Conference Session

GSD 2: Identity and Motivation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nishchal Thapa Magar, George Mason University; Jill K Nelson, George Mason University; Jessica L. Rosenberg, George Mason University

Tagged Divisions

Graduate Studies Division (GSD)

paths. Together, these studies demonstrate thatformal PD programs, whether focused on individual reflection, flexible learning formats, orcollaborative engagement, can play an important role in influencing the development of teachingidentity.Teaching self-efficacy refers to an instructor's confidence in their ability to teach effectively andpositively influences student learning. Teaching self-efficacy reinforces and strengthens teachingidentity, as increased confidence in instructional abilities enables GTAs to take ownership of theirroles as educators [9, 10]. DeChenne et al. [9] developed and validated the STEM GTA TeachingSelf-Efficacy Scale (STEM GTA-TSES), a tool specifically designed to measure teaching self-efficacy among STEM GTAs

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stacey Forsyth, University of Colorado Boulder; Tim Ogino, University of Colorado Boulder; Jessica Sickler, J. Sickler Consulting; Angelina Ong

Tagged Topics

Diversity, NSF Grantees Poster Session

/post surveys and audioreflections and facilitated a focus group discussion at the end of each internship program.Following some refinement early in the project, the pre/post survey included measures adaptedfrom validated instruments including the Engineering Design Self-Efficacy Instrument [9], theShort Instrument for Measuring Students’ Confidence with Key Skills [10], and the STEMProfessional Identity Overlap measure (STEM-PIO-1) [11]. These measures assess teens’ self-efficacy in engineering and the design process and their self-perceptions as engineers. Based onthemes that emerged from the project’s first two years, the team added a retrospective (post-only) survey in the project’s third year to assess changes in teens’ understanding of

Conference Session

Interdisciplinary Approaches to High School Engineering: Perceptions, Pathways, and Pedagogies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Abeera P. Rehmat, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Michael Helms, Georgia Institute of Technology; Marc Weissburg

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

. 1, pp. 173–208, 1989.18. A. Bandura, “Reflections on self-efficacy. Advances in Behaviour Research and Therapy, vol. 1, no. 4, pp. 237–269, 1978.19. F. Pajares, “Current directions in self-efficacy research,” Advances in Motivation and Achievement, vol. 10, no. 149, pp. 1–49, 1997.20. K. Caraway, C. M. Tucker, W. M. Reinke, and C. Hall, C. “Self‐efficacy, goal orientation, and fear of failure as predictors of school engagement in high school students,” Psychology in the Schools, vol. 40, no. 4, pp. 417–427, 2003.21. A. R. Carberry, H. S. Lee, and M. W. Ohland, “Measuring engineering design self‐ efficacy,” Journal of Engineering Education, vol. 99, no. 1, pp. 71–79, 2010.22. T. D. Fantz, T. D., T. J. Siller, and M. A

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

NSF Grantees Poster Session

Experiences and Outcomes in the E3 ProgramThe E3 program was designed to enhance high school teachers’ ability and confidence to teachethical principles in STEM. Feedback from the participating teachers, collected through pre- andpost-program surveys, provides a clear picture of the program’s impact. A Likert scale was usedto measure their responses to various aspects of the program. The scale ranged from 1 to 5, with 1indicating "Strongly Disagree" and 5 indicating "Strongly Agree." This method was employed toevaluate the teachers' confidence, preparedness, and perceptions both before and after the program,providing a quantitative measure of its effectiveness.The E3 program had a notable influence on teachers’ self-efficacy in teaching engineering

Conference Session

Community Engagement Division (COMMENG) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

James Horatio Haller; Jimmy Peralta; Fatimah Musa; Doris J. Espiritu, City Colleges of Chicago

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

), the Society of Asian Scientists and Engineers (SASE), the National Society of Black Engineers (NSBE) and ten times Outstanding Chapter Awardee, the American Chemical Society-Wright College Chapter. Doris promotes collaboration between K-12 schools, other community colleges, 4-year institutions, non-profit organizations, and industries. Doris’ current research is to design and implement practices that develop Community of Practice (CoP), Professional Identity, and Self-Efficacy to streamline transfer from community colleges to 4-year institutions. ©American Society for Engineering Education, 2025 Fostering STEM Identity and STEM Efficacy Through Engagement in

Conference Session

Sustainability and Social Responsibility

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gabriel Azure Antonio Mendez-Sanders, Carnegie Mellon University; Heather Phillips, University of Pittsburgh; Joanne Kay Beckwith, Carnegie Mellon University

Tagged Divisions

Chemical Engineering Division (ChED)

goals inChemE, guided by SCCT. Previous STEM education research has measured student interestusing SCCT-based instruments like the STEM Career Interest Survey (STEM-CIS), which wasoriginally designed for K-12 students and validated for engineering (RMSEA = 0.017, CFI =0.990, NFI = 0.950) [27]. This study adapted the STEM-CIS engineering subscale forundergraduate ChemE students by modifying six items and introducing two new items to assessunderstanding of ChemE and self-efficacy for post-graduation ChemE careers. These items weremeasured on a Likert-scale, from 1 (strongly disagree) to 5 (strongly agree). Additionally,interest in ChemE subfields corresponding to the five course topics was rated on a scale of 1 (notat all interested) to 5

Conference Session

Harnessing AI and Collaborative Platforms to Personalize and Innovate K-12 STEM Curriculum

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yash Ajay Garje, Purdue University at West Lafayette (COE); Shauna Adams, Purdue University – West Lafayette (College of Engineering); Bruce Wellman, Purdue University at West Lafayette (COE); Morgan M Hynes, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

and collaborativeefforts have been the backbone of the experience but never overpowered the component ofindividual development and allowed for a balanced and holistic exposure to the field. In thissection, we dive into these topics in further detail and discuss how our program design andparticipant reflections follow the topics of self-efficacy, outcome expectations, and learningexperience discussed in the Socio-Cognitive Career Theory.Creating Inclusive Pathways to Experiential and Emotional Engagement: Echoing the work of [24], [25] the first findings from our work suggests that hands-on,self-exploratory, and gamified activities were particularly memorable and impactful forparticipants. The intentional design of the program offered

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 4: Pathways, Belonging, and Early Experiences

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cynthia Howard-Reed, Pennsylvania State University; Lauren A Griggs, The Pennsylvania State University; Eduardo Granata Rodriguez, Pennsylvania State University; Enrique D Gomez

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

critical retentionwindow between a student’s first and second years is diminished. Therefore, we proposeexposing undergraduate students to research skills and opportunities as early as possible in theircollege journey. In this paper, we describe the design and implementation of a combinedintervention model, where we leveraged an existing 6-week summer bridge program by addingan introduction to research course to the curriculum. To assess the impact of this enhanced bridgeprogram, we used pre- and post-program surveys to measure any change in student attitudestowards self-efficacy and sense of belonging, as well as their likelihood of pursuing anundergraduate research opportunity and graduate school. We also examined the preliminaryeffect of the

Conference Session

WiP: Student Identity, Support, and Success

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

engineering education [8-10]. Context is important since self-efficacy is dependent on the topic; however, in the case of agency, contextualization is not to afield, but rather to the consequentiality of the decision. We found that the most significantdomain was Domain 3, analyzing data and interpreting results, which contributed to students’identities as engineers more than other domains and, since the tasks are more relevant to the fieldof engineering, the students’ identities develop more [11]. Other recent publications in chemicalengineering education also discuss ways to provide more opportunities for students to experienceagency, from using data science tutorials that make it possible for more students to participate inauthentic laboratory

Conference Session

ELOS Technical Session 3: Advancing Engineering Competencies: From Labs to Writing

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Experimentation and Laboratory-Oriented Studies Division (DELOS)

published; see [8-9].In fall 2023 there were 7 teams where all of the students in the group consented to participate inthe research. (This included one team of three students because a student dropped the courselate.) These students also completed a pre-survey to measure their innovation self-efficacy usingthe Very Brief Innovation Scale [10]. The majority of the students participating in the researchalso completed a post-survey with the same items.Reflective Memo on ExperimentationThe third reflective memo assigned in week 7 of the project asked teams to think aboutexperimentation. The prompt was: “For the activity you are designing, to what extent and howdid experimenting assist you in searching for new ideas or creating your design

Conference Session

Computers in Education Division (COED) Track 5.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christopher J. Lowrance, United States Military Academy; Edward Sobiesk, United States Military Academy; Jean R.S. Blair, United States Military Academy; Christa M Chewar, United States Military Academy

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

research exists on theuse of case studies to motivate non-STEM majors to study technological topics, particularly incontexts where hands-on technology activities complement the case study by exploring itsunderlying themes and demonstrating the significance of the technology. In this course, the casestudies serve an additional purpose; they provide real-world examples of the impact of eitherembracing or ignoring a new technology.Self-efficacy refers to the confidence in one’s ability to accomplish specific tasks, and enhancingstudents’ self-efficacy increases the likelihood of achieving desired outcomes [4, 5]. Researchacross various disciplines highlights the critical role of experiential learning in buildingself-efficacy. For example, educators

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Zifeng Liu, University of Florida; Shan Zhang, University of Florida; Wanli Xing, University of Florida; Victor Minces*, University of California, San Diego; Maya Israel, University of Florida; Alec Barron, University of California, San Diego

Tagged Topics

Diversity, NSF Grantees Poster Session

students, after which they discussed their thoughts and how they would implementit in their classrooms.2.3 Measurements and data collectionPre- and post-workshop surveys were conducted to investigate the impact of flow-based musicprogramming environments on teachers’ self-efficacy, interest, and attitudes toward teachingprogramming. Table 1 outlines the specific survey questions, all rated on a five-point Likert scale.For example, the post-survey #1 has “Much more confident/more Confident/Equallyconfident/Less confident/Much less confident”. The pre-workshop survey established a baselineof participants’ confidence, interest in programming, and perspectives on teaching programming,while the post-workshop survey assessed changes in these

Conference Session

Effective Teaching Potpourri

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shinae Jang, University of Connecticut; Christa L. Taylor, University of Connecticut

Tagged Divisions

Civil Engineering Division (CIVIL)

thelearning process have been shown to enhance academic performance [13][16]. The benefits ofmetacognition include improved performance [17]-[23], amount and depth of student thinking [24],sustained focus of learning [25], and the development of reflective and responsible professionalism[26]. With increased learning outcomes and confidence through academic performance,engineering students’ self-efficacy might be positively correlated. [27][28] Consequently, multiplemetacognitive interventions were integrated along with the teamwork activity to achieve thedesired learning outcomes.This paper details the implementation of professionalism and metacognition interventions in alarge Statics course during Fall 2024. The study aims to address two research

Conference Session

Persistence, Outcomes and Barriers for Women in Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gail Baura, Loyola University Chicago; Matthew J Miller, Loyola University Chicago; Leanne Kallemeyn, Loyola University Chicago; Andrea Hércules, Loyola University Chicago; Erika Esmeralda de la Riva, Loyola University Chicago

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

Chicago where he directs the Race, Culture, and Health Equity Lab. He is an Associate Editor for the Journal of Counseling Psychology and is the Vice President for Scientific Affairs for the Society of Counseling Psychology. His scholarship (a) examines ways in which racism and cultural experiences relate to mental health in AAPI populations and in other diverse communities, (b) evaluates the measurement of racial and cultural constructs, and (c) explores the role of self-efficacy in the development of social justice interest and commitment.Leanne Kallemeyn, Loyola University Chicago Leanne M. Kallemeyn is an Associate Professor in Research Methodology within the School of Education at Loyola University Chicago, United

Conference Session

Evaluation and Assessment for Engineering Leadership Programs

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maria Elena Truyol, Universidad Andres Bello, Santiago, Chile; Camila Zapata-Casabon, Universidad Andres Bello; Vicente Valenzuela-Riquelme M.Sc., Universidad Andres Bello, Santiago, Chile

Tagged Divisions

Engineering Leadership Development Division (LEAD)

challenges [15]. Additionally, teamwork competencies, often tied toleadership, correlate with higher GPA. The relationship between leadership and GPA iscomplex. Shamsi et al. found that lower assertiveness correlates with higher GPAs,indicating that traditional leadership traits may not always align with academic success.However, structured leadership initiatives foster self-efficacy, belonging, and retention,contributing to long-term academic achievement [12].This research aims to analyze the direct and indirect effects of leadership skills among agroup of senior engineering students, using measures of professional experience andacademic success, such as GPA and academic progress. To achieve this, data was collectedthrough the administration of the

Conference Session

ME Division 7: Making it Matter: Projects and Communication

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sudeshna Pal, University of Central Florida; Sierra Outerbridge, University of Central Florida; Mohammadreza Chimehrad, University of Central Florida; Michelle Taub, University of Central Florida; Hyoung Jin Cho, University of Central Florida

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering Division (MECH)

confidence whenapplying the course concepts in the experimental analysis and outcome part of the activity andlower confidence in accounting for uncertainties and troubleshooting. Ford and coworkersreported similar confidence level trends in these self-efficacy items in a materials laboratorycourse. [16]Figure 7: Student mean scores for self-efficacy questions in the exit survey.Conclusion and Future WorkSeveral hands-on MP activities were implemented along with regular HW assignments toenhance student learning in an undergraduate Dynamics course. The effectiveness of these MPactivities was measured through comparative analysis of course grade data with a baselinesection and entry and exit surveys administered in the MP section. The study results

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 5: Academic Support, Retention, and Success Strategies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Roni Barak Ventura, New Jersey Institute of Technology; Lucie Tchouassi, New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Yusuf Ozkan, New Jersey Institute of Technology; Ashish D Borgaonkar, New Jersey Institute of Technology

Tagged Divisions

First-Year Programs Division (FPD)

’ sense of self-efficacy [13], [14] and confidence in understanding engineering topics istightly linked to their decision to remain in a degree course [15]. In addition, students may notidentify with the culture surrounding engineering [9], [16], [17] nor develop a “sense of belonging”to the engineering field [7], [18], and seek alternative vocations. The lack of belonging particularlyaffects students from groups that are underrepresented in engineering, who report leaving theirmajor due to fear of being judged by peers based on negative stereotypes [7], [19], [20].A potential, less explored factor that could contribute to attrition is students’ lack of understandingof engineering [18]. In particular, many entering students may not know what

Conference Session

WIP Poster Session: Emerging Research and Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jabari Wilson, University of Florida; Atayliya Natasha Irving, University of Florida; Kimberly Jacoby Morris; Jeremy A. Magruder Waisome, University of Florida

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

- and post- survey questions will all beredacted, with pseudonyms replacing participant names. Next, data will be grouped throughdeductive coding into themes that correspond to the five constructs measured by the SIC-STEM2.0 survey: 1) Choice Actions, 2) Choice Goals, 3) Interests, 4) Outcome-Expectations, and 5)Self-Efficacy 5 . This deductive analysis will cast a wide net using latent meaning rather thansemantic meaning to capture as much data as possible within each category.After the initial deductive analysis, we will analyze the data in each theme in accordance with thesix steps of reflexive thematic analysis Braun and Clarke laid out in their 2006 paper andaugmented by their later works 11,10 : 1) Familiarizing yourself with the data, 2

Conference Session

Engineering Management Pedagogy: Teaching for Real-World Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

Majid Nabavi, University of Nebraska - Lincoln; Jena Shafai Asgarpoor, University of Nebraska - Lincoln

Tagged Divisions

Engineering Management Division (EMD)

complete theirhomework (86.7%) versus those assigned computer-based (64.4%). These results show theimportance of assigning meaningful homework in a method that students are likely to complete.In a correlational survey study in 2022 [4], the effects of students’ online homework learningoutcomes on their self-efficacy, perceived responsibility, and motivation levels were measuredand analyzed. The study found meaningful correlations between self-efficacy and perceivedresponsibility, also between self-efficacy and motivation levels. No correlation was observedbetween students’ online homework performance and self-efficacy, perceived responsibility, andmotivation.In 2003 a web-based interactive, automated homework quiz and tutorial package was used

Conference Session

WIP Poster Session: Emerging Research and Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wesley Lawson, University of Maryland, College Park; Hamza Shaikh, University of Maryland College Park; Jennifer Kouo, The Johns Hopkins University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

jobs forcomputer engineers [11]. The percentage of students identifying as women enrolled has notchanged over the last 20 years in electrical and computer engineering (ECE) (also ~15% in 2002)while the percentage of women bioengineers has increased (up from 43%) [10].It has been shown that there is no academic reason for the lack of women in STEM fields [12];however, low interest and low self-efficacy are two important factors. Social Cognitive CareerTheory provides a robust theoretical framework to understand the phenomena impacting theparticipation of women [13,14]. Research indicates that some of the reasons that women areinterested in biomedical and related engineering fields include an interest in solving socialproblems, and that they are

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Audrey Boklage, University of Texas at Austin

Tagged Topics

Diversity, NSF Grantees Poster Session

participation in engineering. Recent investigationshighlight that participation in makerspaces correlates with improved innovation self-efficacy andgreater academic and professional confidence (Andrews et al., 2021). However, most priorresearch has focused on engineering students already committed to the field. There is a gap inunderstanding how multidisciplinary makerspace experiences shape identity trajectories amongstudents with varying levels of prior exposure to engineering. Although the link between makerspaces and skill development is established (Forest etal., 2014; Wilczynski, 2015), more research is needed on how multidisciplinary makerspacecourses shape engineering identity dimensions holistically, particularly regarding recognition

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sophia Vicente, Elizabethtown College; Hannah Root; Annick J Dewald; Sara A. Atwood, Elizabethtown College; Rebecca Holcombe; Brenda Read-Daily, Elizabethtown College

Tagged Topics

Diversity, NSF Grantees Poster Session

-belonging-at-Imperial-College-London-scale.pdf. (Accessed Sept 1, 2024)[13] N. Mamaril, E. Usher, C. Li, D. Economy, and M. Kennedy, “Measuring Undergraduate Students' Engineering Self-Efficacy: A Validation Study. Journal of Engineering Education.” 105. 10.1002/jee.20121. 2016.

Conference Session

Marginalization, Identity, and Student Development (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 9)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Donna M Riley, University of New Mexico; Ruben D. Lopez-Parra, Universidad del Norte; Susannah C. Davis, University of New Mexico; Eva Chi, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

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

learning, growth, success,retention, sense of belonging, well-being, self-efficacy, and confidence” such as by providing“opportunities for experiential learning, including undergraduate research, making and design,community-engaged based learning.” We requested that faculty include citations to educationalresearch and provided links to resources, such as the International Handbook of EngineeringEducation Research, the American Society for Engineering Education Proceedings, and theJournal of Engineering Education, among others. Next, we formed a CoP, led by an associatedean overseeing the program and a learning scientist with a joint appointment in the department,with the faculty who submitted proposals. The associate dean convened several meetings

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Angela M Kelly, Stony Brook University; Dominik Schneble, Stony Brook University

Tagged Topics

NSF Grantees Poster Session

science in high school. Teacher outcomes (N=68) include improved QISTknowledge and pedagogical self-efficacy. This project is a replicable model of university-basedQIST outreach to inspire the next generation quantum workforce in industry, research, andacademia.Introduction and BackgroundRecent reports have called for increased teaching, learning, and awareness of quantuminformation science and technology (QIST) principles and skills in precollege educationalsettings. Federal initiatives including the National Strategic Overview for Quantum InformationScience have emphasized the need to develop the future quantum workforce through K-12partnerships between academia and government agencies [1]. The Quantum Information Scienceand Technology

Conference Session

ERM WIP V: Assessing & Developing Competencies in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tiantian Li, Purdue University at West Lafayette (COE); Kerrie A Douglas, Purdue University – West Lafayette (College of Engineering); Nimota Nasiru, Purdue Engineering Education; Stephanie Masta, Purdue University at West Lafayette (PPI)

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

factors that hidden curriculum stands on and use them to identify and understand themechanism of hidden curriculum. These key factors include emotions, self-efficacy, self-advocacy, and awareness [14], [15]. More specifically, Villanueva et al.’s model describes that anindividual recognizes hidden curriculum through hidden curriculum awareness, which isprocessed by emotions. Emotions are then regulated by self-efficacy, which ultimately sustainsand reinforces the individual’s self-advocacy. While Villanueva et al.’s conceptual model isfocused on the coping mechanism upon discovering hidden curriculum, our study usesVillanueva et al.’s work on identifying hidden curriculum in engineering classroom exams basedon the described mechanism.Examining

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 4: Pathways, Belonging, and Early Experiences

Collection

2025 ASEE Annual Conference & Exposition

Authors

Danielle Grimes, Cornell College; Tyler B George

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

high number offirst-generation students and rural recruitment students, much of our population has fewer ofthese college preparatory courses. COVID-19 also drastically decreased the number of studentswith calculus experience before college. While our college has created more tutoringopportunities and different pathways for students with less success, we do not currently know theimpact of these courses on the students.​ There has also been a link between pre-college experiences outside of the classroom andstudent self-efficacy in STEM [5]. Hobbies and extracurricular interests can increase students’retention because they believe more in themselves. Because of the impact ofhobbies/extracurricular activities on retention, we have also

Conference Session

International Division (INTL): Navigating Risks and Cross-Cultural Challenges

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mariza Tsakalerou, Nazarbayev University; John Israilidis, University of Sheffield; Yerdaulet Kumisbek, Nazarbayev University

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

, Greece, 2024, pp. 1-6. doi:10.1109/EDUCON60312.2024.10578777.[24] T. Seelig, inGenius: A Crash Course on Creativity. Hay House, Inc., 2012.[25] M. Karwowski, I. Lebuda, and E. Wisniewska, "Measuring Creative Self-efficacy and CreativePersonal Identity," J. Creativity Problem Solving, vol. 28, pp. 45-57, May 2018.[26] J. C. Kaufman and R. A. Beghetto, "Beyond big and little: The four C model of creativity," Rev.Gen. Psychol., vol. 13, no. 1, pp. 1–12, 2009. doi: 10.1037/a0013688.[27] A. Zhuparova, R. Pukala, and R. Doszhan, “Analysis of the Development of Creative Industriesin Kazakhstan: the Qualitative Analysis,” Eurasian Journal of Economic and Business Studies, vol.4, pp. 145-159, Dec. 2022, doi: 10.47703/ejebs.v4i66.183.

Conference Session

ERM WIP II: Equity & Accessibility in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tania Gosselin, Université du Québec à Montréal ; Lawrence R Chen, McGill University

Tagged Divisions

Educational Research and Methods Division (ERM)

. Kennedy, “Measuringundergraduate students’ engineering self-efficacy: a validation study,” Journal of EngineeringEducation, vol. 105, no. 2, pp. 366-395, 2016.[15] D. Paul, B. Nepal, M. D. Johnson, and T. J. Jacobs, “Examining validity of general self-efficacy scale for assessing engineering students’ self-efficacy,” International Journal ofEngineering Education, vol. 34, no. 5, pp. 1671-1686, 2018.[16] M. M. Chemers, E. L. Zurbriggen, M. Syed, B. K. Goza, and S. Bearman, “The role ofefficacy and identity in science career commitment among underrepresented minority students,”Journal of Social Issues, vol. 67., no. 3, pp. 469-490, 2011.[17] J. B. Leibowitz, C. F. Lovitt, and C. S. Seager, “Development and validation of a survey toassess belonging

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Anne Flesher, Truckee Meadows Community College; Ann-Marie Vollstedt, University of Nevada, Reno; Daniel Loranz, Truckee Meadows Community College; Milinda Wasala; Jaspreet Kaur Gill; Julia M. Williams, Rose-Hulman Institute of Technology; Brandon Protas; Jennifer R Amos, University of Illinois at Urbana - Champaign; Indira Chatterjee, University of Nevada, Reno

Tagged Topics

Diversity, NSF Grantees Poster Session

foster deepcollaboration and build a strong community of effective community college teaching faculty witha shared vision and purpose. This aims to ensure that students transfer to the four-yearenvironment equipped with a well-developed engineering identity, self-efficacy, sense ofbelonging, and the T-shaped skills – combining breadth and depth of knowledge - needed to makethe most of their new university environment. This project will thus revolutionize student-centeredinclusive teaching practices and lead to cultural, structural and organizational change at all levels,ultimately impacting high-tech workforce development in the state. One major aspect of the projectis to design and effectively deliver three required engineering courses at the

Conference Session

Inclusive and Reflective Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Krista Dulany Chisholm, University of Florida; Emersen Kronsnoble, University of Florida; Kassandra Fernandez, University of Florida; Nancy Ruzycki, University of Florida

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

9: Student participants' recognition of themselves as a STEM person before and after the summer programusing the RIS-STEM survey tool (npre = 184, npost = 137).MISO S-STEM – 21st-Century LearningThe final measure used to measure the development of STEM identity in students was designed tocapture students' attitudes and self-efficacy in STEM by assessing various 21st-century learningskills. These questions were modified for the context of the summer program from the validatedMISO S-STEM survey, which studied and measured student's attitudes toward Science,Technology, Engineering, and Mathematics [7], [8]. Students used a 4-point Likert scale, Confident at All, A Little Confident, Confident, Very Confident, to describe their confidence