Note: When clicking on a Digital Object Identifier (DOI) number, you will be taken to an external site maintained by the publisher.
Some full text articles may not yet be available without a charge during the embargo (administrative interval).
What is a DOI Number?
Some links on this page may take you to non-federal websites. Their policies may differ from this site.
-
more » « less
Abstract Background Engineering self‐efficacy, or the belief in one's own capabilities to complete engineering tasks, has been shown to predict greater motivation, academic performance, and retention of engineering students. Investigating the types of experiences that influence engineering students' self‐efficacy can reveal ways to support students in their undergraduate engineering programs.
Purpose/Hypothesis(es) The purpose of this study was to qualitatively examine how undergraduate engineering students describe the sources of their engineering self‐efficacy and whether patterns in students' responses differed by gender.
Design/Method Participants (
N = 654) were undergraduate engineering students attending two public, land‐grant universities in the U.S. Open‐ended survey questions were used to identify the events, social experiences, and emotions that students described as relevant to their engineering self‐efficacy. Chi‐square analyses were used to investigate whether response patterns varied by gender.Results Students described enactive performances as their most salient source of self‐efficacy, but interesting insights also emerged about how engineering students draw from social and emotional experiences when developing their self‐efficacy. Women more often referred to social sources of self‐efficacy and reported fewer positive emotions than did men.
Conclusion Findings suggest ways that educators can provide more targeted opportunities for students to develop their self‐efficacy in engineering.
-
more » « less
Abstract Background Participating in undergraduate research experiences (UREs) supports the development of engineering students' technical and professional skills. However, little is known about the perceptions of research or researchers that students develop through these experiences. Understanding these perceptions will provide insight into how students come to understand knowledge evaluation and creation, while allowing research advisors to better support student development.
Purpose In this paper, we explore how undergraduate engineering students perceive what it means to do research and be a researcher, using identity and epistemic cognition as sensitizing concepts. Our goal is to explore students' views of UREs to make the benefits of these experiences more accessible.
Design/Method We created and adapted open‐ended survey items from previously published studies. We collected responses from mechanical and biomedical engineering undergraduates at five institutions (
n = 154) and used an inductive approach to analyze responses.Results We developed four salient themes from our analysis: (a) research results in discovery, (b) research includes dissemination such as authorship, (c) research findings are integrated into society, and (d) researchers demonstrate self‐regulation.
Conclusions The four themes highlight factors that students perceive as part of a researcher identity and aspects of epistemic cognition in the context of UREs. These results suggest structuring UREs to provide opportunities for discovery, dissemination, societal impact, and self‐regulation will help support students in their development as researchers.
-
more » « less
Abstract Dental pulp stromal cells (DPSCs) can be differentiated down lineages known to either express bone or dentin specific protein markers. Since the differentiation of cells can be heavily influenced by their environment, it may be possible to influence the osteogenic/odontogenic potential of DPSCs by modulating the mechanical properties of substrate on which they are grown. In this study, human DPSCs were grown with and without hydroxyapatite (HA) microparticles on a range of substrates including fibronectin‐coated hydrogels and glass substrates, which represented an elastic moduli range of approximately 3 kPa–50 GPa, over a 21‐day period. Alkaline phosphatase activity, osteopontin production, and mineralization were monitored. The presence of HA microparticles increased the relative degree of mineralized matrix produced by the cells relative to those in the same substrate and media condition without the HA microparticles. In addition, cultures with cells grown on stiffer substrates had higher ALP activity and higher degree of mineralization than those grown on softer substrates. This study shows that DPSCs are affected by the mechanical properties of their underlying growth substrate and by the presence of HA microparticles. In addition, relatively stiff substrates (>75 kPa) may be required for significant mineralization of these cultures. © 2018 Wiley Periodicals, Inc. J Biomed Mater Res Part A: 106A: 1789–1797, 2018.
