Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xiaowen Gong, Auburn University; Daniela Marghitu, Auburn University; Thaddeus A. Roppel, Auburn University; Chih-hsuan Wang; Melody L Russell

Tagged Topics

NSF Grantees Poster Session

friendlyand easily accessible to teachers. This project also fosters strong collaborations between in-service teachers, and engineering and STEM education faculty.Program participants for yr2 included seven teachers, one male and six females. Of the seventeacher participants four identified as African American, two identified as white, and oneparticipant identified as biracial. Surveys instruments included the Project Knowledge Scale, thePatterns of Adaptive Learning Scales (PALS), Computer Self-Efficacy Scale, and the TeacherSelf-Efficacy Scale all used to measure teachers’ knowledge, attitudes, computer, and teachingself-efficacy changes pre and post surveys were disseminated to program participates during thesummer 6-week professional development

Conference Session

Educational Research and Methods Division (ERM) Technical Session 14

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sierra Outerbridge, University of Central Florida; Michelle Taub, University of Central Florida; Marino Nader, University of Central Florida; Sudeshna Pal, University of Central Florida; Ricardo Zaurin, University of Central Florida; Hyoung Jin Cho, University of Central Florida

Tagged Divisions

Educational Research and Methods Division (ERM)

learning strategies. These strategies require further investigation as they areincreasingly important to integrate within the classroom, especially for challenging STEM-basedcourses. By specifically fostering motivation and SRL, students can engage more effectivelywith the material, leading to improved learning outcomes. To investigate these components of thelearning process in engineering, we collected self-report measures of achievement goalorientation (motivation), general self-efficacy (motivation), and motivated strategies for learning(SRL) for 146 undergraduate engineering students in Thermodynamics.To better understand (1) the interconnected nature of these constructs for students and (2) theself-regulatory and motivational profiles of

Conference Session

Computing and Information Technology Division (CIT) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shamima Mithun, Indiana University-Purdue University, Indianapolis; Xiao Luo, Oklahoma State University

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology Division (CIT)

personnel, and others. In our approach, first, we devised course-specificmentoring objectives through literature surveys and pre-course surveys. To achieve theseobjectives, we created a set of mentoring activities. We also designed evaluation metrics to assesswhether there are any changes in students' perceptions toward computing programs and perceivedimpacts on students' self-efficacy and sense of belonging over time. Through these analyses, wetried to measure whether we need to design course-level-specific mentoring to help ourunderrepresented students attain their computing careers. We believe our mentoring should helpour underrepresented and predominantly major students who may hesitate to pursue a computingprogram or require enhanced self

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Cooley Jones, Louisiana State University and A&M College; Elizabeth Michelle Melvin, Clemson University

Tagged Topics

Diversity, NSF Grantees Poster Session

SurveysThe PRISE assessments and surveys have been fully developed and administered via Qualtrics.The surveys on students’ engineering self-efficacy (Mamaril et al., 2016, self-coping efficacy(Concannon and Barrow, 2009), engineering interest measure (Henderson et al., 2002), andcareer outcome expectations (Concannon and Barrow, 2009) have been administered as our mainoverall program learning outcome. Data collection was at pre-intervention (before students’ firstyear), at mid-year (at the end of each fall semester), and post-intervention (end of each springsemester). Focus groups and/or individual interviews were used to evaluate scholars’ attitudesregarding their collegiate experience, impact of the program on their success and experience

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Craig O. Stewart, University of Memphis; Chrysanthe Preza, The University of Memphis; Stephanie S Ivey, The University of Memphis

Tagged Topics

NSF Grantees Poster Session

, e.g., “I am confident that I canunderstand engineering outside of class”).Engineering self-efficacy was measured using a 5-item scale developed by Maramil et al. [32](e.g., “I can master the content in the engineering-related courses I am taking this semester”; “Ican do a good job on almost all my engineering coursework”).Engineering mindset was measured using a 3-item scale adapted from Hong et al. [33] (e.g.,“You have a certain amount of ability in Engineering, and you really can’t do much to changeit”).Intention to remain in the engineering major was measured using a 4-item scale adapted fromScott et al. [34] (e.g., “I have thought seriously about changing majors since I began inengineering”).Intention to pursue a career in engineering was

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Professional Practice 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sydney Donohue Jobe, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Ruben D. Lopez-Parra, Purdue University; Paris Eisenman, University of New Mexico; Ethan Kapp, University of New Mexico; Carl Lyle Abadam, University of New Mexico; Vanessa Svihla, University of Texas at Austin; Anjali Mulchandani, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

. Surveys included Likert-scale questions on self-efficacy, identity, and intent to persist that are supported by pre-existingliterature [13]–[15]. Additional questions on motivators, relevance of design challenges, andengineering skills were added for general instructor interest.Self-Efficacy Measured Across the Semester-Long CourseFour questions were asked to gauge self-efficacy (how certain are you that you can: identify adesign need, develop a design solution, evaluate and test a design, recognize changes needed fora design solution to work). Responses were collected on a Likert-scale, where 1 indicated“completely uncertain” and 7 indicated “completely certain.” Table 1 shows that responses to allfour questions could be grouped into one self

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jamie R Gurganus, University of Maryland, Baltimore County; Michael M. Malschützky, Hochschule Bonn-Rhein-Sieg, Germany

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

(URCAD) enablestudents to explore and comprehend the essence of research.Undergraduate students participating in research experiences show to enhance many of theirtechnical and professional skills [2], [3]. Communication and critical thinking, careerclarification and even further aspirations to continue to graduate school have been documentedbecause of a research experience for a student [2], [4], [5]. Another key and important element,especially at UMBC, is the impact on diversity. These experiences demonstrate increasing self-efficacy in students who are working to complete a STEM degree, especially women andmarginalized populations [5], [6], [7], [8].However, not all students have the chance or find themselves in a position to pursue such

Conference Session

First-Year Programs Division Technical Session 1: Evolving First Year Programs

Collection

2024 ASEE Annual Conference & Exposition

Authors

Doris J. Espiritu, Wilbur Wright College, City Colleges of Chicago

Tagged Divisions

First-Year Programs Division (FYP)

integrations, and belonging seminars.Although community colleges (CC) implement several FYEs -- retention, and student successcan be improved. Wright College, one of the City Colleges of Chicago, a Hispanic Servingcommunity college, developed a framework that holistically and programmatically supportengineering students through admission, transfer, and degree completion (associate andbachelor). This framework resulted in a 75% transfer rate to 4-year engineering programs withintwo years. The course provides excellent first-year experience, measures belonging and self-efficacy, and tracks the success of engineering students.The ESS is a three-credit hour seminar incorporating Introduction to the Engineering Profession,College Success, and Professional

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Melanie B Butler, Mount St. Mary's University; Rosina Bolen; DINA YAGODICH, Frederick Community College; Aubrey Allen Smith, Montgomery College; Christine McCauslin; Isaac N Mills, Mount Saint Mary College; Jeffrey Simmons; Kraig E Sheetz

Tagged Topics

Diversity, NSF Grantees Poster Session

Asian Black White Agree Agree Agree Agree Self-Efficacy I am confident that I will be 4.7 ± 0.7 4.7 ± 0.6 4.6 ± 0.7 4.5 ± 0.9 4.7 ± 0.6 4.8 ± 0.6 4.7 ± 0.5 4.7 ± 0.7 able to transfer to a 4-year institution. Self-Efficacy I am aware of the 3.9 ± 1.1 3.9 ± 1.1 3.9 ± 1.2 3.7 ± 1.2 3.9 ± 1.1 4.0 ± 1.0 4.1 ± 1.0 3.5 ± 1.3 procedures involved in transferring to a 4-year institution. Self-Efficacy I know how I can get more 4.2 ± 1.0 4.2 ± 1.0 4.2 ± 1.0 4.1

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Marcus Antonius Ynalvez, Texas A&M International University; Claudia San Miguel, Texas A&M International University; Ruby Ynalvez, Texas A&M International University; Deepak Ganta, Texas A&M International University; Runchang Lin, Texas A&M International University; Marcela Moran, Texas A&M International University; Leonela Preciado, Texas A&M International University; Mayra Alejandra Garza, Texas A&M International University; Rene Rangel Jr., Texas A&M International University; Veronica Judith Prado, Texas A&M International University

Tagged Topics

NSF Grantees Poster Session

research article. Outcomes aremeasured at every end-of-semester. The generated data allow for evaluating the efficacy ofUSTEM2 versus USTEM1 and the parametric characterization of trends across semesters. In thisreport, we present preliminary results generated from five completed measurement occasions (M1-M5) for Cohort 1 (at M1: USTEM1, n=22; USTEM2, n=19) and Cohort 2 (at M1: USTEM1,n=12; USTEM2, n=17) vis-à-vis five PSO indicators: 1) academic self-efficacy in STEM(ASESTEM; an average of 3 items), 2) self-efficacy in performing STEM tasks (STEMTaskSE;an average of 4 items), 3) sense of belonging in STEM (STEMSB; an average of 18 items), 4)STEM self-identity (STEMSI; an average of 4 items), and 5) sentiments about staying in a STEMmajor

Conference Session

Project-Based and Experiential Learning in Manufacturing

Collection

2024 ASEE Annual Conference & Exposition

Authors

Akbar M. Eslami, Elizabeth City State University; Kuldeep S Rawat, Elizabeth City State University; Chandra Bhushan Asthana P.E., Elizabeth City State University; Scott Bradshaw, Elizabeth City State University

Tagged Topics

Diversity

Tagged Divisions

Manufacturing Division (MFG)

preparedness10. Workshop(s) on product commerciali- 1 2 - 2 3 4 2zation Table1: Ratings of the overall summer bridge experienceStudent self-efficacy was assessed using the Engineering Skills Self-Efficacy Scale [6]. The scalewas developed to assess the different dimensions of self-efficacy for undergraduate studentsacross various engineering-related disciplines. The measure reports three sub-scales:Experimental Skills, Tinkering Skills, and Design Skills. To assess the effectiveness of theadditive manufacturing project-based experiences, the project evaluator wrote four itemsmodeled on the existing items on the Engineering Skills Self-Efficacy Sub-Scales

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Manish Roy, University of Connecticut; Christa L. Taylor, University of Connecticut; Maria Chrysochoou, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

, depression, and anxiety) and personal resources (self-efficacy, engagement, and motivation) using an online survey. Students also provided permissionto record their grades on course assignments for analysis. Following the end of the semester,participating students’ scores were recorded for the following: (1) Average of scores forhomework assignments; (2) Average of scores on quizzes; (3) Average of scores for each of threephases of the term project; (4) Average of scores for three midterm exams; (5) Score for classparticipation. Data will be analyzed using multiple regression models. The proposed paper willdescribe the course structure and design of the course assignments, which differ in their level offlexibility, as well as the results and

Conference Session

Equity and Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Felicity Bilow, Virginia Polytechnic Institute and State University; Lucas Adams, Clarkson University; Mohammad Meysami, Clarkson University; Jan DeWaters, Clarkson University

Tagged Topics

Diversity

Tagged Divisions

Equity, Culture & Social Justice in Education Division (EQUITY), Liberal Education/Engineering & Society Division (LEES)

structure previously determined through exploratory and confirmatory factor analysisrevealed five latent variables that align with a framework proposed by Fila et al. [1] for teachingengineering within a humanistic lens to help students develop a sense of belonging and theirengineering identity. Our SEM analysis showed that for all students, academic self-confidenceand self-efficacy and a broad understanding of engineering both have a significant positiveinfluence on their sense of belonging, which in turn has a significant influence on their attitudestoward persisting and succeeding in engineering. Appreciating the importance of non-technicalskills in engineering had no significant influence on most students’ sense of belonging with theexception

Conference Session

Educational Research and Methods Division (ERM) Technical Session 12

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xiao Ge, Stanford University; Mark Schar, Stanford University; Helen L. Chen, Stanford University; George Toye; Sheri D. Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods Division (ERM)

’ workplace behaviors. The same Likert scale was used.Job roles: A few variables were included to measure job roles, including: working for a medium-or large-size business (relative to all the alternatives, coded as a 0-1 dummy variable), andmultiple choice questions about specific work functions (e.g., working in R&D, Design,Manufacturing, or Management roles) and career choices (e.g., Startup career).Self-efficacy measures: Self-efficacy measures people’s perceived confidence in their ability tosuccessfully perform tasks and activities in certain domains, and have shown to be importantpredictors of their work outcomes [74]. We use pre-established scales as detailed in [61] tocapture participants’ beliefs about their personal efficacies in four

Conference Session

Design in Engineering Education Division (DEED) - Engineering Design and First-Year Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elizabeth Marie Starkey, Pennsylvania State University; Nicolas F. Soria Zurita, Pennsylvania State University; Sarah C. Ritter, Pennsylvania State University; Matthew B. Parkinson, Pennsylvania State University

Tagged Divisions

Design in Engineering Education Division (DEED)

: https://sites.psu.edu/learningfactory/students/edsgn-100-cornerstone/[28] D. Baker, S. Krause, and S. Purzer, “Developing an instrument to measure tinkering and technical self efficacy in engineering,” presented at the 2008 Annual Conference & Exposition, 2008, pp. 13–392.[29] E. Anderson, “The white space. Sociology of Race and Ethnicity, 1 (1), 10-21,” 2015.

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Catherine G. P. Berdanier, Pennsylvania State University; Jacqueline O'Connor, Pennsylvania State University; Karen A. Thole, Pennsylvania State University

Tagged Topics

Diversity, NSF Grantees Poster Session

development of a measure of engineering identity. In ASEE AnnualConference & Exposition. 2016.[16] V. L. Bieschke, K. J., Bishop, R. M., & Garcia, “The utility of the research self-efficacy scale,” J.Career Assess., vol. 4, no. 1, pp. 59–75, 1996.

Conference Session

Laboratory and Research Skill Development

Collection

2024 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Stephanie G Wettstein, Montana State University, Bozeman; Catherine Anne Hubka, University of New Mexico; Jennifer R Brown, Montana State University, Bozeman; Eva Chi, University of New Mexico

Tagged Divisions

Chemical Engineering Division (ChED)

high.However, the authors did not find a correlation between self-efficacy and exam grades. While theauthors attributed this to a small sample size, both troubleshooting and the measure of self-efficacy primarily focused on data collection and documentation during experiments (Domain 2).We wonder if high self-efficacy related to Domain 2 might be a weaker correlate of learning thanother domains, in part because students may experience what scholars have named “deceptiveclarity,” a phenomenon in which students underestimate how complex something is based onhaving completed a simplified version of the task [9]. The activities associated with collectingdata and monitoring during the experiment are somewhat more straightforward compared toactivities in

Conference Session

Educational Research and Methods Division (ERM) Technical Session 21

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah A. Wilson, University of Kentucky; Ava Kay Huth, Iowa State University of Science and Technology; Sara Xochilt Lamer, University of Kentucky; Joseph H. Hammer; Matthew Whitwer, University of Kentucky

Tagged Divisions

Educational Research and Methods Division (ERM)

theoretical framework to identify the beliefs that mostaccurately predict behavior. In December 2021, a survey was conducted in the first-yearengineering program at a large public university with a predominantly White population (n = 452).The self-report survey instrument included measures of mental health help-seeking intention,attitude, perceived norm, personal agency, and outcome beliefs guided by the IBM. Respondentsexhibited high scores on scales measuring their attitude towards seeking help, perceived control,and self-efficacy. This suggests that, on average, first-year engineering students had positiveperceptions of their seeking help, felt in control of their decisions to seek help, and were confidentin their ability to seek help. Students

Conference Session

Springfield's STEM Spectacle: Evaluating Engineering Excellence, D'oh!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jose Capa Salinas, Purdue University; Manuel Salmeron, Purdue University; Gaurav Chobe, Purdue University; Herta Montoya, Purdue University at West Lafayette (COE); Morgan R Broberg, Purdue University at West Lafayette (COE)

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

[1]. FET is a framework designed to evaluate ToLthrough the factors that impede or facilitate the transfer. In contrast with other methods that focuson determining the factors (see, for example, [9], [16], [17]), the FET model aims to assess them[1]. Furthermore, the FET’s framework encompasses evaluating multiple dimensions influencingthe ToL. Specifically, the FET model's categories include transfer dimensions, achieved learning,and intent to transfer. The transfer dimensions are: 1. Trainee, which includes factors related to the participants’ reactions to a training program, such as motivation of transfer, self-efficacy, and locus of control; 2. Training, that evaluates the training itself and its design, and includes factors

Conference Session

Biomedical Engineering Division (BED) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jacquelynn Ann Horsey, University of Arkansas; Thomas Hudnall McGehee, University of Arkansas; Mostafa Elsaadany, University of Arkansas; Timothy J. Muldoon, University of Arkansas

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering Division (BED)

context of such available resources isof broad interest to the engineering community. This study sought to measure the effectivenessof a junior-level clinical observations course designed for a major land-grant, public universitywithout proximity to a medical school. We compared IP generation and pre- and post-classsurveys were used to quantify students’ self-efficacy, motivations, and ability to makeconnections to real-world problems. The total number of IP applications increased more thantwo-fold following the adoption of the course, and survey results indicated students’ collectiveimproving understanding of the design process and increased confidence in engineering-relatedskills. This study included a sample size of 75 undergraduate students

Conference Session

First-Year Programs Division Technical Session 2: AI, Computation, and Electronics

Collection

2024 ASEE Annual Conference & Exposition

Authors

Azizi Penn, Purdue University ; Kerrie A. Douglas, Purdue University ; Tamara J. Moore, Purdue University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

students' motivation topursue a career in microelectronics differ after this limited curriculum intervention?Literature ReviewThe Role of Interest in Career DevelopmentSocial Cognitive Career Theory (SCCT) [9] is an overarching conceptual framework that guidesall of the decisions of the Scalable Asymmetric Lifecycle Engagement (SCALE) project. SCCTemphasizes the role of relevant interests in career development. Within SCCT's Choice Modeland Interest Model, interest directly links self-efficacy, outcome expectations, and career-relatedchoices [9]. Because of this, many studies seeking to affect student's interest in engineeringcareers focus on increasing student self-efficacy and outcome expectations. In SCCT, interestsdirectly relate to choice

Conference Session

Unique Pedagogies for Mechanics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joshua Gargac, Ohio Northern University

Tagged Divisions

Mechanics Division (MECHS)

pass the course with at least a “C”. Students earning a “D” passed all the required Level 1skills, but did not regularly submit homework or daily class notes. Students earning an “F” did not passthe required Level 1 skills. All students earning an “F” did not regularly attend in-person meetings,submit homework, or sit for test assessments. Figure 2: Overall course grades for MBL system at UMU (2020) and ONU (2021-23).Student self-efficacy was measured by surveys administered during the 15th week of the semesterduring 2021, 2022, and 2023. The students ranked their competence with each skill on Likert Scale, andthen the student responses were compared across the course offerings (Fig. 3). Overall, the updatedMBL-approach resulted in

Conference Session

Educational Research and Methods Division (ERM) Technical Session 16

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jasmine Smith, University of Florida; David J. Therriault, University of Florida; Jeremy A. Magruder Waisome, University of Florida

Tagged Divisions

Educational Research and Methods Division (ERM)

-awareness related to the dimensions of self-reflection and insight. In the literature, thedimension of self-awareness is often assessed as engineering self-efficacy. Self-efficacy is anindividual's belief in their capacity to act in the ways necessary to reach specific goals [20]. Inengineering education, studies have measured self-efficacy among engineering students relatedto engineering design [21], mathematics aptitude [22], and general and skill-specific engineering[23]. Nevertheless, self-efficacy is only one dimension of one’s overall self-awareness. We arguethat you cannot consider a single aspect of an engineer’s being, such as their efficacy, andneglect to assess how that contributes to their overall identity as an engineer (i.e., overall

Conference Session

Educational Research and Methods Division (ERM) Technical Session 29

Collection

2024 ASEE Annual Conference & Exposition

Authors

David Paul Harvie, Embry-Riddle Aeronautical University ; Kimberly A. Luthi, Embry-Riddle Aeronautical University ; Monica Surrency, Embry-Riddle Aeronautical University ; John K. Wilson, Embry-Riddle Aeronautical University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

, vol. 15, no. 2, pp. 7-15, 2014.[7] S. B. Wilson and P. Varma-Nelson, "Small Groups, Significant Impact: A Review of Peer- Led Team Learning Research with Implications for STEM Education Researchers and Faculty," Journal of Chemical Education, vol. 93, pp. 1686-1702, 2016.[8] S. B. Wilson and P. Varma-Nelson, "Implementing Peer-Led Team Learning and Cyber Peer-Led Learning in an Organic Chemistry Course," Journal of College Science Teaching, vol. 50, pp. 44-50, 2021.[9] J. E. Klobas, S. Renzi and M. L. Nigrelli, "A scale for the measurement of self-efficacy for learning (SEL) at univeristy," Bocconi University, 2007.[10] K. Wilson, K. Luthi, D. Harvie and M. Surrency, "Strategies for Engagement of Non- Traditional Students

Conference Session

Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lindsay Harley, Dartmouth College; Vicki V. May P.E., Dartmouth College; Rebecca Holcombe

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

previous research shows thatconfidence or self efficacy greatly impacts perseverance in the major [6]. If underrepresentedstudents in particular say that assessment and reporting practices negatively impact theirconfidence and are not always accurate representations of their learning, then these studentsmight be discouraged from persisting in the engineering major, thus further perpetuating thediversity problem that already exists in the profession.This paper explores how students describe the effect of assessment practices on their perceivedsense of efficacy. Specifically, it examines whether students report differences in their sense ofself-efficacy in response to different kinds of assessment (eg. tests vs. hands-on projects) andreporting of

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Janeth Martinez-Cortes, The University of Texas at San Antonio; Mark Appleford, The University of Texas at San Antonio; Jose Francisco Herbert Acero, The University of Texas at San Antonio; Harry R. Millwater Jr., The University of Texas at San Antonio; Heather Shipley, The University of Texas at San Antonio

Tagged Topics

Diversity, NSF Grantees Poster Session

changes in STEM self-efficacy, sense ofbelonging, GPA, persistence in STEM major, good standing, and graduate school application. Aregression model was utilized to examine the relationship between participating in anengineering course section by level of implementation and student outcome data. Findings fromthe regression analysis indicated no statistically significant differences between studentsparticipating in a moderate or high implementation redesigned section compared to a sectionwith no redesigned lessons. Student self-efficacy was marginally significant (p=.10) afteraccounting for student characteristics and instructor effects. While no significant impact wasdetermined across the various outcome measures due to limited sample size and

Conference Session

Educational Research and Methods Division (ERM) Technical Session 27

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fanyi Zhang, Purdue University; Beth M. Holloway, Purdue University ; Eric Holloway, Purdue University

Tagged Divisions

Educational Research and Methods Division (ERM)

-Efficacy (ASE). The ASE evaluates an individual’s confidence regarding theiracademic abilities [30]. This instrument consists of eight items, including “I know how to takenotes [31].” Items were rated from 1 (strongly disagree) to 7 (strongly agree). The developmentstudy provided validity evidence based on reliability coefficients and convergent evidence for theproposed score use. We could not find any follow-up validation studies of the scale, likelybecause academic self-efficacy measurements are often tailored to specific research contexts orpedagogical purposes. In our research, we performed both EFA and CFA to validate the score’sproposed factor structure further and assess individual item loadings.3.3 Data ProcessingAll analyses were

Conference Session

Fostering Diversity and Innovation in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bianca Estella Salazar, University of California, Merced; Melissa Almeida, University of California, Merced; Zenaida Aguirre Munoz Ph.D., University of California, Merced; Maribel Viveros, University of California, Merced

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

promptedstudents to synthesize and apply the concepts learned during the hands-on activities.Data AnalysisStatistical AnalysisData were analyzed using SPSS software, Version 29 [18]. The analysis included independentsamples t-tests to compare the pre-test scores of participants based on their prior attendance at aSaturday STEM Academy. Paired samples t-tests were then conducted to evaluate the impact ofthe intervention on the students' self-efficacy, STEM identity, and engineering knowledge. Theassumptions for each test were verified prior to analysis. Hedges' g was calculated to estimate theeffect sizes, providing a measure of the magnitude of the intervention's impact while accountingfor the small sample size.Qualitative AnalysisFollowing the academy

Conference Session

Krusty's Creations: Robotics and Electronics in Springfield STEAM, Hey Hey!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shauna Adams, Purdue University; Cristián Eduardo Vargas-Ordóñez P.E., Purdue University; Morgan M Hynes, Purdue University; Kerrie A Douglas, Purdue University; Peter Bermel, Purdue University; David R. Ely, Ivy Tech Community College, Indianapolis; Hayley Joy Grisez

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

about post-high school plans. The pre-and post-surveys asked participants about their career interests or anticipated majors.Parts of the Knowledge, Awareness, and Motivations (KAM) survey tool were modified toevaluate awareness, exposure, career interest, and motivations. The KAM survey is a modifiedversion of the Motivation and Exposure in Microelectronics Instrument [6], an instrumentderived from the Nanotechnology Awareness Instrument [7]. The instrument was initiallydeveloped to assess changes in awareness, exposure, motivation, and knowledge ofnanotechnology [7]. To measure students’ self-efficacy and career outcome expectations, weadministered a modified Social Cognitive Career Theory Survey (SCCT) [8]. TheMicroelectronics SCCT Survey

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brittany Lynn Butler-Morton, Rowan University; Darby Rose Riley, Rowan University; Eduardo Rodriguez Mejia M.Sc, Rowan University; Cheryl A Bodnar, Rowan University; Yusuf Mehta, Rowan University; Kaitlin Mallouk, Rowan University

Tagged Topics

NSF Grantees Poster Session

, Attainment Value, Utility Value, Self-Efficacy, and Cost. Interest Value measures howinterested students are in obtaining their degree, Attainment Value measures the importance ofobtaining their degree, Utility Value measures how useful the degree is to the students, and Costrefers to the amount of resources, such as time or money, which are required to obtain theirdegree [20], [23]. Self-Efficacy refers to the confidence students’ have in obtaining their degree[24]. The 35-item likert scale questions (range from 1 – strongly disagree to 7 – strongly agree)were updated to reflect a graduate student setting and then finalized through a think aloudprotocol [23]. Survey data were collected from a sample of 28 students of the eligible 34 studentsin Fall