Conference Session

K-12 & Pre-College Engineering Division: Fundemental and Evaluation: Embedded Programs in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Terrance Denard Youngblood, Texas Tech University; Ibrahim H. Yeter, Texas Tech University; Casey Michael Williams, Texas Tech University; Hansel Burley, Texas Tech University

Tagged Divisions

Pre-College Engineering Education Division

the interrelationship among individual, environmental, andbehavioral variables that have key impacts on academic and career choice5. Additionally, TPBsuggests that any behavior, like STEM choice and performance, can be explained by a person’sintentions to engage in the behavior. The predictors of a behavior are an evaluation of thebehavior, perceived social pressure to perform the behavior (viz, teamwork) self-efficacy inrelation to the behavior, also known in TPB as behavioral control, and intention to perform thebehavior6. SCCT, self-efficacy, outcome expectations, and goals operate together with personalcharacteristics and environmental contexts to help shape academic and career development7.While it is claimed that SCCT is comprised of

Conference Session

First-Year Programs Division Technical Session 4A: Retention Programs and Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

W. Jackeline Torres, Rice University; Ann Saterbak, Rice University; Margaret E. Beier, Rice University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

the role of engineer starters’ early academic experiences,including participation in project-based courses, on retention. Future work will broaden bothpredictors and outcomes. In particular, we plan to assess engineer starters’ attitude toward STEM(e.g., interest, self-concept, self-efficacy) and academic performance and retention. Future workwill include pre-tests and post-tests to control for pre-existing differences in attitude and interestby course enrollment. We will also examine the impact of other early academic experiences onretention, including research experiences and participation in other courses with hands-onlearning components.IntroductionIn order to remain competitive in science, technology, engineering, and mathematics (STEM

Conference Session

FPD V: Increasing Engagement and Motivation of First-year Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Katherine S. Zerda, University of Houston; Diana G. de la Rosa-Pohl, University of Houston; Stuart A. Long, University of Houston; Fritz J. Claydon, University of Houston

Tagged Divisions

First-Year Programs

.” “The MacGyver projects were fun and effective ways to introduce basic concepts of engineering.” “The projects taught me a lot about teamwork.” “Working in groups because it teaches communication and group skills” Page 25.749.7Figure 2. Persistence of FTIC Engineering students from the AY 2007 cohort enrolled inProject-based First-Year engineering courses compared to peers enrolled in non-PBL lectureformat introductory courses.Additional surveys indicate that PBL students perceive that they have gained both in technicalcompetencies and in self-efficacy through their experiences in class. They express that they aremore

Conference Session

FPD 2: Building Community

Collection

2014 ASEE Annual Conference & Exposition

Authors

Betsy F. Willis, Southern Methodist University; David A. Willis, Southern Methodist University; Mark Fontenot, Southern Methodist University

Tagged Divisions

First-Year Programs

and performance.1 The study results showed asignificant inverse correlation between faculty distance (approachability and accessibility) andother constructs measured such as self-efficacy, academic confidence, and critical thinking.The living situation (on-campus, commuter, etc.) has a significant impact on students’persistence.4 Many studies support the positive benefits of participation in a living-learningcommunity. Soldner et al.5 state that participation in a science, technology, engineering, or math(STEM) living-learning community “have the capacity to enhance the quality of students’ peerand faculty interactions and deepen their sense of social support” (p. 330). However, somestudies found only small positive relationships between

Conference Session

Advances in Communication Instruction

Collection

2012 ASEE Annual Conference & Exposition

Authors

Holly M Matusovich, Virginia Tech; Marie C. Paretti, Virginia Tech; Andrea M. Motto, Virginia Tech ; Kelly J. Cross, Virginia Tech

Tagged Divisions

Liberal Education/Engineering & Society

communication orWAC faculty to help identify expectations, perceptions of quality and criteria for effectivecommunication, areas of overlap, skills that are not being addressed, and opportunities forreinforcement or development as students move through the curriculum. A richer understandingof faculty motivation with respect to these issues, to be developed in the next phase of this study,holds strong promise for identifying strategies and tools to support this dialogue. For example,research shows that faculty are uncomfortable teaching skills for which they also have low self-efficacy 34. Building faculty self-efficacy may be a critical part of such dialogs.Teaching teamworkThe findings surrounding teamwork, in contrast, show a strong need for more

Conference Session

Robot Mania!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Austin Talley, University of Texas, Austin; Richard H. Crawford P.E., University of Texas, Austin; Christina Kay White, Columbia University; Kristin L. Wood, University of Texas, Austin

Tagged Divisions

K-12 & Pre-College Engineering

mentionthat the opportunity to work on this as an “individual” designer and then together on“team builds during the final project” are the most helpful construction experiences.3.1.8 Guided and Independent BuildingThe scaffolding of the construction curriculum components is meant to meet the needs ofa novice builder by providing exposure, support, and improved self efficacy while alsoinspiring and engaging an experienced builder. There are guided build instructions andoptions to build independently from scratch. Participants found both important and someparticipants had completely different views. One participant states that “[t]he mosthelpful to me were the ones that were prescribed, versus having complete freedom,”supporting the need for guided

Collection

2024 Rocky Mountain Section Conference

Authors

Angela Bielefeldt; Azadeh Bolhari P.E.

added to surveys distributed in coursesfor other purposes (e.g., studies of identity, belonging, innovation self-efficacy). Coursesincluded in this study include two different engineering courses for first-year (FY) students,environmental engineering courses for junior/senior students, and a general engineering coursefor upper-division students. The surveys were distributed at the end of the semester in spring2023 and the beginning of the semester in fall 2023 and spring 2024. Response rates across thecourses ranged from 39% (spring 2023 post) to 93%. The data were collected as part of multipleresearch projects approved by the Institutional Review Board for Human Subjects Research.Statistical tests were used to evaluate differences observed

Conference Session

Women in Engineering Division (WIED) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Karen Watkins-Lewis, Morgan State University; Heather Dillon, University of Washington; Rebecca N. Sliger, Tacoma Community College; Bonnie J. Becker; Erica Cline; Cheryl Greengrove; Petronella A. James, Morgan State University; Angela Edes Kitali; Adrienne Scarcella

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

, Dr. Tequila Harris, and Dr. Jenny Serpa.References[1] Society of Women Engineers, “SWE Research Update: Women in Engineering by the Numbers (Nov. 2019) - All Together,” 2019. https://alltogether.swe.org/2019/11/swe-research-update-women-in-engineering-by-the-numbers-nov- 2019/#_edn3 (accessed Sep. 17, 2021).[2] B. L. Yoder, “Engineering by the Numbers,” American Society of Engineering Education, 2011.[3] L. O. Flowers, “Course-Based Undergraduate Research Experiences at HBCUs,” J. Educ. Soc. Policy, vol. 8, no. 1, p. 33, 2021, doi: 10.30845/jesp.v8n1p4.[4] A. Carpi, D. M. Ronan, H. M. Falconer, and N. H. Lents, “Cultivating minority scientists: Undergraduate research increases self-efficacy and career ambitions for

Conference Session

Broader Approaches to Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Qin Zhu, Virginia Polytechnic Institute and State University; Rockwell Franklin Clancy III, Virginia Polytechnic Institute and State University; Lisa M. Lee, Virginia Polytechnic Institute and State University

Tagged Divisions

Engineering Ethics Division (ETHICS)

and Florida Ethics Frameworks in STEM Enculturation IT #6 Institutional Transformation: University of Washington 2023-2028 Anticipating Undesirable Consequences of Computer Science Research IT #7 Institutional Transformation: Virginia Tech 2023-2028 Transforming Cultures of Responsible Research through the Development of Ethics Expertise and Self-Efficacy 3 among Faculty through Social NetworksTable 1 NSF CCE STEM (ER2) funded institutional transformation grantsAfter identifying the seven institutional

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Abdulrahman Alsharif, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University; Isil Anakok, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

experiences vary depending on the particular program ormodel students choose. For instance, the nature of the research undertaken by undergraduates working oncapstone projects differs from that involved in study abroad opportunities. Students participating incapstone projects have reported the development of professional skills such as project management,teamwork, and communication abilities [12], [13]. Alternatively, undergraduates conducting researchabroad consistently demonstrate growth in areas like cultural awareness, emotional resilience, linguisticskills, and research self-efficacy [4], [14], [15]. Extended involvement in undergraduate research hasbeen shown to result in more pronounced skill development [16]. While both models represent

Collection

2011 Pacific Southwest Section Meeting

Authors

Jennifer Van Donk; Justin Lekos; Sarah Baker; Kevin Yamauchi; Adam Paicely; Brian P. Self; A. Matthew Robinson

October 14, 2010, from http://odysseyteams.com/programs/helpingHands2. LEGS For All. LEGS For All . Retrieved January 19, 2011, from http://legsforall.com/projects/kneeproject.php3. Hansen, A. H., D. S. Childress, and E. H. Knox. "Prosthetic Foot Roll-over Shapes with Implications for Alignment of Trans-tibial Prostheses." Prosthetics and Orthotics International 24.3 (2000): 205-15. Print.4. Carberry, A., Lee, H.S., Ohland, M.W. (2010) Measuring engineering design self-efficacy. Journal of Engineering Education. 99(1): 71-79.5. Guay, F., Vallerand, R. J., and Blanchard, C. (2000) “On the Assessment of Situational Intrinsic and Extrinsic Motivation: The Situational Motivation Scale (SIMS)”. Motivation and Emotion. 24(3

Conference Session

Track 2: Technical Session 2: Bridging Futures Takes a Village: A Pre-College Collaborative Education and Research Approach to Broaden Participation of Underrepresented Population in STEM Career Pathways

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Olgha Bassam Qaqish, North Carolina State University at Raleigh; Chloe Hincher, North Carolina State University at Raleigh; Veronica Mbaneme, North Carolina State University; Sarah Olivia Harris, North Carolina State University at Raleigh

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

, confidence, and professional skill development among students. Allof these factors also influence engineering identity and research self efficacy [1]. In addition tofacilitating interactions with strategically trained faculty mentors, these ECHS REU students arementored by more senior researchers in their respective research labs, and within the GCSP-REUprogram, where various levels and fields of students have been collaborating for five weeks priorto the ECHS joining the team. This structured, tiered mentoring approach lessens the burden onany one member and expands the community of practice each student has. It has already proveneffective in previous GCSP-REU cohorts and could serve as a model for scaling in similarinitiatives [1]. In reflection

Conference Session

ERM: Problem Solving and Conceptual Understanding

Collection

2022 ASEE Annual Conference & Exposition

Authors

Roman Taraban, Texas Tech University; Sheima Khatib, Texas Tech University; Jacob Vaughn, Texas Tech University

affect. Specifically, problem-solving confidence relates to theemotions of the solver with respect to the problem. Confidence is an affective response, incontrast to the cognitive responses associated with metacognitive reflection. Confidence relatesto the “I Can” factor in Wankat and Oreovicz’s [7] problem-solving model. Other engineeringproblem-solving models include being positive, motivated, and confident among thecharacteristics of successful problem solvers [17] [18] and improving the confidence (or self-efficacy) of engineering problem solvers [19] [20]. Lester et al. [21] suggested that “students’success or failure in solving a problem often is as much a matter of self-confidence, motivation,perseverance, and many other noncognitive

Conference Session

Civil Engineering Division - Innovative Changes to the Typical Civil Engineering Coursework.

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jakob Bruhl, United States Military Academy; Andrea Surovek, South Dakota School of Mines and Technology; James Klosky, United States Military Academy

“function effectively on a team” [6]. Technical ability is essential toachieving these outcomes, but creativity also plays an important role. Within the engineeringdesign process, idea generation benefits greatly from individual and team creativity [10]. Morediverse teams tend to deliver more creative and innovative solutions but only when teammembers have high creative self-efficacy and function as part of team in which all membersvalue different perspectives and focus on developing new ideas [11], [12]. This paper is notsuggesting that developing creative skills should supplant the development of technicalcompetence. Instead, we argue that creativity skills should be viewed as equally important toengineering as technical knowledge if our

Conference Session

Assessment and Evaluation of K-12 Engineering Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

David G. Rethwisch, University of Iowa; Melissa Chapman Haynes, Professional Data Analysts; Soko S. Starobin, Iowa State University; Frankie Santos Laanan, Iowa State University; Tom Schenk Jr., Northwestern University

Tagged Divisions

K-12 & Pre-College Engineering

. 9 We also conducted some analysis that included additional mathematics and science courses(e.g., algebra 2, chemistry). PLTW students were much more likely to enroll in higher levelmathematics and science courses, which support the findings from Bottom & Uhn (2007). It ispossible, but we cannot conclusively determine, that PLTW’s pre- and co-requisites lead studentsto enrolling in more mathematics and science courses in high school. It is also possible thatPLTW’s program encourage students to enroll in additional coursework due to other factors,such as self-efficacy or student engagement. Notwithstanding the reason, it is clear that these additional mathematics and science coursesplay an important role in the growth of test

Conference Session

Educational Research and Methods Division (ERM) Technical Session 16

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrew Olewnik, University at Buffalo, The State University of New York; Monica Lynn Miles, University at Buffalo, The State University of New York; Hasan Asif, University at Buffalo, The State University of New York

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

allowsstudents to get involved [2] in meaningful ways in their campus community (and beyond).Understanding the navigation and impact of undergraduate research experiences for STEMstudents is limited and primarily derived from Research Experiences for Undergraduate (REU)programs [3]. There is a recognized need for research that more broadly explores undergraduateresearch experiences [3] considering their potential impact on individual students, institutions,and the engineering disciplines.For individual students, there are potential benefits in the form of professional competencydevelopment, persistence, self-efficacy, and GPA [3], [4], [5], [6], [7], [8], [9], [10], [11]. Forinstitutions (especially R1 institutions like the one where this study was

Conference Session

What Else do Environmental Engineers Need to Know

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susan Powers, Clarkson University; Jan DeWaters, Clarkson University; Suresh Dhaniyala, Clarkson University; Mary Margaret Monica Small, Clarkson University

Tagged Divisions

Environmental Engineering

toward global climate change and climate change science (Table 3).• Competency Survey: An Engineering Self-Efficacy Scale, which contains 15 Likert-type statements, was developed and used as part of a previous NSF-funded gender equity program at Clarkson University. It was adapted and used in this project to evaluate participants’ feelings of personal competency relative to NASA education and career goals and scientific/ technical careers related to climate change.Surveys were administered at the beginning and end of the semester for summative purposes.Statistical applications, including inferential statistics such as paired sample t-test, have beenused to measure pre/post changes in student responses. Analyses were conducted with

Conference Session

CIT Division Technical Session #6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sharon Ferguson, University of Toronto; James Magarian, Massachusetts Institute of Technology; Alison Olechowski, University of Toronto; Katherine Mao, University of Toronto

white STEM professionals [70]. In educational settings,those who have negative experiences with peers and instructors are less likely to be committed toengineering [71]. Further, experiencing discrimination during university has been shown to benegatively associated with self-efficacy and persistence in STEM for women [62], [47]especially if the discrimination was perpetrated by a faculty member [18], [72]. We capture thisdiscrimination and unequal treatment in the toxicity of the environment measure in our model.Early exposure to STEM has been shown to increase students’ likelihood of pursuing a STEMdegree [73]. One study suggests that female STEM students have a poorer understanding of whatan ML/AI career looks like, which may contribute to

Conference Session

Women in Engineering Division Technical Session - Strategies Beyond the Classroom to Tackle Gender Issues

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jason Bazylak, University of Toronto; Ruth A Childs, University of Toronto; Aimy Bazylak, University of Toronto

Tagged Divisions

Women in Engineering

diminishes female confidence (stereotype threat) [13-15],• females have an inborn disposition for ‘caring’ or ‘humanities’ jobs [16], and• female secondary students have lower self-efficacy and interest in engineering [17].In addition to under-representation there is an unequal distribution of female enrolmentamongst the disciplines (See Figures 1 and 2). Understanding what draws a higherpercentage of female students to disciplines such as chemical engineering, may revealstrategies to increase female enrolment in other disciplines.Within this multi-stage research project, we will use survey research methods to betterunderstand the reasons for this under-representation. We hypothesize that one reason for theunder

Conference Session

Assessment and Impact

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mary Raber, Michigan Technological University; Susan L. Amato-Henderson, Michigan Technological University

Tagged Divisions

Multidisciplinary Engineering

Ph.D. in experimental psychology from the University of North Dakota. Her research focuses on assessment of educational outcomes in higher education as related to STEM learning, with a focus on the effects of various experiences on in- dividuals’ self-efficacy, entrepreneurial intentions, creativity, and other related constructs, as well as the effects of an individual’s values and professional role orientation on STEM learning, retention, persis- tence, and ethics. Page 25.219.1 c American Society for Engineering Education, 2012 Assessing the Impact of Faculty

Conference Session

First-Year Programs: Unique Projects and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Wonki Lee, Purdue University at West Lafayette; Nathan Mentzer, Purdue University at West Lafayette

Tagged Divisions

First-Year Programs

assistant in Technology Education. Her research interests are culturally responsive teaching in multicultural settings, cultivating multiliteracies for multicultural education in K-12 contexts, and critical literacy education in early childhood. Her disserta- tion research concentrates on promoting preservice teachers’ self-efficacy beliefs in culturally responsive literacy teaching.Prof. Nathan Mentzer, Purdue University at West Lafayette Nathan Mentzer is an assistant professor in the College of Technology with a joint appointment in the College of Education at Purdue University. Hired as a part of the strategic P12 STEM initiative, he prepares Engineering/Technology candidates for teacher licensure. Dr. Mentzer’s

Conference Session

Graduate Studies Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nathalie Duval-Couetil, Purdue University at West Lafayette; Soohyun Yi, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

Unique interdisciplinary courses offered through SFEWS 4.00 0.71 4.00 1.22 4.67 0.58 Professional development offered through SFEWS 3.40 0.55 3.80 0.84 4.00 0.00 Interaction with industry 3.00 1.22 2.80 0.84 3.33 1.15 Learning Outcomes. Participants’ perceived self-efficacy for aspects of professionaldevelopment was measured with a 5-point scale (Table 4). Overall, participants agreed that they wereconfident about research-related tasks and ethics (e.g., responsible conduct of research, lab safety, labmanagement, presentations); and their confidence overall increased slightly over time. Their

Conference Session

Entrepreneurship and Innovation Beyond the Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alexander Joseph Zorychta, University of Virginia; Elizabeth P. Pyle MBA, University of Virginia

Tagged Divisions

Entrepreneurship & Engineering Innovation

intention is a strong predictor of entrepreneurial behavior [13]. There are threemain factors that affect behavioral intention within Ajzen’s theory of planned behavior:behavioral beliefs, normative beliefs, and control beliefs [14]. Behavioral beliefs are theexpectations an individual has if a certain behavior is performed, normative beliefs are thoseregarding what other people think about something, and control beliefs are those around thedifficulty of the behavior itself [14]. These beliefs can be influenced by aspects of both theindividual, like their traits and previous experiences, and the institution, like resource availabilityand social pressures [15,16].The behavioral beliefs have also been described as self-efficacy, which is “task

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jordyn M. Wolfand, University of Portland; Kathleen Bieryla, University of Portland; Christina Ivler

Tagged Divisions

First-Year Programs Division (FYP)

professional skills,” Int. J. Eng. Educ., vol. 29, no. 1, pp. 85–98, 2013.[18] P. L. Yorio and F. Ye, “A meta-analysis on the effects of service-learning on the social, personal, and cognitive outcomes of learning,” Acad. Manag. Learn. Educ., vol. 11, no. 1, pp. 9–27, 2012, doi: 10.5465/amle.2010.0072.[19] L. Dent, P. Maloney, and T. Karp, “Self-Efficacy Development among Students Enrolled in an Engineering Service-Learning Section,” Int. J. Serv. Learn. Eng. Humanit. Eng. Soc. Entrep., vol. 13, no. 2, pp. 25–44, 2018, doi: 10.24908/ijsle.v13i2.11483.[20] Litterati, “Litterati - The Global Team Cleaning The Earth,” 2021. https://www.litterati.org/ (accessed Jun. 21, 2021).[21] J. M. Wolfand, K. A. Bieryla, C

Conference Session

Student Division (STDT) Technical Session 1: Student Success and Mentoring

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ibukun Samuel Osunbunmi, Utah State University; Ning Fang, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

, doi: 10.1111/jcal.12130.[9] C. J. Fong et al., “Meta-Analyzing the Factor Structure of the Learning and Study Strategies Inventory,” The Journal of Experimental Education, pp. 1–21, Jan. 2022, doi: 10.1080/00220973.2021.2021842.[10] M. K. Khalil, S. E. Williams, and H. G. Hawkins, “The Use of Learning and Study Strategies Inventory (LASSI) to Investigate Differences Between Low vs High Academically Performing Medical Students,” Medical Science Educator, vol. 30, no. 1, p. 287, Mar. 2020, doi: 10.1007/s40670-019-00897-w.[11] J. Broadbent, “Academic success is about self-efficacy rather than frequency of use of the learning management system,” Australasian Journal of Educational Technology, vol. 32

Conference Session

WIED: Activities and Programs

Collection

2022 ASEE Annual Conference & Exposition

Authors

Suzanne Zurn-Birkhimer, Purdue University at West Lafayette (COE); Mayari Serrano, Purdue University at West Lafayette (PPI)

leave engineering. The six driving factors they found that led to attritionwere: classroom and academic climate, grades and conceptual understanding, self-efficacy andself-confidence, high school preparation, interest and career goals, and race and gender [4]. Theiranalysis suggested that acting on one or more of these factors could lead to increased retention [4].The Women in Engineering Program (WIEP) at Purdue University was established in 1969 andhas developed a portfolio of programs focused on the recruitment, retention, and engagement ofgirls and women from kindergarten through graduate school and beyond. WIEP offers a supportiveenvironment where female undergraduate engineering students can build a sense of communitywhile developing

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marcia A. Mardis, Florida State University; Faye R. Jones, Florida State University

Tagged Topics

NSF Grantees Poster Session

/competencymodel/competency- models/advanced-manufacturing.aspx.[15] C. C. Chen, P. G. Greene, and A. Crick, "Does entrepreneurial self-efficacy distinguish entrepreneurs from managers?," Journal of Business Venturing, vol. 13, pp. 295-316, 1998.[16] J. Cheng, "Intrapreneurship and exopreneurship in manufacturing firms: An empirical study of performance implications," Journal of Enterprising Culture, vol. 9, no. 2, pp. 153-171, 2001.[17] E. J. Douglas and J. R. Fitzsimmons, "Intrapreneurial intentions vs.entrepreneurial intentions: Distinct constructs with different antecedents," Small Business Economics, vol. 41, no. 1, pp. 115-149[Online]. Available: http://www98.griffith.edu.au/dspace/bitstream

Conference Session

Labs and Experiential Learning

Collection

2021 Illinois-Indiana Regional Conference

Authors

Benjamin D McPheron, Anderson University; Kenneth Michael Parson, Thor Motor Coach

Tagged Topics

Labs and experiential learning

2.0 to graduate. © American Society for Engineering Education, 2021 2021 ASEE Illinois-Indiana Section Conference Proceedings | Paper ID 35245In addition, a 9 question Likert scale survey was used to assess student self-efficacy of theachievement of course outcomes. The following statements were rated, with 1 being stronglydisagree and 5 being strongly agree: 1. Building guitar pedals in ACD lab helped me better understand the design of discrete amplifiers 2. Building guitar pedals in ACD lab helped me better understand the design and analysis of multistage amplifiers 3. Building guitar pedals in ACD lab helped me analyze the frequency response of electronic circuits 4. Building guitar

Collection

2018 Gulf Southwest Section Conference

Authors

Daniel Puperi

303L) was increased to 2 credit hours in 2014 and to 3 Engaging biomedical engineering (BME) students in the credit hours in 2016 to allow for more time to teachfirst year has been an important part of The University of engineering design and analysis topics. The first design/labTexas at Austin’s strategy to improve student motivation, module for BME 303L is an alginate bead drug delivery whichretention, and self-efficacy. First year engineering curricula has been

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Audrey Briggs Champagne, University at Albany. State University of New York; Laura Hirshfield, University of Michigan; Erick Jacob Nefcy, Oregon State University

Tagged Topics

NSF Grantees Poster Session

courtesy faculty member at Oregon State University.Dr. Laura Hirshfield, University of Michigan Laura Hirshfield is a postdoctoral researcher with a joint appointment between Olin College of Engineer- ing and University of Michigan’s Center for Research on Learning and Teaching in Engineering (CRLT- Engin). She received her B.S. from the University of Michigan and her Ph.D. from Purdue University, both in chemical engineering. She then transitioned into the engineering education field by completing a post-doctoral appointment at Oregon State University investigating technology-aided conceptual learning. She is currently doing research on self-efficacy in project-based learning and is seeking a faculty position.Mr. Erick