Press.2. Pryor, J. H. and Reedy, E. J., 2009, “Trends in Business Interest Among U.S. College Students: An Early Exploration of Data Available from the Cooperative Institutional Research Program,” Ewing Marion Kauffman Foundation.3. Yang, A., 2014, Smart People Should Build Things. New York, NY: HarperCollins Publishers.4. Boyd, N. G. and Vozikis, G. S., 1994, “The Influence of Self-Efficacy on the Development of Entrepreneurial Intentions and Actions,” Entrepreneurship Theory and Practice, pp. 63-77.5. McGrath, R. G., 2000, The Entrepreneurial Mindset: Strategies for Continuously Creating Opportunity in an Age of Uncertainty. Boston, MA: Harvard Business School Press.6. Condoor, S. and McQuilling, M., 2009, “Incorporating an
in their engineering education and earlycareers 2 . Research has been done on counteracting this perceived lack of belonging. Rosenthal,London, Levy, and Lobel 3 showed that single gender programs created a greater sense ofbelonging and compatibility in women in their STEM majors and their co-educationaluniversities. Miyake et al. 4 looked at how value affirmation had a strong effect on decreasing theachievement gap in college STEM classes. Additionally, a study from Harvard Kennedy Schoolof Women and Public Policy Program found that female students exposed to female faculty hadincreased self-identification with the STEM field and a greater sense of self-efficacy in pursuing acareer in STEM with no negative effects to their male counterparts
we makethe assumptions that all students who studied abroad actually graduated and that the 17,202engineering/CS students who studied abroad in 2013/2014 likely graduated in 2014/2015, thenwe can roughly estimate that 17202 / (96,858 + 59,581) or 11% of U.S. bachelor degreerecipients in engineering/CS studied abroad. Unfortunately, this estimate for engineering/CS istainted by the inclusion of information science students in the denominator.Given that most third-party study abroad providers and host institutions abroad set grade pointminima for study abroad participation in the 2.7 - 3.0 range on a 4.0 scale and that addressing theindividual challenges of studying abroad requires a sufficient amount of self-efficacy, theassumption that
level,important aspects of cognitively-guided instruction approach (CGI)4,5 as well as related theories oflearning progressions at the elementary school level, in that it focuses on building coherence of studentthinking at both a stepwise and large structure level by drawing the instructor into a more finely grainedinvolvement in process. It represents an advance over CGI in its reliance on diverse technologies, and ofcourse the target population differs. Vast amount of literature indicates that student engagement in classrooms has strong correlation totheir academic and professional success1-6. Student engagement in engineering classrooms is a challengebecause of several reasons, including lack of preparation, self-efficacy, perceived
Opportunity in Higher Education, 20088. Meyers, Kerry L., Silliman, Stephen, E., Gedde, Natalie, L., Ohland, Matthew, W., "A comparison of engineering students’ reflections on their first year experiences.", J. Engineering Education, April 20109. Hutchison, Mica A., Follman, Deborah K., Sumpter, Melissa, Bodner, George M., "Factors influencing the self-efficacy beliefs of first year engineering students", J. Engineering Education, January 200610. Landis, R. B., "Student Development: An Alternative to 'Sink or Swim'", Proceedings of 1994 ASEE Annual Conference, June 199411. Lotkowski, Veronica A., et al. "The Role of Academic and Non-Academic Factors in Improving College Retention", ACT Policy Report, 200412. Turns, J
.Kuhn, D. (2010). What is scientific thinking and how does it develop? In U. Goswami (Ed.) Handbook of ChildhoodCognitive Development, Chapter 19, p. 497-523. 2nd Ed. Wiley-Blackwell.Lawson, A. (1978). The development and validation of a classroom test of formal reasoning. Journal of Research inScience Teaching, 15(1), 11–24. doi:10.1002/tea.3660150103.Lawson, A. (2004). The nature and development of scientific reasoning: a synthetic view. International Journal ofScience and Mathematics Education, 2(3), 307–338. doi:10.1007/s10763-004-3224-2.Lawson, A. E., Banks, D. L., & Logvin, M. (2007). Self-efficacy , reasoning ability , and achievement in collegebiology. Journal of Research in Science Teaching, 44(5), 706–724.Tiruneh, D. T., De Cock
participated in our training programsboth before and after their participation in the RET program. As teachers were required to havebeen in a program only before the RET and not after, only a limited dataset from eight teachersqualified for this analyses. The STEBI instrument is comprised of two subscales, the personalscience teaching efficacy and science teaching outcome expectancy. Although the dataset issmall, teachers made a significant gain of 6% in their outcome expectancy (p<0.05). This is apromising result as some studies have shown that teachers’ perception on the outcomeexpectancy measure, or their ability to affect actual student outcomes, is often unchanged afterprofessional development.42-43 This suggests that assessing teachers’ self
-economicfactors and emotional health as described by the following authors.As written by Richardson et. al, psychological and emotional health correlate with how a studentperforms at the university level and whether they complete their program. Richardson found thatdemographic and psychosocial factors, high school grade point average, SAT, ACT and self-efficacy were all correlated with a student’s GPA in college4. Conley et. al also presents on howACT scores and high school GPA predicted academic achievement best when combined withsocioeconomic status, academic self-confidence and motivation5. For this study, thepsychological and social predictors which are qualitative will not be explored. The focus will betowards quantitative predictors.Geiser et. al
scholar with a peer mentor inthe same or a similar major, in addition to pairing every STEM scholar with a faculty mentor.After conducting a mentor/mentee training session, the peer mentoring teams met on a monthlybasis throughout the semester. The authors evaluated the effectiveness of the mentoringprograms through a series of pre-, mid-, and post-year assessments. The authors used acombination of assessment tools from the NSF-approved Assessing Women and Men inEngineering and the Motivated Strategies for Learning Questionnaire. These tools are designedto identify longitudinal changes in the self-efficacy of undergraduate students studyingengineering. Results obtained indicate a significant improvement in metacognitive strategies,goal
toperform successfully to achieve the best outcomes, especially in a culturally diverseenvironment.Encouragement from a mentor, supervisor or peer may also increase a faculty member’s ownconfidence, until the new faculty member can create his or her own mastery experiences and feelcompetent in them. Achieving positive outcomes also requires that educational institutions focuson faculty members’ motivation when they are having trouble working in a diverse group.Through encouragement, all faculty members in the educational institution might achievesuccess increasing their self-efficacy in the work environment. The goal of this research is toweave together ideas and strategies that will enhance cross-cultural communications and buildteam cohesiveness
9 3 9 3 Consistent 3 9 9 1 9 9 9 9 9 TOTAL SCORE 189 161 149 89 96 120 108 120Step 3: Construct for OutcomeMotivation learning has multiple dimensions and progresses through successive stages ofdevelopment or levels of achievement. Motivation in higher education is often described by goalorientation, task value, and self-efficacy [14]. Self-determination is also important to studentmotivation [15]. Assuming that motivation is best described as affective in nature, a construct isderived from an affective
jobs andaccepting a job offer. For a subset of codes, two researchers independently coded thedata, and discrepancies were re-evaluated for the application of the appropriate code.We then compared the codes from the open-ended responses to the responses of the jobselection factors ranking (i.e., closed-ended) question. The goal of this comparison was todevelop deeper insights into the limitations of any one measure—and to ultimately makerecommendations for better stand-alone measures. In addition, comparisons were madebetween the job search factors responses and respondent characteristics (backgroundexperiences, socioeconomic and demographic classifications, and job-relatedperceptions). Chi-square tests were used to determine significant
innovation management as part of aninnovation ecosystem, and all parts of this continuum have been the focus of worthwhileinnovation management internships as considered in our study.Even with this inclusive view of innovation management, however, specific literature oninternships and innovation management education for engineers is limited. Concerning thesignificance of internships on entrepreneurship education, the recent work of Duval-Couetil et albegins by noting that “to date, few researchers have examined to what extent differing programmodels and experiential activities impact students’ perceptions of their entrepreneurialknowledge, skills, and self-efficacy.” (Duval-Couetil, Shartrand and Reed, 2016.) Althoughinternships are not discussed in
educational activities; and (2) theresources deployed by the educational institution to provide learning opportunities (Kuh et al.2011, p. 44). Previous studies show the more engaged students are, the more they learn (Astin,1984; Carini, Kuh, & Klein, 2006; Cross, 1999). Furthermore, engagement is also positivelycorrelated to grades (Handelsman, Briggs, Sullivan, & Towler, 2005).Interaction between students and the instructor has been recognized as an essential component forengagement and learning (Astin, 1984; Ewell & Jones, 1996; Fries-Britt, 2000; Schwitzer &Lovell, 1999). Additionally, students that actively interact with professors and other studentsmanifest higher self-efficacy and overall satisfaction with the course (Maeroff
energy demandburden as they are available through more defined communications, rather than have to operateat pre-determined values. The complexity of these levels was meant to match the expertise of the high school studentsattending the lessons. Smart Grid and Micro-Grid were both highly collaborative lessons withinteraction amongst all parties to promote self-discovery of the system in discussion.Assessment The Young Scholar’s group knowledge and experience gains were observed in several areasincluding science self-efficacy, science understanding, sense of inclusion, and energy beliefs,knowledge, and behavior. (Assessing Women and Men in Engineering (AWE). (n.d.),DeWaters,J. Quaqish, B.,Graham, M., & Powers, S. (2013). Riggs, I.M
to set personal goals to progress in their skill development, and toenhance student confidence in their self-efficacy related to non-technical skills. These aims alignwith the philosophy described in Ponton et al.13 that engineering educators must train students incourse content while preparing them to become practicing professionals.Self-reflection assignments have been used in three offerings of an undergraduate chemicalreaction engineering course. Data from the second offering were collected with InstitutionalReview Board approval and are presented here. The self-reflection assignments involve briefessays and goal setting related to professional, non-technical skills. The assignments utilize theself-evaluation rubric6 originally designed
interplay of self-efficacy, learning goal orientation, and transformational leadership. Teaching and teacher education, 26(5), 1154-1161.Schӧn, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books, Inc.Schӧn, D. A. (1987), Educating the Reflective Practioner: Toward a new design for teaching and learning in the profession. San Francisco: Jossey-BassTom, A. R. (1985). Inquiring into inquiry-oriented teacher education. Journal of Teacher Education, 36(5), 35-44.Valli, L. (1990). Moral approaches to reflective practice. Encouraging reflective practice in education: An analysis of issues and programs, 39-56. Teachers College PressValli, L. (1997). Listening to other voices: A
several characteristics shared by all. Barrett, et. al (2015), Forest, et.al (2014), and Wilczynski (2015) all noted the sense of community embraced by universitymakerspaces, exhibited by an environment conducive to collaboration between students. There iscurrently a need for a baseline to study university makerspaces, their best practices, and thespecific ways that they can benefit engineering education. Morosz, et. al (2015) posited thatMaking activities in university makerspaces can improve retention and encourage broaderparticipation in engineering, noting that “there is a strong relationship between the amount ofengineering experiences and engineering design self-efficacy,” a quality which has been shownto increase retention among
Underrepresented Racial Groups,” Journal of Research in Science Teaching, Vol. 51, No. 5, 2014, pp. 555-580. 7. A. Carpi, D.M Ronan, H.M. Falconer, and N.H. Lents, “Cultivating Minority Scientists: Undergraduate Research Increases Self-Efficacy and Career Ambitions for Underrepresented Students in STEM,” Journal of Research in Science Teaching, vol 52, no. 2, 2017, pp. 169-194. 8. R. Taraban and R. Logue, “Academic Factors that Affect Undergraduate Research Experiences,” Journal of Educational Psychology, vol. 104, no. 2, 2012, pp. 499-514. 9. J. Vianden, “What Matters in College to Students: Critical Incidents in the Undergraduate Experience,” Journal of Student Affairs Research and Practice, vol. 52 no. 3
Fear of Failure, Procrastination and Self-Efficacy to Academic Success in College for First and Non First-Generation Students in a Private Non-Selective Institution. 2013.18. Chen X, Carroll D. First-Generation Students in Postsecondary Education A Look at Their College Transcripts Postsecondary Education Descriptive Analysis Report.; 2005.19. Hoffman M, Richmond J, Morrow J, Salomone K. Investigating “Sense of Belonging” in First-Year College Students. J Coll Student Retent Res Theory Pract. 2002;4(3):227-256.20. Foor C, Walden S, Trytten D. “I wish that I belonged more in this whole engineering group:” Achieving individual diversity. J Eng Educ. 2007;(April):103-115.21. Stevens R, O’Conner K, Garrison L
difficult decisions about how they allocate their time. Financialcost refers to students’ perceived challenges related to both expenses associated with doctoralstudy and opportunity costs related to devoting time to their degree instead of potentially morelucrative employment. Academic cost reflects students’ challenges related to both the culturaland academic demands associated with pursuing a doctoral degree, and does not exclusivelyreflect their sense of self-efficacy in engineering.IV. MethodsLimited empirical literature suggests returning students may face distinct challenges related totheir decisions to pursue engineering doctoral study. Our team’s prior work7, 29 suggests Eccles’expectancy-value theory is a useful lens for examining the
presented at more than 100 international, national and re- gional research conferences. Some of his more general research areas of interest include teacher and student’s self-efficacy and motivation research, reading and mathematics education research, and quality of teacher preparation research. Recently, he concluded several educational program evaluations across Texas in the areas of reading, bilingual education and technology. Three of the most recent evaluations in- clude study on middle school students writing, evaluation of the impact of technology in schools, Reading First Grants, a bilingual education program, a nursing student training program funded by the NSF and a Department of Education grant in Green
, as they worked concurrently on group projects and began to frame and build theirunderstanding of individual, year-long projects. Themes include both cognitive, design-relatedchallenges, such as scoping and problem framing, and personal capabilities representingstudents’ self-efficacy, such as time management and maturation. In addition, we noted theimportance of the students’ self-monitoring of their own ability, and the ways in which thisemerged in group and individual work.Scoping and Problem FramingOne of the fundamental challenges in addressing ill-structured problems is the negotiation of anappropriate problem frame, which describes the scope of work and allows the designer tounderstand the dimensions of the solution space16,24. While
motivation and increasedconfidence. On the importance of learning through experiencing small successes in playing theguitar, Greg commented: “You start really slowly and it doesn't sound good at all, but eventually you get the calluses on your fingers, you work over time, you get more coordination, you learn how to read tablature on the internet, that's what I learned from. Then you just get more confidence in yourself and it just builds on itself.”This negative case serves to re-affirm that the causal mechanism is closely related tomotivational constructs such as self-efficacy. Had the small successes not lead to buildingconfidence and interest, Greg would have likely quit learning to play the guitar.RQ3: Comparisons Across
Educational Psychology with the specialties in Gifted Education and Research Methods & Measurement, respectively from Purdue University. Her work centers on P-16 engineering education research, as a psychometrician, program evaluator, and institutional data analyst. She has authored/co-authored more than 30 journal articles and conference proceedings and served as a reviewer of journals in engineering education, STEM education, and educational psychology, as well as an external evaluator and an advisory board member on several NSF-funded projects.Dr. Noemi V. Mendoza Diaz, Texas A&M University Dr. Mendoza Diaz is Instructional Assistant Professor at the Dwight College of Engineering at Texas A&M University. She
elementary schools isworthwhile for students and society at large, its implementation is not a trivial matter. One of thechallenges is that most elementary teachers have not had pre-service coursework or in-serviceprofessional learning experiences related to engineering education, and many elementaryteachers lack self confidence or self efficacy with respect to teaching engineering.10-13 Anotherchallenge has to do with the use of fail words and ideas about what failure means in theelementary context. What it means to fail in engineering is different than what it means to fail ineducation.9 In most elementary school environments the concept of failure and the fail wordsthemselves have very negative connotations. A simple online search of “failing
modified the curriculum to the needs of scholars.Week 1 instruction focused on algebraic concepts and dimensional analysis. Week 2 addressedcalculus concepts. The course received excellent evaluations from students and data analysisshowed measurable gains in knowledge as assessed by pre- and post-tests. All but one student inCohort 1 achieved growth during Math Boot Camp. The mean post-test score across all threecohorts was 81/100 (SD = 15), versus a mean pre-test mean of 52/100 (SD = 29). Using a pairedt-‐test, we found that growth was statistically significant, t(26) = 6.376, p < 0.0001. Besidesmaking virtually all students feel like they had improved their mathematics skills, students alsoreported that they had increased confidence in other
need to hire female math and science instructors and teachers and parents need workshops to help them envision a broader future for their girls.Demetry and Sontgerathi11 reported on the long-lasting effects on perceptions of engineering andengineering self-efficacy for a two-week summer camp held at Worcester Polytechnic Institutefor rising seventh-grade girls. They found that girls who attended the camp and who sustainedtheir contact with the program (e.g. returning to the program as a staff member) had morepositive and accurate perceptions of engineering. Multiple interventions were important – girlswho participated in multiple STEM programs or events had stronger long-term outcomes.Participants in the camp did show
with theleadership of both women and men in positions of power.Thematic analysis of interviews reveals that the gender equality so far achieved by thedepartment has been a result of very deliberate structural changes, (e.g. hiring processes), and astrong representation of proactive department members with high levels of self-efficacy—theyare both aware of gender issues and believe in their ability to enact change. Different butcomplementary actions, from changing the way the admissions office recruits admissionscandidates to broadening the faculty hiring searches, have compounded over time to produce thecurrent state of near parity in the undergraduate population. These actions may not have beencoordinated, but, taken together, resulted in a
studies focused on solving is at the core of adistinction that we wish to draw attention to between ‘problem-solving’ and the solving ofproblems.According to a joint executive report from the National Science Foundation (NSF) and theNational Endowment for the Arts (NEA), student skills in engineering problem-solving(specifically in electrical engineering and computer science) are in dire need of a boost. Thereport states that “undergraduate and graduate students who study electrical engineering andcomputer science lack the ability or self-efficacy to create new ideas and innovations that stretchbeyond rote classroom exercises”1.Other high-profile reports agree: The National Academy of Engineering lamented in 2004 that“engineering students are not