Collection

2021 Fall ASEE Middle Atlantic Section Meeting

Authors

Gabriela Maria Morales, University of South Carolina Beaufort; Ronald Erdei, University of South Carolina; William Rigoberto Mercado, University of South Carolina

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- fort. A graduate of Purdue University (PhD 2016), his research focuses primarily on reducing barriers to the learning process in college students. Topics of interest include computer science pedagogy, collabo- rative learning in college students, and human-centered design. Of particular interest are the development and application of instructional practices that provide benefits secondary to learning (i.e., in addition to learning), such as those that facilitate in learners increased self-efficacy, increased retention/graduation rate, increased matriculation into the workforce, and/or development of professional identity.Mr. William Rigoberto Mercado, University of South Carolina I am an undergraduate at the University

Collection

2021 Fall ASEE Middle Atlantic Section Meeting

Authors

Joshua S Wiley, United States Military Academy; MICHAEL Robert GREIFENSTEIN, United States Military Academy, Department of Geography & Environmental Engineering; Andrew Ross Pfluger P.E., United States Military Academy

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) andasynchronous learning modalities. This study examines the self-reported time commitments for a sample of both USMA facultyand cadets at over several mid-semester weeks during the fall semester, following further evolutionto USMA’s institutional learning practices. We approached this topic with the hypothesis that therelative ranking of highest to lowest weekly time commitment over a several week span isunrelated in faculty and cadet respondents as a result of manipulating the group type ofrespondents. Our survey is designed to tabulate several types of academic-related timecommitments to include real-time class attendance, lesson preparation, time spent on graded workand other categories with a parallel faculty and cadet activity set. The

Collection

2021 Fall ASEE Middle Atlantic Section Meeting

Authors

Ashley Lytle, Stevens Institute of Technology; Alexander John De Rosa, Stevens Institute of Technology (School of Engineering and Science); Frank T Fisher, Stevens Institute of Technology (School of Engineering and Science)

Tagged Topics

Diversity

the United States (U.S.), with the U.S. lagging behindmany countries in producing a sufficient number of STEM graduates. A better understanding ofthe barriers that result in students dropping out of STEM fields is essential for increasingengagement and retention of STEM undergraduate students. In this regard, a growing body ofresearch demonstrates that psychosocial factors such as STEM self-efficacy, sense of belonging,intelligence beliefs, and grit are associated with STEM outcomes such as engagement andretention. In this review paper we examine how these key psychosocial variables (STEM self-efficacy, sense of belonging, intelligence beliefs, and grit) impact engagement and retention ofundergraduate STEM students. An introduction to each of