Conference Session

Experiences of Diverse Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Shannon Katherine Gilmartin, Stanford University; Beth Rieken, Stanford University; Samantha Ruth Brunhaver, Arizona State University; Helen L. Chen, Stanford University; Sheri Sheppard, Stanford University

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Diversity

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Educational Research and Methods

understand the conditions that mayencourage engineering students to be more entrepreneurial and innovative. Among Epicenter’s severalresearch projects is an ongoing longitudinal survey study of the development of engineering students’career goals around innovation and engineering, referred to as the Engineering Majors Survey (EMS -2016). The EMS study follows a nationally representative sample of engineering students from theirundergraduate experiences through graduation and into the workplace (Gilmartin et al. 2017). Withinthis survey are measures of engineering task self-efficacy and innovation self-efficacy, as well as 39background learning experiences and extra-curricular activities spanning high school throughundergraduate education, which form

Conference Session

Educational Research and Methods Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

S. Zahra Atiq, Purdue University, West Lafayette

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Diversity

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Educational Research and Methods

students have been conducted in the context of team discourse and studentachievement5, engineering design projects6, and developing validated self-efficacy instruments forengineers7. Moreover, there is evidence in literature on measuring self-efficacy of engineeringstudents in the context of programming8-9. Askar et al., examines factors related to self-efficacyfor Java programming in first year engineering students. These factors include gender, computerexperience, general computing skills, frequency of computer use, and family computer usage.Findings from this study confirm the link between students’ self-efficacy beliefs and their choiceof subject. It was also found that computer engineering students had higher self-efficacy beliefscompared to

Conference Session

Motivation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue Polytechnic Institute; Nathan Mentzer, Purdue University, West Lafayette (College of Engineering); Jiawei Zhang, Purdue University, West Lafayette (College of Engineering); Rebecca Kramer, Purdue University, West Lafayette (College of Engineering)

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Diversity

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Educational Research and Methods

. Educational environments whichleverage these interests may be better able to attract and retain female students 9.Figure 1. Percentage of degrees awarded to women in engineering disciplines. Adapted from Yoder, B.L. (2014). Engineering bythe numbers. Retrieved from American Society for Engineering Education's College Profiles website:https://www.asee.org/papers-and-publications/publications/14_11-47.pdf.Tinkering Self-EfficacySelf-efficacy is an individual’s self-perceived ability to accomplish a goal or task 12. Self-efficacy is a domain specific measure—for example being confident in my ability to jump acertain distance says nothing of my confidence for gardening—with predictive relationships torelevant outcomes like motivation, effort, and

Conference Session

Predicting Student Success

Collection

2017 ASEE Annual Conference & Exposition

Authors

Anthony Bourne, Wright State University; Craig Baudendistel, Wright State University; Zulima Guilarte Rhodes, Wright State University; Jannet Chermi Anders

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Diversity

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Educational Research and Methods

) The relationship between mathematics self-efficacy and achievement in mathematics. Procedia Social and Behavioral Sciences, 1, 953-957.Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.Barker, F.J. (2010). The effects of an engineering-mathematics course on freshmen students’ mathematics self-efficacy. (unpublished master’s thesis). Washington State University, Pullman, WA.Bourne, A.L., Ciarallo, F.W., Klingbeil, N.W. (2015) Measuring the impact of a mathematics intervention on student mathematics self-efficacy: Development and application of revised measurement tool. Proceedings 122nd ASEE Annual Conference and Exposition, Seattle WA, June 2015.Bourne, A.L

Conference Session

Engineering Identity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Justin Charles Major, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

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Educational Research and Methods

completing design tasks to be the same. Additionally, it was found thatstudents had a significant increase in their development of this combined confidence-success factorover the course of a semester (p-value = .002). Based on extensive research by Godwin et al.13,measures of self-efficacy (presented as performance-competence), alongside subject interest andrecognition by others, have shown to be an important factor to students’ development ofengineering identity. It is suggested then that active learning may allow students to develop anengineering identity11.Initial qualitative work from Major & Kirn11 found five emerging themes: 1) students discovereddesign tasks they were competent in or not competent in, which lead to motivation to complete

Conference Session

Life After Graduation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bernhard Schadl, Stanford University; Sheri Sheppard, Stanford University; Helen L. Chen, Stanford University

Tagged Divisions

Educational Research and Methods

-efficacy as described earlier (see Theoretical Background section). In the development of theEMS, this construct was adapted to capture a student’s confidence in his or her abilities ingenerating and gathering new ideas – labeled as Innovation Self-Efficacy. In a similar way, astudent’s confidence in his or her abilities to design and develop new technical prototypes,products or services was included and measured in a variable named Engineering task self-efficacy. For both types of self-efficacy, students were asked to rate their levels of confidencein several innovation- or engineering-related activities. All of those activities were measuredon a five-point Likert scale from “Not confident” (0) to “Extremely confident” (4). For eachtype, the

Conference Session

Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hye Sun You, New York University; Vikram Kapila, New York University

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Diversity

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Educational Research and Methods

of technology use. Mishra and Koehler23 used a surveyto track changes in teachers’ perception of their TPACK understanding over a course thatincorporated educational technology. Moreover, Archambault and Crippen47 developed 24 surveyquestions to measure teachers’ understanding of various instructional and conceptual issues. Thiseffort adapted a widely used self-efficacy TPACK instrument46,48 for our PD program, whichemploys robotics to teach classroom science and math. Moreover, in our study, we reformulatedthe TPACK survey instrument,46,48 guided by the self-efficacy research,49,50 to establishparticipant’s confidence, motivation, outcome expectancy, and apprehensiveness for each of theseven components of the TPACK framework.3. Research

Conference Session

Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stephanie Laggini Fiore, Temple University; Shawn Patrick Fagan, Temple University; David Brookstein, Temple University

Tagged Divisions

Educational Research and Methods

(Meyer & Marx, 2014).Although the traditional response in addressing student preparedness is the strengthening of mathand science education at the K-12 level, additional individual factors have been found to play akey role in retention. In addition to aptitude factors, Big Five personality traits(Conscientiousness, Openness, etc.) and affective factors (attitudes, self-esteem, self-efficacy,etc.) have been proven to contribute to retention in engineering programs. According to Hall etal. (2015), “studies have shown internal locus of control, academic self-esteem, self-efficacy, andthe [Big Five] personality trait of Conscientiousness have contributed to retention inengineering” (p. 170). In other words, students that have exhibited higher

Conference Session

Motivation and Engagement

Collection

2017 ASEE Annual Conference & Exposition

Authors

Olusola Adesope, Washington State University; Nathaniel Hunsu, Washington State University; Bernard J. Van Wie, Washington State University; Bruce Austin, Washington State University; Robert F. Richards, Washington State University; Prashanta Dutta, Washington State University

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Educational Research and Methods

individually. Constructs on the instrument are assessed on a 7-point Likert scale and scores aredetermined by obtaining participants mean score for items on each sub-scales. We used items onfour motivational sub-scales of the instruments to assess intrinsic and extrinsic goal orientations,task value and self-efficacy for learning and performance. Items were adapted from four of thelearning strategies sub-scales to assess students’ use of cognitive and regulatory learningstrategies (critical thinking, peer learning, metacognitive self-regulation and elaboration).Objectives of the StudyThis work in progress describes a proposal for examining the psychometric analysis of MSLQfor assessing engineering students’ motivation and learning strategies. Although

Conference Session

Project-Based Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bernard David, University of Texas, Austin; Jill Marshall, University of Texas, Austin

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Educational Research and Methods

engineering professionals.Factor analysis of survey items resulted in five analytical constructs: mathematics self-efficacy,design self-efficacy, engineering interest, communication skill, and creativity. Comparisonsbetween students enrolled in PBL and traditional versions of introductory civil engineering arereported elsewhere (Marshall et al., 2017), and survey results are used here primarily to supportfindings from interview data. Epistemological theorists and researchers note the closerelationship between identity and epistemology (Boaler & Greeno, 2000; Danielak, Gupta, &Elby, 2014; Hofer & Pintrich, 1997), and factors of the Engineering Attitude Survey pertaining tostudents’ identities and perception of their own competences within

Conference Session

Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Damji Heo Stratton, Purdue University; Saira Anwar, Purdue University, West Lafayette (College of Engineering); Muhsin Menekse, Purdue University, West Lafayette (College of Engineering)

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Educational Research and Methods

, B. and Schunk, D. (1989). Self-Regulated Learning and Academic Achievement: Theory, Research, and Practice. New York: Springer-Verlag.18. Elliot, A. J. and Murayama, K. (2008). On the Measurement of Achievement Goals: Critique, Illustration, and Application. Journal of Educational Psychology, 100(3), pp. 613-628.19. Elliot, A. J. (1999). Approach and Avoidance Motivation and Achievement Goals. Educational Psychologist, 34(3), pp. 169-189.     9  20. Boud, D., Keogh, R. and Walker, D. (1985). Promoting reflection in learning. Reflection: Turning experience into learning, 18-40.21. Zimmerman, B. J. (2000). Self-Efficacy: An Essential Motive to

Conference Session

Engineering Identity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette (College of Engineering); Walter C. Lee, Virginia Tech

Tagged Divisions

Educational Research and Methods

engineering identity show significant differences as well.Engineering recognition and performance/competence beliefs in year four are higher than inyears one or two. The lack of significant differences for interest may be explained by studentpersistence. Students who are interested in engineering careers choose engineering as a majorand remain in engineering so long as that interest is sustained26–29. Consistent with other work,performance/competence beliefs which are a broader subject-related (rather than task-related)measure similar to self-efficacy does increase over students’ undergraduate engineeringeducation30,31. Previous work showed that recognition beliefs were the most significant predictorof engineering choice31. This paper does indicate

Conference Session

Motivation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Catherine Mcgough Spence, Clemson University; Daniel Michael Kuzbary; Julia L. Sharp, Colorado State University

Tagged Divisions

Educational Research and Methods

beliefs about competence in a domain; it is notnecessarily task-specific. Students’ expectancy is based partly on their self-efficacy14 in additionto their perceptions about the difficulty of the goal, their prior experience, and peerencouragement from others19 . Students with high self-efficacy use more cognitive andmetacognitive strategies as well as self-regulatory strategies such as planning, monitoring, andregulating20 .Future Time PerspectiveFuture Time Perspective (FTP) theory takes into account aspects of achievement motivation thatpertain to students’ perceptions of the time dimension of tasks and goals21-23 . FTP integratesperceptions about the future into present task completion and motivational goal setting. FTPprovides insight into

Conference Session

Predicting Student Success

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kristin L. K. Koskey, University of Akron; Nicholas G. Garafolo, University of Akron; Nidaa Makki, University of Akron ; Wondimu Ahmed, University of Akron; Donald P. Visco Jr., University of Akron; Uday Samreddy

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Educational Research and Methods

purpose is for the research team to obtain feedback on the modification process prior toimplementing the measure to approximately 1800 students across 11 middle schools in duringthe third and final year of the larger study. The purpose of the ECA-M8 will be used as oneindicator of intervention impact on student learning along with a performance assessment ofunderstanding of engineering design, forces and motion concept assessment, and assessments ofmotivational outcomes including interest and self-efficacy in STEM. Another purpose of theECA-M8 is for educators to use students’ scores to inform instructional planning, as well asgrowth in understanding.While there are established assessments for students’ motivation in STEM5,6 and

Conference Session

Educational Research and Methods Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Christine Allison Gray, Northern Arizona University; Robin G. Tuchscherer, Northern Arizona University; Ron Gray, Northern Arizona University

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Diversity

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Educational Research and Methods

“weed out” course. In the larger project of which thisstudy is a part, we utilize the constructs of engineering identity and self-efficacy as proxies toexamine future attrition. In this study, we focus on fine-tuning our instructional interventions toincrease students’ sense of community. Results from this initial iteration reveal usefuldifferences in the role instructors and students play in the course as well as the impact thosechanges have on students’ sense of community. Over time, we believe an increase in a sense ofcommunity among the students will have a positive impact on both their engineering identity andself-efficacy, and thus their continuation as engineering majors, as they continue in theirprograms.References[1] Blickenstaff

Conference Session

Assessment of Student Work

Collection

2017 ASEE Annual Conference & Exposition

Authors

Greg J. Strimel, Purdue Polytechnic Institute; Scott R. Bartholomew, Purdue University; Andrew Jackson, Purdue Polytechnic Institute; Michael Grubbs, Baltimore County Public Schools; Daniel Gordon Mendiola Bates, North Carolina State University

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Educational Research and Methods

comparative judgment, integrated STEM learning, Technology & Engineering Design learning, and self-directed learning. I have taught at the middle-school, high school, and collegiate levels and am dedicated to strengthening Technology & Engineering Education.Mr. Andrew Jackson, Purdue Polytechnic Institute Andrew Jackson is currently pursuing a PhD in Technology through Purdue’s Polytechnic Institute, with an emphasis on Engineering and Technology Teacher Education. His research interests are engineering self-efficacy, motivation, and decision making. Andrew is the recipient of a 2015 Ross Fellowship from Purdue University and has been recognized as a 21st Century Fellow by the International Technology and

Conference Session

Changing the Engineering Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dong San Choi, University of Illinois, Urbana-Champaign; Michael C. Loui, Purdue University, West Lafayette (College of Engineering)

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Diversity

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Educational Research and Methods

: they believe in innate talents. Thegrowth mindset is considered an important component in promoting positive learning behaviorsand dispositions, because it promotes success through effort.Dweck also found that students with the growth mindset adopt a mastery goal orientation, inwhich they strive to master an academic subject whereas students with the fixed mindset adopt aperformance goal orientation in which they aim only to earn a grade or to perform better thanpeers8. Mastery goal orientation has been associated with positive outcomes such as self-efficacy,persistence, preference for challenge, and self-regulated learning, whereas performance goalorientations has been associated with maladaptive patterns of cognition, affect, and behavior 9

Conference Session

Motivation and Engagement

Collection

2017 ASEE Annual Conference & Exposition

Authors

Peter Rogers, The Ohio State University; Denny C. Davis, The Ohio State University; Sarah Winfree, The Ohio State University ; Kaycee Ash, The Ohio State University; Bashirah Ibrahim, Ohio State University; Lin Ding, The Ohio State University

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Educational Research and Methods

initially associatesvalue with a behavior, and then begins to engage in that behavior, until becoming fully motivatedto act out the behavior in everyday life16.Existing Motivation Assessments. A number of established assessment instruments exist withconstructs related to motivation. The Motivated Strategies for Learning Questionnaire (MSLQ),developed to measure learning strategies and academic motivation used by college students,identifies motivation constructs for extrinsic motivation, intrinsic motivation, self-efficacy, taskvalue, and control expectancy20The Intrinsic Motivation Inventory (IMI), a multidimensional measurement to assess students’subjective experience in laboratory experiments, includes constructs for attainment, utility

Conference Session

Quantitative Research Methods

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue Polytechnic Institute; Nathan Mentzer, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

Paper ID #18317Cluster Analysis in Engineering EducationMr. Andrew Jackson, Purdue Polytechnic Institute Andrew Jackson is currently pursuing a PhD in Technology through Purdue’s Polytechnic Institute, with an emphasis on Engineering and Technology Teacher Education. His research interests are engineering self-efficacy, motivation, and decision making. Andrew is the recipient of a 2015 Ross Fellowship from Purdue University and has been recognized as a 21st Century Fellow by the International Technology and Engineering Educators Association. He completed his Master of Science in Technology Leadership and Innovation at

Conference Session

Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amber Dale Levine, Stanford University; Tua A. Björklund, Aalto University Design Factory; Shannon Katherine Gilmartin, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

confounding factor of altered behavior.To extend Clausen’s research, Traugott and Katosh also investigated the ‘stimulushypothesis’ as compared to two alternative hypotheses about the cause of the intervieweffect proposed in 1973: a ‘self-concept hypothesis’ and a ‘alienation reductionhypothesis.’10 Both involved changes in the individual’s psychological attitudes due tothe personal contact of the interview. To test this effect, political self-efficacy andpolitical alienation were measured on each survey; taking additional surveys did notchange either measure, so these hypotheses were rejected. Traugott and Katoshconcluded that there was an interview effect and it was caused by Clausen’s stimulushypothesis, as supported by the cumulative effect of

Conference Session

Project-Based Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Huihui H Wang, Jacksonville University; Steven Christopher Davis, Jacksonville University; Emre Selvi, Jacksonville University; Laura C. Atkins, Jacksonville University

Tagged Divisions

Educational Research and Methods

institution’s recruitment, retention, and graduation rates such asEPICS (Engineering Projects in Community Service, started at Purdue University and now anational program), SLICE (Service-Learning Integrated throughout a College of Engineering) atUniversity of Massachusetts Lowell, and the Global Perspective Program at WorcesterPolytechnic Institute [3]. Researchers from four different institutions—Michigan TechnologicalUniversity, Tufts University, University of Colorado Boulder, and James Madison Universityconducted a longitudinal study to measure the impacts of service learning on engineeringstudents’ learning using five indicators, i.e. self-efficacy, motivation and retention, engineeridentity, attitudes on learning, cultural competency and mental

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods

Foundation.ReferencesAlexander, C. (2011). Learning to be lawyers: Professional identity and the law school curriculum. Maryland Law Review, 70(2), 465-483.Ampaw, F. D., & Jaeger, A. J. (2012). Completing the three stages of doctoral education: An event history analysis. Research in Higher Education, 53(6), 640-660.Auxier, C., Hughes, F. R., & Kline, W. B. (2003). Identity development in counselors-in- training. Counselor Education and Supervision, 43(1), 25-39.Bieschke, K. J., Bishop, R. M., & Garcia, V. L. (1996). The utility of the research self-efficacy scale. Journal of Career Assessment, 4(1), 59-75.Bowen, W. G., & Rudenstine, N. L. (1992). In pursuit of the Ph. D. Princeton, NJ: Princeton University Press.Brace, N

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Karen E. Rambo-Hernandez, West Virginia University ; Rebecca A. Atadero, Colorado State University; Christina Paguyo, Colorado State University; Jeremy Clinton Schwartz, West Virginia University

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Diversity

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Educational Research and Methods

; Morgan, E. M. (2010). The role of self-efficacy and identity in mediating the effects of science support programs (Technical Report No. 5). Santa Cruz, CA: University of California Cooper, T. (2009, Spring). Collaboration or plagiarism? Explaining collaborative-based assignments clearly. POD Network News. Estrada, M., Woodcock, A., Hernandez, P. R., & Schultz, P. W. (2011). Toward a Model of Social Influence That Explains Minority Student Integration into the Scientific Community. Journal of Educational Psychology, 103, 206-222. doi: Doi 10.1037/A0020743 Finelli, C.J., Bergom, I., and Mesa, V. (2011). Student teams in the engineering classroom and beyond: Setting up students for

Conference Session

Motivation and Engagement

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jonathan C. Hilpert, Georgia Southern University; Gwen C. Marchand, University of Nevada, Las Vegas

Tagged Divisions

Educational Research and Methods

technical human capital: an alternative model for research evaluation. International Journal of Technology Management, 22(7-8), 716-740.Brophy, S., Klein, S., Portsmore, M., & Rogers, C. (2008). Advancing engineering education in P‐12 classrooms. Journal of Engineering Education, 97(3), 369-387.Brown, S., Street, D. & Martin, J. P. (2014) Engineering Student Social Capital in an Interactive Learning Environment, International Journal of Engineering Education, 30(4), 813-821.CAP (2016) Retrieved from: https://www.uc.edu/cap.htmlCarberry, A. R., Lee, H. S., & Ohland, M. W. (2010). Measuring engineering design self‐efficacy. Journal of Engineering Education, 99(1), 71-79.Carver, C. S., & Scheier, M. F. (2004). Self

Conference Session

Learning from Industry

Collection

2017 ASEE Annual Conference & Exposition

Authors

Trevion S. Henderson, University of Michigan

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Diversity

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Educational Research and Methods

self-efficacy beliefs and outcome expectations, that go beyond the scope of thepresent study.27 Still, the analysis in this paper, which was designed to explore relationshipsbetween undergraduate co-curricular experiences and post-graduation retention, is useful in thatit provides some evidence for the efficacy of particular high impact practices for enhancingprofessional advancement in industry.Finally, the survey used in this study ascertained student involvement in particular practices, aswell as the length of time (i.e., in months) or degree of involvement (e.g., not involved,moderately involved, extremely involved). The survey did not ascertain information about thenature of student involvement. Simply put, not all HIPs are created

Conference Session

Motivation and Engagement

Collection

2017 ASEE Annual Conference & Exposition

Authors

John T. Solomon, Tuskegee University; Vimal Kumar Viswanathan, San Jose State University; Eric Hamilton, Pepperdine University; Chitra R. Nayak, Tuskegee University

Tagged Divisions

Educational Research and Methods

level,important aspects of cognitively-guided instruction approach (CGI)4,5 as well as related theories oflearning progressions at the elementary school level, in that it focuses on building coherence of studentthinking at both a stepwise and large structure level by drawing the instructor into a more finely grainedinvolvement in process. It represents an advance over CGI in its reliance on diverse technologies, and ofcourse the target population differs. Vast amount of literature indicates that student engagement in classrooms has strong correlation totheir academic and professional success1-6. Student engagement in engineering classrooms is a challengebecause of several reasons, including lack of preparation, self-efficacy, perceived

Conference Session

Life After Graduation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Angela Harris, Stanford University; Shannon Katherine Gilmartin, Stanford University; Katherine L. Reinders; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

jobs andaccepting a job offer. For a subset of codes, two researchers independently coded thedata, and discrepancies were re-evaluated for the application of the appropriate code.We then compared the codes from the open-ended responses to the responses of the jobselection factors ranking (i.e., closed-ended) question. The goal of this comparison was todevelop deeper insights into the limitations of any one measure—and to ultimately makerecommendations for better stand-alone measures. In addition, comparisons were madebetween the job search factors responses and respondent characteristics (backgroundexperiences, socioeconomic and demographic classifications, and job-relatedperceptions). Chi-square tests were used to determine significant

Conference Session

Experiences of Diverse Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

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Educational Research and Methods

Fear of Failure, Procrastination and Self-Efficacy to Academic Success in College for First and Non First-Generation Students in a Private Non-Selective Institution. 2013.18. Chen X, Carroll D. First-Generation Students in Postsecondary Education A Look at Their College Transcripts Postsecondary Education Descriptive Analysis Report.; 2005.19. Hoffman M, Richmond J, Morrow J, Salomone K. Investigating “Sense of Belonging” in First-Year College Students. J Coll Student Retent Res Theory Pract. 2002;4(3):227-256.20. Foor C, Walden S, Trytten D. “I wish that I belonged more in this whole engineering group:” Achieving individual diversity. J Eng Educ. 2007;(April):103-115.21. Stevens R, O’Conner K, Garrison L

Conference Session

Educational Research and Methods Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lisa K. Davids, Embry-Riddle Aeronautical Univ., Daytona Beach; James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Yosef S. Allam, Colorado School of Mines

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Educational Research and Methods

interplay of self-efficacy, learning goal orientation, and transformational leadership. Teaching and teacher education, 26(5), 1154-1161.Schӧn, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books, Inc.Schӧn, D. A. (1987), Educating the Reflective Practioner: Toward a new design for teaching and learning in the profession. San Francisco: Jossey-BassTom, A. R. (1985). Inquiring into inquiry-oriented teacher education. Journal of Teacher Education, 36(5), 35-44.Valli, L. (1990). Moral approaches to reflective practice. Encouraging reflective practice in education: An analysis of issues and programs, 39-56. Teachers College PressValli, L. (1997). Listening to other voices: A

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Diane L. Peters, Kettering University

Tagged Topics

Diversity

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Educational Research and Methods

difficult decisions about how they allocate their time. Financialcost refers to students’ perceived challenges related to both expenses associated with doctoralstudy and opportunity costs related to devoting time to their degree instead of potentially morelucrative employment. Academic cost reflects students’ challenges related to both the culturaland academic demands associated with pursuing a doctoral degree, and does not exclusivelyreflect their sense of self-efficacy in engineering.IV. MethodsLimited empirical literature suggests returning students may face distinct challenges related totheir decisions to pursue engineering doctoral study. Our team’s prior work7, 29 suggests Eccles’expectancy-value theory is a useful lens for examining the