Collection

2022 ASEE Illinois-Indiana Section Conference

Authors

Rashmi Deodeshmukh, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

the focus on the educational interface [6]. Kahu’s frameworkof student engagement identifies four main factors that influence a student’s experience with theintervention and the success of the intervention. These are self-efficacy, emotions, belonging, andwellbeing. These factors are not independent of each other e.g. self-efficacy is related to self-confidencein one’s academic abilities and also affects, emotions, belonging, and wellbeing of the student and theirperception towards a particular field of study. Belonging is also key as it brings down psychologicalbarriers for a young woman when she sees herself associated with the institution.This study is dual faceted with the intent to instill confidence in students, and expose students to

Collection

2022 ASEE Illinois-Indiana Section Conference

Authors

Suneer Angra, University of Illinois Urbana-Champaign; Drashti Sikligar, University of Illinois at Urbana-Champaign; Colin Widmer Castleberry, University of Illinois at Urbana - Champaign; Jennifer R Amos, University of Illinois at Urbana - Champaign

-sufficient. However, students exhibit low self‐efficacy in self‐regulatedlearning, thus emphasizing the need to provide them with more guidance and assistance [3, 4]. © American Society for Engineering Education, 2022 2022 ASEE Illinois-Indiana Section Conference Proceedings | Paper ID 36107Self-regulated learning increases a student’s proficiency, independence, and adaptability.[5] Whenthe COVID-19 pandemic hit and classes changed to be online and/or asynchronous, students wereexpected to be more independent and proactive with their learning [6]. Performance and self-reflection phases of the self-regulated learning model promotes the students to reflect on their ownlearning and progress to intentionally improve their