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Board 119: Empowering Students to be Adaptive Decision-makers: Progress and Directions

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

NSF Grantees Poster Session

Tagged Topic

NSF Grantees Poster Session

Page Count

5

Permanent URL

https://peer.asee.org/32205

Download Count

10

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Paper Authors

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Marisa K. Orr Clemson University Orcid 16x16 orcid.org/0000-0001-5944-5846

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Marisa K. Orr is an Assistant Professor in Engineering and Science Education with a joint appointment in the Department of Mechanical Engineering at Clemson University. Her research interests include student persistence and pathways in engineering, gender equity, diversity, and academic policy. Dr. Orr is a recipient of the NSF CAREER Award for her research entitled, “Empowering Students to be Adaptive Decision-Makers.”

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Baker A. Martin Clemson University

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Baker Martin is a graduate student in the Department of Engineering and Science Education at Clemson University. He earned his BS from Virginia Tech and his MS from The University of Tennessee, Knoxville, both in chemical engineering. His research interests include choice and decision making, especially relating to major selection, persistence, and career choice.

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Maya Rucks Clemson University

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Maya Rucks is an engineering education doctoral student at Clemson University. She received her bachelor's degree in mathematics from the University of Louisiana at Monroe and her master's degree in industrial engineering from Louisiana Tech University. Her areas of interest include, minorities in engineering, K-12 engineering, and engineering curriculum development.

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Katherine M. Ehlert Clemson University

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Katherine M. Ehlert is a doctoral student in the Engineering and Science Education department in the College of Engineering, Computing, and Applied Sciences at Clemson University. She earned her BS in Mechanical Engineering from Case Western Reserve University and her MS in Mechanical Engineering focusing on Biomechanics from Cornell University. Prior to her enrollment at Clemson, Katherine worked as a Biomedical Engineering consultant in Philadelphia, PA. Her research interests include identity development through research experiences for engineering students, student pathways to engineering degree completion, and documenting the influence of co-op experiences on academic performance.

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Abstract

The objective of this EEC project is to help students learn to make academic decisions that lead to success. The research goals are to: 1) identify curriculum-specific patterns of achievement that eventually lead to dropout and corresponding alternative paths that could lead to success; and 2) advance knowledge of self-regulation patterns and outcomes in engineering students. The education goals are to develop curricula and advising materials that help students learn how to effectively self-regulate their decision processes through contextual activities and story prompting.

This poster will present current progress and future directions of the project. We will summarize accomplishments on the development of the Self-Regulated Decision-Making instrument, mapping of pathways, and development of the academic dashboard.

Orr, M. K., & Martin, B. A., & Rucks, M., & Ehlert, K. M. (2019, June), Board 119: Empowering Students to be Adaptive Decision-makers: Progress and Directions Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/32205

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