Integration of Academic Advising into a First-year Engineering Design Course and Its Impact on Psychological Constructs

The study of grit in engineering education research: a systematic literature review

“…The other programme (Guilford, Blazier, and Becker 2015), also delivered during one semester, reported an increase of grit levels for the control group, and a decrease for the treatment group. However, these differences were not statistically significant.…”

“…Two studies found grit to be positively correlated to conscientiousness (McDermott, Daniels, and Cajander 2015;, and one study found grit to be negatively correlated with curiosity and creativity (Guilford, Blazier, and Becker 2015).…”

“…Although the two programmes were the same length, their grit findings are not comparable due to differences in both the: (1) populations involved and (2) grit instruments used. The first programme (Pierrakos 2017) was designed for Y4 engineering students and assessed only their perseverance; whereas the second programme (Guilford, Blazier, and Becker 2015) was designed for Y1 students and assessed their overall grit (including both perseverance and passion).…”

A Skills-focused Approach to Teaching Design Fundamentals to Large Numbers of Students and Its Effect on Engineering Design Self-efficacy

“…This is in contrast to a project-based class where skills development was not uniform between or within teams, and students did not connect learning to skills development. We further assessed this pedagogical approach by measuring the psychological construct engineering design self-efficacy at the beginning and end of the semester, since there are prior reports of gains in the confidence of students in their fabrication skills as a result of immersive design-build projects [10], [11]. We found that students' belief in their abilities improved significantly over the course of the semester in every step of the engineering design process.…”

Summative versus formative assessments in teaching physiology to biomedical engineering students: a comparison of outcomes

“…Although we did not measure student motivation, we hypothesize that student motivation would be increased when provided with opportunities for engagement with authentic biomedical problems [13]. Thus, retention/recall and comprehension may not be the only relevant metrics of learning [14].…”