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2024 ASEE Annual Conference & Exposition

Authors

Azadeh Bolhari, University of Colorado Boulder; Angela R Bielefeldt P.E., University of Colorado Boulder

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, “Measuring entrepreneurial self-efficacy to understand the impact of creative activities for learning innovation,” Intl J Mgmt Educ, 12, pp. 456-468, 2014.[9] J.H. Dyer, H. B. Gregersen, and C.M. Christensen, “Entrepreneur Behaviors, Opportunity Recognition, and the Origins of Innovative Ventures,” Strateg. Entrepreneurship J, 2 (4): pp. 317–38, 2008.[10] G. Balau, D. Faems, J. van der Bij, “Individual characteristics and their influence on innovation: A literature review,” Proceedings of the 9th International Conference on Innovation and Management, Nov. 14-16, Eindhoven, The Netherlands. Eds. G. Duysters, A. de Hoyos, K. Kaminishi, Wuhan University Press, pp. 887-901, 2012.[11] A. Bolhari, & S. Tillema

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Nigel Berkeley Kaye, Clemson University; Lisa Benson, Clemson University; Makayla Headley, Clemson University; Komal Rohidas Sonavane

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data set is collected over the comingsemesters. Table 1. Mean and standard deviation for each measure of problem-solving self-efficacy. Civil Engineers (n=34) Non-Civil Engineers (n=36) Mean Standard Mean Standard Deviation Deviation Problem definition (/100) 81.6 9.0 83.3 10.4 Representation & 82.0 10.1 82.6 12.0 Organization (/100) Calculations (/100) 87.3 10.0 84.6 11.1 Evaluate Solution (/100) 87.9 8.4

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Holly M Golecki, University of Illinois Urbana-Champaign; Karin Jensen, University of Michigan; Karen T. Klebbe, Centennial High School, Champaign IL; Thomas Tran, University of Chicago; Elizabeth Ann McNeela, University of Illinois Urbana-Champaign

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a pathway to recruit students to robotics and engineering careers.IntroductionPre-college robotics programs are common precursors to majoring in engineering [1]. However,gender disparities persist across engineering disciplines. The fact that girls do not participate inpre-college robotics at the same rate as boys has been proposed as a bottleneck for girls enrollingin engineering majors [2]. When girls are not part of extracurricular robotics programs, they missvital opportunities to develop tinkering self-efficacy and join engineering majors includingmechanical and electrical engineering [3]. Alternatively, bioengineering and biomedicalengineering (BME) programs graduate ~40% women students each year [4]. Diversity in BME iswell studied

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Betsy Chesnutt, University of Tennessee at Knoxville

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NSF Grantees Poster Session

use in K-12classrooms. A new course model was created that utilized a hybrid community of practice wherestudents learned about engineering education and worked together to support local K-12 schoolsby engaging in service learning. This project explored the ways in which participation in thiscourse impacted pre-service teachers’ perceptions of engineering and engineering teaching self-efficacy. We first administered a survey designed to measure engineering teaching self-efficacyto pre-service teachers at the beginning and end of the course. In addition, pre-service teachersalso completed reflective journals throughout the course in which they were asked to reflect onhow specific aspects of the course impacted their understanding of the nature

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Ruben D. Lopez-Parra, Purdue University, West Lafayette; Yuyu Hsiao, University of New Mexico

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, andpersistence (Table 1). We used the framing agency survey [6, 7], which incorporates research-based measures of design self-efficacy [8, 9] and engineering identity [1, 10].Table 1. Survey questions and constructs measured Construct Items (7-point scale, with ends named in question) Individual consequentiality How responsible or not responsible have you felt: The extent to which an • for making decisions personally? individual reports that the • for coming up with your own ways to make progress on the problem changed, or their design project? understanding changed as a • for the outcomes of the design project? result of decisions made

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Rebekah J Hammack, Purdue University, West Lafayette; Julie Robinson, University of North Dakota; Tugba Boz, Indiana-Purdue University; Min Jung Lee, University of North Dakota; Ryan G. Summers; Ashley Iveland; Martha Inouye, University of Wyoming; Meghan Macias; Maria Zaman, University of North Dakota; John Galisky, University of California, Santa Barbara; Natalie Johansen, University of Wyoming

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Dakota Dr. Julie Robinson is an Assistant Professor at the University of North Dakota and the Director of UND’s Center for Engineering Education Research. Her research explores strategies for broadening access and participation in STEM, focusing on culturally relevant pedagogy in science and engineering. She also investigates strategies for increasing representation in STEM through teacher professional learning opportunities and by exploring the impact of group gender composition on girls’ motivation and engagement. Dr. Robinson is a PI and Co-PI on several NSF sponsored grant projects which focus on teacher professional learning and self-efficacy with implementing culturally relevant engineering education, connecting

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Diana Arboleda, University of Miami; James Giancaspro P.E., University of Miami; Aaron Heller, University of Miami

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NSF Grantees Poster Session

of course content, andpsychological stressors.3. Research MethodologyThe research approach is to conduct an Ecological Momentary Assessment (EMA) study, whichinvolves frequent self-reporting of participants' behaviors and affect in real-time at periodicintervals [9]. Also known as "experience sampling", this approach utilizes electronic polling (viatext message) to collect students' affect and self-efficacy in real-time on a recurring schedule andaround examination times. Polling can improve student participation and serve as an effectivefeedback loop [10-12].Validated psychometric test instruments were utilized to measure affect, self-efficacy,motivation, and engineering identity. Since changes in affect may serve as the earliest

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Andrea Ramirez-Salgado, University of Florida; Tanvir Hossain, The University of Kansas; Swarup Bhunia; Pavlo Antonenko

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: Measures: Self-efficacy, Self-efficacy, interest, interest, outcome expectations, identity outcome expectations, identity Datasources: Data sources: Intrapersonal Intrapersonal factors factors survey, interviews, and focus groups survey, interviews, and focus

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Deepak Ganta, Texas A&M International University; Marcus Antonius Ynalvez, Texas A&M International University; Maria Lopez, Texas A&M International University; Alan Santos, Texas A&M International University; Claudia San Miguel, Texas A&M International University; Sergio Gonzalez Torres, Texas A&M International University

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by all the teammembers via a BB Turn-It-In-Dropbox. Team members will assume the roles of director, producer,actors, and film editors in preparing this controversial statement video. All team members mustappear and be heard on the video product. Through these CVP activities, we aim to buildengineering self-efficacy, self-identity, and a sense of belonging through reflective thinking,internalization (about the challenges of engineering life and the journey to becoming a successfulengineer), and collaborative creative work.3. Results and DiscussionThis paper presents results from the first (M1; preintervention) and the last measurement occasion(M3). All statistical results are shown below in Table 1. From data collected through our PSOsurvey

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Michael Johnson, Texas A&M University; Amarnath Banerjee, Texas A&M University; Bimal P. Nepal, Texas A&M University; Rutwik Dehade, Texas A&M University; Glen Miller

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Texas A&M UniversityAbstractThis paper presents the progress made in the first two years of a five-year NSF ER2 (Ethical andResponsible Research) project on ethical and responsible research and practices in science andengineering undertaken at a large public university in the southwestern United States. Overallobjectives of the project include: 1) conduct a survey of incoming freshmen college students toassess their ethical research competency and self-efficacy at the beginning of their tertiaryeducation and during their senior-level capstone course; 2) evaluate the ethical researchcompetency and self-efficacy of university students and identify any significantly contributingfactors to develop an intervention plan to improve their ethical

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NSF Grantees Poster Session

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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

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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

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

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

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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

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NSF Grantees Poster Session

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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

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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

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NSF Grantees Poster Session

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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

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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

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NSF Grantees Poster Session

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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

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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

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NSF Grantees Poster Session

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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

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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.

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2024 ASEE Annual Conference & Exposition

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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

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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

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NSF Grantees Poster Session

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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

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, 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

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Elisa Bravo, University of Michigan; Jesse Austin-Breneman, University of Michigan

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Diversity, NSF Grantees Poster Session

engineeringidentity, sense of belonging, and self-efficacies.The survey instrument was designed with validated scales to measure engineering self-efficacy[19], design self-efficacy [20], and students’ sense of belonging [21]. The first survey also askedstudents to self-report demographic items, such as gender identity, sexual orientation,race/ethnicity, nationality, status as first-generation college students, estimated family income,plans to work during the academic year, and if they would identify as having a disability. Theinstrument also asked students what forms of making they had previous experience with, forexample, woodworking or making with textiles. Students’ perceived attitudes towardmakerspaces were also collected through the form of Likert-type

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Vellore S. Gopalaratnam, University of Missouri, Columbia; Douglas J Hacker; Sarah Lynn Orton P.E., University of Missouri, Columbia; Rose M Marra, University of Missouri, Columbia

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NSF Grantees Poster Session

PS5 1 Sense of Community, Self-Efficacy of Engineering Students, Grade Point Average 2 3 (Overall and Gateway 8), 4 Success Measures (Various), 5 Program SatisfactionThe Engineering Self-Efficacy survey (Frantz, Siller & Demiranda, 2011) measures students’judgments concerning their academic performance in engineering courses and an engineeringprogram, their expectations about an engineering career, and their persistence in pursuing anengineering education. In addition, at the end of each academic year, students participated in afocus group to discuss their personal experiences in the program and offer suggestions forchange

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Brendan Higgins, Auburn University; Laura Parson, North Dakota State University; Sushil Adhikari, Auburn University; Fredricka Saunders, North Dakota State University

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Diversity, NSF Grantees Poster Session

not sign the consent letter to participate in the IRB-approved evaluationresearch.Evaluation MethodsEvaluation of the project consisted of a pre-post survey instrument focused on perceived self-efficacy in universal teamwork and research skills. This instrument was an adaptation of theResearch Self-efficacy scale [9]. Questions focused on things like the perceived ability to“engage in effective team practices,” “follow ethical principles of research,” “identify my ownstrengths within a team setting,” and “present research ideas in oral or written form.” This pre-post survey was augmented by weekly surveys aimed at understanding fellow engagement in theprogram. A final focus group was held with the project evaluator to further elucidate the

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Prateek Shekhar, New Jersey Institute of Technology; Maya Menon, New Jersey Institute of Technology

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Diversity, NSF Grantees Poster Session

trustworthiness of the findings. The final codebook was developed, and categorieswere organized into factors (internal and external) and dimensions (systemic/programmatic)based on emergent participant responses.FINDINGSThe findings from this study revealed that the engagement of STEM faculty in EEPs was shapedby an interplay of internal and external influences, which related with systemic andprogrammatic dimensions relevant to entrepreneurship and EEPs. We define internal influencesas interactions within the individual, such as identity and self-efficacy. External influencesinvolved interactions found in the structures or setting outside of the individual, such as theiracademic setting or family structures. Programmatic dimensions focused on aspects

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Kaitlin Mallouk, Rowan University; Juan M Cruz, Rowan University; Stephanie Farrell, Rowan University; Abagael Anne Riley, Rowan University

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Diversity, NSF Grantees Poster Session

confirmatory factor analysis on the pre- and post-survey datarespectively, we will validate and test the reliability of the surveys to measure self-efficacy, senseof belonging, perceptions of the curriculum, and perceptions of DEI.Fig. 1: Three levels of DEI student interventionData AnalysisThe pre-survey data was collected in the Fall 2023 semester, and is currently being analyzedusing SPSS and R softwares. After data cleaning, results of the pre-survey indicated that therewere 10 students in the S-STEM scholarship program, 91 in just the ELC, and 135 in neither.This represents a 100%, 84%, and 90% response rate for these populations, respectively. Asexpected, comparisons between these groups did not yield significant differences. However, weexpect

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Marian Kennedy, Clemson University; Kristin Kelly Frady, Clemson University

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NSF Grantees Poster Session

on curriculum development, etc.) both during their research experience and the academic year; 4. Create strong communication between the teachers, the RET Site project faculty team and the industrial advisory board during the academic year to provide the teachers with support as they refine their curriculum modules utilizing inquiry methodology; 5. Increase teacher self-efficacy related to manufacturing content knowledge and inquiry-based teaching needed to inspire their students to consider careers in advanced manufacturing; 6. Deliver workforce development specific professional development targeted to increase teachers’ knowledge of regional career opportunities in advanced manufacturing to inspire

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Linda DeAngelo, University of Pittsburgh; Allison Godwin, Cornell University; Charlie Díaz, University of Pittsburgh; Eric Trevor McChesney, University of Pittsburgh; Erica McGreevy, University of Pittsburgh; Nelson O. O. Zounlomè, University of Pittsburgh; Kevin Jay Kaufman-Ortiz, Purdue University; Anne-Ketura Elie, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Maricela Bañuelos, University of California, Irvine; Matthew Bahnson, Purdue University; Kevin R. Binning; Natascha Trellinger Buswell, University of California, Irvine; Christian D Schunn, University of Pittsburgh; Beverly Conrique, University of Pittsburgh; Liwei Chen, University of Pittsburgh; Carlie Laton Cooper, University of Georgia; Rachel Kelly Forster, University of Pittsburgh; Danielle V. Lewis, SUNY Fredonia; Jacqueline Rohde, Georgia Institute of Technology

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engineering courses. As a part of an NSF IUSE: EDU Program,Institutional, and Community Transformation track grant, this intervention targets women, Black,Latinx, and Indigenous students to support self-efficacy, belongingness, growth mindset, andidentity as avenues to address academic equity gaps that persist in engineering despite increasingenrollment within engineering among these groups. We frame these as equity gaps because theyderive not from any deficit of the students themselves but rather from systemic issues ofmarginalization that make students feel as if they do not belong. The ecological belongingintervention focuses on common engineering-course-specific student experiences of struggle andis delivered by instructors early in the term

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lizzie Santiago, West Virginia University; Daniel Augusto Kestering, West Virginia University; Anika Coolbaugh Pirkey, West Virginia University; D. Jake Follmer, West Virginia University

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NSF Grantees Poster Session

seeking help. Itemswere contextualized to engineering and mathematics coursework. Items measuring help-seekingavoidance were reverse-coded prior to analysis. Scores on the measure of help-seeking motivesdemonstrated adequate reliability (⍵=0.77). Engineering efficacy. Six items assessed students’ general engineering self-efficacybased on the work of Mamaril and colleagues [29]. Consistent with prior use of the scale, theitems assessed students’ perceived capability to master the content and coursework inengineering. Scores on the scale demonstrated adequate reliability (⍵=0.94). Mathematics efficacy. Adapted from the measure of general engineering self-efficacy,we assessed students’ general mathematics efficacy using the item

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kirk Thelen, Michigan Technological University; Timothy Lawrence Perr, Michigan Technological University; Briana C Bettin, Michigan Technological University; Kelly Sheridan Steelman, Michigan Technological University; Leo C. Ureel II, Michigan Technological University; Charles Wallace, Michigan Technological University

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NSF Grantees Poster Session

.[11] Walter R Boot, Neil Charness, Sara J Czaja, Joseph Sharit, Wendy A Rogers, Arthur D Fisk, Tracy Mitzner, Chin Chin Lee, and Sankaran Nair. Computer proficiency questionnaire: assessing low and high computer proficient seniors. The Gerontologist, 55(3):404–411, 2015.[12] Center for Digital Dannelse. The digital competence wheel. https://digital-competence.eu, 2016. Accessed: 02-06-2024.[13] Francisco G Barbeite and Elizabeth M Weiss. Computer self-efficacy and anxiety scales for an internet sample: testing measurement equivalence of existing measures and development of new scales. Computers in human behavior, 20(1):1–15, 2004.[14] Kelly S Steelman and Kay L Tislar. Measurement of tech anxiety in older and younger

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2024 ASEE Annual Conference & Exposition

Authors

Sara A. Atwood, Elizabethtown College; Kelsey Scalaro, University of Nevada, Reno; Rebecca Holcombe

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Diversity, NSF Grantees Poster Session

-Atlantic private college. This exploratory study includes the perceptionsof two engineering faculty members and one educational support staff using mastery-basedteaching and assessment in a project-based engineering program. A semi-structured interviewwith multiple open-ended questions were used to prompt participants to share their experienceswith assessment in relation to their self-efficacy around teaching and their perceptions ofassessment in relation to their students’ failure mindset, metacognition (awareness of learningprocesses), and agency (ownership of learning). Directed content and thematic analysis wereused to identify codes and develop themes in relation to how participants described certainfeatures of assessment in their engineering

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Katherine Acton, University of St. Thomas; Jennifer E. Holte, University of St. Thomas; Deborah Besser, University of St. Thomas; Kundan Nepal, University of St. Thomas

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, connection, and self-efficacy. 100% of students agreed or strongly agreed that theyfeel a stronger sense of belonging since joining the program. All students also agreed that theyfeel welcomed by program mentors and peers, with 70% strongly agreeing. Further, 100% ofstudents reported feeling valued in the program, with 70% strongly agreeing. Most notably, 90%of students strongly agreed that they feel they can be successful since joining the APEXcommunity. Not a single student responded negatively or neutrally, demonstrating the program'sresounding effectiveness at fostering inclusivity, support, and empowerment for our studentscholars. Overall, the data highlights that comprehensive, consistent mentoring positivelyinfluences students' well-being and

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jing Yan, Tennessee State University; Lin Li P.E., Tennessee State University

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NSF Grantees Poster Session

active learning has been confirmed in a lot research. For29 example, Freeman et al. [5] stated that the average exam scores were improved by about30 6% in active learning sections. Esmaeili and Eydgahi [6] provided that active motivation31 and learning strategies like perceived usefulness, self-efficacy, and attitude, influence32 under-representative students’ STEM course registration and learning.33 Engagement is the attention and efforts that students devote to their learning. In practice,34 when students are engaged, they can initiate action and exert intense effort in the learning35 tasks, and show positive emotions during an ongoing action [7]. Strayhorn et al.[8] reported36 that STEM students with more engaged learning