Conference Session

Training and Mentoring of Graduate Teaching Assistants

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kevin Andrew Rosse-Richards, Purdue University; Juan Diego Velasquez, Purdue University, West Lafayette; David B Nelson, Purdue University; Chantal Levesque-Bristol, Purdue University

Tagged Divisions

Graduate Studies

: “I am confident that I can identify appropriate andeffective ways of addressing violations of academic integrity.” This resulted in the creation of a20-item survey that the students were asked to complete at the beginning of the morning sessionin order to measure their perceptions of self-efficacy related to the session objectives prior to theTAO (i.e., pre-survey). Then, at the end of the TAO, TAs were asked to respond to a post-assessment that contained the same 20 questions from the pre-assessment with an additionalquestion intended to measure the summative impact of the TAO (i.e., “I am confident thisorientation has prepared me for my role as a Teaching Assistant”), which was also set to a five-point Likert-type scale ranging from

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 10: Broadening Participation in P12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Edward Collins, National Society of Black Engineers; Rochelle L Williams, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

ways that make their success more likely [4].In engineering, there are different ways in which self-efficacy is measured. Three categories ofself-efficacy measures used are: 1) general academic self-efficacy, 2) domain-general self-efficacy, and 3) self-efficacy measures for specific engineering tasks or skills [5]. Generalacademic self-efficacy scales broadly assess engineering students’ beliefs in their capabilities toperform academically or perception of their competence to do the work [5]. The second, adaptedfrom general academic self-efficacy, domain-general self-efficacy asks students to rate theirgeneral confidence within a particular subject area of engineering [5]. Third, task- or skill-specific self-efficacy asks students to evaluate

Conference Session

Women in Engineering Division: Retention of Undergraduate Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elaine Zundl, Rutgers, The State University of New Jersey; Laura Stiltz, Rutgers, The State University of New Jersey; Helen M. Buettner, Rutgers, The State University of New Jersey

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

member.Since the inception of the Douglass Engineering Living-Learning Community in 2012, 42 first-year women have participated and completed the program. Of those women, 38 havesuccessfully stayed in an engineering curriculum (90% retention rate), and 29 have continued tolive together in another residence hall. To assess the effectiveness of this program on thepredictors of retention, all students participating were asked to complete the LongitudinalAssessment of Engineering Self-Efficacy (LAESE) developed by The Pennsylvania StateUniversity and University of Missouri. This instrument measures several outcomes related toretention and is widely used to better understand students’ feelings towards engineering. Focusgroups were also used to generate

Conference Session

Design Teams 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amy Trauth, University of Delaware; Marcia Gail Headley, University of Delaware; Sara Grajeda, University of Delaware; Dustyn Roberts P.E., University of Pennsylvania; Jenni Buckley, University of Delaware

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Paper ID #29944Individual Design Experiences Improve Students’ Self-Efficacy onTeam-Based Engineering Design ProjectsDr. Amy Trauth, University of Delaware Amy Trauth, Ph.D., is the Senior Associate Director of Science Education at the University of Delaware’s Professional Development Center for Educators. In her role, Amy works collaboratively with K-12 sci- ence and engineering teachers to develop and implement standards-based curricula and assessments. She also provides mentoring and coaching and co-teaching support to K-12 teachers across the entire tra- jectory of the profession. Her research focuses on teacher

Conference Session

K-12 & Pre-College Engineering Division: Fundamental: K-12 Student Beliefs, Motivation, and Self Efficacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer B. Listman, New York University ; Vikram Kapila, New York University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

to lower numbersof females in certain STEM majors and subsequent STEM careers. Gender differences in self-efficacy have been demonstrated in relation to math and engineering disciplines amongundergraduate students.10,11 We investigated the effects of a mentored summer researchexperience on high school students’ self-efficacy as it applied to STEM research-related tasks.The program participants are approximately 50% male and 50% female. Participants were askedto answer a 32-item anonymous, online survey, which is designed to measure STEM researchself-efficacy, both prior to entering and immediately upon completion of the program.2. Brief Description of Summer ProgramBased at New York University Tandon School of Engineering (NYU Tandon), a

Collection

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

Authors

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

students. To incorporate more focus on well-being and student success, thecourse credits were increased to allow for more contact with these students and dedicated time inthe classroom for a focus on well-being, introduction to resources on campus, and academicsuccess interventions.This work, conducted with support from an internal student success grant, has just completed thefirst year of data collection. Our goals for this project are to (1) develop increased confidence(self-efficacy) in ability to achieve in math and physics concepts and (2) understand howmindfulness can impact these students’ mental, physical, and emotional well-being and beincorporated into the classroom. To assess the impact of incorporating well-being measures intothe

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Megan Tomko, Georgia Institute of Technology; Robert L. Nagel, James Madison University; Melissa Wood Aleman, James Madison University; Wendy C Newstetter, Georgia Institute of Technology; Julie S Linsey, Georgia Institute of Technology

Tagged Topics

NSF Grantees Poster Session

makerspaces blend new manufacturingtechnologies like 3-d printing and laser cuttings with more traditional woodworking andmachine shop tools. Little data exist, however, about what the impact of universitymakerspaces is on the students who choose to participate in those spaces. In order to betterunderstand this impact of university makerspaces, our research team is conducting a multi-university longitudinal study.To measure the impact of making environments, this study looks at different metrics such asGPA, design self-efficacy, retention, and idea generation ability and how these metrics areaffected by different levels of involvement in university makerspaces. Preliminary results (twoof four years are completed) from the longitudinal studies raised

Conference Session

Track 6: Technical Session 1: Gendered Impacts of Code Critiquers on Self-Efficacy in First-Year Engineering Students.

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Mary Benjamin, Michigan Technological University; Laura Albrant, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University; Leo C. Ureel II, Michigan Technological University; Laura E Brown, Michigan Technological University; Jon Sticklen, Michigan Technological University; AJ Hamlin, Michigan Technological University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

scale was employed to measure students' self-efficacy in engineering tasks. Thisinstrument assesses various dimensions of engineering self-efficacy, including students’confidence in their ability to succeed in engineering courses, solve technical problems, andpersist in their engineering studies [15]. The assessment of engineering self-efficacy amongstudents will be focused on several constructs, each measured through specific items that providea comprehensive understanding of students’ confidence and perceived abilities within the field ofengineering, including Factor1: Engineering Self-Efficacy, Factor 2: Engineering CareerExpectations, Factor 3: Sense of Belonging, and Factor 4: Coping Self-Efficacy.Computer Programming Self-Efficacy Scale

Conference Session

Community Engagement Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rajani Muraleedharan, Saginaw Valley State University; Marie Cassar, Saginaw Valley State University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

-Middle and High School Students [5]will assess students’ attitudes about STEM-related academic course work, STEM-related careers,personal interests and professional contacts, growth mindset and self-efficacy. The survey is partof a set of STEM outreach measurement resources available for educational purposes from TheFriday Institute for Educational Innovation at North Carolina State University College ofEducation.The items assessing attitudes about STEM-related academic courses ask students to rateagreement, using a 5-point Likert scale, with statements related to math courses (3 items), andscience courses (3 items). Students are also asked to indicate agreement with statements assessinginterest in activities related to engineering and

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Nebojsa Jaksic

Session 2793 Improving Self-Efficacy in Engineering Students using PLC Based Traffic Light Experiments Nebojsa Jaksic University of Southern ColoradoAbstractIn ABET EC2000, eight of the eleven attributes are defined as abilities of engineering programgraduates. While educators have methods to measure these abilities, the students are often leftwith a somewhat vague idea of their increased knowledge and little sense of advancement intheir engineering capabilities. This research aims to develop metrics to measure improvements inthe self

Collection

2024 ASEE North Central Section Conference

Authors

Christopher Joseph Gioia; Louis Edward Christensen, The Ohio State University

’ perceptions of their own ability, or their self-efficacy, has been the topic of study fornumerous education papers in engineering and other fields. As with most topics self-efficacy is acomplex topic that is not constant for a person for all fields or times. Someone may be confidentin their ability to do one task, but at a different time they may be unsure of themselves due tooutside events. If the topic of that task changes so does their own perceived efficacy. In thecontext of engineering self-efficacy, Mamaril et al. described three different measures: generalacademic-self-efficacy, domain-general engineering self-efficacy, and skill based self-efficacy3.General academic self-efficacy refers to the students’ belief in their ability to accomplish

Conference Session

Women in Engineering Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Suzanne Zurn-Birkhimer, Purdue University, West Lafayette (College of Engineering); Mayari I. Serrano, Purdue Polytechnic Institute; Rachel Ann Baker

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

personal impact of the conferenceand included questions related to conference usefulnesses, self-esteem, self-efficacy, and programlogistics, as well as feedback about the overall conference experience. The Heatherton and Polivy 11State Self-Esteem Scale (SSES) was specifically designed to measure state self-esteem, which isdefined as the temporary fluctuations in self-esteem. The SSES is generally considered to be astable qualitative measure that is psychometrically sound and valid in laboratory, classroom, andclinical settings 11 . Table 1 lists the 14 questions from the SSES utilized by this study to measurethe self-esteem subcategories of academic performance (seven questions) and social confidence(seven questions). A 5-point Likert scale was

Conference Session

New Research & Trends for Minorities in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

K.L. Jordan, Michigan Technological University; Susan Amato-Henderson, Michigan Technological University; Sheryl A. Sorby, Michigan Technological University; Tammy L Haut Donahue, Michigan Technological University

Tagged Divisions

Minorities in Engineering

3 2 122 Sophomore 14 94 3 0 111 Junior 8 83 4 1 96 Senior 14 49 2 0 65 Total 53 326 12 3 394Table 1: Distribution of sample size my class and ethnicityInstrumentThe LAESE (Longitudinal Assessment of Engineering Self-efficacy) and APPLES(Academic Pathways of People Learning Engineering Survey) instruments werecombined and revised into an 86 item survey that would serve the needs of this researchstudy. The LAESE instrument was created, tested, and validated to measure self-efficacy,inclusion, and outcome expectations8. The APPLES

Conference Session

Beyond Students: Issues of Underrepresentation among Parents and Professionals

Collection

2014 ASEE Annual Conference & Exposition

Authors

Scott Hofacker PE, US Army

Tagged Divisions

Minorities in Engineering

attainment and career opportunity, as suggested by social cognitive careertheory11. However, no data on the career self-efficacy of engineers in the workplace exists.During this study, career self-efficacy of black engineers was measured using an adapted 25-question Career Decision Self-efficacy Short Form2 (CDSE-SF) instrument, assessing careerself-efficacy subscales of self-appraisal, occupational information gathering, goal setting,planning, and problem solving. The results of a survey of 131 black engineers in a largegovernment engineering organization indicate that the career self-efficacy of black engineers ishigh. While the CDSE-SF is highly respected and widely used, the recommendation is made tofurther develop and validate the career self

Conference Session

Minorities in Engineering Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jeremy A. Magruder Waisome, University of Florida; Kyla McMullen, University of Florida; Tiffanie R. Smith, University of Florida; Simone A. Smarr, University of Florida; Juan E. Gilbert, University of Florida

Tagged Divisions

Minorities in Engineering

data was collected across three instruments. Thedemographic questionnaire collected data about participants’ demographic information andacademic background. The Doctoral Student and Development and Outcomes Survey, createdusing the research of Nettles and Millet (2006) and Lovitts (2001), was used to assess thesatisfaction and scholarly engagement of the students’ academic experience20,21. The CareerDecision Self-Efficacy Scale (CDSEC), which was originally derived from the Competence Testportion of the Career Maturity Inventory, included five sub-scales measuring self-appraisal(knowing yourself), occupational information (knowing about careers), goal selection (selectinga job), planning (looking ahead to the future) and problem solving (what

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Brad Cicciarelli, Louisiana Tech University; Timothy Reeves, Louisiana Tech University; Catherine Hendricks Belk, Clemson University; Marisa K. Orr, Clemson University

Tagged Topics

NSF Grantees Poster Session

Student Preparedness for Chemical Engineering Curricula.” Chemical Engineering Education, 52(3): 181-191 (2018).[17] Cicciarelli, B.A., Sherer, E.A., Martin, B.A., and Orr, M.K., "From Assessment to Research: Evolution of the Study of a Two-Day Intervention for ChemE Sophomores.” 2020 ASEE Virtual Annual Conference, June 2020: Paper ID #30669.[18] Mamaril, N.A., Usher, E.L., Li, C.R., Economy, D.R. and Kennedy, M.S. “Measuring Undergraduate Students’ Engineering Self‐Efficacy: A Validation Study,” Journal of Engineering Education, 105(2), 366-395 (2016).[19] LAESE survey instrument developed as part of Assessing Women in Engineering (AWE) project: www.aweonline.org; NSF Grant #0120642. Marra, R.M. and Bogue, B., 2006

Conference Session

Middle School Students' Engineering Identity, Efficacy, Attitudes, and Perceptions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica D. Gale, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Jeremy Lingle, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Roxanne A. Moore, Georgia Institute of Technology; Jeffrey H. Rosen, Georgia Institute of Technology

Tagged Divisions

Pre-College Engineering Education

ofdescriptive sub-codes, such as student discussion of particular stages within the engineeringdesign process or sources of self-efficacy, and magnitude codes, such as student responsesindicative of various levels of understanding. Following coding, interview data were thendescribed using conceptually clustered matrices [32] in order to illustrate variations in patternsbetween students and across the two years for each student. These patterns were thentriangulated with students’ engineering design logs and results from an engineering designprocess assessment and a measure of academic self-efficacy (described below) to confirmwithin- and between-case patterns.Engineering Design Process LogsEngineering Design Process (EDP) Logs for two focal students

Conference Session

Research on Learning, Performance, and Impact

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cameron Denson, North Carolina State University; Chandra Y Austin Ph.D, Auburn University; Christine E. Hailey, Utah State University

Tagged Divisions

Minorities in Engineering

Paper ID #6156Evaluating the ”Impacts” Section of the Engineering Self-Efficacy, Interest,and Perception SurveyDr. Cameron Denson, North Carolina State UniversityChandra Y Austin Ph.D, Auburn UniversityDr. Christine E. Hailey, Utah State University Dr. Christine Hailey is a Senior Associate Dean in the College of Engineering and a Professor of Mechan- ical and Aerospace Engineering. Her teaching responsibilities include Thermodynamics I and the Women in Engineering Seminar. She is the Principal Investigator of an NSF-funded project entitled ”The Influ- ence of MESA Activities on Underrepresented Students.” The Math

Conference Session

Impact of COVID-19 on Design Education 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joanna Tsenn, Texas A&M University

Tagged Divisions

Design in Engineering Education

wereencouraged to submit FEDC fabrication requests rather than machining parts themselves due tothese protocol constraints.Design Self-Efficacy and Project Feedback Survey InstrumentIn the final three weeks of each semester, the second-semester senior design students are invitedto participate in an online engineering design self-efficacy and project feedback survey. Thesurvey is voluntary and has no impact on the students’ grades.The Carberry Design Self-Efficacy Instrument was used to measure the students’ beliefs in theirdesign abilities. The 36-item survey has been validated for content, criteria, and construct [18].It considers the four task-specific self-concepts of self-confidence, motivation, expectancy ofsuccess, and anxiety towards the task

Collection

2017 Gulf Southwest Section Conference

Authors

Tony McClary; Germain Degardin; John Kulpa; Patricia Sullivan; Karen Trujillo

the STEM fields including females, Hispanic students, African-American students, Native American students, and students from low socio-economicbackgrounds7. The majority of these studies that describe the links between self-efficacy andperformance are focused on long-term interventions and how self-efficacy can be affected overthe course of months or years. The purpose of this study was to examine whether or not a two-week, residential STEM intervention program for middle school students—The NM PREPAcademy—had a measurable effect on student confidence (a subcomponent of self-efficacy) andcontent knowledge. We also aimed to gain a greater understanding of how similar short-termintervention programs could be used to increase interest

Conference Session

Materials Division (MATS) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ryan Barlow, zyBooks; Adrian Rodriguez, zyBooks; Lauren Fogg; Linda Ratts, Wiley; Yasaman Adibi, zyBooks; Jenny Welter, Wiley; Mary Fraley, Michigan Technological University

Tagged Divisions

Materials Division (MATS)

Psychology, vol. 54, no. 6, pp. 1063–1070, 1988. doi:10.1037//0022-3514.54.6.1063.[11] N. A. Mamaril, E. L. Usher, C. R. Li, D. R. Economy, and M. S. Kennedy, “Measuring Undergraduate Students’ Engineering self‐efficacy: A validation study,” Journal of Engineering Education, vol. 105, no. 2, pp. 366–395, 2016. doi:10.1002/jee.20121.[12] 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.[13] Baker, D., Krause, S., & Purzer, S. (2008, June). Developing an instrument to measure tinkering and technical self efficacy in engineering. In 2008 Annual

Conference Session

Evaluation: Exploring the Impact of Summer Programs on K-12 Youth.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christine Burwell-Woo, Cañada College; Ray Lapuz, Canada College; Tracy Huang, Cañada College; Nicholas Langhoff, Canada College

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Area developed theSTEM Institute, a three-week program for current high school freshmen and sophomoresinterested in exploring Science, Technology, Engineering and Math (STEM). The programintroduces STEM through experiential learning using hands-on/real-world projects,classroom/lab instruction, speakers, on-campus field trips and workshops in five STEM fields ofstudy.This paper describes the evolution of the STEM Institute, including challenges encountered andstrategies employed to overcome those challenges. It also examines the effect that the programhad on student interest and self-efficacy in STEM, employing non-parametric statistical tests tocompare repeated measurements of student interest and self-efficacy. Program impact on thesubject

Conference Session

Statics Online

Collection

2015 ASEE Annual Conference & Exposition

Authors

Peggy C. Boylan-Ashraf, Stanford University; Sarah L. Billington, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Mechanics

theonline activities of Homework 3, 4, and 6). These three during-the-quarter surveysincluded pre and post measures. While some questions varied with online activity, totrack students’ progress of self-efficacy from beginning to end, there were two questions,which were asked consistently throughout the quarter that we refer to herein as Case 1 inthis study. These questions were:1) “How confident are you in drawing a free-body diagram?” This question was asked in the beginning of quarter survey, Homework 3-pre survey, Homework 3-post survey, Homework 4-pre survey, Homework 4-post survey, and end of quarter survey. Page 26.1672.92) “How confident

Conference Session

ERM: Find Out More About Faculty!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sarah Orton, University of Missouri - Columbia; Fan Yu, University of Missouri - Columbia; Johanna Milord; Lisa Flores, University of Missouri - Columbia; Rose Marra, University of Missouri - Columbia

additional feedback from the wider communityon the effectiveness of teaching strategies to improve self-efficacy and future work will includethe analysis of additional surveys that were administered to measure student self-efficacy withthe goal of determining simple and effective strategies that can be implemented in engineeringclassrooms.IntroductionFaculty members have a myriad of teaching strategies to choose from when teaching a course.This paper examines the faculty member choice (why they chose to use particular strategies intheir course) as well as their reflections on how well the strategy worked (impact on studentlearning vs ease of implementation). The strategies considered focused on improving student’ssense of engineering self-efficacy

Conference Session

Knowing Our Students I

Collection

2006 Annual Conference & Exposition

Authors

Mica Hutchison, Purdue University; Deborah Follman, Purdue University; George Bodner, Purdue University

Tagged Divisions

Educational Research and Methods

. Page 11.1112.1© American Society for Engineering Education, 2006 Self-Efficacy Beliefs of First-Year Engineering Students: In Their Own WordsAbstract Numerous studies have used quantitative self-efficacy measures to predict the choices,achievement, and interests of undergraduate engineering students. Self-efficacy theorists,however, argue that a discovery-oriented, qualitative approach is required to better understandthe sources and cognitive processing of students’ self-efficacy beliefs - their beliefs about theirabilities to complete the tasks that they deem necessary to achieve a desired outcome. This studyhas therefore employed qualitative measures to investigate the self-efficacy beliefs

Conference Session

Civil Engineering Division (CIVIL) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Adebayo Iyanuoluwa Olude, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

extrapolating these subgroup results. Greatersample sizes would yield more solid proof of the effects on a diverse learner’s body.According to [22], there is a high practical significance and potential for real-world impact dueto the very large effect size (d=1.03). However, depending solely on self-report measures has itslimitations due to its potential for bias. The conclusion that effects are meaningful would bestrengthened by the inclusion of objective competence measures. Long-term monitoring is alsorequired to ascertain whether effects endure over time [21]. All things considered, thispreliminary study offers a promising foundation for future research on self-efficacy andexperiment-centric pedagogy.ConclusionThis study demonstrates that

Conference Session

Enhancing the Underrepresented Student Experience

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kari L. Jordan, Ohio State University; Sheryl A. Sorby, Ohio State University

Tagged Divisions

Minorities in Engineering

significantly related to persistence. Their research showed reliableimprovement in persistence (p < 0.05) when motivation was included as a factor. Vogt et al. (28)measured self-variables including academic self-confidence and self-efficacy, as well as otherenvironmental and behavior variables to learn what influences a student’s academic achievement.They found that academic achievement was influenced by self-efficacy (p <= 0.01) and academicself-confidence (p <= 0.01). The results of these studies lead to a common conclusion. Self-regulation is essential inthe persistence of not only underrepresented minority students in engineering, but also allstudents. Self-regulation has also been found to result in improved student self

Conference Session

Mr. Burns' Brainchild: AI in the Springfield STEM Classroom, Release the Hounds!

Collection

2024 ASEE Annual Conference & Exposition

Authors

S. Shailja, University of California, Santa Barbara; Satish Kumar, University of California, Santa Barbara; Arthur Caetano, University of California, Santa Barbara; Ayush Pandey, University of California, Merced

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

’ increased proficiency. Moreover, 90% of the students developed models either fromscratch or by ensembling multiple models. This involves significant coding in Python (Figure 2A).Increase in student self-efficacy. We report the change in student self-efficacy measured usingthree related variables: (1) student confidence on speaking up about a technical area like AI, (2)student self-assurance and positive outlook for success in an AI career, and (3) outlook towards thefield of AI. First, we observe an increase in the students’ ability to understand and communicateAI research. As shown in the post-survey results (see Figure 5A), students’ showed a significantincrease in confidence in speaking up about topics in AI. The students’ ability to handle

Conference Session

Knowing Our Students, Part 2

Collection

2007 Annual Conference & Exposition

Authors

Mica Hutchison, Purdue University; Deborah Follman, Purdue University; George Bodner, Purdue University

Tagged Divisions

Educational Research and Methods

. Page 12.1396.1© American Society for Engineering Education, 2007 The Changing Tides: How Engineering Environments Play a Role in Self-Efficacy Belief ModificationAbstractSelf-efficacy beliefs are the beliefs people hold about their abilities to complete the tasks thatthey deem necessary to achieve success. Efficacy beliefs influence the choices people make, theeffort they put forth, and the degree to which they persist in the face of obstacles. Attempts tounderstand how students shape their efficacy for learning are therefore invaluable to educators.Previously, we used qualitative measures to investigate the self-efficacy beliefs of first-yearengineering students. That study revealed that early engineering students

Conference Session

Making, Hacking, and Extracurricular Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Shaunna Fultz Smith, Texas State University; Kimberly Grau Talley P.E., Texas State University; Araceli Martinez Ortiz, Texas State University; Vedaraman Sriraman, Texas State University

Tagged Divisions

Design in Engineering Education

notrequired to take the course, rather they chose to take it as an elective to accompany theireducational technology program courses. They were not required to participate in the researchportion of the course; however, all ten participants did sign IRB-approved consent forms toindicate their willingness to participate.Data Collection and AnalysisPre-/Post-test administration of the Engineering Design Self-Efficacy (EDSE) survey instrument(Carberry, Lee, & Ohland, 2010) serves as the primary data set. The EDSE was chosen for thisstudy because it is a validated instrument for measuring task-specific self-concepts, whichCarberry, Lee, and Ohland (2010) state are “any variable concerning the understanding anindividual has of him or herself for a