Name
Abstract | ||
|---|---|---|
Many engineering programs are implementing hands-on engineering experiences early in the curriculum, typically in the form of a project-based course in which students design and build a prototype as a team. However, research on these courses suggests that task orientation is correlated with gender, as are the increases in self-efficacy observed. As engineering self-efficacy is a critical determinant of persistence in engineering, particularly for underrepresented groups, this suggests that these courses may be reinforcing existing differences in self-efficacy by failing to provide mastery experiences to those with low engineering self-efficacy at the start. This work-in-progress presents some preliminary research on investigating the relationship between self-efficacy, tasks undertaken in courses of this nature, and other factors including demographics and teaming experiences. The goal of this work is to enable educators to design team-based engineering courses that allow all students to have equal access to both technical and professional tasks, both to develop their skills and to increase engineering self-efficacy. |
Year | DOI | Venue |
|---|---|---|
2014 | 10.1109/FIE.2014.7044007 | FIE |
Keywords | Field | DocType |
educational courses,engineering education,engineering programs,engineering self-efficacy,first-year engineering design course,gender,hands-on engineering experience,project-based course,task orientation,team-based engineering course,design,first-year,project-based learning,self-efficacy,design automation,prototypes,interviews | Sociology,Engineering management,Knowledge management,First year engineering,Curriculum,Electronic design automation,Design team,Demographics,Self-efficacy | Conference |
ISSN | Citations | PageRank |
0190-5848 | 1 | 0.58 |
References | Authors | |
0 | 4 | |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Debbie Chachra | 1 | 1 | 1.59 |
| Dillon, A. | 2 | 1 | 0.92 |
| Spingola, E. | 3 | 1 | 0.58 |
| Saul, B. | 4 | 1 | 0.58 |