Factors Influencing the Self‐Efficacy Beliefs of First‐Year Engineering Students

A survey incorporating qualitative measures of student self‐efficacy beliefs was administered to 1,387 first‐year engineering students enrolled in ENGR 106, Engineering Problem‐Solving and Computer Tools, at Purdue University. The survey was designed to identify factors related to students' self‐efficacy beliefs, their beliefs about their capabilities to perform the tasks necessary to achieve a desired outcome. Open‐ended questions prompted students to list factors affecting their confidence in their ability to succeed in the course. Students were then asked to rank these factors based on the degree to which their self‐efficacy beliefs were influenced. Gender trends emerged in student responses to factors that affect confidence in success. These trends are discussed in light of the categories identified by efficacy theorists as sources of self‐efficacy beliefs. The results presented here provide a useful look at the first‐year engineering experiences that influence students' efficacy beliefs, an important consideration in explaining student achievement, persistence, and interest.     

Measuring Engineering Design Self‐Efficacy

Background Self‐concept can influence how an individual learns, but is often overlooked when assessing student learning in engineering. Purpose (Hypothesis ) To validate an instrument designed to measure individuals' self‐concepts toward engineering design tasks, three research questions were investigated: (a) how well the items in the instrument represent the engineering design process in eliciting the task‐specific self‐concepts of self‐efficacy, motivation, outcome expectancy, and anxiety, (b) how well the instrument predicts differences in the self‐efficacy held by individuals with a range of engineering experiences, and (c) how well the responses to the instrument align with the relationships conceptualized in self‐efficacy theory. Design /Method A 36‐item online instrument was developed and administered to 202 respondents. Three types of validity evidence were obtained for (a) representativeness of multi‐step engineering design processes in eliciting self‐efficacy, (b) the instrument's ability to differentiate groups of individuals with different levels of engineering experience, and (c) relationships between self‐efficacy, motivation, outcome expectancy, and anxiety as predicted by self‐efficacy theory. Results Results indicate that the instrument can reliably identify individuals' engineering design self‐efficacy (α = 0.967), motivation (α = 0.955), outcome expectancy (α = 0.967), and anxiety (α = 0.940). One‐way ANOVA identified statistical differences in self‐efficacy between high, intermediate, and low experience groups at the ρ < 0.05 level. Self‐efficacy was also shown to be correlated to motivation (0.779), outcome expectancy (0.919), and anxiety (—0.593) at the ρ < 0.01 level. Conclusions The study showed that the instrument was capable of identifying individuals' self‐concepts specific to the engineering design tasks.     

Self‐directed Learning Readiness Among Engineering Undergraduate Students

Two studies related to readiness for self‐directed learning of engineering students were performed using the Self‐directed Learning Readiness Scale (SDLRS). A cross‐sectional study of students in the first through final years of study showed that their SDLRS scores are significantly correlated with academic year of study and with grade point average, but not with gender. However, neither academic year of study nor grade point average is a good predictor of SDLRS scores; together they account for less than 5 percent of the observed variance. A second study investigated the effect of a problem‐based learning experience on students' readiness for self‐directed learning. It showed that the average readiness for self‐directed learning increased significantly for students in the problem‐based learning courses. However, investigation of the changes for individual students revealed that only nine of eighteen students showed significant increases in their SDLRS scores, and two showed significant decreases. Potential underlying causes are explored.     

Multi‐Step Crystallization of Self‐Organized Spiral Eutectics

A method for the solidification of metallic alloys involving spiral self‐organization is presented as a new strategy for producing large‐area chiral patterns with emergent structural and optical properties, with attention to the underlying mechanism and dynamics. This study reports the discovery of a new growth mode for metastable, two‐phase spiral patterns from a liquid metal. Crystallization proceeds via a non‐classical, two‐step pathway consisting of the initial formation of a polytetrahedral seed crystal, followed by ordering of two solid phases that nucleate heterogeneously on the seed and grow in a strongly coupled fashion. Crystallographic defects within the seed provide a template for spiral self‐organization. These observations demonstrate the ubiquity of defect‐mediated growth in multi‐phase materials and establish a pathway toward bottom‐up synthesis of chiral materials with an inter‐phase spacing comparable to the wavelength of infrared light. Given that liquids often possess polytetrahedral short‐range order, our results are applicable to many systems undergoing multi‐step crystallization.     

Self‐Assembling Proteins as High‐Performance Substrates for Embryonic Stem Cell Self‐Renewal

The development of extracellular matrix mimetics that imitate niche stem cell microenvironments and support cell growth for technological applications is intensely pursued. Specifically, mimetics are sought that can enact control over the self‐renewal and directed differentiation of human pluripotent stem cells (hPSCs) for clinical use. Despite considerable progress in the field, a major impediment to the clinical translation of hPSCs is the difficulty and high cost of large‐scale cell production under xeno‐free culture conditions using current matrices. Here, a bioactive, recombinant, protein‐based polymer, termed ZT^Fn, is presented that closely mimics human plasma fibronectin and serves as an economical, xeno‐free, biodegradable, and functionally adaptable cell substrate. The ZT^Fn substrate supports with high performance the propagation and long‐term self‐renewal of human embryonic stem cells while preserving their pluripotency. The ZT^Fn polymer can, therefore, be proposed as an efficient and affordable replacement for fibronectin in clinical grade cell culturing. Further, it can be postulated that the ZT polymer has significant engineering potential for further orthogonal functionalization in complex cell applications.     

An Intervention to Address Gender Issues in a Course on Design,Engineering, and Technology for Science Educators

A course on design, engineering, and technology based on Bandura's theory of self‐efficacy was taught to nine science education graduate students who were also practicing teachers. The interpretive analysis method was used to code and analyze qualitative data from focus groups, weekly reflections on classes and readings, and pre‐, post‐, and delayed‐post course questions. The improvement in tinkering and technical self‐efficacies for five males was limited because of initially higher self‐efficacies while that for four females was moderate to high, especially when working in same‐sex teams in a non‐competitive environment. All students also increased their understanding of the societal relevance of engineering and their ability to transfer engineering concepts to pre‐college classrooms. Implementing the principles employed in this intervention in pre‐college science and university engineering classrooms could help recruit students into engineering as well as help retain both male and female undergraduate engineering students.     

Interface‐Directed Self‐Assembly of Cell‐Laden Microgels

Cell‐laden hydrogels show great promise for creating engineered tissues. However, a major shortcoming with these systems has been the inability to fabricate structures with controlled micrometer‐scale features on a biologically relevant length scale. In this Full Paper, a rapid method is demonstrated for creating centimeter‐scale, cell‐laden hydrogels through the assembly of shape‐controlled microgels or a liquid–air interface. Cell‐laden microgels of specific shapes are randomly placed on the surface of a high‐density, hydrophobic solution, induced to aggregate and then crosslinked into macroscale tissue‐like structures. The resulting assemblies are cell‐laden hydrogel sheets consisting of tightly packed, ordered microgel units. In addition, a hierarchical approach creates complex multigel building blocks, which are then assembled into tissues with precise spatial control over the cell distribution. The results demonstrate that forces at an air–liquid interface can be used to self‐assemble spatially controllable, cocultured tissue‐like structures.     

Considering Context: A Study of First‐Year Engineering Students

High‐quality engineering design requires an understanding of how the resulting engineered artifact interacts with society, the natural environment, and other aspects of context. This study examines how first‐year engineering undergraduates approached two engineering design tasks. We focused on how much students considered contextual factors during problem‐scoping, a critical part of the design process. As part of a larger, longitudinal study, we collected data from 160 students at four U.S. institutions. Students varied in their consideration of each design task's context, and women's responses were more likely to be context‐oriented than men's. Overall, context‐orientation was positively correlated between the two design tasks, despite differences in data collection and analysis. Having found that beginning engineering students, particularly women, are sensitive to important contextual factors, we suggest that efforts to broaden participation in engineering should consider legitimizing and fostering context‐oriented approaches to engineering earlier in the curriculum.