Conference Session

WIED: Curricular Undergraduate Student Programs

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tonya Lynn Nilsson P.E., Santa Clara University

Tagged Divisions

Women in Engineering

Thesestrategies include: “integrating into coursework, Everyday Examples in Engineering (E3s);improving student spatial visualization skills; and improving and increasing faculty-studentinteraction.”14 These strategies have been shown to improve learning outcomes for all studentsbut particularly for female students.Incorporating E3s into a course enables the student to link the course material to a familiarconcept. As stated earlier, this familiarity can improve student interest and lessen student fearand anxiety, which improves student self-efficacy. This is especially important for femalestudents as research has shown that self-efficacy relates to female students’ persistence rates.15In fact, simply improving student interest in the subject matter is

Conference Session

WIED: Faculty and Gender Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jenna P. Carpenter, Louisiana Tech University

Tagged Divisions

Women in Engineering

personal characteristics (e.g. gender, race) to influence career behaviors,confidence in one’s ability to do research (research self-efficacy), and the outcomes oneexpects from a research career (career self-efficacy). These factors, in turn, predict one’sinitial or sustained interest in a research career pathway. This theoretical framework isimportant because it recognizes the role of personal agency and personal characteristicsin the career development process. The authors suggested that interventions to increasethe number and effectiveness of researchers in an academic environment be focused on1) reducing role conflicts imposed by multiple environments, 2) providing continuity oftraining efforts, 3) creating a positive and rewarding mentoring

Conference Session

WIED: Pre-College Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jessica R. McCormick, Indiana University Purdue University, Indianapolis; Terri L. Talbert-Hatch, Indiana University Purdue University, Indianapolis; Charles Feldhaus, Indiana University Purdue University, Indianapolis

Tagged Divisions

Women in Engineering

., & Hido, B. (2010). Re-enJEANeering STEM education: Math options summer camp. Journal of Technology Studies, 36(1), 35.11. Dell, E., Bailey, M. B., O’Hurley, S., Lillis, R. P., Khol, B., Garrick, R. D., & Christman, J. (2011). WE- IMPACT- women in engineering- improving program assessment tools for outreach and retention programs. Proceedings from the 2011 American Society for Engineering Education Annual Conference & Exposition. Vancouver, BC: ASEE.12. Fantz, T. D., Siller, T. J., & DeMiranda, M. A. (2011). Pre-collegiate factors influencing the self-efficacy of engineering students. Journal of Engineering Education, 100(3), 604-623.13. Gilbride, K. A. Kennedy, D. C., Waalen, J. K., & Zywno, M. (1999). A

Conference Session

WIED: Curricular Undergraduate Student Programs

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kristen B. Coletti, Northeastern University; Emily Olina Wisniewski; Rachel Lauren Shapiro, Northeastern University; Paul A. DiMilla, Northeastern University; Rachelle Reisberg, Northeastern University; Melinda Covert, Northeastern University

Tagged Divisions

Women in Engineering

the differences between attendees and non-attendees. For example, although some studiesfound “no inherent preexisting differences” between the groups, other studies found “inherentlyless able” students and those with “low self-efficacy” were more likely to attend supplementalinstruction.2,4 It has been shown that students who are not confident in their ability to performwell in a course are more likely to seek help than their more confident peers.5 Self-confidence isa factor in seeking out extra help, as often the act of seeking out extra help can be demoralizingas students realize that they cannot master the material on their own.6Our study also examines what current factors deter students from utilizing supplementalinstruction resources. A