2026 ASEE Annual Conference & Exposition

WIP: Exploring Connections Between Self-Efficacy, Engagement, and Perceived Importance in First-Year Engineering Design

Presented at FPD: WIP Papers - Belonging, Identity, Motivation, and Student Support

This Work-in-Progress empirical research paper presents the development and initial implementation of an assessment instrument designed to examine relationships among self-efficacy, engagement, and perceived importance in a first-year engineering design course. Assessing learning in design-based courses requires attention to both technical competencies and affective dimensions; however, many existing tools examine these constructs in isolation. The proposed instrument aligns self-efficacy and perceived importance with four core course competencies: engineering design, teamwork and communication, technical skills, and engineering profession and social responsibility, and measures engagement through both general and behavior-specific items. Data from the initial administration (N = 125) indicate strong internal consistency across constructs and competency domains (Cronbach Alpha > 0.92). Results suggest that student engagement is most strongly associated with hands-on, collaborative learning experiences, while independent exploration beyond required activities is less pronounced. Matched pre–post responses further show significant increases in students’ perceived importance of all core competencies. Together, these findings demonstrate the promise of the instrument for capturing affective and cognitive dimensions of learning in first-year engineering design and informing future longitudinal analyses.

Authors

Dr. Deeksha Seth Villanova University [biography]

Deeksha Seth is an Assistant Professor in the Department of Mechanical Engineering at Villanova University. Her research focuses on integrative engineering education, emphasizing design education and assessment, sustainability integration in engineering curricula, and the development of assessment instruments to measure learning and engagement. She also designs and uses bio-inspired robots as platforms for integrated STEM education, exploring how design experiences promote interdisciplinary learning and socially engaged engineering practice.
Dr. David Jamison Villanova University [biography]

David Jamison is a Teaching Professor of Mechanical Engineering and Program Director for Biomedical Engineering at Villanova University. His expertise and teaching focus is in orthopedic biomechanics and mechanics of materials. He is actively involved in several professional societies, including Biomedical Engineering Society (BMES) and National Society of Black Engineers’ (NSBE). Dr. Jamison earned his Ph.D. in Biomedical Engineering from Drexel University.
Dr. Liesl Klein Villanova University [biography]

Liesl Krause-Klein is a assistant teaching professor at Villanova University in their electrical and computer engineering department. She graduated from Purdue University's Polytechnic institute in 2022. Her research focused on student well-being. She is currently in charge of curriculum for capstone projects within her department.
Dr. Stephanie L. Walkup PE http://orcid.org/0000-0002-2270-2156 Villanova University [biography]

Stephanie Walkup is an Associate Teaching Professor at Villanova University. She obtained both her BS and MS degrees from Lehigh University and her PhD from Villanova University. Her research interests include internal and external reinforcement of concrete structures using fiber reinforced polymer (FRP) reinforcement, educational practices in first-year engineering programs, and forensic engineering and repair and retrofit of structures.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

« View session