Conference Session

Community Engagement Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Eric Reynolds Brubaker, Stanford University; Mark Schar, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

Appendix A.2.Innovation Self-Efficacy (ISE.5) – This self-efficacy construct involves specific behaviors thatcharacterize innovative people and is designed to measure a students’ confidence in his/herability to innovate. The included items are adapted from Dyer, Gregersen, and Christensen(2008). The original Dyer items were piloted and factor-analyzed as part of the EMS surveydevelopment process. The emergent five factors corresponded to Dyer’s innovative behaviordomains of questioning, observing, experimenting, and idea networking, as well as the relateddomain of associative thinking. These items each have a Likert scale of (0-4), have an acceptableCronbach 𝛼 (.78), and have been averaged to form the ISE.5 construct variable (Schar,Gilmartin

Conference Session

Community Engagement Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ravi T. Shankar, Florida Atlantic University; Francis Xavier McAfee, Florida Atlantic University; Diana Mitsova, Florida Atlantic University; Summer Scarlatelli, Museum of Discovery and Science

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

-value theory to explain persistence. Eccles’ theory factors in genderand ethnic differences in STEM participation (Eccles, 2005). They hypothesized thateducational, vocational, and avocational choices would be most directly related to person’sexpectations for success and the value they attach to the available options. Simply put, theEccles’ theory suggests that choices to engage in activities are shaped by competence and valuebeliefs. Competence is about acquiring skills and applying them. Competence beliefs have beenstudied more widely than value beliefs among K-12 and engineering students. They are mostlybased on the self-efficacy theory (Bandura, 1997). Self-efficacy is enhanced by positivefeedback, better performance, and social comparisons

Conference Session

Community Engagement Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Micaela Sandoval, Texas A&M Health Science Center; Malini Natarajarathinam, Texas A&M University; Lauren Neala Holder, Texas A&M University; Mary Kathryn McDougal, Texas A&M University; Mary E Campbell, Texas A&M University; Bruce E. Herbert, Texas A&M University

Tagged Divisions

Community Engagement Division

students’ ability to make decisions that are both integrative andinclusive (Hesse-Biber and Leavy, 2011). These interviews will also capture details about groupdynamics, engagement, self-efficacy, and cultural competency; each consenting student willanswer similar questions during recorded interviews. These interview reflections will serve as atool to enhance student metacognition while simultaneously serving as a form of triangulation tocorroborate other methods of assessment (Hesse-Biber and Leavy, 2011). We will use a contentanalysis methodology to extract behavioral data from student final reports, including argumentsand decision-making processes, to validate our qualitative data. Additionally, we will useaggregated qualitative information

Conference Session

Community Engagement Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Morgan Stewart, Sealed Air Corporation; Katherine Fu, Georgia Institute of Technology; Charlotte Marr de Vries, Pennsylvania State University, Erie; Laura Jacobson, OM Partners; Jacquelyn Kay Nagel, James Madison University; Kathy Jacobson, Lockheed Martin, Retired; Allison Mae Hughes, Girl Scouts of Greater Atlanta

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

]. Stout etal. found that by exposing girls to female experts in STEM, they were able to foster strongeridentification with STEM, more self-efficacy, and increased effort on STEM tests. They foundthat even if negative stereotypes remained in girls’ minds with respect to gender and STEM, thattheir own self perception benefited from contact with female experts in STEM [6]. Interventionsto increase interest, expectations, performance and self-esteem in STEM in young girls havebeen shown to be effective.How can Girl Scouts help close the gender gap? Royse found that the Girl Scouts curriculum hasa significantly positive impact on the self-esteem of adolescents [7]. From a report entitled“How Girl Scout STEM Programs Benefit Girls” published in 2016 by

Conference Session

Community Engagement Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nirmala Prakash, Florida Atlantic University; Rachel Tobillo, Charles E. Schmidt College of Medicine at Florida Atlantic University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

difficulties can consist of negative beliefs or thoughts that may“decrease the individual’s self-esteem and perceived self-efficacy, [and thus] …decrease theindividual’s confidence in his or her ability to make decisions” (Kleiman, 2004). Gati (1996)developed a taxonomy of career decision-making difficulties to explain possible sources ofvocational indecision. Examples of difficulties include lack of information about occupations,lack of information about oneself, internal conflicts, external conflicts, and dysfunctional beliefs,such as irrational expectations about the career-decision making process itself.Dysfunctional career thinking appears to have a large impact on STEM career choice in females.In a meta-analysis of literature exploring the