Conference Session

Motivation, Attitudes, and Beliefs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue Polytechnic Institute; Nathan Mentzer, Purdue Polytechnic Institute; Rebecca Kramer-Bottiglio, Yale University

Tagged Topics

Diversity

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Educational Research and Methods

Black college oruniversity. Carrico and Tendhar [17] also reported evidence of a significant correlation betweenstudents’ self-efficacy, interest, and goals to pursue engineering. While these two studies usedifferent variables to approximate students’ choice, the predictive utility of self-efficacy andinterest is strengthened when the variables are used together.Using this lens of parallel measures, this paper analyzes the content and year one implementationresults of a 9th-grade design curriculum intended to grow students’ self-efficacy, interest, andcareer choice for engineering. Following our research team’s year-long curriculum developmentprocess, we have now been involved in the implementation process of soft robot design lessonsas they

Conference Session

Problem Solving, Adaptive Expertise, and Social Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Janna H. Ferguson, Northeastern University; Jennifer Lehmann, Northeastern University; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Susan Chang, Northeastern University; Reid P. Higginson, Harvard University; Cigdem P. Talgar, Northeastern University

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Diversity

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Educational Research and Methods

], as well as self-efficacy and resilience. Therevised scale included modified items from Fisher and Peterson’s 2001 survey [20], additionalitems of our own construction, and several items based on work by van der Heijden [33],Charbonnier-Voiirin et al., [36], Bohle Carbonell et al., [35], and the General Self-Efficacy Scale(GSES-12) [37], [38].We were guided to include domain skills by the near-consensus in the adaptive expertiseliterature that adaptive expertise is built on top of subject-specific routine expertise. Ourproposed domain skill items address student perception of growth in their field, as well as theirability to pursue expertise and integrate new developments in the field [33], [35]. Innovativeskills by contrast focus on student

Conference Session

Problem Solving, Adaptive Expertise, and Social Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Carolyn Plumb, Montana State University; Rose M. Marra, University of Missouri; Douglas J. Hacker, University of Utah; John Dunlosky

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Educational Research and Methods

Research, 16, 235-239.Atman, C., Adams, R., Cardella, M., Turns, J., Mosborg, S., & Saleem, J. (2007). Engineering design processes: A comparison of students and expert practitioners, Journal of Engineering Education 96(4), 359-379.Atman, C. J., & Bursic, K. M. (1998). Verbal protocol analysis as a method to document engineering student design process. Journal of Engineering Education, 87(2), 121-132.Ball, L. J., Ormerod, T. C., & Morley, N. J. (2004). Spontaneous analogizing in engineering design: A comparative analysis of experts and novices. Design Studies, 25(5), 495-508.Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148

Conference Session

Cognitive Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Benjamin David Lutz, Oregon State University; Allyson Jo Barlow, Oregon State University; Nathaniel Hunsu, University of Georgia; Cassandra J. Groen, Virginia Tech; Shane A. Brown P.E., Oregon State University; Olusola Adesope, Washington State University; Denise Rutledge Simmons P.E., Virginia Tech

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Educational Research and Methods

Education Conference (FIE), 2016 IEEE.Smith, K. A., Sheppard, S., Johnson, D. W., & Johnson, R. T. (2005). Pedagogies of engagement: Classroom‐based practices. Journal of Engineering Education, 94(1), 87- 101.Walker, C. O., Greene, B. A., & Mansell, R. A. (2006). Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement. Learning and individual differences, 16(1), 1-12.Wang, X., Yang, D., Wen, M., Koedinger, K., & Rosé, C. P. (2015). Investigating How Student's Cognitive Behavior in MOOC Discussion Forums Affect Learning Gains. International Educational Data Mining Society.Weinstein, C. (1986). The teaching of learning strategies

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jonathan D. Stolk, Franklin W. Olin College of Engineering; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Michael D. Gross, Wake Forest University

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Diversity

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Educational Research and Methods

/perceived confidenceand interest/values in STEM has progressed over the past two decades, studies of students’motivational orientations (intrinsic versus extrinsic) in STEM are quite limited.Perceived confidence and self-efficacy strongly influence academic motivations [44] and serveas mediators of learning engagement and persistence [8]. As such, STEM educators areconcerned with how learners cultivate a strong sense of efficacy and expectations of success.Indeed, measurement of self-efficacy and perceived competence represents an area of notableprogress in STEM education research. Gendered patterns in learners’ perceived competence andself-efficacy within gender-role stereotyped domains such as mathematics and engineering arewidely reported [45

Conference Session

Career Decisions and Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Trevion S. Henderson, University of Michigan; Katie A. Shoemaker, University of Michigan; Lisa R. Lattuca, University of Michigan

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Diversity

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Educational Research and Methods

social pressure tosucceed in engineering. Students were asked to respond on a 5-point Likert scale (1=StronglyDisagree and 5=to Strongly Agree)to the survey item that read, “I would be embarrassed if Ifound out that my work in my science or engineering major was inferior to that of my peers.”Finally, since Ajzen argued that perceived behavioral control is highly compatible withBandura’s concept of perceived self-efficacy, we measured perceived behavioral control using asubscale of our engineering self-efficacy measure. Items in the subscale of Engineering MajorConfidence were measured on a five-point Likert scale (i.e., Strongly Disagree to StronglyAgree). Example items included, “I can succeed in an engineering major” and “Someone like mecan

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Anita Patrick, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin; Carolyn Conner Seepersad, University of Texas, Austin

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Diversity

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Educational Research and Methods

(enjoyment) (Matusovich,Streveler, & Miller, 2010). More work on this construct in engineering education canhelp us better understand interest and its relationship to identity and persistence.Engineering performance/competence is also important to measuring engineeringidentity. For instance, Jones, Osborne, Paretti, and Matusovich (2014) found a positiverelationship between perceived ability and identity. As this area of research progresses,clear distinctions should be made between performance/competence and other similarconstructs in the literature such as self-efficacy. The significance of recognition in themodels of engineering identity points to a type of support that may be critical toengineering identity development. For example, role

Conference Session

Institutional Change

Collection

2018 ASEE Annual Conference & Exposition

Authors

Trevion S. Henderson, University of Michigan; Cynthia J. Finelli, University of Michigan; Joanna Mirecki Millunchick, University of Michigan

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Diversity

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Educational Research and Methods

). Assessing college students’ satisfaction with their academic majors. Journal of Career Assessment, 15(4), 446 – 462.[10] Goodwin, A. (2016). The development of a measure of engineering identity. Retrieved from: https://www.asee.org/public/conferences/64/papers/14814/view.[11] Mamaril, N. J. A. (2014). Measuring undergraduate students’ engineering self-efficacy: A scale validation study. Retrieved from: http://uknowledge.uky.edu/cgi/viewcontent.cgi?article=1020&context=edp_etds[12] Williams, D. (2006). On and off the ‘net: Scales for social capital in an online era. Journal of Computer-Mediated Communication, 11(2), 593 – 628.

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Meagan R. Kendall, University of Texas, El Paso; Nathan Hyungsok Choe, University of Texas, Austin; Maya Denton, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin

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Diversity

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Educational Research and Methods

students attending a PWI from those of non-Hispanic white students at that PWI? 3. How do the same measures differ for Hispanic students attending an HSI from those of non-Hispanic white students at that HSI?These particular research questions are of interest as they allow us to distinguish between theimpacts of institutional type (RQ 1) and ethnicity (RQ 2 and 3) on student development. We arealso interested in understanding the differences in extracurricular experiences of Hispanicstudents due to the role that these experiences play in student self-efficacy and academicengagement [27]. Familial influence is also of interest due to prior studies that have linkedfamily support to self-efficacy and persistence [28].Methodology

Conference Session

Practice I: Academic Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, Western Michigan University; Charles Henderson, Western Michigan University

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Diversity

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Educational Research and Methods

I belonged more in this whole engineering group:” Achieving individual diversity. Journal of Engineering Education, 2007. 96(2): p. 103-115.28. Johnson, M.J. and S.D. Sheppard, Relationships between engineering student and faculty demographics and stakeholders working to affect change. Journal of Engineering Education, 2004. 93(2): p. 139.29. Raelin, J.A., et al., The gendered effect of cooperative education, contextual support, and self ‐efficacy on undergraduate retention. Journal of Engineering Education, 2014. 103(4): p. 599-624.30. Ro, H.K. and D.B. Knight, Gender Differences in Learning Outcomes from the College Experiences of Engineering Students. Journal of Engineering Education, 2016. 105(3): p. 478-507.31

Conference Session

Motivation, Attitudes, and Beliefs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Justine Chasmar, Goucher College; Katherine M. Ehlert, Clemson University

Tagged Divisions

Educational Research and Methods

will be used for participant selection in futurechapters.MethodsMotivation and Attitudes in Engineering SurveyThe MAE survey [7], [8] consists of 5 sections with 86 items related to goal orientation [34],FTP and Expectancy (E), task specific metacognition, problem-solving self-efficacy [35], anddemographic information. This paper presents a CA of the domain- and context-specific FutureTime Perspective (FTP) items utilizing the FTP and Expectancy section. The FTP items containfive theoretical factors: Perceived Instrumentality (PI), Perceptions of the Future (F), Future onPresent (FoP), Value (V), and Connectedness (C). The Value and Connectedness items, adaptedfrom Husman and Shell [1], [12], were added based on previous qualitative FTP work

Conference Session

Works in Progress I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dong San Choi, University of Illinois, Urbana-Champaign; Michael C. Loui, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

-regulated learning, self-efficacy,and general well-being [5]. In our study, we explored whether we could help students persist inengineering by encouraging such positive learning dispositions and behaviors.In this work-in-progress paper, we report preliminary results from a one-credit course called“Engineering the Mind.” We used design-based research and the Transtheoretical Model (TTM)of Health Behavior Change to design the course and assess the outcomes. The goal of the coursewas to encourage students to adopt positive learning dispositions and behaviors by teaching themhow the brain works.BackgroundDesign-based research (DBR) is a research method that evaluates theory-based interventions(that were developed in laboratory conditions) in complex

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Urmi Ghosh-Dastidar, New York City College of Technology and the City University of New York; Diana Samaroo, New York City College of Technology and the Graduate Center of the City University of New York; Armando Dominguez Solis; Sandie Han, New York City College of Technology

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Diversity

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Educational Research and Methods

area of drug discovery, therapeutics and nanomaterials.Dr. Armando Dominguez SolisDr. Sandie Han, New York City College of Technology Sandie Han is a Professor of Mathematics at New York City College of Technology. She has extensive experience in program design and administration, including administrative responsibilities as the chair of the math department, Computer Science program coordinator, high school program coordinator, as well as PI on the U.S. Department of Education MSEIP grant and Co-PI on the NSF-S-STEM grants. She has several publications on the theory and practice of Self-Regulated Learning, Mathematics Self-Efficacy, PLTL. Her work in Self-Regulated Learning and self-efficacy has won the 2013 CUNY

Conference Session

Cognitive Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Allyson Jo Barlow, Oregon State University; Shane A. Brown P.E., Oregon State University; Benjamin David Lutz, Oregon State University

Tagged Divisions

Educational Research and Methods

. Christopher, O. Walker, B. A. Greene, and R. A. Mansell, “Identification with Academics, Intrinsic/Extrinsic Motivation, and Self-Efficacy as Predictors of Cognitive Engagement,” Learn. Individ. Differ., vol. 16, 2005.[12] J. A. Centra, “Effectiveness of Student Feedback in Modifying College Instruction.,” J. Educ. Psychol., vol. 65, no. 3, pp. 395–401, 1973.[13] J. Leckey and N. Neill, “Quantifying Quality: The Importance of Student Feedback,” Qual. High. Educ., vol. 7, no. 1, pp. 19–32, Apr. 2001.[14] S. A. Jacob and S. P. Furgerson, “The Qualitative Report Writing Interview Protocols and Conducting Interviews: Tips For Students New to the Field of Qualitative Research,” Qual. Rep., vol. 17, no. 42, pp. 1

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Christine Allison Gray, Northern Arizona University; Robin Tuchscherer P.E., Northern Arizona University; Ron Gray, Northern Arizona University

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Educational Research and Methods

measures were used in several large-scale quantitative studies, andincluded three constructs: performance/competence belief (related to self-efficacy); interest inthe subject; and feelings of recognition (i.e., feeling that others see them as the type of personthat can do the work) [42]. Together, these three constructs are reliable in describing students’self-beliefs, which comprise a students’ identity, and “are predictively valuable forunderstanding career choices” [42]. The theoretical framework for the instrument stemmed fromsocial identity theory and symbolic interactionism, and Godwin focused on the internal dynamicsand roles that impact behavior. Godwin concluded that the results provide strong validityevidence for the developed instrument

Conference Session

Problem Solving, Adaptive Expertise, and Social Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Angela Minichiello P.E., Utah State University; Jacek Uziak, University of Botswana; Andreas Febrian, Utah State University

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Educational Research and Methods

, Jun. 1997.[31] J. Bransford, A. Brown, and R. Cocking, How People Learn: Brain, Mind, Experience, and School, Expanded. Washington, DC, USA: The National Academies Press, 2000.[32] N. Dukhan and M. Schumack, “Understanding the continued poor performance in thermodynamics as a first step toward an instructional strategy,” in 120th ASEE Annual Conference & Exposition, 2013.[33] P. N. Van Meter, C. M. Firetto, S. R. Turns, T. A. Litzinger, C. E. Cameron, and C. W. Shaw, “Improving Students’ Conceptual Reasoning by Prompting Cognitive Operations,” J. Eng. Educ., vol. 105, no. 2, pp. 245–277, Apr. 2016.[34] S. A. Coutinho, “Self-Efficacy, Metacognition, and Performance,” N. Am. J. Psychol., vol. 10, no. 1, pp. 165

Conference Session

Assessment and Research Tools

Collection

2018 ASEE Annual Conference & Exposition

Authors

Carey Whitehair; Catherine G.P. Berdanier, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

gap in their resume. Thisfinancial cost was compared with other non-financial “costs” of staying in graduate school to theirwell-being.We also noticed differences in dominant narratives based on student self-reported confidencelevels. For example, some students used language to indicate high or low self-efficacy in theirability to succeed in graduate school, which weakly aligned with some of the facets of attrition. Ofcourse, this study is a low-N qualitative study, and therefore, these correlations are anecdotal atbest, but lay the groundwork for future attrition studies and research questions. These results willbe best analyzed through attribution theory as well as other psycho-social theories of graduateattrition and persistence. These

Conference Session

Design Thinking and Creativity

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrew Valentine, RMIT University; Iouri Belski, RMIT University; Margaret Hamilton, RMIT University

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Educational Research and Methods

fourth years, the creativethinking skills of engineering students significantly declined between first and fourth years ofstudy. Upon evaluating engineering students‟ perspectives of their problem solvingcapabilities, Steiner et. al. [12] found that students‟ confidence (self-efficacy) in their abilityto solve problems declined between first and fourth year of study. These outcomes suggestthat it cannot be conclusively stated whether engineering students‟ creativity skills improveover the period of studying a year degree, and is likely to depend on numerous contextualfactors.Creativity has been demonstrated to be highly domain-specific and that the creativity aperson demonstrates is not simply transferrable between domains [13]. This suggests

Conference Session

System 1 in Engineering Education and Research

Collection

2018 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University; Kanembe Shanachilubwa, Harding University; Stephen Secules, University of Georgia

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Diversity

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Educational Research and Methods

lonely position, disconnected from her femalenon-engineering friends and a close female parent. Does being a “smart engineer” mean all of these non-engineers that she cares about are not smart? Perhaps in direct contradiction to what one would expectabout positive self-efficacy and identity in engineering, she stands in solidarity with her female non-engineering network as a support mechanism. And yet, Rebecca also enjoys a sense of solidarity withmale engineering peers. Here, once again, the label of “smart engineer” would be a dangerous identity toembrace, if smartness and high grades could come at the expense of social connections to these malepeers who underperformed Rebecca. One could argue that Rebecca’s actual self-efficacy and

Conference Session

Practice III: Multimedia Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

John T. Solomon, Tuskegee University; Eric Hamilton, Pepperdine University; Vimal Kumar Viswanathan, San Jose State University; Chitra R. Nayak, Tuskegee University; Firas Akasheh, Tuskegee University

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Diversity

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Educational Research and Methods

use of concepts [14, 15]. Many studies report that such methods have reducedfailure rate in comparison to instruction methods that merely rely on traditional lectures for contentdelivery and classroom management [16]. A sizable literature indicates that student engagement in classrooms has strong correlation totheir academic and professional success [17-20]. Student engagement in engineering classroomsis a challenge for several reasons. These include lack of preparation, self-efficacy, perceivedability, socio-economic factors and less-effective course delivery methods [21-28]. Additionally,each of these can contribute to a sense of alienation that exacerbates disengagement. Engineeringcourses require continuous development of sophisticated

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Heather Lee Perkins, North Carolina State University; Matthew Bahnson, North Carolina State University; Marissa A. Tsugawa-Nieves, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Cheryl Cass, North Carolina State University

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Educational Research and Methods

of belonging and STEM identity to students’ evaluations of theirengagement and self-efficacy in the classroom, and so it was suggested that priming students tothink about their engineering identity may impact their responses to items querying their degreeprogress or future goals [20].To determine if the final survey should use counterbalancing to prevent earlier questions frombiasing responses to later items, the PANAS was used to screen for differences in mood, eitherpositive or negative, between students who completed the different pilot surveys. The I-PANAS-SF is a short form of instrument that has been developed and tested with an internationalpopulation; it consists of ten items (comprised of five positive and five negative emotion

Conference Session

Mentoring Practices and Project Teams

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily Miller, University of Virginia; Reid Bailey, University of Virginia

Tagged Topics

Diversity

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Educational Research and Methods

Association Anonymous New York: Macmillan., 1992, pp. 465-485.[3] M. Borrego et al, "Team Effectiveness Theory from Industrial and Organizational Psychology Applied to Engineering Student Project Teams: A Research Review," J Eng Educ, vol. 102, (4), pp. 472-512, 2013.[4] (). Accreditation.[5] G. L. Stewart, I. S. Fulmer and M. R. Barrick, "An Exploration of Member Roles as a Multilevel Linking Mechanism for Individual Traits and Outcomes," Person. Psychol., vol. 58, (2), pp. 343-365, 2005.[6] S. Sonnentag and J. Volmer, "Individual-Level Predictors of Task-Related Teamwork Processes: The Role of Expertise and Self-Efficacy in Team Meetings," Group & Organization Management, vol. 34, (1), pp. 37-66, 2009.[7] A. Zhang, "Peer

Conference Session

Mentoring Practices and Project Teams

Collection

2018 ASEE Annual Conference & Exposition

Authors

Suzette R. Burckhard, South Dakota State University; Joanita M. Kant, South Dakota State University; Francis Arpan; Ross Peder Abraham, South Dakota State University; Gregory J. Michna, South Dakota State University

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Educational Research and Methods

recipients with demonstrated financial need and academic talent in STEMmajors to better prepare them for the workforce through scholarship funding, mentoring, and 3educational enhancement activities. The intended outcomes were to increase participants’retention, graduation, readiness, and transition to the workforce in their field, or to transitionto graduate school in STEM. The purpose of requiring educational enhancement activities was to help build self-efficacy, community connectivity, and professional identity. Another reason was to increasewhat Sociologist/Anthropologist Pierre Bourdieu [4] refers to as social, cultural, andeconomic

Conference Session

Career Decisions and Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rohini N. Abhyankar, Arizona State University; Cheryl Carrico P.E., Virginia Tech; Holly M. Matusovich, Virginia Tech; Samantha Ruth Brunhaver, Arizona State University

Tagged Divisions

Educational Research and Methods

manual for qualitative researchers, Thousand Oaks, CA: Sage, 2015.[30] J. W. Creswell, Qualitative inquiry and research: Choosing among five approaches, 3rd ed., Thousand Oaks, CA: Sage, 2013.[31] A. Tashakkori, and C. Teddlie, Mixed methodology: Combining qualitative and quantitative approaches, Volume 46, Thousand Oaks, CA: Sage, 1998.[32] A. Bandura, Self-efficacy: Toward a unifying theory of behavioral change, Psychological Review, vol. 84, no. 2, pp. 191-215, 1977.[33] S. Bubany, T. Krieshock, M. D. Black, and R. McKay, College students’ perspectives on their career decision-making, Journal of Career Assessment, vol. 16, no. 2, pp. 177-197, 2008.[34] G. Lichtenstein, H. G. Loshbaugh, B. Claar, H. L. Chen, K

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nelson S. Pearson, University of Nevada, Reno; Justin Charles Major, Purdue University, West Lafayette (College of Engineering); Allison Godwin, Purdue University, West Lafayette (College of Engineering); Adam Kirn, University of Nevada, Reno

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Diversity

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Educational Research and Methods

Relationship Between Self- Efficacy and Retention in Introductory Physics,” J. Res. Sci. Teach., vol. 49, no. 9, pp. 1096–1121, 2012.[21] B. Rienties and D. Tempelaar, “Turning Groups Inside Out: A Socail Network Perspective,” no. November, 2017.[22] M. L. Loughry, M. W. Ohland, and D. J. Woehr, “Assessing Teamwork Skills for Assurance of Learning Using CATME Team Tools,” 2014.[23] Y. Benjamini and Y. Hochberg, “Controlling the False Discovery Rate: A Practical and Powerful Approach to Multiple Testing,” J. R. Stat. Soc., vol. 57, no. 1, pp. 289–300, 1995.[24] A. Dinno, “Nonparametric Pairwise Multiple Comparisons in Independent Groups Using Dunn ’ s Test,” Stata J., vol. 15, no. 1, pp. 292–300, 2015.[25] C. Smith and S

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jacqueline Ann Rohde, Purdue University; Lisa Benson, Clemson University; Geoff Potvin, Florida International University; Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering)

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Diversity

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Educational Research and Methods

inform ways that students evaluate their belongingness in engineering, as well asways in which educators can help their students feel like they belong.IntroductionBelongingness typically describes a sense of community or affinity towards a certain group, asexpressed by an individual. In this article, we use the term to represent an individual’s judgementof whether they feel welcomed and wanted in engineering. Stronger feelings of belongingnessresult in higher self-efficacy [1], engagement [2], and ability [3]. Conversely, a lack ofbelongingness has been identified as one of the top reasons that students leave a university [4, 5].Belongingness is imbued throughout a student’s educational experience, at both the classroomand university levels [1

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Justin Charles Major, Purdue University, West Lafayette (College of Engineering); Allison Godwin, Purdue University, West Lafayette (College of Engineering); Gerhard Sonnert, Harvard University

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Diversity

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Educational Research and Methods

to create measures of neighborhood socioeconomic status for each student [19]. Otherdemographics of race/ethnicity, gender, and parent education status were collected are presentedwithin this work to inform about the study population and to support our claims of the existingunderrepresentation of minoritized groups in our data and engineering as a whole [9].Students who provided a ZIP Code and were identified as being enrolled in engineering (n = 2,372)were the focus of this study. Each student was then classified as “low,” “middle,” or “high”neighborhood socioeconomic status. Initially, we attempted to separate by average federalrepresentations of individual socioeconomic class; $0 to $39,554 (low), $39,555 to $118,072(middle), and $118,073