Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 5: Exploring and Re-Examining Ideas in Engineering Entrepreneurship and Innovation Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alanna Epstein, University of Michigan; Nathalie Duval-Couetil, Purdue University at West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

toresources such as incubators (Karataş-Özkan & Chell, 2015; Parker et al., 2017; Poggesi et al.,2020). More recently, Wheadon and Duval-Couetil (2018) created a “capital framework” thatoutlines categories of barriers that control access, participation, and persistence in technologyentrepreneurship. This framework moves beyond social and financial capital, to explore howhuman capital (e.g. education) and cognitive capital (e.g., self-efficacy) are also factors inviewing oneself as a technology entrepreneur.Women currently face negative stereotypes about their competence in STEM fields as well assimilar stereotypes about their entrepreneurial abilities (Gupta et al., 2009), leading scholars todescribe technology entrepreneurship as "doubly

Conference Session

Design in Engineering Education Division (DEED) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Corey James Kado, Florida Polytechnic University; Elisabeth Kames, Florida Polytechnic University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

such influence can be the major a student is pursuing[19]. Along with varying by year of study, another study showed that the motivation of studentsis not stagnant but evolves throughout their time studying, with some motivation factorsbecoming more important than others [3]. There are multiple questionnaires that investigate themotivation of students, for this study the MSLQ is utilized.The MSLQ is a self-assessment questionnaire utilizing a Likert scale, rating a list of questions ona scale of “not true to me” to “very true to me.” This study specifically views five motivationfactors, which are gathered using this questionnaire: cognitive value, self-regulation, anxiety,intrinsic value, and self-efficacy. Cognitive value describes the

Collection

2022 ASEE Gulf Southwest Annual Conference

Authors

Alisha M. Bailey, Southern Methodist University; Alain Mota, Southern Methodist University; Kristine Reiley, SMU, Caruth Institute for Engineering Education

Tagged Topics

Diversity

redesign process of theengineering camps. As we continue to strive to support Black and Latinx females, the diversityof our camp counselors will seek to align to our camp attendees. We will continue to enrich theexperiences of the attendees by exposing them to STEM undergraduate and graduate studentsthat connect to their ethnic and cultural background. The goal is for undergraduate and graduatestudents to facilitate the informal learning experiences for the summer camp participants. Theintentional hiring of camp counselors will also be matched by intentional professionaldevelopment that will give a baseline understanding of the facilitation of the camp content toalso address increase self-efficacy, value, and STEM and Engineering identity

Conference Session

Multidisciplinary Engineering Division Technical Session - Machine Learning, IoT, Writing Center Peer Tutors, Conceptual Modeling

Collection

2022 ASEE Annual Conference & Exposition

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato; Yuezhou Wang, Minnesota State University, Mankato; Lauren Singelmann, North Dakota State University

motivation to persist.We hypothesize that this continuum map will hold true in our sample group of learners. While theextrinsic motivation factors such as grades, graduation credit requirement, and salaries, remain adriving force, more students may have started to develop rationale behind their learning activitiesand discover the inherent value of being an engineer. These intrinsically motivated students areoften empowered by their self-efficacy and self-expectancy [21-23]. Again, perception matters. Ifone believes the ability to reach the goal and expects to create great value, then this individual ismotivated to act. Also, classroom environments can facilitate or harm intrinsic motivation,curiosity, and the desire for challenge according to how

Conference Session

First-Year Programs: Diversity, Equity and Inclusion in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emma Tevaarwerk, Northwestern University; Kathleen Carmichael, Northwestern University; Ordel Brown, Northwestern University; Lisa Davidson; Elise Gruneisen

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

’ abilities to value diverse perspectives within a group, facilitate contributions from allgroup members, assess their own and others’ contributions to the group, enable a constructiveteam climate, and promote a constructive conflict response [18]. This concept guided thedevelopment of survey questions that measured students’ perceived abilities, in alignment withliterature on project-based teams in engineering educational contexts [24]. The inclusive team-based learning items used the same response scale as the General Self-efficacy Scale, given theevidence of high reliability and cross-cultural validity [25]. Additionally, the survey askedstudents to rate how easy or difficult the 16 inclusive team-based learning activities felt, giventhat team

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Isabel Miller, University of Illinois at Urbana - Champaign; Sara Xochilt Lamer, University of Illinois at Urbana - Champaign; Karin Jensen, University of Illinois at Urbana - Champaign; Holly M. Golecki, University of Illinois at Urbana - Champaign

Tagged Divisions

Biomedical Engineering

Flexibility in Somatization, Depression, Anxiety, and General Psychological Distress in a Nonclinical College Sample,” J. Evid.-Based Complement. Altern. Med., vol. 17, no. 1, pp. 66–71, Jan. 2012, doi: 10.1177/2156587211423400. [6] K. Caldwell, M. Harrison, M. Adams, R. H. Quin, and J. Greeson, “Developing Mindfulness in College Students Through Movement-Based Courses: Effects on Self-Regulatory Self- Efficacy, Mood, Stress, and Sleep Quality,” J. Am. Coll. Health, vol. 58, no. 5, pp. 433–442, Mar. 2010, doi: 10.1080/07448480903540481. [7] T. R. Ramler, L. R. Tennison, J. Lynch, and P. Murphy, “Mindfulness and the College Transition: The Efficacy of an Adapted Mindfulness-Based Stress Reduction Intervention in

Conference Session

SED Technical Session: Systems Thinking

Collection

2019 ASEE Annual Conference & Exposition

Authors

Erin Stirgus; Morteza Nagahi, Mississippi State University; Junfeng Ma, Mississippi State University; Raed Jaradat, Mississippi State University; Lesley Strawderman, Mississippi State University; Deborah K. Eakin, Mississippi State University

Tagged Divisions

Systems Engineering

. 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. 225–252, 2011.[15] D. A. Weiser and H. R. Riggio, “Family background and academic achievement: does self-efficacy mediate outcomes?” Social Psychology of Education, vol. 13, no. 3, pp. 367– 383, 2010.[16] R. M. Jaradat and C. B. Keating, “Systems thinking capacity: implications and challenges for complex system governance development,” International Journal of System of Systems Engineering, vol. 7, no. 1/2/3, p. 75, 2016.[17] K. M. Castelle and R. M. Jaradat, “Development of an Instrument to Assess Capacity for Systems Thinking,” Procedia

Conference Session

Computers in Education Division Technical Session 8: Modulus Topics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Safia Malallah, Kansas State University; Joshua Levi Weese, Kansas State University

Tagged Divisions

Computers in Education

- and post-self-efficacy surveys by Weese and Feldhausen [18], containing10 CT concepts (ALG, CON, DEC, IAI, USE, TAD, DAT, ABS, PAR, QUE). Instrument 3observed engagement and body language of the instructors and how concepts were deliveredthrough each session. Using a rubric based on Dr. Edward Desmarais’s presentationassessment rubric, using evaluation methods and the nine principles of good practice forassessing student learning [25]Storyboard-treeA storyboard tree is a technique to construct a MM by associate information based on amemorable story, promoting retrieval within the flow of a story. The idea of chaining theinformation as a story adopted from chain association method [2].Figure 1 presents a high-level overview of the primary

Conference Session

First-Year Programs: Tuesday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brandon B. Terranova, Drexel University; Christopher M. Weyant, Drexel University (Eng. & Eng. Tech.); Steven Wrenn, Drexel Unviersity, Chemical and Biological Engineering Department; Youngmoo Kim, Drexel University, ExCITe Center; Lunal Khuon, Drexel University; Kristin Imhoff, Drexel University (Eng. & Eng. Tech.); Kevin Ayers, Drexel University (Eng. & Eng. Tech.); Antonios Kontsos, Drexel University (Eng. & Eng. Tech.); Leonid Hrebien, Drexel University (Eng. & Eng. Tech.); James E. Mitchell, Drexel University (Eng. & Eng. Tech.)

Tagged Divisions

First-Year Programs

. Threedesign-focused mini-projects were piloted during the fall and winter quarters of the 2016 – 2017academic year. A professional skills-focused "micro-project" ran for the first three weeks of thefall quarter, followed by seven weeks of a design-focused "mini-project". Pilot sections in thewinter quarter began with a different seven-week mini-project followed by three weeks ofanother professional skills-focused micro-project. The first three mini-projects developed for thiseffort were titled: Robot Instruments, Heat Engine, and the Supercap Car Challenge. During thefall and winter quarters, students in the pilot sections were given self-efficacy surveys before andafter their projects based on a Likert-type scale. These gauged their impressions of

Conference Session

Systems Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Morteza Nagahi, Mississippi State University; Raed Jaradat, Mississippi State University; Samaneh Davarzani, Mississippi State University; Mohammad Nagahisarchoghaei, University of North Carolina at Charlotte; Simon R. Goerger, U.S. Army Engineer Research and Development Center

Tagged Divisions

Systems Engineering

, and demographic characteristics, in conjunction with ST skills and PP, might influence the academic performance of engineering students. All the mentioned measures and scales, including the Big five personality instrument, motivation, self-efficacy, time management, and demographic characteristics, as well as the current study variables, which are part of the comprehensive theoretical model of a bigger study, will be used for future data collection and analysis. Moreover, it would be beneficial to compare the predictive validity of ST skills and PP to other well-known predictors of academic performance. Future studies would also include the type of training needed to enhance students' level of systems skills based on

Collection

2016 Rocky Mountain Section Conference

Authors

Audrianna Rodriguez; Maria-Isabel Carnasciali; Shannon Ciston; Melissa L. Whitson; Viktoria Zelenak Berendt

previous educational experiences and “enter with lower self-efficacy beliefs aboutpersonal academic skills than the traditional student.”10 In addition to this barrier, manynontraditional students experience “feelings of isolation and not fitting in, lack of access toresources, scheduling conflicts, lack of course availability and course times, financial difficulties,and the lack of catering to nontraditional students detracted from the overall college experience.”11Additionally, the challenge of balancing work, school, and life can create pressures for the adultlearner. “According to the resource scarcity theory, going back to school creates another roledomain that competes for limited resources: the student’s time, energy, and finances.”12

Collection

2014 Fall ASEE Middle Atlantic Section Conference

Authors

Sadan Kulturel-Konak; Abdullah Konak; Gül E. Okudan Kremer; Ivan E. Esparragoza

processing questions, as well as the average scores of inherentprecursor for sustaining long-term learning. Therefore, interest, perceived importance, and self-efficacy questions forevaluating students’ inherent interest is especially critical for the two groups. In the overall scores, Group II performed aboutprofessional skills assessment, where sustainable, long-term 5% higher than Group I did (with a statistical significance oflearning is paramount. In this study, participants’ inherent p=0.011). The overall test score in Table II indicated a slightinterests were measured using the three Likert-scale questions progress in teamwork communication skills of students, but(five levels ranging from 1-Not Interested

Conference Session

Student Division Technical 3: Mixed - Research, Engineering Design, Design Thinking, and Curriculum Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Julia Brisbane, Virginia Polytechnic Institute and State University; Jeremi London, Virginia Polytechnic Institute and State University; Kingsley Reeves, University of South Florida

students to have for creative concept generation in engineering design [11].Mohammed and colleagues found that a higher tolerance for ambiguity increased the self-efficacy, satisfaction, and conflict resolution of students working on an engineering designproject [12]. Based on the existing literature, it can be argued that students with a highertolerance of ambiguity will be better suited to engage and solve contemporary problems faced by21st-century engineers due to the skills they may gain from this ability. In contrast, students witha lower tolerance of ambiguity may be unmotivated in an engineering work environment andstruggle to perform well. Given this reality, pedagogical innovations, shown to increase studenttolerance of ambiguity, have

Conference Session

Focus on IE Course Design and Assessment

Collection

2008 Annual Conference & Exposition

Authors

Paul Kauffmann, East Carolina University; Cathy Hall, East Carolina University; Gene Dixon, East Carolina University; John Garner, East Carolina University

Tagged Divisions

Industrial Engineering

personality factors were explored in relation to time to degree. 9Data collected over a six-year period showed locus of control significantly contributed toobtaining an undergraduate degree in a timely manner. However, metacognitive skills, actionbehaviors related to academic success, and high school GPA were the three factors that emergedas predictors of college GPA. This research supported Borkowski’s 10, 11 model of academicachievement based on the dimensions of metacognition and affective factors. Metacognitioninvolves a knowledge of learning strategies and using these strategies in an effective andefficient manner. The affective component involves factors such as self-efficacy, motivation,and locus of control. Research supports the role of

Conference Session

Software Engineering Division (SWED) Technical Session #3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joydeep Mitra, Northeastern University; Amir Kirsh

Tagged Divisions

Software Engineering Division (SWED)

of work self-reported by students? 2. RQ2: Would there be any change in their work distribution if given a recommended collaboration workflow? 3. RQ3: What collaborative models do students in an introductory software engineering course follow when working in a team?Related WorkWorking in pairs on programming assignments is helpful for students as it improves performanceand self-efficacy [1, 2, 3, 4, 5]. However, assessing individual work in group activities ischallenging. Therefore, several approaches to effectively evaluate group work have beenproposed – (a) give the same grade to all students; (b) give the same grade to all students unlessotherwise requested by the team or based on the instructor’s perception that the

Conference Session

CIP Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Samantha Ruth Brunhaver, Stanford University; Shannon Katherine Gilmartin, Stanford University; Michelle Marie Grau, Stanford University; Sheri Sheppard, Stanford University; Helen L. Chen, Stanford University

Tagged Divisions

College Industry Partnerships

engineering education to the engineering workforce.The EPS study used a sequential, exploratory mixed-methods design, where findings frominterviews with 30 early career engineering graduates were used to develop the Pathways ofEngineering Alumni Research Survey, or PEARS, instrument34-35. PEARS was designed withtwo goals: (1) to identify the educational and workplace factors that most influence engineeringgraduates’ initial and future career plans, and (2) to develop a better understanding of their earlycareer work, experiences, and perspectives.To achieve the first goal, PEARS was framed in Social Cognitive Career Theory, or SCCT,which posits that career goals and actions are influenced directly by self-efficacy, outcomeexpectations, and interests

Collection

ASEE 2021 Gulf-Southwest Annual Conference

Authors

Tracy Anne Hammond, Texas A&M University; Karan Watson P.E., Texas A&M University; Samantha Ray, Texas A&M University; Robert Harold Lightfoot Jr, Texas A&M University; Drew Steven Casey, Texas A&M University; Shawna Thomas, Texas A&M University

Tagged Topics

Diversity

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer Hasler, Georgia Institute of Technology

Tagged Topics

NSF Grantees Poster Session

. Minch, and L. Vanasupa, “Work in progress: A modular course on sensors, instrumentation, and measurement: Supporting a diversity of learners’ agency of self-direction,” in ASEE Virtual Annual Conference, 06 2020.[31] H. Celik, H. Pektas, and O. Karamustafaoglu, “The effects of the flipped classroom model on the laboratory self- efficacy and attitude of higher education students,” Electronic Journal for Research in Science and Mathematics Education, vol. 25, no. 2, pp. 47–67, 07 2021.[32] B. D. Rio-Gamero, D. E. Santiago, J. Schallenberg-Rodriguez, and N. Melian-Martel, “Does the use of videos in flipped classrooms in engineering labs improve student performance?” Education Sciences, vol. 12, no. 11, 2022.[33] A. Dallal

Collection

2020 ASEE North Central Section conference

Authors

Bhuvana Ramachandran, University of West Florida; Chathapuram Ramanathan, University of West Florida,; Mohamed Khabou, University of West Florida

Tagged Topics

Diversity

from consideringengineering as a major or choosing engineering as a career. Barriers/Retention ChallengesAccording to Bandura’s self-efficacy theory [33], a person’s belief about his/her ability tosuccessfully perform a task may be an important factor in the choice of certain behaviors oractivities. Wigfield and Eccles [34] built upon Bandura’s theory by arguing that in addition to self-efficacy, an individual’s choice of activities and behaviors will depend not only on how well theindividual believes that he/she will do on a given task, but will depend also on the value that theindividual places on the activity or behavior. According to this theory, expectancy and valuedirectly influence achievement choices. If

Conference Session

Knowing our Students, Faculty, and Profession

Collection

2010 Annual Conference & Exposition

Authors

Katherine Winters, Virginia Tech; Holly Matusovich, Virginia Tech; Ruth Streveler, Purdue Universtiy

Tagged Divisions

Educational Research and Methods

between our current classroom practices and students’ needsfor autonomy, competence and relatedness. With regard to autonomy, students do not feelsupported. They do not feel in control of their own learning or have the clarity instructions,functioning laboratory equipment, etc. that they need to successfully complete assignments andlearn the content. With regard to competence, across all four years students are not feelingsupported by faculty in their efforts for competence and mastery. We know from recent researchthat competence related constructs, including self-efficacy, are important to students‟, andparticularly women students‟, success. 26-31 The news for faculty is better with regard torelatedness. Other than the third year, students do

Conference Session

Certifying Teachers in Engineering or Integrated STEM

Collection

2011 ASEE Annual Conference & Exposition

Authors

Yvonne Ng, St. Catherine University; Lori R. Maxfield, Saint Catherine University

Tagged Divisions

K-12 & Pre-College Engineering

foundations: Having the general understanding of scientific knowledge, the ability to find new science knowledge as required, ability to quantitatively evaluate situations in order to make an informed decision.8 A minimal level is required to be able to start engineering programs in the first year of college (“engineering eligible”).19 ● Belief in competence: The belief that one can succeed in the chosen area. This belief in self, or self-efficacy, influences a student’s career decisions.16 Self-efficacy is important in persistence in engineering and can be positively influenced if experiences allow students to reflect on what they have accomplished and see how that can influences their future success

Conference Session

Electrical and Computer Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Caroline Crockett, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Divisions

Electrical and Computer

, self-efficacy, interest, and posi- FT, LT, and filtering will benefit tive feelings) [15] their career Quality Use of didactic or student-centered Students rate overall quality of in- Instructional instruction methods [14], [18] struction of SS Quality of presentation, organiza- tion, assessment, and pace [15] Quantity Hours students spent on homework Avg. hours spent on SS homework in a typical week (self-reported) Percentage of lectures attended Classroom Class morale [14], [20] If the

Conference Session

Technology Integration in Manufacturing Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joseph Ekong, Western New England University; Vedang Chauhan, Western New England University; Janose Osedeme; Seyed Niknam, Western New England University; Richard nguyen

learning versus interdisciplinary project-based learning." Interdisciplinary Journal of Problem-Based Learning 11.2 (2017): 12. 1316. Shin, Myeong-Hee. "Effects of project-based learning on students' motivation and self- efficacy." English Teaching 73.1 (2018): 95-114.17. Guo, Pengyue, et al. "A review of project-based learning in higher education: Student outcomes and measures." International Journal of Educational Research 102 (2020): 101586.18. Boysen, Nils, Malte Fliedner, and Armin Scholl. "A classification of assembly line balancing problems." European journal of operational research 183.2 (2007): 674-693.19. Holweg, Matthias, and Frits K. Pil. "The second century: reconnecting

Conference Session

Minorities in Engineering Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Denise M Driscoll, Purdue University at West Lafayette (PPI); Kristin Everett

, and Interconnectedness—encapsulate decades ofresearch on social cognitive career theory [5], social identity theory [6], self-efficacy theory [7],and need for social connectedness [8]. A fourth concept known to be important for inclusion isCultural-Intelligence (CQ). CQ enables people to work more effectively with culturally diverseothers, a skill critical for developing culturally intelligent, global engineers [9]. Having CQ alsoallows a person to understand the culture in a workplace, and, if inclusive, allows people fromdiverse backgrounds to feel that they fit in with the workplace culture. In addition, OverallInclusion (see Figure 1) was asked on a 1-7 strongly disagree to strongly agree scale, as well, todirectly gauge the more abstract

Conference Session

Approaches to Encouraging Student Engagement

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brantly Edward McCord, Purdue University, West Lafayette; Ronald Erdei, University of South Carolina; David M. Whittinghill, Purdue University, West Lafayette; Marisa Exter, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

. A graduate of Purdue University (PhD 2016), his research focuses primarily on reducing barriers to the learning process in college students. Topics of interest include computer science pedagogy, collabo- rative learning in college students, and human-centered design. Of particular interest are the development and application of instructional practices that provide benefits secondary to learning (i.e., in addition to learning), such as those that facilitate in learners increased self-efficacy, increased retention/graduation rate, increased matriculation into the workforce, and/or development of professional identity.Dr. David M Whittinghill, Purdue University-Main Campus, West Lafayette (College of Engineering) Dr

Conference Session

Modeling Student Data

Collection

2010 Annual Conference & Exposition

Authors

P.K. Imbrie, Purdue University; Joe Jien-Jou Lin, Purdue University; Kenneth Reid, Ohio Northern University

Tagged Divisions

Educational Research and Methods

factors andthe outcome of student’s retention after one year.A. Data CollectionIndependent Variables: The students’ non-cognitive measures were collected acrossnine scales in a self-reported online SASI survey completed prior to the freshman year5,6.These scales are: Leadership, Deep vs. Surface Learning Types, Teamwork, Self-efficacy, Motivation, Metacognition, Expectancy-value, and Major decision.The following eleven cognitive items were also collected: overall GPA and core GPAfrom high school, standardized test results, average high school grades in mathematics,science, and English classes and the number of semesters taking mathematics, science,and English

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Jacquelyn E. Kelly, Arizona State University; Dale R. Baker, Arizona State University

Tagged Topics

NSF Grantees Poster Session

inquiry activities, students withdrawing orreceiving a D or F dropped from 33% to 18%14. These results impact one of the major concernsof engineering education, that of retention. Motivational and affective beliefs that students bringto learning contexts directly affect their persistence and effort15. Two aspects of motivation havebeen shown to impact learning the most. These are the degree to which students think that theyare capable of completing a learning task (self-efficacy)16 and the degree to which they think thatthe activity is valuable to their long term future17, 18. Students interested short-term value of theirlearning are more likely to use strategies that facilitate quick learning, rather than deepunderstanding, and will be less

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emma Tevaarwerk DeCosta, Northwestern University; Kathleen Carmichael, Northwestern University; Lisa M. Davidson, Northwestern University; Ordel Brown, Northwestern University; Elise Gruneisen, Northwestern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

concept guided thedevelopment of survey questions that measured students’ perceived abilities, in alignment withliterature on project-based teams in engineering educational contexts [24]. The inclusive team-based learning items used the same response scale as the General Self-efficacy Scale, given theevidence of high reliability and cross-cultural validity [25]. Additionally, the survey askedstudents to rate how easy or difficult the 16 inclusive team-based learning activities felt, giventhat team-based activities can involve intercultural exchange. This strategy was informed by theconcept of intercultural effort [19], which explains that measuring students’ intergroupengagement without also measuring the effort required to engage across such

Conference Session

Student Teams and Teamwork

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jutshi Agarwal, University of Cincinnati; P.K. Imbrie, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

between team dynamics. The findings in this study also have limitations at the team forming stage. While UDO scoreswere used a criteria in different ways, it wasn’t the only criteria for team forming. Traditionalcriteria used in the course were given priority and UDO was used as a last criteria in formingteams. This could have significant implications to the interpretation of findings. A trulyexperimental setup was not feasible for a course offered at such a large scale. Furthermore, teameffectiveness can also vary with different factors in the course such as different instructors, priorexperience of students with teamwork, self-efficacy in course content, personality difference, andteam player disposition. These confounding factors need to be

Conference Session

Perspectives and Evaluation of Engineering Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Isabella Stuopis, Tufts University; Kristen B. Wendell, Tufts University; Melissa R. Mazan, Tufts University

Tagged Divisions

Educational Research and Methods

of knowledge development, identification with thediscipline, and navigation through benchmarks. Each of these three dimensions becomes morecomplex over the course of an undergraduate career, as the knowledge to which engineeringstudents are held accountable becomes more aligned with ill-structured workplace problems [10]and identity formation becomes a “double-sided” process requiring both self-efficacy and beingrecognized by others as belonging to the engineering community [9]. Grounded in this multi-dimensional perspective on the undergraduate engineering trajectory, we examined the influenceof the capstone project not only on traditional engineering expertise but also on the waysstudents were identifying with the discipline and navigating