Displaying all 9 results
- Conference Session
- Improving Retention & Self-Efficacy through Experiential Learning and Research Programs
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Robin Lynn Nelson, University of Texas at San Antonio; Karina Ivette Vielma, The University of Texas at San Antonio; JoAnn Browning, The University of Texas at San Antonio
- Tagged Topics
- Diversity
- Tagged Divisions
- Cooperative and Experiential Education Division (CEED)
Paper ID #39297Building Research Self-efficacy in Undergraduate Students throughAuthentic Research ExperiencesDr. Robin Lynn Nelson, University of Texas at San Antonio College of Engineering and Integrated Design at the University of Texas at San Antonio. With a Ph.D. in Interdisciplinary Learning and Teaching with a cognate in Instructional Technology and MA in Education with a concentration in Instructional Technology, her research interests lie in the intersection of active learning, broadening participation, and supporting pre-service teachers, instructors, and mentors in their classrooms and educational programming
- Conference Session
- Improving Retention & Self-Efficacy through Experiential Learning and Research Programs
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Sophia Vicente, Virginia Tech Department of Engineering Education; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Wayne Gersie
- Tagged Topics
- Diversity
- Tagged Divisions
- Cooperative and Experiential Education Division (CEED)
dormitory and for thefirst four weeks of the summer students were required to take their meals “to-go” in the diningcommons. Beginning in July the mask mandates and in-person dining restrictions were lifted.In this assessment report, SOAR’s history as a diversity-focused cohort program and COVID-19both contributed to the context which shaped the data collection. Consequently, the findings andresults are also situated in this context.3. MethodsThroughout the course of the internship program, assessment was conducted through quantitativeand qualitative measures. The data collection methods were guided by ethnographic case studymethodology. Informed by ethnographic data collection approaches, the qualitative datacollection methods included interviews
- Conference Session
- Improving Retention & Self-Efficacy through Experiential Learning and Research Programs
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Daniel A. Tillman, University of Texas at El Paso; Thomas Joseph Soto, University of Texas at El Paso; Song An, University of Texas at El Paso; Carlos Paez, Navajo Technical University; Alice Carron, Blue Marble Institute of Space Science
- Tagged Topics
- Diversity
- Tagged Divisions
- Cooperative and Experiential Education Division (CEED)
]. Learning mathematics andscience in engaging contexts, as in this project, through inquiry-based modeling and simulationof their individual and family’s health biometrics, supported by familial collaboration, has thepotential to reduce students’ math anxiety and impact their self-efficacy toward STEM careers. The underlying motivation for this project is to boost the decision-making processes thatinfluence middle school Hispanic students’ confidence in pursuing technology rich STEM careerchoices through positive interaction with user-friendly math and sciences technologies andassociated data collection, analysis, and modeling. Equity and inclusivity in education requiresincreasing diverse minority students’ access to technology rich educational
- Conference Session
- Improving Retention & Self-Efficacy through Experiential Learning and Research Programs
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Sydney Donohue Jobe, University of New Mexico; Kamryn G. Zachek; Alex Webster, University of New Mexico; Timothy L. Schroeder; Anjali Mulchandani, University of New Mexico
- Tagged Topics
- Diversity
- Tagged Divisions
- Cooperative and Experiential Education Division (CEED)
Progress: Fellowship Year 2 The GC WSC Fellowship Program is currently in its second year with a new cohort ofstudents. The organizers aimed to create a more formalized method to evaluate the program’simpact on student participants. A survey was created to measure students’ research identity andself-efficacy pre- and post- program involvement. (Appendix I) This assessment tool wasdeveloped from the University’s Expanding Course-Based Undergraduate Research Experiences(ECURE) Impact Assessment and adapted to fit the needs of this program. [21] Questions aim toexplore 1) participants’ previous research and research communication experiences, 2) theiridentity as a researcher, 3) their research self-efficacy, 4) their perception of water
- Conference Session
- Improving Retention & Self-Efficacy through Experiential Learning and Research Programs
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Charmane Caldwell, Florida A&M University - Florida State University; Reginald J. Perry, Florida A&M University - Florida State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Cooperative and Experiential Education Division (CEED)
-college/[4] C.V Caldwell and R. Hughes, “Engineering Living Learning Community Experience: A Model for Improving First-Year Retention and Academic Performance of Black Students” ASEE Conference, Virtual, July 2021.[5] K. Inkelas, M. Soldner, S. Longerbeam, and J. Leonard, “Differences in Student Outcomes by Types of Living–Learning Programs: The Development of an Empirical Typology,” Journal of Research in Higher Education, vol. 49, pp. 495-512, 2008.[6] C. Caldwell and R. Hughes, "An Engineering Summer Bridge Program Utilizing a Safe Space to Increase Math Self-Efficacy" First Year Engineering Experience (FYEE) Conference, Virtual, August 2021[7] C.A. Bodnar, R.M. Clark, M. Besterfield-Sacre, Development and Assessment of an
- Conference Session
- Cooperative and Experiential Education Division (CEED) Technical Session 1
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Martell Bell, The University of Iowa; Rachel Vitali, The University of Iowa; Jae-eun Russell
- Tagged Divisions
- Cooperative and Experiential Education Division (CEED)
incourses related to the AIMS certificate programs. Project-based activities such as AIMS-relatedworkshops offered by the university will be assessed to measure learning outcomes associatedwith engineering self-efficacy, judgment, and leadership skills.Engineering self-efficacy (ESE) is an individual’s belief in their capability to act in the waysnecessary to reach specific goals. Judgment about one’s abilities can influence behavior and goalattainment. We hypothesize that the groups’ self-guidance during the hackathon will improvetheir ESE related to applying AIMS concepts. Next, engineering judgment (EJ) is an individual’sability to make and justify decisions and predict the resulting consequences. EJ is developed inparallel with engineering
- Conference Session
- Experiential Learning and Professional Skills and Competencies: Attainment, Assessment, and Evaluation.
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- John H. Callewaert, University of Michigan; Cassandra Sue Ellen Jamison, University of Michigan
- Tagged Topics
- Diversity
- Tagged Divisions
- Cooperative and Experiential Education Division (CEED)
, professionaland honor societies, scientific research [3], or identity-based organizations [8].In engineering education literature, experiential education has also been studied for its potentialto support professional formation via engineering identity development [9]. Engineering identity,a concept that describes how students understand themselves as engineers, has been argued to bea significant indicator of educational and professional persistence [10], [11]. Literature hasconnected a stronger engineering identity with higher retention rates, improved climateperceptions, and better experiences for underrepresented groups in engineering [12]. Scholarshave studied how engineering identity connects with self-efficacy, or individuals’ beliefs abouttheir own
- Conference Session
- Experiential Learning : Global Models and Perspectives
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Lisa Romkey, University of Toronto; Daniel Munro, University of Toronto; Virginia Hall; Tracy L. Ross, Actua
- Tagged Topics
- Diversity
- Tagged Divisions
- Cooperative and Experiential Education Division (CEED)
utilization and application of their STEM knowledge. Networking with their peers - bothwithin their program and the national network - amplifies the experience and has the potential tocontribute to future career development. Participants, in the work itself, are given the opportunityto take ownership in the development of curriculum development and classroom management,building potential for self-efficacy development. Finally, the three interconnected strands holdmany connections to the Actua Future Skills Framework; “delivering results” requiresintellectual development, “working with others” draws from networking skills and institutionalknowledge; and future readiness draws from the three strands and makes connections to theparticipant’s future
- Conference Session
- Cooperative and Experiential Education Division (CEED) Poster Session
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- P.K. Imbrie, University of Cincinnati; Fazel Ranjbar, University of Cincinnati; Jutshi Agarwal, University of Cincinnati
- Tagged Divisions
- Cooperative and Experiential Education Division (CEED)
, G. (2005, June). A Qualitative Investigation Of A First Year Engineering Service Learning Program. In 2005 Annual Conference (pp. 10-77). 12. Main, J. B., Johnson, B. N., Ramirez, N. M., Ebrahiminejad, H., Ohland, M. W., & Groll, E. A. (2020). A case for disaggregating engineering majors in engineering education research: The relationship between co- op participation and student academic outcomes. International Journal of Engineering Education, 36(1), 170-185. 13. Raelin, J. A., Bailey, M., Hamann, J., Pendleton, L., Raelin, J., Reisberg, R., & Whitman, D. (2011). The effect of cooperative education on change in self-efficacy among undergraduate students: Introducing work self-efficacy