Conference Session

Materials Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marian S. Kennedy, Clemson University; Natasha Mamaril, University of Kentucky; David Ross Economy, Clemson University; Ellen L. Usher, University of Kentucky; Caihong Li, University of Kentucky; Julia L. Sharp, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Materials

authorsused content from this course to develop a skills-based self-efficacy measure designed to exploreundergraduates’ beliefs that they can perform the tasks in this specific field. The purpose of thisstudy was to create a materials science and engineering self-efficacy scale (MSE-SE) to helppredict student achievement in both MSE courses and within the broader engineering program.It is anticipated that the collected results could be used to improve student persistence andsuccess in engineering disciplines, particularly in the first two years of engineering study beforeundergraduates specialize in mastering the engineering major they came to school to pursue.Research Objectives The objective of this study was to create a self-efficacy scale

Conference Session

Materials Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicole Johnson-Glauch, California Polytechnic State University; Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo; Trevor Scott Harding, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Materials

methods.Quantitative methods consisted of pre- and post- course surveys to measure changes in students’levels of self-efficacy beliefs. Self-efficacy was measured with a 17-item validated instrumentcommonly used to measure general self-efficacy [22]. We used the Shapiro-Wilks test to verifythe normality of the data before conducting a paired t-test to determine the effect of the actionplan assignment on students’ self-efficacy. We used a p value of 0.05 as our basis for statisticalsignificance for both tests. In our survey, we also included six demographics questions such asethnicity, gender, socio-economic status, transfer student status, and employment status.Qualitative methods consisted of a content analysis of the students’ finalized “Action Plan