Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Heather R. Beem, Ashesi University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

University in Ghana. Pre and post surveys were administered tounderstand changes in students’ self-efficacy as a result of the intervention. The project scopewas to design, build, and fly a quadcopter drone to simulate surveying a mining area inZimbabwe and transporting items between two sites. This scope was significantly morechallenging than anything most of them had done before, as evidenced by less than half of thestudents reporting prior experience designing and building any product, and nearly a thirddescribing the project as “impossible” at first. Significant (p < 1.04 E-2) increases with mediumto large effect sizes (|g| = 0.653 to 1.427) were measured for five of six self-efficacy measures,capturing how students’ belief in their own

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Doris J. Espiritu, Wilbur Wright College; Bridget Eileen O'Connell, Wilbur Wright College; David Potash, Wilbur Wright College

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

including the Society of Women Engineers (SWE), the Society of Hispanic Professional Engineers (SHPE), the Society of Asian Scientists and Engineers (SASE), the National Society of Black Engineers (NSBE) and nine times Outstanding Chapter Awardee, the American Chemical Society-Wright College Chapter. Doris promotes collaboration between K-12 schools, other community colleges, 4-year institutions, non-profit organizations, and industries. Doris’ current research is to design and implement practices that develop Community of Practice (CoP), Professional Identity, and Self-Efficacy to increase diversity in Engineering and Computer Science and to streamline transfer from community colleges to 4-year institutions.Bridget

Conference Session

Critical Conversations on Being Valued

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kalynda Chivon Smith, North Carolina A&T State University; Cristina Poleacovschi, Iowa State University of Science and Technology; Scott Grant Feinstein; Stephanie Luster-Teasley, North Carolina Agricultural and Technical State University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

slights or conscious insultstargeting people with marginalized identities that leave the victim unable to or unsure of how torespond [9]. Over time, the seemingly small and inconsequential behaviors are likely to impactvictims’ self-esteem, self-efficacy and academic performance. The current study assessed Latinx engineering undergraduates’ experiences withmicroaggressions in an engineering education setting guided by Critical Race Theory (CRT).This theory explains how difficult it is to eradicate normalized racism in the U.S., which thenimpacts the outcomes of URMs across domains, and that the intersectionality of race and othermarginalized identities alter the ways in which racism is carried out, suggesting that the racistexperiences of

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Ellen Ko, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

capacity to be good at it. Grades bothimplicitly and explicitly signal to students whether they belong within a course or major inaddition to dictating their ability to progress in their career-of-choice. Paradoxically, grades maydetermine whether students can participate in meaningful academic and extracurricularopportunities, high-impact practices that are usually associated with better student academic andcareer outcomes due to their tendency to increase feelings of belonging and self-efficacy[43]–[45].2.3. Grades Reflect Situational FactorsLastly, a growing body of evidence suggests that grades may be best described as a reflection ofa students’ circumstances, the time and resources they currently or historically have had todevote to their

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Heather Dillon, University of Washington Tacoma; Tammy VanDeGrift, University of Portland

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

the USA,women represent only 19.7% of engineering graduates and 18.7% of computer sciencegraduates, lagging behind the 35.5% of women in all STEM fields [2]. The goal of this projectwas to understand student thinking about diversity and inclusion with the long-term aim ofimproving culture for females and under-represented groups. The engineering workforce andengineered products, infrastructure, and services can certainly benefit from designs created bydiverse teams. Prior researchers have linked diversity to increased creativity in teams andwork-groups [3, 4].Building an inclusive culture is challenging but very important. A negative campus climate canaffect students’ self-efficacy. A campus with a lack of diverse students can create a

Conference Session

Asset Sourcing for Remaking Engineering Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chelsea Haines Lyles, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Reeping, University of Michigan

Tagged Divisions

Culture & Social Justice in Education, Equity

. Sense of belonging is positivelyassociated with retention and persistence [10], self-efficacy [11], and a successful transition tocollege [12]. When sense of belonging is lacking, students’ academic performance suffers [9].Sense of Belonging in Online EnvironmentsPilcher [13] extended Strayhorn’s [7] sense of belonging work and applied it to a review of theliterature on establishing community in online learning spaces. Two models of communitydevelopment in online learning spaces emerged in Pilcher’s [13] literature review: (1) aconceptual framework called Community of Inquiry (COI), which explains that teaching, social,and cognitive presence contribute to community development, and (2) a measurement modelcalled Rovai’s Classroom Community Scale

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Courtney Janaye Wright, University of Kentucky; Lucy Elizabeth Hargis, University of Kentucky; Ellen L. Usher, University of Kentucky; Joseph H. Hammer, University of Kentucky; Sarah A. Wilson, University of Kentucky; Melanie E. Miller, University of Kentucky

Tagged Divisions

Culture & Social Justice in Education, Equity

context of the IBM and help-seeking, personal agency is driven bybeliefs about barriers and facilitators to seeking help and self-efficacy beliefs (e.g., confidence inability to seek help). Personal agency beliefs are influenced by background variables such asdemographic characteristics, culture, socioeconomic status, personality, and environmentalstressors. IBM provides researchers with a qualitative protocol for identifying key backgroundvariables and personal agency beliefs.In this study, we use an integrative approach to investigate students’ beliefs by combiningqualitative research methods with the Integrated Behavioral Model. As we seek to understandwhat beliefs drive help-seeking behavior, it is also important to understand the unique

Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Desen Sevi Ozkan, Tufts University; Avneet Hira, Boston College

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity