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The Impact of Integrating Making Activities to Cornerstone Design Courses on Students’ Implicit Theories of Making Ability

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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

Entrepreneurship & Engineering Innovation Division Technical Session 6

Tagged Division

Entrepreneurship & Engineering Innovation

Page Count

17

DOI

10.18260/1-2--33396

Permanent URL

https://peer.asee.org/33396

Download Count

156

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Paper Authors

biography

Mohamed Galaleldin University of Ottawa Orcid 16x16 orcid.org/0000-0001-5550-0414

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Mohamed Galaleldin is a Professional Engineer and a PhD candidate - at the University of Ottawa, Ontario, CA. He is interested in investigating the impact of integrating a maker curriculum to engineering design education.

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biography

Hanan Anis University of Ottawa

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Hanan Anis holds an NSERC Chair in Entrepreneurial Engineering Design and is a professor in Electrical and Computer Engineering at the University of Ottawa.

Prior to Joining the University in 2004, Hanan was the co-founder and Chief Technology Officer at Ceyba, an optical long-haul networking company that employed 250 people at its peak. Hanan also worked at Nortel Networks in different positions conducting pioneering research in various areas of photonics, ranging from device physics to optical networking. She has numerous journal and conference publications and patents. Hanan's current research interests include Biophotonics, Innovation and engineering education.Her passion is to help students graduate with an entrepreneurial mind set that enable them to play leading roles in existing organizations or create their own jobs.

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Abstract

A person’s implicit theories in a certain domain are known to have a direct influence on that person’s performance, behaviour, self-esteem, enjoyment and sense of belonging to the domain. This paper explores the role of implicit theory in engineering students’ beliefs about the nature of their making abilities and their self-identification as makers. This is done by assessing if a collaborative project-based engineering design course built on making activities can contribute to influencing students to have a growth mindset about their making abilities. Data from full-time engineering undergraduates were collected during the second week of the fall term. As predicted, the majority of engineering students had a growth mindset about their making abilities mindset, with male students more likely to have a fixed mindset than female students. Moreover, engineering design courses that successfully integrate making activities into the curriculum are shown to induce students to develop a growth mindset in relation to their beliefs about the nature of their making abilities.

Galaleldin, M., & Anis, H. (2019, June), The Impact of Integrating Making Activities to Cornerstone Design Courses on Students’ Implicit Theories of Making Ability Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33396

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