Williams, M., & Dalton, E. D., & Brinton, M. (2023, June), Work in Progress: Design of Mastery-Based-Learning Course Structure to Assess Student Anxiety and Belonging   Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--44205

\bibitem{asee_peer_44205}
  Williams, M., \& Dalton, E. D., \& Brinton, M. (2023, June), \emph{Work in Progress: Design of Mastery-Based-Learning Course Structure to Assess Student Anxiety and Belonging }
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--44205

Meghan Williams, Elizabeth Dolin Dalton, and Mark Brinton.  "Work in Progress: Design of Mastery-Based-Learning Course Structure to Assess Student Anxiety and Belonging ".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/44205 Internet.  27 May, 2024

\bibitem{asee_peer_44205}
  Meghan Williams, Elizabeth Dolin Dalton, and Mark Brinton.
  "Work in Progress: Design of Mastery-Based-Learning Course Structure to Assess Student Anxiety and Belonging ".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/44205 Internet.  27 May, 2024

@INPROCEEDINGS{asee_peer_44205
author = "Meghan Williams, Elizabeth Dolin Dalton, and Mark Brinton"
title = "Work in Progress: Design of Mastery-Based-Learning Course Structure to Assess Student Anxiety and Belonging "
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/44205}
number = {10.18260/1-2--44205}
}

TY  - CPAPER
AB  - Anxiety and lack of belonging are two major obstacles college students face. These obstacles are more likely to impact students in demanding degree programs, like engineering, and predominantly underrepresented students. Assessments using mastery-based-learning (MBL) could lower students’ anxiety levels and increase their sense of belonging in the classroom. In MBL course structure, instructors identify key skills and students have several attempts to demonstrate mastery of these skill. Students are not required to attempt the next skill until they are proficient in the previous. To demonstrate the impacts of MBL, the Achievement Emotions Questionnaire will be given to students at several points during the semester to gage their level of anxiety and belonging. These surveys were distributed during the Fall 2022 to students taking a traditional analysis of electric circuits course, and will also be administered in subsequent semesters after the course has transitioned to MBL. In preparation for this study, we identified the key skills for mastery, developed a new grading structure, and created a schedule for the course.
AU  - Meghan Williams
AU  - Elizabeth Dolin Dalton
AU  - Mark Brinton
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Work in Progress: Design of Mastery-Based-Learning Course Structure to Assess Student Anxiety and Belonging 
UR  - https://peer.asee.org/44205
DO  - 10.18260/1-2--44205
ER  -