Conference Session

ERM Technical Session 19: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marina Miletic, University of New Mexico; Vanessa Svihla, University of New Mexico; Jamie Gomez, University of New Mexico; Eva Chi, University of New Mexico; Sang M. Han, University of New Mexico; Catherine Anne Hubka, University of New Mexico; Yan Chen, University of New Mexico; Sung "Pil" Kang, University of New Mexico; Abhaya K. Datye, University of New Mexico

Tagged Divisions

Educational Research and Methods

implementation withnumerous student cohorts. The methods used for tracking and comparing student sentiment,confidence, beliefs, skill development, and technical skill performance include: (1)demographics, (2) assessments of conceptual knowledge (i.e., two concept inventories and threefaculty-developed proficiency exams), (3) a survey that assesses design self-efficacy and othercourse-specific assessments, (4) written design skills tests that measure design problem framingability, and (5) student observations and interviews. These assessment methods are distributedand administered throughout the four-year degree program. This paper outlines and describesthese assessment tools and methods and how they are used to measure outcomes. The analysis ofsome of

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicholas Lux, Montana State University; Brock J. LaMeres, Montana State University; Shannon D. Willoughby; Bryce E. Hughes, Montana State University; Barrett Frank

Tagged Topics

NSF Grantees Poster Session

. Brien, C. F. Bauer, and R. Champoux, "Assessing the self efficacy and spatial ability of engineering students from multiple disciplines," in Proceedings Frontiers in Education 35th Annual Conference, 2005, pp. S2C-15.[11] N. Veurink and A. Hamlin, "Spatial Visualization Skills: Impact on Confidence and Success in an Engineering Curriculum," presented at the 2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011. Available: https://peer.asee.org/18591[12] M.-T. Wang and J. Degol, "Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields," Developmental Review, vol. 33, no. 4, pp. 304-340, 2013.[13] D. B. Clark, E. E

Conference Session

Pre-College Engineering Education in the Formal Classroom

Collection

2019 ASEE Annual Conference & Exposition

Authors

Saira Anwar, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette; Siddika Selcen Guzey, Purdue University, West Lafayette; Valarie L. Bogan, Purdue University, West Lafayette; Shelbi C. Smeathers , Purdue University, West Lafayette; Ji Yoon Jung, Purdue University, West Lafayette; Utkuhan Genc, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

meaning ofparticipation, motivation, and self-efficacy [9], while others argued that engagement is aconstruct with its defined boundaries and dimensions [10]. In general, the literature shows threeaspects of engagement, namely behavioral, emotional, and cognitive [1], [8], [9], [11].Behavioral engagement is based on academic and social participation such as credits earned,homework completion rates, attendance in class, events attended, participation in extracurricularactivities, etc. [12], [13]. Emotional engagement is based on affective measures of interactions inschool, both in positive and negative manners. These interactions can happen with parents,teachers, peers, school, etc. [13]. Cognitive engagement is based on the willingness to put

Conference Session

Professional Development for Pre-Service and In-Service Teachers

Collection

2019 ASEE Annual Conference & Exposition

Authors

Wesley G. Lawson, University of Maryland, College Park; Jennifer Lee Kouo, Towson University; Vaishnavi Murthy, University of Maryland, College Park

Tagged Divisions

Pre-College Engineering Education

software-only applications in a language like Java or in a visual programming language like Scratch.For the past several years, we have offered a novel introductory C programming course toelectrical engineering students at the University of Maryland [21-23]. This course includedpartner-based programming assignments emphasizing computer-controlled hardware-drivenprojects and a final multi-week group project utilizing Raspberry Pi (RPi) computers. Thisproject looked at students’ self-efficacy beliefs and outcome expectations as compared tostudents who took a traditional programming course and the PDL students left their course with asuperior self-image regarding their fitness as engineers and an improved understanding of therole of computer

Conference Session

Engineering Management Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Emily Kloos, University of Dayton; Sandra L. Furterer, University of Dayton

Tagged Topics

Diversity

Tagged Divisions

Engineering Management

these fields.Lack of Confidence: Many female students are faced with the constant battle of self-doubt. Are they reallycapable of being in STEM? Do they belong with the other students? Universities have alreadystarted to look at these problems. A study was performed focusing on achievement goals andhow they affect women in engineering as well as their perspectives on courses and experiencecompared to male students. The achievement goal theory is that those with low competenceperceptions usually take on the avoidance achievement goals that avoid failure rather than focuson success. The two types of competence perceptions investigated were self-efficacy andperceived ability. The study was conducted to see if women in a freshmen engineering

Conference Session

ConstDiv Technical Session 5 - Pedagogy & Accreditation II

Collection

2019 ASEE Annual Conference & Exposition

Authors

Andrea Nana Ofori-Boadu, North Carolina A&T State University; Robert B. Pyle, North Carolina A&T State University; Iyshea Borders-Taylor; Christian A. Bock Hyeng, North Carolina A&T State University; Tony E. Graham, North Carolina A&T State University

Tagged Divisions

Construction Engineering

thathuman beings develop their identities in stages [11][12][13][14]). Even at the early stages ofmiddle-school education, the self-efficacy and professional identities of girls were enhancedthrough their engagement in art-modified STEM projects [15] A framework was developed byKegan (1982) and proposed that six stages of identity formation (incorporation, impulsion,imperial, interpersonal, institutional, and interindividual) represented the longitudinaldevelopment of the self from childhood to adult life [16]. The most powerful factors that influencesthe process of socialization and career identity development are role models, mentors, and theaccumulation of individual experiences that shape professional identity through both consciousand

Conference Session

Chemical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robert Gammon-Pitman, Ohio State University; Paul E. Post, Ohio State University; Lin Ding, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

in the subject domain.MethodsWhile the data analysis is ongoing, the survey questions had a 4-Likert scale to measurestudents’ perceptions. Most survey questions utilized a 4-item Likert scale from StronglyDisagree, Disagree, Agree, to Strongly Agree. Multiple items asked students about theclassrooms’ environment, activities and interactions as well as self-efficacy. 42 of the 46undergraduate chemical engineering students consented to participate in the study. A closed-ended survey was administered to participants with a 52% response rate.Preliminary Results74% of the responding students indicated the homework and in-class worksheets were mostconducive to their learning while reading the textbook was perceived by 60% of the respondentsas the

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette; Brianna Benedict McIntyre, Purdue University, West Lafayette; Dina Verdin, Purdue University, West Lafayette; Aaron Robert Hamilton Thielmeyer; Rachel Ann Baker; Jacqueline Ann Rohde, Purdue University, West Lafayette

Tagged Topics

Diversity, NSF Grantees Poster Session

diversity. We developed an instrument for measuringstudents’ latent diversity from a review of the existing literature as well as interviews withundergraduate students. A detailed description of this process can be found in [7]. This surveymeasured students’ epistemic beliefs, innovation self-efficacy beliefs, STEM role identityconstructs, motivation, personality, and background factors such as race/ethnicity, genderidentity, sexual orientation, ZIP code, and parent(s) level of education. Students responded toitems measuring their attitudes and beliefs on a 7-point anchored numeric scale. We administered3,855 paper and pencil surveys to 32 ABET accredited institutions to understand students’ latentdiversity. These schools were recruited from a list

Conference Session

PANEL: After #MeToo: What’s next for Women in the Engineering Workplace?

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jennifer J VanAntwerp, Calvin College; Denise Wilson, University of Washington; Sandra D. Eksioglu, Clemson University; Joanna Wright, University of Washington

Tagged Divisions

Women in Engineering

, Seattle. Her research interests in engineering education focus on the role of self-efficacy, belonging, and other non- cognitive aspects of the student experience on engagement, success, and persistence and on effective methods for teaching global issues such as those pertaining to sustainability.Dr. Sandra D. Eksioglu, Clemson University Sandra D. Eksioglu is an Associate Professor of Industrial Engineering Department at Clemson Univer- sity. She received her Ph.D. in Industrial and Systems Engineering at the University of Florida in 2002. Sandra’s research interests are in operations research with applications in supply chain, transportation systems, and energy systems.Joanna Wright, University of Washington

Conference Session

Professional Development for Pre-Service and In-Service Teachers

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elena Nicolescu Veety, North Carolina State University; James Edward Lamberth III, Enloe High School; Evelyn L. Baldwin, Wake STEM Early College High School

Tagged Divisions

Pre-College Engineering Education

on pedagogy (Fundamental)IntroductionResearch experiences for teachers (RET) programs can provide K-12 teachers with valuable andimpactful professional development opportunities, increase teachers’ self-efficacy and allowthem to gain further mastery in their subject so that they can better translate that knowledge totheir students. At a fundamental level, these types of programs are abbreviated apprenticeships inwhich the teacher trains to become a scientist. After all, if teachers are expected to teach theirstudents how to do science, then they themselves must know how to do science [1].While RET programs exist at universities across the country, the exact structures of the programsand the nature of the actual research experience vary

Conference Session

ERM Technical Session 1: Methods Refresh: Approaches to Data Analysis in Engineering Education Research

Collection

2019 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette; Aaron Robert Hamilton Thielmeyer, Purdue University, West Lafayette; Jacqueline Ann Rohde, Purdue University, West Lafayette; Dina Verdin, Purdue University, West Lafayette; Brianna Benedict McIntyre, Purdue University, West Lafayette; Rachel Ann Baker; Jacqueline Doyle, Harvard-Smithsonian Center for Astrophysics

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, studies of students’ self-efficacy in engineering contexts providevaluable insights into how students’ perceived abilities to accomplish particular tasks mayinfluence important student outcomes; however, these studies do not fully account for other aspectsof students experiences and identities including attitudes toward subject material, motivation,background experiences, social identities like race and gender, and other salient and interwovenstudent attitudes, beliefs, and mindsets. Accounting for multiple and overlapping measures canprovide additional explanatory power to understand student outcomes, but this approach alsobrings methodological challenges in analyzing complex data with multiple correlated dimensions.One newer statistical

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lizzie Santiago, West Virginia University; Anika Coolbaugh Pirkey, Mid-Atlantic Technology, Research and Innovation Center; Mustapha Alao Animashaun, West Virginia University; Melissa Lynn Morris, West Virginia University

Tagged Topics

NSF Grantees Poster Session

level engineering courses.In this study, first semester cGPA was found to be related to students’ CAT scores. In general,students with higher CAT scores performed better at the end of their first semester in college.ConclusionAlthough this study found a relation between CAT scores and first semester cumulative GPA,the investigators recognize that critical thinking skills, although important, are not the onlydeterminants of students’ success in college. Other factors such as students’ self-efficacy andtheir motivation play a role in students’ academic performance and success in college.AcknowledgementsThis material is based upon work supported by the National Science Foundation (NSF) underGrant number DUE-1504730. Any opinions, findings, and

Conference Session

Mechanics Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rania Al-Hammoud P.Eng., University of Waterloo; Chloe Gibson

Tagged Divisions

Mechanics

semester that ratedconfidence to determine self efficacy improvement. A similar method could be of use in thefuture to build upon the current survey questions that aimed to gauge student understandingthrough rating their level of knowledge. Self efficacy would be a similar, but perhaps moremeaningful measurement, as students would be able to more accurately self-report this on asurvey. It would also provide a great deal more insight to have numbers that can be compared,and thus provide a more accurate sense of video influence on student learning.In addition to the more qualitative, opinion based data provided by the survey, it may be helpfulto incorporate assessments that more directly illustrate how the videos improve understanding ofconcepts

Conference Session

Design in Engineering Education Division: Student Empathy & Human-centered Design

Collection

2019 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Yale University; Nathan Mentzer, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Scott R. Bartholomew, Purdue Polytechnic Institute; Greg J. Strimel, Purdue Polytechnic Institute

Tagged Divisions

Design in Engineering Education

planned and cyclicallyadapted to the attainment of personal goals” [16, p. 14]; Self-Regulation Theory structuresattention prior to, during, and after performance into three phases. As in design, these phases arecyclical, where information and thoughts shape behavior proactively and reactively [21].Forethought encompasses activities and thought in preparation for a task, such as planning, goalsetting, and non-cognitive factors like self-efficacy. In performance, attention is given to thequality of execution by self-control and focusing strategies, as well as record keeping. The finalphase, self-reflection, includes judgment and reaction elements that assess and explain outcomes,as well as shape future attempts.Self-regulation has been recommended

Conference Session

FOCUS ON EXHIBITS: Welcome Reception & NEW THIS YEAR! 2018 Best Division Paper Nominee Poster Session Sponsored by Engineering Unleashed

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robert B Austin P.E., Bowling Green State University

Tagged Topics

ASEE Headquarters

about the important role that effort plays in success [37].There are three main cognitive motivational theories: goal theory, expectancy value theory, andattribution theory that apply to students.In goal theory, motivation is induced by the discrepancy between their current condition asstudents and their future condition (i.e., goal) of being a practicing professional. Self-efficacy, orone’s ability to succeed in a specific situation, plays a significant role in goal theory. A student’sgoals should be challenging but not be perceived as beyond their capability. If individuals mustexpend a great amount of time and effort to accomplish a goal, then they are more likely tochoose an activity that they feel capable of performing successfully and

Conference Session

Improved Pathways to Graduate Studies

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carol S. Gattis, University of Arkansas; Manuel D. Rossetti P.E., University of Arkansas; Kim LaScola Needy P.E., University of Arkansas; Edgar C. Clausen, University of Arkansas; Wenjuo Lo, University of Arkansas

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

experience cannotbe required, but it is encouraged. SIIRE workshops focus on performing research and on how tocommunicate research. In addition, SIIRE supports students as they perform their graduatestudies, which often includes a thesis.Borrego et al. [20] apply social cognitive career theory to examine the underpinnings of whyengineering students choose graduate school. They developed constructs aligned with socialcognitive career theory such as self-efficacy, outcome expectations, supports, barriers and choiceactions. These constructs present a more holistic view of the many factors involved in makingthe choice to attend graduate school. For example, Borrego et al. [20] used self-efficacy torepresent “a person’s beliefs about their ability to

Conference Session

ERM Technical Session 18: Student Learning and Problem Solving

Collection

2019 ASEE Annual Conference & Exposition

Authors

Adam Phillips, Washington State University; Colin Alec Lambie, Washington State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

], [15]. Despite thelarge body of research supporting the PSI, some criticisms can also be made. Namely, self-assessment of personal abilities is inherently affected by self-esteem, or an individual’s feelingsabout their own value and capabilities. Poor appraisals can be associated with low self-esteemrather than low self-efficacy, which could be the case for an individual who scores low on PSIbut is known by an instructor to be a good self-motivated student who succeeds a problem-solving. Similarly, a known bad student at problem-solving could score high on PSI due to anover-inflated evaluation of their own abilities.3. Engineering Modified Problem Solving InventoryThe Heppner and Peterson [6] PSI was developed to measure adults’ individual

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Micah Lande, South Dakota School of Mines & Technology; Yue Liu, Arizona State University

Tagged Topics

NSF Grantees Poster Session

during the design process help accelerate or impede a student’s designlearning? Anything that questions the student’s model of the design process forces a rectifying ofthe mental model and learning happens; through iterations the student can continually refine thecognitive mental model as measure of design competency [13]. In project-based learningenvironments, ambiguity abounds and in a state that lacks certainty students often fumble at whattheir next step is, using their own developing judgment and sense of self efficacy to moveforward.We hypothesize that both the breadth and frequency of iterative steps in the design process givestudents more learning moments to apply their model of the design process, helping to rectifymisconceptions and

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rebekah J. Hammack, Montana State University; Tina Vo, University of Nevada, Las Vegas

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

] A. K. Ambusaidi, and S. M. Al-Bulushi, “A longitudinal study to identify prospective science teachers’ beliefs about science teaching using the draw-a-science-teacher-test checklist,” International Journal of Environmental & Science Education, vol. 7, no. 2, pp. 291-311, April 2012.[6] K. D. Finson, “Investigating preservice elementary teachers’ self-efficacy relative to self- image as a science teacher’” Journal of Elementary Science Education, vol. 13, no. 1, pp. 31-41, October 2001.[7] R. Hammack, & T. Ivey, “Elementary teachers’ perceptions of engineering and engineering design,” Journal of Research in STEM Education, vol. 3, no. ½, pp. 48-68, 2017[8] C. Cunningham, C. Lachapele, and A

Conference Session

Energy Conversion and Conservation Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Xichen Jiang, Western Washington University; Jill Davishahl, Western Washington University; Dana Hickenbottom; Daniel Saunders, Western Washington University; Troy Thornton, Western Washington University

Tagged Divisions

Energy Conversion and Conservation

- early and industry industry experts opportunities recruitment experts opportunitiesThe participants were surveyed about their experience with this project and encouraged to providefeedback. Overall, the diverse nature of the team involved in this project was instrumental to itssuccess. No one member held all of the knowledge needed to answer the research questions posed.Each member of the team was aware of his or her responsibility within the execution plan of theproject.Participating in projects such as these has been shown to build student self-efficacy as well as asense of belonging [14] [15]. These attributes contributed to the overall success of

Conference Session

Design in Engineering Education Division: Postcard and Student Essays

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lee Allen Dosse, University of Pittsburgh; Irene B. Mena, University of Pittsburgh; William W. Clark, University of Pittsburgh

Tagged Divisions

Design in Engineering Education

spaceshad a positive impact on many attributes vital to engineering, such as design and analyticalabilities, design self-efficacy, communication skills, management skills, and working effectivelyas a team [6], [8], [9], [10].About the MakerspaceThe makerspace being studied is relatively new, having only opened in 2016. The space isapproximately 1700 sq. ft. and is divided into several distinct areas. The front of the room closeto the entrance has a dual-function whiteboard/table, a couch, and a 60” monitor. It is setup formeetings, training for new users, lectures, planning, and if desired, relaxing. The middle of theroom has several large tables and is designed for testing out ideas and assembling small tomedium sized projects. The area can also

Conference Session

Assessment of Student Learning and Skills

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rachael Schmedlen, University of Michigan; Jin Woo Lee, University of Michigan; Prateek Shekhar, University of Michigan; Jan Stegemann, University of Michigan

Tagged Divisions

Biomedical Engineering

60minutes in length were conducted with four current or former CPMs. Interview questions askedstudents to describe how they approached narrowing down needs, developed clinical handbooksand videos, identified and scoped clinical problems, and assisted clinicians with their designproject proposals in order to investigate what students learned from their experience.The interview protocol was developed through multiple iterations and included additionalquestions probing rationale for program participation, expectations, and career goals to elucidatethe students’ expectancy, values, and self-efficacy about their experiences [2, 3, 4]. Samplequestions from the interview are listed in Table 2. Table 2: Types of questions asked

Conference Session

ERM Technical Session 7: Learning and Research in Makerspaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Louis Nadelson, University of Central Arkansas; Idalis Villanueva, Utah State University; Jana Bouwma-Gearhart, Oregon State University; Sarah Lanci, Colorado Mesa University; Kate Youmans, Utah State University; Cindy Ann Lenhart, Oregon State University; Alexis K. Van Winkle, University of Central Arkansas

Tagged Divisions

Educational Research and Methods

of here than we have to. I mean not in a bad way like I equipment for personal projects, love this space.” ease in learning, application of Student: “So I'd really like to come in and make skills, enthusiasm, engagement, something I've just been busy you know.” self-efficacy, struggle, creative Director: “It's people that I see here on a daily basis expression coming in utilizing the equipment, having that spark, that desire to be here.” Affordances and Student independence, Student: “… and then timing management is, well like

Conference Session

Liberal Education/Engineering & Society Division Technical Session 9

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cheryl Q. Li, University of New Haven; Judy Randi, University of New Haven; Jenna Pack Sheffield, University of New Haven

Tagged Divisions

Liberal Education/Engineering & Society

time when (an instructor) asked us to write, I was like ‘ughhh.’ Ihad no idea. I just made up something. I did not know how to tackle it. I definitely did not try inthat class.”Whether students acquire these self-concepts through exposure to stereotypes or throughunpleasant experiences in writing (e.g., “red pencil” comments and poor grades), they interferewith students’ acquisition of technical communication habits and impede writing fluency,especially critical in a career where so much rests on the ability to communicate complexconcepts accurately and clearly. As demonstrated in one review of the research on self-efficacyand writing achievement [40], self-efficacy may influence students’ choice of majors and thusengineering students may

Conference Session

SED Technical Session: Systems Thinking

Collection

2019 ASEE Annual Conference & Exposition

Authors

Erin Stirgus; Morteza Nagahi, Mississippi State University; Junfeng Ma, Mississippi State University; Raed Jaradat, Mississippi State University; Lesley Strawderman, Mississippi State University; Deborah K. Eakin, Mississippi State University

Tagged Divisions

Systems Engineering

. M. Camacho, R. A. Layton, R. A. Long, S. M. Lord, and M. H. Wasburn, “Race, Gender, and Measures of Success in Engineering Education,” Journal of Engineering Education, vol. 100, no. 2, pp. 225–252, 2011.[15] D. A. Weiser and H. R. Riggio, “Family background and academic achievement: does self-efficacy mediate outcomes?” Social Psychology of Education, vol. 13, no. 3, pp. 367– 383, 2010.[16] R. M. Jaradat and C. B. Keating, “Systems thinking capacity: implications and challenges for complex system governance development,” International Journal of System of Systems Engineering, vol. 7, no. 1/2/3, p. 75, 2016.[17] K. M. Castelle and R. M. Jaradat, “Development of an Instrument to Assess Capacity for Systems Thinking,” Procedia

Conference Session

Interest & Identity

Collection

2019 ASEE Annual Conference & Exposition

Authors

Abigail Clark, Ohio State University; Rachel Louis Kajfez, Ohio State University

Tagged Divisions

Pre-College Engineering Education

succeed, ortheir self-efficacy, is a major limiting factor for identity development [25], [26].Unique in the research around middle and high school engineering identity is an investigation ofthe background factors that predict engineering students’ engineering identity and success factorswithin an aerospace engineering program [27]. This study examined 98 aerospace engineeringstudents’ backgrounds through both qualitative and quantitative measures. Both the qualitativeand quantitative data indicated the importance of pre-college engineering experiences on thedevelopment of an engineering identity. The authors stated that “we found that takingengineering classes in high school or middle school significantly increases the development of

Conference Session

Community Engagement Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cynthia Helen Carlson P.E., Ph.D., Merrimack College; Anne Pfitzner Gatling, Merrimack College; Katherine Marie Donell

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

primarily designed and implemented byMerrimack College’s STEM Education majors – college students studying to be STEM teachersat the elementary and middle school level. The engineering students therefore support the STEMEducation majors and the local youth.Through participation in this program, engineering majors practice their technical skills, discoverthat they HAVE technical skills, and practice their communication skills at the same time -developing higher self-efficacy and seeing the community’s need for the skills they already have.Meanwhile, middle school students are mentored by college students, gaining insight into what itwill take to be on that path, and being inspired to take up a career in STEM. Finally, STEMEducation majors provide

Conference Session

Advancing Research on Engineering Leaders’ Confidence, Careers, and Styles

Collection

2019 ASEE Annual Conference & Exposition

Authors

Serhiy Kovalchuk, University of Toronto; Qin Liu, University of Toronto; Cindy Rottmann, University of Toronto; Mike Klassen, University of Toronto; Jamie Ricci, Indspire; Doug Reeve P.Eng., University of Toronto; Emily Moore P.Eng., University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development

, 2002, p. 110). In the context of this study, the expectancy-value theorypredicts that students’ motivation to develop and practice leadership will be influenced by theirperceived level of importance of, and their subjective competency in, this skill. Understandingstudents’ perceived importance of leadership ability and their confidence in it can therefore shedlight on their motivation to develop and practice this skill (Chan et al., 2017).In the expectancy-value theory, expectancies can also be understood in terms of self-efficacy, inthat “an individual’s beliefs about their abilities influence their motivation to engage in relatedlearning activities” (Chan et al., 2017, p. 303). In other words, students’ perception of theircompetency in

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California

Tagged Topics

Diversity, NSF Grantees Poster Session

been sparse research conducted on non-traditional collegestudents, and in particular those who have career paths in engineering and science. It is howeveruseful to note the important work of Rosenbaum and his colleagues who have studied suchstudents.18 These researchers determined that in general, community colleges performed poorlyin terms of providing out-of-class support to their non-traditional students. Our study measures,build upon the work of Deil-Amen, Rosenbaum and colleagues in addition to our pilotcommunity college engineering and science study that informed this research design.What must be better understood about community college support for studentsCommunity colleges have taken on a “demand absorbing” role, which includes

Conference Session

Minorities in Engineering Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Julie Aldridge, Ohio State University; So Yoon Yoon, Texas A&M University; Monica Farmer Cox, Ohio State University; Joyce B. Main, Purdue University-Main Campus, West Lafayette (College of Engineering); Ebony Omotola McGee, Vanderbilt University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

, 2015.[36] S. Cheryan, S. A. Ziegler, A. K. Montoya, and L. Jiang, “Why are Some STEM fields more gender balanced than others?” Psychological Bulletin, vol. 143, no. 1, pp. 1-35, 2017.[37] E. Yost, D. M. Handley, S. R. Cotten, and V. Winstead, “Understanding the links between mentoring and self-efficacy in the new generation of women STEM scholars,” In Women in engineering, science and technology: Education and career challenges. IGI Global, 2010.[38] J. Owens, C. Kottwitz, J. Tiedt, and J. Ramirez, “Strategies to attain faculty work-life balance,” Building Healthy Academic Communities Journal, vol. 2, no. 2, pp. 58-73, 2018.[39] E. M. Lee, “ ‘Where people like me don’t belong’: Faculty members from low