Conference Session

International Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christopher Joseph Lombardo, Harvard School of Engineering and Applied Sciences; Daniela Faas, Harvard University; Avinash Uttamchandani, Harvard SEAS; Evelyn Lynn Hu, SEAS Harvard

Tagged Topics

Diversity

Tagged Divisions

International

(pre = 63.33 ± 5.77, post = 83.33 ± 5.77). There areno significant differences between the majors (Mechanical Engineering n = 4, Applied Math n =1, Electrical Engineering n = 2).Lastly, students were asked whether they changed their views of pursuing graduate degrees aftergraduation. There is no significant difference between the pre-self-efficacy measures andchanges in views towards graduate school, F (2,7) = 0.48, p > 0.789. This may indicate that self-directed opportunities during the undergraduate curriculum can be viewed as supplemental, butnot necessarily as a way to introduce graduate research habits. Since the students were notworking with any graduate students. Figure 3 shows students’ self-efficacy scores before andafter

Conference Session

International STEM Education: International Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cameron Denson, North Carolina State University; Tamecia R. Jones, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

International

on the unique challenges of underrepresentedstudent populations in rural parts of the U.S. Results from this study will go into furtherinforming the current mentoring model utilized in Botswana. In addition, this study will provideinsight into the best practices for facilitating a virtual-mentoring experience through the use of asoftware application in facilitating long-distance mentoring relationships. Researchers willinvestigate its viability to serve as a mentoring tool in Botswana. Finally, this research study willdevelop formative and summative evaluation tools that will help investigate the impact of theBotswana mentorship program on female students’ self-efficacy, interests, and perceptions ofSTEM careers. NC State is uniquely

Conference Session

International Division Technical Session 5

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cheryl Matherly, The University of Tulsa; Sarah R. Phillips, Rice University ; Cody A. Chapman, University of Tulsa

Tagged Topics

Diversity

Tagged Divisions

International

a measure of self-efficacy (1 = not at all true, 4 = exactly true). The final sectionasks students about their career plans and uses the same scale as the second section. Theinstrument was developed by the Georgia Tech Office of Assessment and uses an externallyvalidated General Self-Efficacy Scale to assess an individual’s ability to cope with stressful lifeevents.405.0 ResultsMean scores from the GITIIS were computed for both programs, and independent anddependent samples t-tests were conducted in order to assess between and within group meandifferences, respectively. The complete results are reported in the appendix, but this paper willfocus on the student responses to items measuring perceived level of preparation at the end oftheir

Conference Session

International Research Experiences Intl Div Tech Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Gloria J. Kim, University of Florida; Yong Kyu Yoon, University of Florida ; Jin-woo Choi, Louisiana State University

Tagged Topics

Diversity

Tagged Divisions

International

while they were in Korea.Specifically, evaluation methods include: 1. Registration form: When the selected five students register, they will complete a form that includes questions (open-ended and Likert scales) about their expectations for the program and research & cultural preparation. 2. Pre-program survey: This survey will include questions about expectations (open-ended and Likert scales) as well as questions that gather baseline data regarding knowledge, perceptions, and self-efficacy. The latter questions will be matched to post-program survey questions. 3. Mid-program survey: This survey will collect formative feedback regarding the program experience and structure. 4. Post-program survey

Conference Session

International Educational Experiences (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alistair Cook, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

International

Citizens  Engineering Students preparedness for working globally  Evaluation of learning programsIt should be noted that developing assessment and evaluation methods in this area is inherently complex,given the list of areas to be investigated, including ethics, social norms, global difference along withstudents own biases based on culture, racial and ethnic position, socio-economic status etc. [12] Thereare also research philosophy and methodological issues to consider, most qualitative measures of globalpreparedness or awareness are by nature, self-efficacy which may call into question the level of ability ofstudents to self-assess given their respective levels of experience. As an example, a recent study into theEWB-USA chapter at

Conference Session

Building and Engaging Communities for Scholarship, Advocacy, and Action for Diversity, Equity, and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Janet Callahan, Boise State University; Stephanie Farrell, Rowan University; Adrienne Robyn Minerick, Michigan Technological University

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

International, Minorities in Engineering

2015In total, 25 papers were nominated by 21 divisions and four Zones for consideration for BestDiversity Paper, 2015. There were six finalists invited to present; these papers were from the K-12, First Year Programs, Liberal Education/Engineering and Society, Mechanical Engineering,Entrepreneurship and Engineering Innovation, and Multidisciplinary Engineering Divisions. Thetop papers presented at the conference included an exploration of changes in Latinx adolescents’perceptions of engineering self-efficacy and of engineering during a community-basedengineering design experience [3], a baseline study on how engineering students identify asengineers and how they view the importance of diversity in engineering, [4], anautoethnographic study of

Conference Session

International Research Experiences

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lauren Michelle Hatfield, Virginia Polytechnic Institute and State University; Catherine T. Amelink, Virginia Polytechnic Institute and State University; Nicole P. Sanderlin, Virginia Polytechnic Institute and State University; Heather Elizabeth Lyne, Virginia Polytechnic Institute and State University; Brent K. Jesiek, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

International

asked students about their research self-efficacy and torate themselves on their research ability. Questions included ability to manage a team, identifyresearch problems, and communicate their findings. Qualitative data were collected from theGlobal Engineering Competency Activity (Jesiek, 2011) an open-ended question that askedrespondents to consider themselves as a working engineer in an international location. Therespondent in this imagined role was asked to consider how they needed to be prepared to enterinto this international work situation and list five capabilities and/or things they would need toknow. Given the low number of participants we were not able to run detailed statistical analyses.Descriptive statistics were used to compare

Conference Session

International Engineering Education Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, Western Michigan University; Jayantrao Bhaurao Patil, R. C. Patel Institute of Technology, Shirpur, India; Pramod Jagan Deore, R. C. Patel Institute of Technology, Shirpur, India; Suhas Pandit Shukla, R. C. Patel Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

International

for completing the higher education. Since we have been practicing this methodfor the last 4 years, we need to study the long-term impact of grouping on the students fromthe early batches. It would be also beneficial to qualitatively analyse students’ and teachers’perspectives including the impact of the method on self-efficacy and engagement of the “abilitygrouped” students. We don’t deny that the “ability grouping” is a controversial method. Further, we don’thave a strong enough evidence of its success at our college. However, the steady improvementin the academic performance over the last four years prompted us to share our findings andopen a discussion on this atypical practice.Acknowledgments We thank the chair of