Conference Session

Mathematics Division (MATH) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Zenaida Aguirre Munoz Ph.D., University of California, Merced; Melissa Almeida, University of California, Merced; Comlan de Souza, California State University, Fresno; Keith Collins Thompson, University of California Merced; Khang Tran, California State University, Fresno; Yue Lei, University of California, Merced; Erica M Rutter, University of California, Merced; Lalita G Oka, California State University, Fresno; Maribel Viveros, University of California Merced; Bianca Estella Salazar, University of California, Merced; Changho Kim, University of California, Merced

Tagged Topics

Diversity

Tagged Divisions

Mathematics Division (MATH)

universal basis, suggesting that everyone can developsome level of interest in the subjects they are learning [12]. Therefore, fostering math interest iscrucial for motivating individuals to pursue engineering careers and engage in engineeringlearning [9]. Moreover, interest plays a pivotal role in the development of a positive STEM self-concept [8]. When individuals have an interest in STEM, they are more likely to seek outinformation and opportunities to engage in STEM activities, further contributing to their self-concept [8]. Therefore, we expected math interest to impact course grades, even after accountingfor engineering self-efficacy.Math Self-Concept Math self-concept relates to an individual's self-perception of their competence

Conference Session

Mathematics Division (MATH) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Meiqin Li, University of Virginia; Jessica Taggart, University of Virginia

Tagged Divisions

Mathematics Division (MATH)

value agree+ disagree+ strongly agree strongly disagreeMATLAB will beuseful in my future 112 4.78 4.37 *** 2.6217 .0099 59% 28%courseworkI can see myselfdoing a project in the 2.0853 .0393 112 4.60 4.26 ** 55% 32%future that utilizesMATLABMy future career will 1.7186 .0885likely include work 113 3.85 3.58 * 32% 49%with

Conference Session

Mathematics Division (MATH) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Olivia Ryan, Virginia Polytechnic Institute and State University; Susan Sajadi, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Mathematics Division (MATH)

higher education research. The types of transitions include Transition as‬ ‭Induction (T1), Transition as Development (T2), and Transition as Becoming (T3).‬‭ 1, Transition as Induction, describes the pathway that students take by moving into higher‬T‭education. This often describes the transition from high school to college, but other‬ ‭circumstances could be considered. Students who experience this type of transition must‬ ‭navigate the structures, systems, and policies of the institution. From here on out, this will be‬ ‭referred to as “Transition to the University.” T2, Transition as Development, describes students'‬ ‭life stage and their transformation from one identity to another (i.e., major, career, etc.). Students‬ ‭who