Conference Session

Curricular Transformation

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Iowa State University; Seda McKIlligan, Iowa State University; Steven Joseph Abramsky, Iowa State University

Tagged Divisions

Educational Research and Methods

artifacts, and informal conversations supplemented the primary data byproviding context for the observed heuristics and demonstrating the eventual outcomes ofheuristics.Table 1. Study participants Pseudonym Position Department Area(s) of Expertise Michael Associate Electrical and computer Previous and current course professor engineering instructor; embedded systems Sydney Full professor Electrical and computer Previous course instructor, engineering embedded systems Freddie Associate Industrial design; electrical Engineering education

Conference Session

Research Methods II: Meeting the Challenges of Engineering Education Research

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brent K. Jesiek, Purdue University, West Lafayette; Natascha Trellinger Buswell, Purdue University, West Lafayette; Andrea Mazzurco, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

reports on three specific themesthat have emerged from our initial analysis of two interviews with a single research subject. Assuch, our account uses a single case approach, following in the footsteps of groundbreakingscholarship such as Foor et al.’s “ethnography of the particular” which recounts the livedexperiences of one female, multi-minority student pursuing an engineering degree.10 Our dataanalysis is ongoing, and in separate publications we will report results more specificallyconcerned with boundary spanning, including types of boundaries, boundary spanning roles andactivities, and competency demands experienced by early career engineers. Our larger objectivefor this paper is to explore the utility of investigating the realities of

Conference Session

Teaching and Learning Strategies I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Uzma Shaikh, Purdue University; Alejandra J. Magana, Purdue University, West Lafayette; Camilo Vieira, Purdue University; R Edwin García, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

solving process. Simulations enable active manipulation and reinforced practicesupporting students to learn the concepts better.AcknowledgementsThis research was supported in part by the U.S. National Science Foundation under the awards#DMR1305694 and #EEC1449238. Page 26.185.16References1 Emmott, S. & Rison, S. Towards 2020 science. Science in Parliament 65, 31-33 (2008).2 de Jong, T., Linn, M. C. & Zacharia, Z. C. Physical and Virtual Laboratories in Science and Engineering Education. Science 340, 305-308 (2013).3 Roth, W. M. & McGinn, M. K. Graphing: Cognitive ability or practice? Science Education 81, 91-106

Conference Session

Examining Social Ties and Networks

Collection

2015 ASEE Annual Conference & Exposition

Authors

Janet Y Tsai, University of Colorado Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder; Daniel Knight, University of Colorado, Boulder

Tagged Divisions

Educational Research and Methods

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Hank Boone, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Educational Research and Methods

*** AMR of college/university personnel before college -0.07 0.03 * Perception of Future 0.19 0.06 ** Connectedness -0.15 0.06 * Being a Female -0.35 0.15 * College expense provided by parent(s), guardian(s), or family -0.13 0.05 ** College expense provided by oneself -0.18 0.06 ** R2=0.23, p-value=3.91e-07 Legend: * = <0.05, **= <0.01, ***= <0.001The entire model is significant

Conference Session

Research Methods II: Meeting the Challenges of Engineering Education Research

Collection

2016 ASEE Annual Conference & Exposition

Authors

Todd Fernandez, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Jacqueline Doyle, Florida International University; Dina Verdin, Purdue University, West Lafayette; Hank Boone, University of Nevada - Reno; Adam Kirn, University of Nevada - Reno; Lisa Benson, Clemson University; Geoff Potvin, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

) family arrangement. This assumption appears in theuse of ‘mother’ and ‘father’ as identifiers throughout questions about parents and guardians.Problems with typical approachThe shift of traditional family structures has been well documented31, as has the changing shapeof the modern family30. However, documentation of the shift in familial demographics has notalways been adapted to quantitative instruments seeking to understand more about collegestudents’ parents/guardians. Items seeking information about parent(s)/guardian(s) are used tounderstand students’ family life, to understand their access to education in the form of socialcapital32, and as a proxy for SES. Such items often assume a traditional familial structure: Onefather or male

Conference Session

Works in Progress: Learning and Engagement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

to explore variation in how engineeringstudents experience innovation. Phenomenography is an established qualitative research methodfor identifying a limited number of distinct ways individuals interact with a particularphenomenon6,7. These distinct ways of experiencing the phenomenon are regarded as resultingfrom the interplay between the characteristics of the individual and the forum(s) through whichthe individual experienced the phenomenon. Several important phenomenographic studies haveoccurred in engineering education over the last few years, including investigations of thevariation in ways engineering students and engineers experience human-centered design8,sustainable design9, and design10. This study aims to continue in that

Conference Session

Pedagogy and Learning 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Laura Hirshfield, Oregon State University; Jaynie L. Whinnery, Oregon State University; Debra M. Gilbuena, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

% Average B1 B2 B3 B4 B5 B6 B7 B8Figure 6. Comparison of stages for the VBioR teamsFigure 7 shows the proportion of words spoken in the DMM by person, including the coach andall three students. All of the VBioR teams had three students. There is variation from team toteam according to team preparation and prior knowledge, team dynamics and the team’sinteraction with the coach. For example, in team B4’s coaching session only two of the studentstalked during the meeting and the coach spoke more than 80% of the words. By comparison,with team B2 the coach spoke much less, around 60% of the words, while the three studentsspoke more substantial amounts of 10% to 15% each. 100% 90% 80% 70% 60

Conference Session

Teaching In and Through Design, Maker Spaces, and Open-ended Problems

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amit Shashikant Jariwala, Georgia Institute of Technology; Nicholas Greenfield, Georgia Institute of Technology; Emily Orton, Georgia Institute of Technology; Rohan Banerjee, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

of members ○ Service projects ○ Affiliation with local events and maker fairs ○ Partnerships with affiliated local businesses ● Location ○ External regulation of space (school v/s warehouse) ○ Public or private space ○ Zoning of area ○ Proximity to public transit6. Conclusion and Future WorkNumerous literature sources on makerspaces report on variety of attributes and best practices.The various qualitative and quantitative makerspace attributes were grouped together to identifythe four core elements of makerspaces were identified from literature that could be used tocategorize and classify makerspaces, namely Physical Assets, Culture, Sustainability andInfluence

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Keilin Jahnke, University of Illinois Urbana - Champaign; Samantha Lindgren, University of Illinois Urbana - Champaign

Tagged Divisions

Educational Research and Methods

objectives. Theself- and peer-assessments prompted students to reflect on what each peer teacher had doneeffectively in their respective lesson and what could be improved.There were three primary goals for the inclusion of these assessments. First, they were used as amechanism to encourage active listening and participation by the students while they were intheir peer teaching groups. Second, with more peer teaching groups working simultaneously thanthe number of instructors, the assessments were used by the instructor(s) to gain further insightinto each student’s lesson. Third, they further promoted the role of students as teachers throughreflection and assessment of the quality and content of the lessons of both themselves and theirpeers. The

Conference Session

Experiences of Diverse Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, Angelo State University; Amy Wilson-Lopez, Utah State University, Department of Teacher Education and Leadership; Andrea L. Robledo, Angelo State University; Renata A. Revelo, University of Illinois, Chicago

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, & W. Pinar (Eds.), How we work (pp. 242–261). New York: Peter Lang.6. Mora, P. (2008). Nepantla: Essays from the Land in the Middle. UNM Press.7. Kasun, G. S. (2014). Hidden knowing of working-class transnational Mexican families in schools: Bridge- building, Nepantlera knowers. Ethnography and Education, 9(3), 313-327.8. Anzaldúa, G., & Keating, A. (2013). This bridge we call home: Radical visions for transformation. New York: Routledge.9. Aguilar-Valdez, J. R., López Leiva, C. A., Roberts-Harris, D., Torres-Velásquez, D., Lobo, G., & Westby, C. (2013). Ciencia en Nepantla: the journey of Nepantler@s in science learning and teaching. Cultural Studies of Science Education, 8(4), 821-858.10. Foor, C. E

Conference Session

Practice I: Academic Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cynthia Jane Wilson Orndoff Esq., Florida Southwestern State College; Elizabeth W. Schott, Florida Southwestern State College

Tagged Divisions

Educational Research and Methods

for Preparedness an engineering degree; students discussed their preparedness in term of their math and/or science coursework Keywords/phrases included: math, science, understanding topics, chemistry requirements, science requirements, math topics, understanding math, wake-up call, reality 4 Financial Impacts Students discussed financial implications of various schools, degrees, or programs Keywords/phrases included: financial, cost(s), differences between public and private, in-state, out-of-state

Conference Session

Classroom Practice III: Student-Centered Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jonathan C. Hilpert, Georgia Southern University

Tagged Divisions

Educational Research and Methods

Systematic Innovation in Engineering Education: Ensuring U.S. engineering has the right people with the right talent for a global society. Washington, DC: American Society for Engineering Education.Borrego, M., Culter, S., Prince, M., Henderson, C., & Froyd J. E. (2013). Fidelity of implementation of research-based instructional strategies (RBIS) in engineering science courses. Journal of Engineering Education, 102, 294–425.Borrego, M., Froyd, J. E., & Hall, T. S. (2010). Diffusion of engineering education innovations: A survey of awareness and adoption rates in U.S. engineering departments. Journal of Engineering Education. 99(3), 185-207Bryne, B. M. (2006). Structural equation modeling with EQS

Conference Session

Works in Progress: Facilitating Student Success and Inclusion

Collection

2016 ASEE Annual Conference & Exposition

Authors

Saryn R. Goldberg, Hofstra University; Jennifer Rich, Hofstra University; Amy Masnick, Hofstra University; Marie C. Paretti, Virginia Tech; Cassandra J McCall, Virginia Tech; Benjamin David Lutz, Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Divisions

Educational Research and Methods

in a course. Examining students’ self-reportedconfusion also allows us to assess their understanding with regard to procedural or conceptualissues in statics. We can distinguish whether students’ questions focus on deeper conceptualissues or on more surface procedural tasks. This distinction is relevant, as recent work suggeststhat conceptual questions are most helpful for improving understanding24.In this work-in-progress, we provide initial findings with respect to students’ capacity foraccurate monitoring in statics. Data are drawn from an ongoing study in which students wereasked to reflect and write about their problem-solving ability in an engineering statics course3.Specifically, they were asked to identify the source(s) of their

Conference Session

Student Approaches to Problem Solving: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katherine G. Nelson, Arizona State University; Sarah Brem, Arizona State University; Ann F. McKenna, Arizona State University, Polytechnic campus; Eva Pettinato, Arizona State University; Jenefer Husman, Arizona State University

Tagged Divisions

Educational Research and Methods

sevenquestions on the topic of drift. Broad questions were used first (e.g., #1 and #2 below), moving to more specific questionsthat capture other aspects of the phenomenon (e.g., #3 below). Page 26.558.5 1. Describe the movement of the electron(s) in the semiconductor when the electric field is on and off. Use as much detail as possible. 2. Based on your knowledge of physics and electrons, what determines how and where the electrons move in the semiconductor when the electric field is on/off? Use as much detail as possible. 3. Imagine an electron, in a similar semiconductor, under the same scenario, moving again. How

Conference Session

Engineering Identity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Anita Patrick, University of Texas, Austin; Nathan Hyungsok Choe, The University of Texas, Austin; Luis L. Martins, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin; Meagan R. Kendall, University of Texas, El Paso; Carolyn Conner Seepersad, University of Texas, Austin

Tagged Divisions

Educational Research and Methods

0.40 0.59 (α = 0.86) involving technology (q) Identifying technical solutions that are as 0.40 0.50 simple as possible (s) Designing and conducting experiments to 0.55 0.55 test an idea (y) Searching for innovative ways to do things 0.38 0.50 (v) Improving a design to make it more efficient 0.46 0.47 (faster, better, cheaper) (z) Using technology to solve environmental 0.41 0.68 problems (aa) Creating prototypes to test an idea 0.78 0.36 (cc) Designing a system, a part/component of a 0.68

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

Tagged Divisions

Educational Research and Methods

pastwork [1] to communicate the same ideas about types of behavior to the participants. How canwe know whether participants understood the same concepts that the vignettes were intendedto portray? Each time a participant indicated that a particular individual on their teamexhibited a particular behavior based on their reading of the vignette, one of the open-endedquestions asked was: “In what way do you feel ______'s behavior during the project is/wassimilar to the passage above?” These responses were randomized and de-identified. The web-based computer software Dedoose was used to code all 366 excerpts based on the 11 originalbehavior definitions independently of which behavior the participant had intended to indicate.A given excerpt could be

Conference Session

Cognitive Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rongrong Liu; Jiabin Zhu, Shanghai Jiao Tong University

Tagged Divisions

Educational Research and Methods

theoretical frameworks and models weredeveloped as related to young adults’ epistemological development. These models orframeworks manifested further expansions and exploration of students’ epistemologicaldevelopment, such as Belenky et al. ’s work in the Women’s Way of Knowing [9] [10], King andKitchener’s Reflective Judgement Model[11] and Kuhn’s Argumentative Thinking[12]. In spite ofthe unique features of each theoretical model and framework, they all demonstrated a similardevelopmental trend which was first delineated in Perry’s theory [13] [14], that is, from a dualistic,right-or wrong vintage point to a contextual, relativistic understanding.In engineering education, quite a number of researchers have tried to explore students’epistemological

Conference Session

Degree Pathways and Cocurricular Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Baker A. Martin, Clemson University; Marisa K. Orr, Clemson University; Rachel McCord Ellestad, University of Tennessee at Knoxville

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, “Engineering Major Selection: An Examination of Initial Choice and Switching Throughout the First Year,” in Proceedings of the American Society for Engineering Education Annual Conference & Exposition, 2016.[2] S. M. Lord, M. W. Ohland, R. A. Layton, and M. M. Camacho, “Beyond Pipeline and Pathways: Ecosystem Metrics,” J. Eng. Educ., vol. 108, no. 1, pp. 32–56, 2019.[3] M. K. Orr, C. E. Brawner, M. W. Ohland, and R. A. Layton, “The Effect of Required Introduction to Engineering Courses on Retention and Major Selection,” in Proceedings of the American Society for Engineering Education Annual Conference & Exposition, 2013.[4] M. K. Orr, C. E. Brawner, S. M. Lord, M. W. Ohland, R. A. Layton, and R. A. Long

Conference Session

ERM Potpourri I

Collection

2007 Annual Conference & Exposition

Authors

Elif Kongar, University of Bridgeport; Tarek Sobh, University of Bridgeport

Tagged Divisions

Educational Research and Methods

with the conventional output/input ratio analysis. Defining basicefficiency as the ratio of weighted sum of outputs to the weighted sum of inputs, the relativeefficiency score of a test DMU p can be obtained by solving the following DEA ratio model (CCR)proposed by Charnes, et al.1: Page 12.697.4 3 s ∑v k =1 k y kp max m ∑u x

Conference Session

Research Informing Teaching Practice II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Flora P. McMartin, Broad-based Knowledge, LLC; Joseph G. Tront, Virginia Tech; Sarah Giersch, Broad-based Knowledge, LLC

Tagged Divisions

Educational Research and Methods

first phases of the study (conducted during 2011),which addresses research questions one, two and four.1.1 Background of the Premier AwardThe Premier Award competition was instituted with two primary goals: to recognize and rewardthe efforts of faculty (and students) developing courseware and to provide an external measure ofthe quality of the courseware.14 The Premier Award was created as a program within theSynthesis Coalition, one of the NSF engineering education coalitions funded in the 1990’s,which focused on improving engineering education by designing, implementing and assessingapproaches to undergraduate engineering education that emphasized multidisciplinary synthesis,teamwork and communication, hands-on and laboratory experiences

Conference Session

Measurement Tools

Collection

2010 Annual Conference & Exposition

Authors

Patricia Ralston, University of Louisville; Cathy Bays, University of Louisville

Tagged Divisions

Educational Research and Methods

AC 2010-1518: REFINING A CRITICAL THINKING RUBRIC FOR ENGINEERINGPatricia Ralston, University of Louisville Dr. Patricia A. S. Ralston is Chair of the Department of Engineering Fundamentals at the University of Louisville. She holds a joint appointment in Engineering Fundamentals and in Chemical Engineering. Dr. Ralston teaches undergraduate engineering mathematics and is currently involved, with other Speed faculty, in educational research on effective use of Tablet PCs in engineering education and the incorporation of critical thinking in engineering education. Her fields of expertise include process modeling, simulation, and process control.Cathy Bays, University of Louisville

Conference Session

Choice and Persistence in Engineering Education and Careers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Clemson University; Geoff Potvin, Florida International University; Zahra Hazari, Florida International University

Tagged Divisions

Educational Research and Methods

0.250 1.284 0.076 *** Family arranged for science tutoring 0.643 1.903 0.190 ***Predictors Father – Engineer -0.507 0.602 0.181 *** Mother – Engineer - - - n/s Sibling – Engineer 0.798 2.222 0.142 *** Other relative – Engineer 0.456 1.578 0.094 *** Mother/female guardian contributed to career

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Roman Taraban, Texas Tech University; Kristin E. Oliver, Texas Tech University

Tagged Divisions

Educational Research and Methods

reader receives it. From atransaction perspective, on the other hand, reading is a dynamic process. Transaction beliefsemphasize the construction of knowledge by individuals (e.g., an item from the transactionsubscale: I enjoy interpreting what I read in a personal way).16, 17 When readers adopt atransaction model, they develop a dynamic response to the author, and take an active role in the Page 22.636.3construction of meaning, drawing on personal experiences, and critiquing the author‟s message.According to transaction beliefs, text means different things to different people, and allows for anumber of possible interpretations. A person mentally

Conference Session

Engineering Design: Implementation and Evaluation

Collection

2010 Annual Conference & Exposition

Authors

Cameron Denson, Utah State University; Matt Lammi, Utah State University; Kyungsuk Park, Utah State University; Elizabeth Dansie, Purdue University

Tagged Divisions

Educational Research and Methods

protocol was also used to alleviate inherent issues thatarise when attempting to use verbal protocol to examine “team” interaction including tacitgestures not verbalized and written communication, such as notes and sketches 20. Page 15.869.7 The playground problem coding scheme was congruent with the approach used in priorstudies 7, 21-22. The data were coded into these nine categories presented below by Atman et al.8: Design Activity Example(s) Coded Example(s)(PD) PROBLEM DEFINITION Reading, re-reading, or rehashing “That means we’ll the

Conference Session

Motivation and Self-Efficacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Philip Reid Brown, Virginia Tech; Holly M Matusovich, Virginia Tech

Tagged Divisions

Educational Research and Methods

, while consulting a third expert in survey development helpspreserve face validity. Further validity was gained through factor analysis. We conclude that our Table 2: Pattern Matrix, Five Factors Table 3: S tructure Matrix, Five Factors Factor FactorItem 1 2 3 4 5 Construct Item 1 2 3 4 5 Construct1 .722 Interest 1

Conference Session

Engineering Education During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chadia A. Aji, Tuskegee University; M. Javed Khan, Tuskegee University

Tagged Divisions

Educational Research and Methods

average of students in the aerospace engineering classes indicatesopportunity for better explanation of the importance of the math classes in their upper-level mathand major courses.AcknowledgementsThe research was support by NSF Grant, Improving Undergraduate Students Education (IUSE)Grant # 1712156. The authors would like to acknowledge Dr. Ana Tameru, Dr. Kelley Guest,Dr. Youngsoo Kim, and Dr. Zahid Baig who also implemented these strategies in their remotelytaught classes.References[1] Huss, J. A. & Eastep, S. (2016). Okay, Our Courses Are Online, But Are They ADACompliant? An Investigation of Faculty Awareness of Accessibility at a Midwestern University.Inquiry in Education: Vol. 8 (2), Article 2. Retrieved from:http

Conference Session

Teaming & Collaborative Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Malini Natarajarathinam, Texas A&M University; Soo Jeoung Han, Texas A&M University; Michael Beyerlein, Texas A&M University; Jill Zarestky, Colorado State Univeristy; Lei Xie, Texas A&M University; Khalil M. Dirani, Texas A&M University; Rodney Boehm, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

asperspective, experience, and specialized knowledge, which, combined, may match thecomplexity of their joint challenge (Beyerlein, M., Han, S. J., & Prasad, M, 2017). Teameffectiveness emerges when the interaction process enables those unique qualities to blend into awhole, with each member engaged. However, few teams have the skills or process habits thatenable a high level of blending to occur. Therefore, this study’s focus is to identify themicro-level patterns of behavior (habits) in student teams that enable full realization of the valueof member diversity.Diversity is commonly defined as a characteristic of groups of two or more people and usuallyindicates demographic differences among group members. By leveraging diversity, teams mayachieve

Conference Session

ERM Technical Session 17: Student Cognitive Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

relate. I pay attention to my teacher or whomever is speaking. I follow along with my teacher or whomever is speaking when they discuss examples. Passive I listen when my teacher or whomever is speaking. I follow along with the activities that take place during the course. I do not think about course content. Disengagement I do not pay attention to course content. I focus my attention on things other than course content.References[1] M. Prince, “Does Active Learning Work? A Review of the Research,” J. Eng. Educ., vol. 93, no. 3, pp. 223–231, Jul. 2004.[2] J. J. Appleton, S. L. Christenson, D. Kim, and A. L. Reschly, “Measuring

Conference Session

The Critical First Year in Engineering Education

Collection

2007 Annual Conference & Exposition

Authors

Pilar Pazos, Northwestern University; Denise Drane, Northwestern University; Gregory Light, Northwestern University; Annette Munkeby, Northwestern University

Tagged Divisions

Educational Research and Methods

.036 5.370 1.114 25.894 satm 5.036 1 .025 1.001 1.000 1.002 sex(1) 1.117 1 .291 .656 .300 1.434 minority 7.307 2 .026 minority * Completed 2 or more workshops 4.496 2 .106 gender * Completed 2 or more workshops .020 1 .886 .853 .096 7.583 Constant 4.198 1 .040 2.322a Variable(s) entered