington; Andrew G Klein, Western Washington University; Sura Alqudah, Western Washington University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

students were invited to complete the survey a secondtime early in the fall quarter of their second academic year, thus bounding their first-year collegeexperience with pre and post survey administrations. This process of survey data collection wasrepeated for each new cohort of incoming students over the course of the study. The instrumentused was an adapted version of a survey developed by the Studying Underlying Characteristicsof Computing and Engineering Student Success (SUCCESS) project [18-19], which includesitems drawn from previously validated measures of self-efficacy, identity, and sense ofbelonging related to engineering [1, 11].Unfortunately, at least in part due to impacts of the COVID-19 pandemic, response rates werelower on the post

Conference Session

Chemical Engineering Division (ChED) Technical Session 6: First-Year & Sophomore Year Curriculum

Collection

2023 ASEE Annual Conference & Exposition

Authors

Betul Bilgin, The University of Illinois, Chicago; Hasiya Najmin Isa; Emily Seriruk; Cody Wade Mischel

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

end-of-semester presentations with direct feedback from mentors. Based on thefeedback from Fall 2021, the implementation was redesigned and introduced in Spring 2022.Two problems were assigned in Spring 2022 along with mentor interactions and students’presentations.Instrument Development and EmploymentThe study used two survey instruments to measure self-efficacy and engineering identity, whichwere chosen based on literature and piloted in two different courses. The surveys wereimplemented at the beginning and end of the Spring 2021, Fall 2021 and Spring 2022 semesters.Additionally, the study conducted interviews with randomly selected students, stratified bygender, at the beginning and end of both semesters, as well as with two mentors and

Conference Session

ERM Technical Session 24: Studies on Socioeconomic Status

Collection

2019 ASEE Annual Conference & Exposition

Authors

Emily Bovee, Michigan State University; Amalia Krystal Lira, Michigan State University; Harrison Douglas Lawson, Michigan State University; Daina Briedis, Michigan State University; Lisa Linnenbrink-Garcia, Michigan State University; S. Patrick Walton, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

portion of my expenses. Please list approximate percentage of expenses covered (1 to100%)).” Students only saw the second scholarship question if they answered yes to the firstquestion. Motivation. Five questions measured engineering self-efficacy (⍺ = .88). A sample itemfor engineering self-efficacy is “I can do a good job on almost all my engineering coursework ifI do not give up.” Five questions measured engineering interest (⍺ = .91). A sample item forengineering interest is “Engineering is exciting to me.” Five questions measured attainment value(⍺ = .85). A sample item for attainment value is “Being good in engineering is an important partof who I am.” Finally, four questions measured utility value (⍺ = .87). A sample item for

Conference Session

First-Year Programs Division Technical Session 2: AI, Computation, and Electronics

Collection

2024 ASEE Annual Conference & Exposition

Authors

Azizi Penn, Purdue University ; Kerrie A. Douglas, Purdue University ; Tamara J. Moore, Purdue University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

students' motivation topursue a career in microelectronics differ after this limited curriculum intervention?Literature ReviewThe Role of Interest in Career DevelopmentSocial Cognitive Career Theory (SCCT) [9] is an overarching conceptual framework that guidesall of the decisions of the Scalable Asymmetric Lifecycle Engagement (SCALE) project. SCCTemphasizes the role of relevant interests in career development. Within SCCT's Choice Modeland Interest Model, interest directly links self-efficacy, outcome expectations, and career-relatedchoices [9]. Because of this, many studies seeking to affect student's interest in engineeringcareers focus on increasing student self-efficacy and outcome expectations. In SCCT, interestsdirectly relate to choice

Conference Session

Curricular Issues in Computing

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tony Andrew Lowe, Purdue University, West Lafayette (College of Engineering); Sean P. Brophy, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Computing & Information Technology

teams of four and complete in-class homework and projectchallenges with their team. Teams are assigned using a survey (discussed later) in order tobalance out multiple individual characteristics such as gender mix and self-reported efficacy andprior learning. The exact ‘formula’ by which the team assignments are made varies slightly inyear, but generally uses the same categories of data later discussed in Table 1. The methodologyfor forming team attempts to pick a ‘ringer’ for each team, based on self-reported self-efficacy inprogramming. The ringer is chosen based on the reported programming skills, but is balancedacross the demographic factors mentioned earlier as well as ensuring a balance of experienced,somewhat experienced and novice

Collection

14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Darren K Maczka, University of Tennessee at Knoxville; Erin J. McCave, University of Tennessee at Knoxville

instrumentadapting existing self-efficacy and motivation measures to the CT and engineering problemsolving context. We will share a draft edition of this survey and solicit feedback.References [1] Jeannette Wing. Computational thinking. 24(6):6–7. [2] Kenneth Reid and David Reeping. A classification scheme for “introduction to engineering” courses: Defining first-year courses based on descriptions, outcomes, and assessment. In American Society for Engineering Education Annual Conference & Exposition. Indianapolis, IN (1-11). Washington DC: American Society for Engineering Education. [3] Michael McCracken, Vicki Almstrum, Danny Diaz, Mark Guzdial, Dianne Hagan, Yifat Ben-David Kolikant, Cary Laxer, Lynda Thomas, Ian Utting, and Tadeusz

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Carl A. Nelson P.E., University of Nebraska-Lincoln; Greg Bashford P.E., University of Nebraska, Lincoln

Tagged Topics

Diversity, NSF Grantees Poster Session

thatone of the key indicators of a successful summer research experience is early contact betweenthe student and the faculty mentor and/or graduate student mentor prior to the start of theresearch experience, and regular contact thereafter. We also determined that for purposes ofengagement, it is important to provide hands-on activities from the beginning (in parallel withresearch training that supports the later phases of the summer project), even if these hands-onactivities do not bear directly on the longer-term research goals. Finally, we found that exposureto professional development activities involving industry and technology transfer themes resultedin increased self-efficacy related to the ability to innovate in students’ chosen field. A

Conference Session

Preparing Future Educators

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary Lynn Brannon, Pennsylvania State University, University Park

Tagged Divisions

Graduate Studies

skillsnecessary to be successful in classroom delivery. However, knowledge of pedagogy coupledwith theory provides a holistic experience for the GTAs. Learning to teach encompassespedagogy, theory and practice. In addition, the self-efficacy of the GTA is an importantcomponent of measurement of the GTAs performance. Do the GTAs believe that they areconfident and capable in their teaching practice? How does self-efficacy manifest in the GTAsteaching? The sense of efficacy is a judgment about capabilities to influence studentengagement and learning, even among those students who may be difficult to motivate”1 this canbe measured in GTA training by survey and observation. Early teaching experiences can have agreat impact on a GTAs efficacy in teaching as he

Conference Session

Unique Pedagogies for Mechanics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joshua Gargac, Ohio Northern University

Tagged Divisions

Mechanics Division (MECHS)

pass the course with at least a “C”. Students earning a “D” passed all the required Level 1skills, but did not regularly submit homework or daily class notes. Students earning an “F” did not passthe required Level 1 skills. All students earning an “F” did not regularly attend in-person meetings,submit homework, or sit for test assessments. Figure 2: Overall course grades for MBL system at UMU (2020) and ONU (2021-23).Student self-efficacy was measured by surveys administered during the 15th week of the semesterduring 2021, 2022, and 2023. The students ranked their competence with each skill on Likert Scale, andthen the student responses were compared across the course offerings (Fig. 3). Overall, the updatedMBL-approach resulted in

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Siobhan Oca, Duke University ; Genevieve M. Lipp, Duke University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

2021 were given to women [3], but they constitute 16% of work-ing professionals in the field [4]. Additionally, Hispanic and Black populations are under-represented in the engineering/STEM workforce relative to the general workforce: 11% ofthe total workforce is Black, but only 5% of the engineering workforce, and 17% of the totalworkforce is Hispanic, but only 8% of the STEM workforce [3]. Addressing the issues thatcreate these disparities is multifaceted, but beginning with educational interventions for stu-dents that enhance their self efficacy for further pursuing engineering post graduate is a start.Prior research has indicated the need to increase self efficacy in engineering students, es-pecially from these diverse backgrounds, to help

Conference Session

Understanding Inclusivity and Equity in STEM Contexts: Equity, Culture & Social Justice in Education Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Benjamin Lutz, California Polytechnic State University, San Luis Obispo; Steffen Peuker, California Polytechnic State University, San Luis Obispo

. As a team, we decided it was a critical item that should beretained, if possible, in order to assess student self-efficacy on these kinds of tasks. Further, if theitem was removed, the subscale related to perceived behavioral control would be measured byonly two items and negatively impact its reliability.7EFA Second IterationWe then prepared the data for a subsequent round of EFA with fewer variables. Table 3 belowshows the rotated factor solution for the second major iteration of EFA and the instrument that weplan to implement in upcoming academic terms for further validation.Table 3: Second iteration EFA results Item (from original 23 item ESJS) Factor

Conference Session

Practical Teaching in Manufacturing

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aaron Lalley P.E., South Dakota School of Mines and Technology; Michael Langerman, South Dakota School of Mines and Technology; Shaobo Huang, South Dakota School of Mines and Technology; Ryan H. Koontz, South Dakota School of Mines and Technology; Lisa Carlson, South Dakota School of Mines and Technology; Eric Jon Holmgren

Tagged Topics

Diversity

Tagged Divisions

Manufacturing

the course had a small effect on students’ intrinsic values, and mediumeffects on students’ feeling of inclusion and expectation of success in engineering design.However, it is worth mentioning that the pre-survey was conducted during the middle of thesemester. If measured for a whole semester, the data may have shown relatively larger effectsizes on students’ engineering motivation and design self-efficacy. Longitudinal data will becollected to investigate the influence of the course on students’ attitudes toward and learning ofengineering. Figure 19: Comparison of student engineering motivations Figure 20: Comparison of student design self -efficacyConclusionFeedback from industrial partners indicates

Conference Session

NSF Grantees: K-12 Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Osazuwa John Okundaye Jr., Texas A&M University; Malini Natarajarathinam, Texas A&M University; Sharon Lynn Chu, University of Florida; Mathew Kuttolamadom, Texas A&M University; Francis Quek, Virginia Polytechnic Institute and State University; Alexander Nicholas Berman, Texas A&M University

Tagged Topics

Diversity, NSF Grantees Poster Session

parts and ordering of needed parts; 2)creating a minimal viable prototypeand designing a production plan; 3)engage in production of kits; 4)packaging kits; 5)deploy kitsin the classroom; 6)perform a post-mortem review of strengths and weaknesses of the past sixweek’s production pipeline. As this was occurring, students were surveyed weekly to observe anychanges that occurred in their Maker Mindset and self efficacy on math and engineering. MakerMindset is a scale measure following a 7-point Likert scale using the Maker Mindset Assessment[3]. The assessment consists of 11 items that measures core facets of Making including creativityand teamwork (e.g., “I am willing to help other people”, “I like to share things I make with otherpeople

Conference Session

Using IT to Enhance Design Education

Collection

2003 Annual Conference

Authors

Brad Kinsey

related in a reciprocal manner to motivation. Motivation is often thought of interms of the interest or value a student would feel related to a given subject matter or task.However, motivational models in education and psychology stress the importance of theexpectancy construct. Two key ideas within this construct are self-concept and self-efficacy bothof which relate to self-confidence. Self-concept measures a student's general perception ofconfidence or ability regarding learning in a particular field, in this case engineering, whereasself-efficacy measures a student's perception of competence for handling specific tasks, herevisualization tasks. Students who feel self-confident about learning or performing well atspecific tasks will seek new

Conference Session

Minorities in Engineering Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jameka Wiggins, University of Maryland, Baltimore County; Jamie R. Gurganus, University of Maryland, Baltimore County

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

guidanceand support to students throughout their tenure at the university. Using a mix-method assessment, students were initially asked to participate in theEngineering State of Mind Instrument (ESMI), a recently tested and developed tool, at UMBC.The ESMI provides immediate evaluation to the student, assisting them in understanding theirattitudes, perceptions, motivations, and self-efficacy in pursuing an engineering degree. Studentscan use the results and recommended interventions to improve any mindset deficiencies. AfricanAmerican/Black students, who participated in the instrument, were asked to engage in a follow-up interview providing a more detailed explanation of their current mindset about theengineering field. Additionally, scholar

Conference Session

Teams and Teamwork in Design

Collection

2010 Annual Conference & Exposition

Authors

Senay Purzer, Purdue University

Tagged Divisions

Design in Engineering Education

AC 2010-1446: THE MERIT KIT: METHODS FOR EVALUATING ROLES ANDINTERACTIONS IN TEAMSSenay Purzer, Purdue University Senay Purzer is an Assistant Professor in the School of Engineering Education at Purdue University. She is also the Co-Director of Assessment Research for the Institute for P-12 Engineering Research and Learning (INSPIRE). She received a Ph.D. and a M.A in Science Education, Department of Curriculum and Instruction from Arizona State University. Her creative research focuses on collaborative learning, design & decision-making, and the role of engineering self-efficacy on student achievement

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; Marisa Exter, Purdue University; Monica E. Cardella, Purdue University, West Lafayette; Todd P. Shuba, Purdue University, West Lafayette; Ji Hyun Yu, Purdue University, West Lafayette; Mindy Hart, EPICS; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

engineering using a mixed-methods approach grounded in Social Page 24.826.2Cognitive Career Theory (SCCT)26. SCCT has its roots in Bandura’s Social Cognitive Theory(1997, 2001)27-28, which posits that personal characteristics, behaviors, and environment all playimportant roles in an individual’s academic and career choices. These choices are influenced bythree main factors: self-efficacy, outcome expectations, and personal interests. Brown andLent (1996)29 found that people choose not to follow certain career paths because of faultybeliefs they may hold about their own self-efficacy or faulty outcome expectations aboutacademic endeavors and/or

Conference Session

Undergraduate Student Issues: Culture

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lorelle A Meadows, University of Michigan; Denise Sekaquaptewa, University of Michigan

Tagged Divisions

Women in Engineering

learning and understanding isoptimized by taking an active role in collaborative or cooperative learning settings. However,the presence of gender bias on teams has been shown to diminish the effectiveness of activeparticipation38, resulting in fewer opportunities to develop self-confidence and a sense of self-efficacy in the field. Self-efficacy is defined by social science researchers as an individual’sjudgment of his or her own abilities to accomplish a specific task or objective39. Research in theSTEM fields suggests that students with high self-efficacy show greater cognitive engagement inrelated tasks40, and set more challenging goals with stronger commitment. In addition, researchreveals that men achieve higher levels of self-efficacy in

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Dean, STEMWorks, LLC; James Van Haneghan, STEMWorks, LLC; Susan Pruet, STEMWorks, LLC; James Duke, STEMWorks, LLC.

Tagged Topics

Diversity, NSF Grantees Poster Session

own words.This instrument was developed to measure indicators of impact on the SCCT constructs ofoutcome expectations and self-efficacy. Figure 2: Outcomes and Subscales of the Pre/Post Test. Note: * indicates significant differences favoring Academy Cadets.To supplement the pre/post assessment we collected qualitative data through interviews andstudent reflection journals. At the end of each day of the Academy, students were givenreflection prompts about the day’s activities. Students kept an electronic journal which captureda record of all their responses to each prompt. These journals were analyzed and comparedagainst the findings from the pre/post survey to better understand student attitudes towardSTEM, big ideas students took

Collection

AEE Journal

Authors

Katherine Fu; Robert Kirkman; Bumsoo Lee

human tendencies to lie, exaggerate,give perceived desired answers, and be influenced by mood. Self-reported data is relativelylow-cost to collect, and is therefore combined with direct testing to give a richer picture ofthe data. Here, self-reported measures include a Likert-scale survey regarding feelings aboutthe importance of ethical thinking, combined with a self-efficacy survey inquiring about howequipped students feel they are to perform particular tasks related to ethical awareness andanalysis. Direct skills testing, in which students’ ability or knowledge is tested with an objectively evalu-ated task, is more reliably valid, but again comes with its own drawbacks. The experimental findingsare highly influenced by the choice and

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carol S. Gattis, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Don Nix, University of Arkansas; Jennie S. Popp Ph.D., University of Arkansas ; Michele Cleary, Cleary Scientific Intelligence, LLC; Wenjuo Lo, University of Arkansas; Bryan Hill, University of Arkansas; Paul D. Adams, University of Arkansas

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, socializing, and academic preparations, measured on a 5-point Likert-typescale to indicate how frequently they did those activities during a regular week (5 = Always; 4 =Often; 3 = Sometimes; 2 = Rarely; 1 = Never). One item is related to work (i.e., Working forpay) and one item asks about “relaxing and socializing.” The remaining six items are related toacademic activities, such as “Preparing for class.”1.2 Core Integration ConstructThe Academic Self-efficacy scale (10-item 5-point Likert-type scale, with 5=Extremelyconfident, 1=Not at all confident) measures the student’s self-evaluation of their ability andchances for success in the academic environment [60].The Career Self-efficacy scale (4-item) identifies the extent to which students have

Conference Session

Classroom Practice I: Active and Collaborative Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Butler Velegol, Pennsylvania State University, University Park; Sarah E. Zappe, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

student preference 3,4 , self-efficacy5 and studentengagement6 . Although most studies have found no differences in measured learning gains 4,7,8 a fewhave9,10 .Although our previous work showed no differences in learning gains as measured by final exam scores 4 ,we wondered if a flipped classroom could create a more motivating classroom climate. One motivationtheory11 states that a student’s motivation to learn is based on three levers. The first levers is value. Dostudents see value in the content? The second lever is self-efficacy. Do students believe they can do wellin the class? Specifically, if a student has high efficacy expectancies, they believe that they are “capableof identifying, organizing, initiating and executing a course of action

Conference Session

First-Year Programs Division Technical Session 3; The Best of All the FPD Papers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie M. Gratiano, Roger Williams University; William John Palm IV P.E., Roger Williams University

Tagged Divisions

First-Year Programs

research paper examines first-year student performance and retention within engineering. Aconsiderable body of literature has reported factors influencing performance and retention,including high school GPA and SAT scores,1,2,3 gender,4 self-efficacy,1,5 social status,2,6,7hobbies,4 and social integration.6,7 Although these factors can help explain and even partiallypredict student outcomes, they can be difficult to measure; typical survey instruments are lengthyand can be invasive of student privacy. To address this limitation, the present paper examineswhether a much simpler survey can be used to understand student motivations and anticipatestudent outcomes.The survey was administered to 347 students in an introductory Engineering Graphics