Self-Efficacy Development among Students Enrolled in an Engineering Service-Learning Section

Abstract

Service-learning presents exciting new ways for students to enhance their learning. Educators and scholars agree that service-learning is connected to self-efficacy, which affects student performance. This research tests the development of self-efficacy in students enrolled in service-learning and traditional sections of a first-year engineering course. Using a previously developed metric, the Engineering Skills Assessment (ESA), students enrolled in service-learning (SL) and “traditional” (non-SL) sections quantified self-efficacy on 11 skills previously deemed important for engineering. Student responses were compared between SL and non-SL students at the beginning and end of the semester. Analysis of the collected data using exploratory factor analysis (EFA) grouped self-efficacy ratings for the 11 skills into three meaningful constructs: (1) Job-related skills (2) Interpersonal skills and (3) Life skills. Mean self-efficacy scores were significantly better at the end of the course for non-SL students in all areas and for SL students in four of the 11 skills and two of the three constructs. Self-efficacy growth was significantly higher for non-SL students, which may be due to the Dunning-Kruger effect. However, similar percentages of both populations self-reported that their skills were improved at the end of the semester due to the class. This research also supports the use of the ESA as a reliable psychometric tool to evaluate student self-efficacy and its relationship to service-learning.

The Broader Impacts of an Additive Manufacturing Course at Three Large Universities

“…These item constructs (Job Related Skills, Interpersonal Related Skills, and Life/Professional Skills) were first grouped according to inductive analysis from qualitative data collection among engineering undergraduates in an unrelated project [7]. The constructs were then validated via an exploratory factor analysis and internal consistency metrics that replicated the findings of the qualitative analysis [8]. Overall, students did not appear to change their minds about what is important in engineering, although they did rate analytical skills and time management as less important at Time 2 than at Time 1 (p<.1).…”

“…Assessment that was inductively developed and tested for validity on engineering undergraduates [7][8]. This metric and the undergraduate content knowledge one can be found in Appendix A.…”

Board 99: Assessing the Results of an Additive Manufacturing Course at Three Large Universities on Undergraduates and High School Students

“…It contains 10 multiple choice and five essay questions to determine student knowledge about the basics of the course. The Attitudinal Assessment was taken from a previously validated metric of engineering undergraduates' attitudes towards engineering and self-efficacy assessment on those skills [14][15]. It can be seen in Appendix B.…”

Board 86: Creating and Assessing an Upper Division Additive Manufacturing Course and Laboratory to Enhance Undergraduate Research and Innovation

“…Attitude Assessment -At the end of the knowledge assessment, we included an attitude assessment developed inductively [19] and validated through engineering service learning courses at TTU [20]. The text of this assessment can be found in [19], but it was developed through focus groups of undergraduates telling us what skills they believe are increased in their undergraduate engineering courses, particularly courses that have a community outreach component (like this one).…”