Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joseph A. Raelin, Northeastern University; Margaret B. Bailey, Rochester Institute of Technology ; Jerry Carl Hamann, University of Wyoming; Rachelle Reisberg, Northeastern University; David L. Whitman P.E., University of Wyoming; Leslie K. Pendleton, Virginia Tech

Tagged Divisions

College Industry Partnerships

enrolled at four major universities: NortheasternUniversity, Rochester Institute of Technology, Virginia Polytechnic Institute and StateUniversity, and the University of Wyoming. It examines the effect of demographiccharacteristics, cooperative education, contextual support, and three dimensions of self-efficacyand their change over time on retention. It is based on a pathways model that links contextualsupport and cooperative education and other forms of student work experience to self-efficacy asa basis for retention in college and in the engineering major. As a longitudinal study, itincorporates measures at three time periods during the students’ academic experience: theirsecond, third, and fourth years.The original data pool constituted all

Conference Session

Experiential Learning Programs and the Transition to Industry

Collection

2011 ASEE Annual Conference & Exposition

Authors

Hoda Baytiyeh, American University, Beirut; Mohamad K. Naja, The Lebanese University

Tagged Divisions

College Industry Partnerships

regarding major enrollment.Helpful FactorsThe survey asked participants to rate on a 5-point Likert any help they acquired from theinternship, the graduation project, professional societies, career centers, and professionalcertificates (1= Not helpful at all, 5= Very helpful). The internship appears to be very helpful (μ=4.2). Previous studies have shown the internship as one of the most important factors that helpsstudents work independently and take decisions17. Internships are viewed as a positivedevelopmental experience for college students with several favourable outcomes such asimproving career decision-making and self-efficacy and allowing the student to acquire jobrelevant skills18. The graduation project also seems to be a supportive

Conference Session

Experiential Learning Programs and the Transition to Industry

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cheryl A. Carrico P.E., Virginia Tech; Katherine E. Winters, Virginia Tech; Samantha Ruth Brunhaver, Stanford University; Holly M. Matusovich, Virginia Tech

Tagged Divisions

College Industry Partnerships

function of many interacting factors. For the early career choice, the SCCTmodel indicates learning outcomes, self-efficacy, outcome expectations, and interests are keyfactors in determining initial goals 6. Figure 1 (used with permission) shows the SCCT model 6, 7.The choice of an engineering career is related to the individual’s belief that he or she has 1) theskills, knowledge, and support to be an engineer, 2) belief and confidence to be an engineer, 3)expectations of the rewards of an engineering career, and 4) an interest to do the kinds of thingsthat engineers do. Page 25.1326.3 Figure 1: Lent, Brown, and Hackett’s SCCT

Conference Session

CIP Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Samantha Ruth Brunhaver, Stanford University; Shannon Katherine Gilmartin, Stanford University; Michelle Marie Grau, Stanford University; Sheri Sheppard, Stanford University; Helen L. Chen, Stanford University

Tagged Divisions

College Industry Partnerships

engineering education to the engineering workforce.The EPS study used a sequential, exploratory mixed-methods design, where findings frominterviews with 30 early career engineering graduates were used to develop the Pathways ofEngineering Alumni Research Survey, or PEARS, instrument34-35. PEARS was designed withtwo goals: (1) to identify the educational and workplace factors that most influence engineeringgraduates’ initial and future career plans, and (2) to develop a better understanding of their earlycareer work, experiences, and perspectives.To achieve the first goal, PEARS was framed in Social Cognitive Career Theory, or SCCT,which posits that career goals and actions are influenced directly by self-efficacy, outcomeexpectations, and interests

Conference Session

College-Industry Partnerships Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bobbi J. Spencer, Texas State University; Vedaraman Sriraman, Texas State University; Kimberly Grau Talley P.E., Texas State University; Araceli Martinez Ortiz, Texas State University

Tagged Divisions

College Industry Partnerships

effort which involved early (summer semester sophomore year)internships are outlined in Sriraman, et al. [3]. However, research indicates that retention inengineering is connected to the development of engineering identity [4]. Thus, while earlyinternships contribute to student retention, the underlying mechanism that is at work resulting inimproved retention is engineering or professional identity development that occurs during theinternship experience. More broadly speaking, Bandura [2] has argued that an individual’s levelof motivation and actions are more closely based to what they believe than on what is objectivelythe case [5]. Thus, cognitive factors such as self-efficacy share a connection with identitydevelopment.Definitions of

Conference Session

College Industry Partnerships Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew Morrison, University of Notre Dame

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

and math literacy, as well as standardized test scores,as opposed to just with faculty researchers? (2) Does simultaneously performing research andmentoring HS scholars improve UG outcomes in academic and research self-efficacy, andleadership? (3) To what extent does participation in the Center for multiple years contribute toretention, graduation, and job employment outcomes? (4) To what extent does participation in aCenter with participants from all educational levels cultivate a sense of belonging among womenand minorities, and contribute to their retention and success? (5) To what extent does participationin masterclasses and research with HS and UG scholars improve a teacher’s capability to translatetheir experiences and new knowledge

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shruti Misra, Unviersity of Washington; Denise Wilson, University of Washington

Tagged Divisions

College Industry Partnerships

at the University of Washington, 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. American c Society for Engineering Education, 2021 Industry-University Capstone Design: How did students adapt to the COVID-19 pandemic?AbstractA 2015 survey of 256 institutions from the US revealed that 70% of their capstone programswere funded by industry and government sponsors. This indicates the

Conference Session

College-Industry Partnerships Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Faye R. Jones, Florida State University; Marcia A. Mardis, Florida A&M University/Florida State University; Divya Pahuja, Florida State University

Tagged Divisions

College Industry Partnerships

technicians that can adapt to new processes, systems,and equipment were mentioned repeatedly by employers. This poses an interesting question forfuture work in this area: How can future AM technicians be taught to problem-solve anddevelop the self-efficacy, motivation, and initiative needed to operate systems they haven’t seenyet? Although this study did not focus on non-topical nouns, more work should be done in thisarea.The creation of an AM Body of Knowledge (BOK), which combines the competencies thatemployers, academia, and professional

Conference Session

College-Industry Partnerships Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Breanne Przestrzelski, University of San Diego; Chell A. Roberts, University of San Diego

Tagged Divisions

College Industry Partnerships

;Development, as shared through MentorCity, that 75% of industry executives point to mentorship asplaying a key role in their career [8]. For engineering students, even if this value of mentorship is known,the process by which to find a mentor can be intimidating and awkward. For many, gender, race, andperceived self-efficacy define these limitations [9].A year-long intentional industry mentorship program was developed at the University of San Diego toaddress this lack of workforce preparedness and intimidation around mentorship. The Industry ScholarsMentorship Program, was industry initiated and launched in Fall 2018, as a continuation of the IndustryScholars immersion program, also industry initiated but more focused on skillset development and