Collection

2013 Pacific Southwest Section Meeting

Authors

Kiran George

priorityregistration. The paper presents detailed evaluation and assessment of the scholarship programusing the following measures: a) Attitude and enthusiasm of students towards the ECS ACEscholarship program activities; b) Academic self-efficacy, and STEM interest and motivationbased on the assessments of ACE scholars; c) Qualitative measure of program effectivenessbased on: GPA of ACE scholars when compared to traditional students of similar backgroundnot supported by the ACE program; d) Impact of working hours on the ACE scholars’ academicperformance; e) Correlation between the scholarship amount and ACE scholars’ academicperformance.I. IntroductionStudents planning to major in science or engineering make up approximately 30% of allincoming college

Collection

2013 Pacific Southwest Section Meeting

Authors

Lucia Riderer; Harmonie A. Hawley

Engineering Information Foundation, Grant Contract NumberEiF11.10.References1 Backer, Patricia R.; Halualani, Rona Tamiko. 2012. Impact of Self-Efficacy on Interest and Choice in EngineeringStudy and Careers for Undergraduate Women Engineering Students. Proceedings of the American Society ofEngineering Education Annual Conference 2012.2 Marra, Rose M.; Rodgers, Kelly A.; Shen, Demei; Bogue, Barbara. 2009. Women Engineering Students and Self-Efficacy: A Mulit-Year, Multi-Institution Study of Women Engineering Student Self-Efficacy. Journal ofEngineering Education, January 2009, 27-38. Proceedings of the 2013 American Society for Engineering Education Pacific Southwest Conference  Copyright © 2013, American Society for

Collection

2013 Pacific Southwest Section Meeting

Authors

Nicholas M. Rhodes; Matthew A. Ung; Jim Herold; Thomas F. Stahovich

self-explanation has on student performance as wellas self-efficacy in a statistics course. Students in the experimental group collaboratively solvedproblems in teams of three, providing self-explanations of the reasoning behind their answers toone another. Students in a control group solved the same problems individually. This studyshowed that students who generated collaborative self-explanation performed significantly betterat solving problems than students who did not. What these studies have in common is their use ofsummative performance assessments to show the positive impact that self-explanation has onlearning gains. To our knowledge, prior work has not used automated, formative assessmentswhich capture changes in students’ solution