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Board 2: Preliminary Findings on Students' Beliefs about Intelligence

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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

10

DOI

10.18260/1-2--32292

Permanent URL

https://peer.asee.org/32292

Download Count

184

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Paper Authors

biography

Allison Adams Kansas State University

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Allison Adams is a graduate student at Kansas State University, in the Mechanical Engineering program.

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biography

Amy Rachel Betz Kansas State University

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Dr. Amy Betz is an associate professor at Kansas State University in the Department of Mechanical Engineering. She received her Ph.D. from Columbia University in 2011.

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Emily Dringenberg Ohio State University

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Dr. Dringenberg is an Assistant Professor in the Department of Engineering Education at Ohio State University. She holds a B.S. in Mechanical Engineering (Kansas State '08), a M.S. in Industrial Engineering (Purdue '14) and a Ph.D. in Engineering Education (Purdue ’15). Her team, Beliefs in Engineering Research Group (BERG) utilizes qualitative methods to explore beliefs in engineering. Her research has an overarching goal of leveraging engineering education research to shift the culture of engineering to be more realistic and inclusive. Dr. Dringenberg is also interested in neuroscience, growth mindset, engineering ethics, and race and gender in engineering. In general, she is always excited to learn new things and work with motivated individuals from diverse backgrounds to improve the experiences of people at any level in engineering education.

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Abstract

This project’s overarching goal is to characterize and from there better understand the beliefs that undergraduate students hold about their own intelligence. The research team utilized the work of Carol Dweck as a theoretical foundation. Dweck put forward a framework consisting of two mindsets: fixed and growth. Fixed mindset individuals believe that their intelligence is an unchanging trait, while people with a growth mindset believe that through effort they can grow and develop greater intelligence. Prior researchers have shown that individuals with a growth mindset respond to challenges with higher levels of persistence, are more interested in improving upon past failures, and value effort more than those of a fixed mindset. Using Mindset Framework as a guide, the researchers piloted and finalized an interview protocol. The protocol is being used to conduct one-on-one interviews with students in engineering during their first and fourth years at the university level with the purpose of gaining insight into their motivations and goals, beliefs about effort, and responses to challenges with a focus on their perceptions of their own intelligence, in the context of their experiences in and out of the classroom. The current work aims to include interviews from 40 students, which will then be analyzed by coding in the “Attitudes, Values, and Beliefs” framework, and present preliminary findings on the beliefs held by undergraduate engineering students on their own inteligence.

Adams, A., & Betz, A. R., & Dringenberg, E. (2019, June), Board 2: Preliminary Findings on Students' Beliefs about Intelligence Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32292

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