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Full-Text Articles in Engineering
Student Self-Efficacy In Introductory Project-Based Learning Courses, Geoffrey Pleiss, Madeline Perry, Yevgeniya Zastavker
Student Self-Efficacy In Introductory Project-Based Learning Courses, Geoffrey Pleiss, Madeline Perry, Yevgeniya Zastavker
Yevgeniya V. Zastavker
The purpose of this study is to determine how introductory Project-Based Learning (PjBL) courses affect the self-efficacy of first-year engineering students. Grounded theory is used to analyze twelve interviews with first-year students about their experiences in two PjBL courses, Engineering Design and Physics Laboratory. Data indicate that students' self-efficacy within each course is correlated with the extent to which their course goal perceptions align with those intended by faculty. In Engineering Design, students' recognition of the faculty's intended course goals corresponds to higher levels of self-efficacy. Conversely, in Physics Laboratory, students' low self-efficacy is correlated with a large gap between …
Work In Progress - Using Video And Self-Reflection To Enhance Undergraduate Teams, Nick Tatar, Debbie Chachra, Yevgeniya Zastavker, Jonathan Stolk
Work In Progress - Using Video And Self-Reflection To Enhance Undergraduate Teams, Nick Tatar, Debbie Chachra, Yevgeniya Zastavker, Jonathan Stolk
Yevgeniya V. Zastavker
Engineers today must be able to communicate and collaborate in teams. They also must be comfortable making adjustments within the team to maintain flow and progress toward project goals. With these goals in mind, students in a first-semester engineering seminar course were asked to videotape a team meeting in their design course and to write a self-reflection paper after viewing their video. After analyzing the video, students were asked to provide clear suggestions in their self-reflection paper for improving their own and their team's performance. Our preliminary analysis showed that video-supported reflections: 1) may be more effective than memory for …