Conference Session

Research Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel Tillman, The University of Texas at El Paso (UTEP)

Tagged Divisions

K-12 & Pre-College Engineering

ifnecessary. Students finished the survey in an average of 10 minutes.ResultsResponse options to the engagement and self-efficacy surveys were coded with values of 3, 2, or1 for “A Lot Like Me,” “A Little Like Me,” and “Not at All Like Me,” respectively, and enteredinto PASW Statistics 18.0. Missing data were handled with multiple imputation.Factor AnalysesExploratory factor analyses (EFA). First, a series of exploratory factor analyses were done toexplore how the engagement survey items grouped together. A confirmatory factor analysisfollowed to evaluate how well the model fit the data.For the exploratory analyses, a few key standards were used for retaining factors, includingeigenvalues above one,29 scree plots,30 and the percent of variance

Conference Session

Multidisciplinary Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

David M. Feinauer P.E., Norwich University; Michael W. Prairie, Norwich University

Tagged Divisions

Multidisciplinary Engineering

resulted in a relatively lowperformance expectation—an expectation that their design merely result in a functioning powergenerator and accompanying monitoring system for measuring the generator’s power output.Constructing and constraining the project in this manner is critical to the perception of theproject as a “mastery experience” by most of the participants. Mastery experiences have beennoted2 as key to shaping many students’ self-efficacy beliefs; it has also been noted that astudent’s self-perception of content mastery is highly linked to their self-reported enjoyment,interest, and satisfaction. These factors are also commonly linked to one’s motivation forlearning. The next section presents how the scope of the project was appropriately

Conference Session

Retention and Persistence in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Corey T Schimpf, Purdue University, West Lafayette; George D Ricco, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

Classification System for Engineering Students Characteristics Affecting College Enrollment and Retention,” Journal of Engineering Education, vol. 98, pp. 361-376, 2009.5 Marra, R.M., Rodgers, K.A., Shen D. & Bogue B., “Women Engineering Students and Self-Efficacy: Multi-Year, Multi-Institution Study of Women Engineering Student Self-Efficacy,”Journal of Engineering Education, vol. 98, pp. 27-38, 2009.6 Hartman, M., & Hartman, M. "Leaving Engineering: Lessons from Rowan University? s College of Engineering'” Journal of Engineering Education, vol. 95, pp. 49-61, 2006.7 Bestfield-Sacre, M., Moreno, M., Shuman, L.J. & Atman, C.J., “Gender and Ethnicity Differences in Freshman Engineering Student Attitudes: A

Conference Session

PCEE Biomedical Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Locke Davenport Huyer, University of Toronto; Neal I. Callaghan, University of Toronto; Rami Saab, University of Toronto; Daniel Smieja, University of Toronto; Andrew Effat; Dawn M. Kilkenny, University of Toronto

Tagged Divisions

Pre-College Engineering Education

given equalopportunity for immersive BME opportunities.Outside of interest, it has also been shown that in the context of STEM education and career choices,student self-efficacy regarding research skills predicts undergraduate student aspirations for researchcareers [7]. Self-efficacy has also been identified to influence ‘motivation, persistence, anddetermination’ in overcoming challenges in a career pathway [8]. Programs that produced significantdifferences in student self-efficacy tend to be semester-long and academically challenging, as opposed toactivities such as field trips or singular class visits [9]. MEDscience, a medical simulation-based STEMprogram integrated into high school science classes through collaboration between the Harvard

Conference Session

Industrial Engineering Division (IND) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Oladayo John Akinpelu; Oludayo Samuel Alamu, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Neda Bazyar Shourabi, Pennsylvania State University, Berks Campus; Ayodeji B. Wemida; Mulugeta T Dugda, Morgan State University; Jumoke 'Kemi' Ladeji-Osias, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University

Tagged Divisions

Industrial Engineering Division (IND)

, “Undergraduate Heat Transfer Experiment: Measurement of ThermalConductivity of Liquids and Gases”. In 2005 Annual Conference (pp. 10-1366, 2005 June)[21] P.R. Pintrich, D.A. Smith, T. García, and W.J. McKeachie, “A manual for the use of themotivational strategies for learning questionnaire (MSLQ).” Ann Arbor, MI: University ofMichigan, National Center for Research to Improve Postsecondary Teaching and Learning,1991[22] M.J. Ford, H. Ritz, and E.M. Fisher, “Motivation, self-efficacy, and student engagement inintermediate mechanical engineering courses”. In 2020 ASEE Virtual Annual ConferenceContent [Accessed March 12, 2023][23] M.K. Smith, F.H. Jones, S.L. Gilbert and C.E. Wieman, “The Classroom ObservationProtocol for Undergraduate STEM (COPUS): A new

Conference Session

Materials Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nicole Johnson-Glauch; Mohsen Kivy, California Polytechnic State University, San Luis Obispo; Emily Haykoupian, California Polytechnic State University, San Luis Obispo

engineering education: A case study on creating prosthetic and assistive technologies for the developing world,” Dev. Eng., vol. 3, pp. 166–174, Jan. 2018, doi: 10.1016/j.deveng.2018.06.001.[5] E. E. Virtue and B. N. Hinnant-Crawford, “‘We’re doing things that are meaningful’: Student Perspectives of Project-based Learning Across the Disciplines,” Interdiscip. J. Probl.-Based Learn., vol. 13, no. 2, Sep. 2019, doi: 10.7771/1541-5015.1809.[6] D. Seth, J. Tangorra, and A. Ibrahim, “Measuring undergraduate students’ self-efficacy in engineering design in a project-based design course,” in 2015 IEEE Frontiers in Education Conference (FIE), Oct. 2015, pp. 1–8. doi: 10.1109/FIE.2015.7344247.[7] “Measuring the Effect of Experiential

Conference Session

Committee on Educational Policy Presents: Holistic Program Topics

Collection

2023 ASEE Annual Conference & Exposition

Authors

Margaret A. Hunter, Hofstra University; Lynn A. Albers, Hofstra University; Salvador Rojas-Murillo, Hofstra University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

student will complete the Felder/Soloman Indexof Learning Styles Questionnaire [13]. (See Appendix F.) Finally, it is not enough to understandthe definitions for diversity, equity, inclusion, and social justice. The authors attempt to measurethe feeling of diversity, equity and inclusion by measuring self-efficacy as it relates to impostersyndrome. A first attempt will include having students assess their performance on the activitiesthrough a reflection exercise. NVivo will be used to assess the student reflections for commonthemes. These evaluations will be conducted in the upper level courses with the scaled upactivities.TreatmentsWater Filtration Activity including Water Infrastructure EquityThere is a global and national disparity in access

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jessica Perez, California State Polytechnic University, Pomona; Faye Wachs, California State Polytechnic University, Pomona; Brooke Jones; Deanna Miranda Barrios; Lily Gossage, California State Polytechnic University, Pomona; Harmony Nguyen, California State Polytechnic University, Pomona

-URMstudents in STEM majors.Past studies conducted on SI for engineering students have consistently found that SI is linked togreater self-efficacy, persistence, and subsequent success in students’ academic programs[9,10,6]. important feature of SI is the supportive and collaborative learning environment sharedbetween the individual leading the session or SI leader and the student seeking support. Not onlydoes this deepen students’ understanding of difficult course concepts, but the learningenvironment inherent in SI ultimately increases student persistence and retention rates thusreflecting students’ success in their programs [1].III. TECHNOLOGY ASSISTED SUPPLEMENTAL INSTRUCTION (TASI)MethodsThis study is part of a larger Hispanic-Serving Institution

Conference Session

Minorities in Engineering Division Technical Session 9

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeremi S. London, Virginia Polytechnic Institute and State University; Stephanie G. Adams, University of Texas at Dallas; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Crystal M. Pee, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

in theworkplace and their career outcomes. Studies have shown that BWEF experience slightly higherstress than other faculty [2,3]. Time constraints on completing activities, promotion concerns, andvariations in expectations contribute to these higher stress levels; this is particularly true for women ofcolor at four-year colleges [3]. Additionally, the findings from other studies report that BWEF tend toencounter unique challenges along the tenure track [3], and have high extended family responsibility[1]. These factors can contribute to a lower self-efficacy, which correlates to feelings of institutionalfit [3]. On the other hand, perceptions of institutional fit can also be positively influenced bymentoring. Before moving on to mentoring

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2006 Annual Conference & Exposition

Authors

Dwight Tolliver, University of Tennessee; Lauren Hines, University of Tennessee; J. Roger Parsons, University of Tennessee-Knoxville

Tagged Divisions

First-Year Programs

interdisciplinary teams1, 2. As a result, many engineeringprograms now devote a portion of their curriculum to team experiences and buildingcommunication skills. These activities are designed not only to equip students with theinterpersonal skills that they will need in their career, but to build self-efficacy and helpincrease retention3.The Engage program at the University of Tennessee was designed to be an integratedcurriculum that would “continue to teach essential skills, using techniques that improveproblem-solving ability, teach design methodology, and teach teamwork andcommunication skills,”4. The Engage program is a 12 credit hour, two-semester coursethat all first year students are required to take. The program was piloted in the 1997-1998academic

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Monica E. Cardella, Purdue University-Main Campus, West Lafayette (College of Engineering); David B. Knight, Virginia Tech; Walter C. Lee, Virginia Tech; Karl W. Reid, National Society of Black Engineers; Morgan M. Hynes, Purdue University-Main Campus, West Lafayette (College of Engineering); Glenda D. Young Collins, Mississippi State University; Cheryl Beauchamp, Regent University; Tikyna Dandridge, Purdue University; Donovan Colquitt, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Topics

Diversity, NSF Grantees Poster Session

, Hispanics, and Girls in STEM by Expanding Summer Engineering ExperiencesAbstractPromoting the participation of under-represented minorities in engineering is a nationalimperative. Focusing on elementary school students is critical for broadening participation inengineering, as many children form lasting beliefs about their STEM identities and STEM self-efficacy in elementary school. While there has been a recent surge in efforts to integrateengineering in curriculum in traditional school settings, out-of-school settings continue to playan important role in promoting equity in pre-college engineering experiences. Out-of-schoolsettings in particular can be ideal for providing children with culturally-relevant engineeringexperiences

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Quamrul H. Mazumder, University of Michigan, Flint; Ulan Dakeev, University of Michigan, Flint

Tagged Divisions

First-Year Programs

Metacognitive Self-regulation Intrinsic Goal Orientation Extrinsic Goal Orientation Task Value Control of Learning Self-efficacy Test Anxiety Time/Study Management Effort Regulation

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stacey Forsyth, University of Colorado Boulder; Tim Ogino, University of Colorado Boulder; Angelina Ong M.A., J. Sickler Consulting; Jessica Sickler, J. Sickler Consulting

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

young BLV children. The library ran its programin fall 2022 and 2023 (for 14 and 19 students, respectively) as a semester-long (50-hour)experience held after-school and on weekends. The library developed project ideas incollaboration with a nearby school for the blind.MethodsSite leads collaborated with the research team to collect pre/post surveys and audio reflectionsfrom interns and feedback from site leaders and clients. Interns participated in a focus group atthe end of their internship experience. To date, the survey has adapted measures from validatedinstruments including the Fit of Personal Interests and Perceptions of Engineering Survey (F-PIPES) [12], Engineering Design Self-Efficacy Instrument [13], Short Instrument for

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

Allison L. Felix; Joel Z. Bandstra; William H.J. Strosnider

Likelihood of Applying Avg. Rating of Interest in Engineering 3.29 3.24 Future plans for assessment of the Environmental Engineering Design Academy include incorporating a pre and post assessment of content knowledge as well as student response journals and exit interviews to collect qualitative data about the program and design project on the students’ interest in engineering and SFU. In addition, a survey of students’ self-efficacy (adapted from the LAESE - Longitudinal Assessment of Engineering Self-Efficacy tool from Assessing Women and Men in Engineering, the Pennsylvania State University and University of Missouri, available at: http://www.engr.psu.edu/AWE

Conference Session

ERM Technical Session 10: Understanding Student Experiences

Collection

2019 ASEE Annual Conference & Exposition

Authors

Emma Brennan-Wydra, University of Michigan; Joanna Mirecki Millunchick, University of Michigan; Aaron W. Johnson, University of Michigan; Cynthia J. Finelli, University of Michigan; Trevion S. Henderson, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #26856The Influence of Background Characteristics on Socialization Processes inEngineeringMs. Emma Brennan-Wydra, University of Michigan Emma Brennan-Wydra is research associate in the Office of the Associate Dean for Undergraduate Ed- ucation at the University of Michigan College of Engineering. Her master’s thesis investigates the rela- tionships between library use and academic self-efficacy of undergraduate engineering students. Emma holds a master’s degree from the University of Michigan School of Information and bachelor’s degree in chemistry and women’s, gender, and sexuality studies from Yale

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Meagan R. Kendall, University of Texas, El Paso; Nathan Hyungsok Choe, University of Texas, Austin; Maya Denton, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

students attending a PWI from those of non-Hispanic white students at that PWI? 3. How do the same measures differ for Hispanic students attending an HSI from those of non-Hispanic white students at that HSI?These particular research questions are of interest as they allow us to distinguish between theimpacts of institutional type (RQ 1) and ethnicity (RQ 2 and 3) on student development. We arealso interested in understanding the differences in extracurricular experiences of Hispanicstudents due to the role that these experiences play in student self-efficacy and academicengagement [27]. Familial influence is also of interest due to prior studies that have linkedfamily support to self-efficacy and persistence [28].Methodology

Conference Session

High School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Heath Tims, Louisiana Tech University; Krystal S Corbett, Louisiana Tech University; Galen E. Turner III, Louisiana Tech University; David E. Hall, Louisiana Tech University

Tagged Divisions

K-12 & Pre-College Engineering

a seven-segment LED numberdisplay. As students’ intuition for electricity develops, they are introduced to the couplingsbetween electric current and magnetic fields through projects involving motors and speakers.Other projects discussed in this paper include trusses (vectors and forces), servo efficiency(energy conversion), accelerometers (programming, vectors and gravity), homemade guitars(waves and sound), solar ovens (energy and heat), and digital cameras (gravity and projectilemotion).The central focus of the NASA-Threads curriculum is to tie fundamental STEM topics tointeresting applications. This paper documents a selection of our major projects and alsoprovides data related to teacher self-efficacy for a summer 2011 workshop that

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christopher W. Swan, Tufts University; John J. Duffy, University of Massachusetts, Lowell; Kurt Paterson, Michigan Technological University; Angela R. Bielefeldt, University of Colorado, Boulder; Olga Pierrakos, James Madison University

Tagged Topics

NSF Grantees

, management, and assessment (for varying types of LTSexperiences, course levels, institutional cultures, program characteristics, disciplinary settings,community partner characteristics, student characteristics, etc.). Aligned with project goal #2, theassessment efforts will involve measuring how LTS impacts student learning and how facultycan use assessments to increase and enhance implementation of LTS efforts. Typical assessments Page 22.1444.10centered on students include measures of (a) student motivation and engagement, (b) self-efficacy, (c) student perceptions and learning outcomes during different types of LTSexperiences, etc. Findings from

Conference Session

Women in Engineering Division (WIED) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Catherine MacKenzie Campbell, University of Toronto, Canada; Andrea Chan, University of Toronto, Canada; Jessica J. Li, P.E., University of Toronto, Canada; Philip Asare, University of Toronto, Canada; Emily Moore, University of Toronto, Canada

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

learning is widely accepted as an integral part of engineeringeducation, as these experiences have been shown to improve students’ vocational self-conceptand work self-efficacy, as well as provide higher starting salaries post-graduation [10-11]. In thecontext of this study, enrolment in the program may signal students’ intent to be part of theengineering profession, or at least to obtain some professional experience in the field of theirdegree. However, given that the students are in their first year, we assume that they remain at anearly stage of professional socialization. Therefore, their expectations for the profession and theirown career trajectories may reflect their implicit assumptions about engineering and serve as abaseline for future

Conference Session

Assessment in Mechanics Courses

Collection

2022 ASEE Annual Conference & Exposition

Authors

Amie Baisley, University of Florida; Keith Hjelmstad, Arizona State University; Efhalia Chatziefstratiou, Arizona State University

inengineering education as engineering curriculum focuses primarily on the technical skills neededto be an engineer. One route to teaching these reflective skills is with self-assessment (SA). SAhas value in the classroom due to the learning benefits and skills it promotes, includingmetacognition and self-efficacy, while providing the student with a chance to reflect on their ownwork. SA has been used in a variety of settings with different methods of implementation but thereare only a few documented uses in engineering. This study investigates the accuracy of studentself-assessment scores as compared to an instructor score to discuss the value of this exercise forengineering students when the grading scheme is broken down by objectives in three

Conference Session

Energy Conversion and Conservation Division Technical Session 3: Education Track

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jan DeWaters P.E., Clarkson University; Stefan J. Grimberg, Clarkson University

Tagged Divisions

Energy Conversion and Conservation

in year 1 but still less than the MS response (inJanuary) of 85% (data not shown). Compared to HS students, MS students exhibited greaterfeelings of self-efficacy about their ability to contribute toward solving issues related to energyand the environment, although the HS response went up between years 1 and 2 (data not shown).These findings are consistent with our earlier studies looking at energy-related attitudes andbehaviors, where MS students had more positive energy-related behaviors and greater feelings ofenergy-related self-efficacy than HS students [28]. The link between self-efficacy and behavioris consistent with the work of Bandura et al. [29] who provided empirical evidence that people’sbehavior is strongly influenced by the

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Indiana University Purdue University, Indianapolis; Charles Feldhaus, Indiana University Purdue University, Indianapolis; Maher E. Rizkalla P.E., Indiana University Purdue University, Indianapolis; Mangilal Agarwal, Indiana University-Purdue University Indianapolis

Tagged Topics

Diversity, NSF Grantees Poster Session

. Specifically, there seems tobe a misalignment between teachers’ lessons and what the STIR is intended to measure, namely, afull scientific investigation. Furthermore, our observations also highlighted the challenge that highschool STEM teachers’ face in integrating nanotechnology into their classroom. While each of theclassroom lessons that we observed included a nano-component, the teacher’s primary focuscorresponded with something students were expected to know per state mandates and with respectto state tests. More time spent on nanotechnology, especially a full nano-lab would, we think,detract from what the teachers were expected to cover.Third, we did not find any changes in students’ STEM self-efficacy as measured by the S-STEMconstructs

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Patricia Ann Maloney, Texas Tech University; Weilong Cong, Texas Tech University; Meng Zhang, Kansas State University; Bingbing Li, California State University, Northridge

Tagged Topics

Diversity, NSF Grantees Poster Session

of our project is the assessment strategy. Forboth undergraduates and high school students, we have been able to collect content areaknowledge both before and after completing the class, as well as information about their attitudestowards engineering and self-efficacy beliefs. This has been particularly illuminating in regardsto subgroups like women and students of color. The Knowledge Assessment can be seen inAppendix A. It contains 10 multiple choice and five essay questions to determine studentknowledge about the basics of the course. The Attitudinal Assessment was taken from apreviously validated metric of engineering undergraduates’ attitudes towards engineering andself-efficacy assessment on those skills [14-15]. It can be seen in

Conference Session

WIED: Curricular Undergraduate Student Programs

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tonya Lynn Nilsson P.E., Santa Clara University

Tagged Divisions

Women in Engineering

Thesestrategies include: “integrating into coursework, Everyday Examples in Engineering (E3s);improving student spatial visualization skills; and improving and increasing faculty-studentinteraction.”14 These strategies have been shown to improve learning outcomes for all studentsbut particularly for female students.Incorporating E3s into a course enables the student to link the course material to a familiarconcept. As stated earlier, this familiarity can improve student interest and lessen student fearand anxiety, which improves student self-efficacy. This is especially important for femalestudents as research has shown that self-efficacy relates to female students’ persistence rates.15In fact, simply improving student interest in the subject matter is

Conference Session

Computers in Education Division Technical Session 10: STEM Outreach

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Afrin Naz, West Virginia University Institute of Technology; Mingyu Lu, West Virginia University Institute of Technology; Tommi Brooke Kenneda, West Virginia University Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

students’ intention to pursue STEM career will be assessed using Social Cognitive Career Theory. Students will take surveys about their intentions to pursue career in STEM disciplines prior to and after participating in the ambassadress program. The model of Social Cognitive Career Theory accounts for the development and influence of students’ self-efficacy, expected outcomes, and interests in STEM professions.Indicator 2 Parents will respond to a survey regarding their conceptions toward STEM before the ambassadress program, after they attend the “Family STEM Night,” and after the ambassadress program. Success will be indicated by positive changes in parents

Collection

2024 ASEE-GSW

Authors

Helen Elizabeth Geller, University of Texas at El Paso; Peter Golding P.E., University of Texas at El Paso; Alejandro Gonzalez; Annalisa Perez, University of Texas at El Paso

Tagged Topics

Diversity

. Michalsky, “Peer mentoring in mathematics: Effects on self- efficacy and achievement” Journal of Educational Psychology, 109(6), 767-778, 2017. Dual-Form Mentoring Model: Near-peer mentoring 4. C.M. Eddy & K.A. Hogan, “Peer mentoring in a university first-year science course: impact on academic performance and perceived experiences.” Journal of College Science Teaching, 49(2), 38-44, 2019. combined with reverse mentorship was employed. Near- 5. D. Yomtov, S. Plunkett, & R. Efrat “Can Peer Mentors Improve First-Year Experiences of University Students?” Journal

Collection

2024 ASEE PSW Conference

Authors

Monika Neda, University of Nevada - Las Vegas; Blanca Rincon; Daniel Sahl, University of Nevada - Las Vegas; Alok Pandey, College of Southern Nevada; Claudia Mora Bornholdt, College of Southern Nevada; John William Howard, College of Southern Nevada; Rachidi Salako, University of Nevada - Las Vegas; Vanessa W. Vongkulluksn Ph.D., University of Nevada - Las Vegas

I courses in Spring 2024. We arecollecting qualitative data on students’ game play as well as embedded surveys tapping thefollowing outcomes, such as usability, value beliefs, self-efficacy, personal relevance, culturalrelevance, situational interest, engagement and math knowledge. Overall, formative evaluationprocesses are integrated into the research methodology to continually enhance the effectivenessof the games. A diverse array of measurement strategies is employed to assess the impact ofMath Masters (M&M) on various facets of students' academic experience. These includequantitative and qualitative methods designed to gauge improvements in math knowledge,motivation, academic achievement, and persistence in engineering and other

Conference Session

Track 3: Technical Session 8: Self-Advocacy Professional Programming as a Framework to Support Non-Academic Outcomes of STEM PhD Graduate Education

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Carmen Maria Lilley, The University of Illinois at Chicago

Tagged Topics

CoNECD Paper Sessions, Diversity

students that impact their academic success. Noncognitive factors can include academicbehaviors, academic perseverance, academic mindsets, learning strategies, and social skills [5].The PMI is administered at the University of Illinois Chicago to first year students prior tostarting their first semester (prematriculation) and has been found to correlate to academicsuccess of students [4]. Questions related to Time Management, Self-Efficacy, Sense ofBelonging, Help Seeking and Managing Stress were adapted to survey the graduate students. Inaddition, mentoring by the academic supervisor is also important for PhD graduate students. Inthis case, measures in effective mentoring of faculty were adapted to ask about the mentoring byacademic supervisors

Conference Session

Improving ME instructional laboratories

Collection

2006 Annual Conference & Exposition

Authors

Jed Lyons, University of South Carolina

Tagged Divisions

Mechanical Engineering

Education. 21:5, 491-508.12. Edwards, H. (1993). Mistakes and Other Classroom Techniques: An Application of Social Learning Theory. Journal of Excellence in College Teaching. 4, 49-60.13. Goodwin, S. (1997). The Effects of Error Detection Instruction on Developmental Algebra Students. Dissertation. West Virginia University.14. Socha, D., Razmov, V., and Davis, E. (2003). Teaching Reflective Skills in an Engineering Course. Proceedings of he 2003 American Society of Engineering Education Annual Conference and Exposition.15. Lorenzet, S., Salas, E. and Tannenbaurm, S. (2005). Benefiting from Mistakes: The Impact of Guided Errors on Learning, Performance and Self-Efficacy. Human Resource Development Quarterly. 16:3, 301

Conference Session

Women in Engineering Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jessica J. Lofton, University of Evansville

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

like-minded peers, female college students, faculty, and practicing engineers in order to provide acritical mass of role models and begin developing a professional support network - both of whichhave been shown to improve retention and self-efficacy of women in STEM fields.The university assesses learning outcomes via a pre-test and post-test covering topics withinvarious engineering disciplines. Participants are asked to provide both qualitative andquantitative feedback regarding the camp experience in an exit survey on the final day of camp.All assessment is completed anonymously; however, archival data are not available for eachyear. This paper highlights qualitative and quantitative findings from the past decade.Introduction and