Conference Session

Continuing Professional Development Division (CPD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mary Grace Golden, Purdue University ; Emeline Anne Ojeda-Hecht, Purdue University ; Savannah Meier, Purdue University ; Eric Holloway, Purdue University; Jennifer S. Linvill, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

careerdevelopment, was founded by Robert Lent, Steven Brown, and Gail Hackett [21]. The theory isbased on Bandura’s general social cognitive theory and self-efficacy theory [22], [23]. Bandura[24] describes self-efficacy as dependent on four main factors: personal performanceaccomplishments, vicarious learning, social persuasion, and physiological and affective states.SCCT draws on Bandura’s theories to argue that interests develop from outcomes expectationsand self-efficacy and acknowledges the dynamic nature of interests and expectations asindividuals have new experiences [25]. SCCT is often utilized to understand “why people chooseand persist in their career paths” [26, p. 4]. Additionally, SCCT considers both environmentaland individual factors that

Conference Session

Continuing Professional Development Division (CPD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Oyinkansola Aladeokin, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Adekemisola Olufunmilayo Asahiah, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Hannah Abedoh, Morgan State University

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

significant increase in self-efficacy of the participants in the development of STEM education manuscripts. There was a 67%increase in academic publications among graduate students. The dominant theme in the qualitativeinvestigation was the "supportive and collaborative environment." Insufficient time managementpresents a barrier. Additionally, through the writing accountability group structure, there was asignificant increase in trainees’ scholarship productivity. Faculty advisers and administrators canprioritize writing groups as a cost-effective and impactful intervention to enhance academicproductivity. Further research is required to identify the most effective implementation strategies;however, integrating a writing collaboration approach seems