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Effects of Research and Internship Experiences on Engineering Task Self-Efficacy on Engineering Students Through an Intersectional Lens

Conference Session: Minorities in Engineering Division Technical Session 4
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Abisola Coretta Kusimo, Stanford University - Mechanical Engineering Dept.; Marissa Elena Thompson, Stanford University; Sara A. Atwood, Elizabethtown College; Sheri Sheppard, Stanford University
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

Engineering Students Through an Intersectional LensAbstractHigh-impact academic experiences, particularly research and internship experiences, havepositive impacts for engineering students on engineering task self-efficacy (ETSE), a measure ofstudents’ perception of their ability to perform technical engineering tasks. However, under-represented racial/ethnic minority students (URM) and women in engineering are found to haverelatively lower self-perceptions across several academic and professional self-efficacymeasures. Previous studies examined the impact of research and internship experiences on ETSEfor students categorized by gender and URM status separately. The current study explores theimpact of these experiences on ETSE for the intersection

Relevance Score: 2.9042535

Investigating the Effect of Freshman Minority Engineering Student Participation in a Minority Summer Bridge Program on Engineering Self-Efficacy and Early Academic Success at a Predominantly-White Institution

Conference Session: Minorities in Engineering Division Technical Session 7
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Javon Marcell Adams, North Carolina State University; James Samuel Carter III, University of North Carolina, Chapel Hill
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

participate in the program from the same cohorts. The study investigatesthe relationship between self-efficacy, pre-college academic preparedness measures and theeffect of these factors on early college success outcomes (e.g., term GPA) for URM students whoparticipated in STP as well as URM students who did not participate.LITERATURE REVIEWSelf-efficacy is defined as confidence in one’s ability to perform specific tasks or courses ofaction necessary to attain a specific goal or function in a specific capacity. (Bandura, 1997).When measuring self-efficacy respondents are asked to rate their level of confidence forattaining a specific goal. A student’s self-efficacy has an influence on the decisions that he/shemakes regarding their demonstrated efforts

Relevance Score: 2.5442374

The Computer Science Attitude and Identity Survey (CSAIS): A Novel Tool for Measuring the Impact of Ethnic Identity in Underrepresented Computer Science Students

Conference Session: Pathways to Success in STEM through Computer Science and Making
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Alicia Nicki Washington, Winthrop University; Shaefny Grays, North Carolina State University ; Sudipta Dasmohapatra, North Carolina State University
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

Computer Science Education. 6. Goode, J. 2008. Computer science segregation: Missed opportunities. The Voice. 4(2). 7. Graham, J. M., & Caso, R. (2002). Measuring engineering freshman attitudes and perceptions of their first year academic experience: The continuing development of two assessment instruments. In the Proceedings of the 32nd Annual Frontiers in Education Conference. 8. Gushue, G.V. and Whitson, M.L. (2006). The relationship among support, ethnic identity, career decisions and self-efficacy, and outcome expectations in African-American high school students. Journal of Career Development, 33(2), 112-124. 9. Hilpert, J. C., Stump, G., & Husman, J. (2010). Pittsburgh engineering

Relevance Score: 0.70458907

The Rising Doctoral Institute: Preparing Minority Students for the Transition into the Engineering Ph.D.

Conference Session: Minorities in Engineering Division Technical Session 1
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Mayra S. Artiles Ph.D., Arizona State University; Juan M. Cruz, Rowan University; Sarah Anne Blackowski, Virginia Polytechnic Institute and State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Stephanie G. Adams, University of Texas at Dallas; Gwen Lee-Thomas, Quality Measures LLC
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

Attrition: Lessons from Four Departments. The Journal of Higher Education, 76(6), 669–700. https://doi.org/10.1080/00221546.2005.11772304Holbrook, A., Shaw, K., Scevak, J., Bourke, S., Cantwell, R., & Budd, J. (2014). PhD candidate expectations: Exploring mismatch with experience. International Journal of Doctoral Studies, 9, 329–346.Holloway-Friesen, H. (2019). The Role of Mentoring on Hispanic Graduate Students’ Sense of Belonging and Academic Self-Efficacy. Journal of Hispanic Higher Education, 153819271882371. https://doi.org/10.1177/1538192718823716Jaeger, A. J., Mitchall, A., O’Meara, K. A., Grantham, A., Zhang, J., Eliason, J., & Cowdery, K. (2017). Push and pull: The influence of race

Relevance Score: 0.58343923

Broadening the Participation of Latinx in Engineering: Highlights from a National, Longitudinal Study

Conference Session: Minorities in Engineering Division Technical Session 3
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Lisa Y. Flores, University of Missouri; Rachel L. Navarro, University of North Dakota; Heather Hunt, University of Missouri; Hang-Shim Lee, Konkuk University ; Patton O. Garriott, University of Denver
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

, and White men and women engineering majors enrolled at 11 partnerinstitutions (6 HSIs and 5 PWIs). All Latinx and White engineering majors enrolled at thepartner institutions in the 2014-2015 academic year were invited to participate in an onlinesurvey, which included measures (see Table 1 for a list of all measures with citations, totalnumber of items, and internal consistency reliabilities) to assess demographic data, engineeringlearning experiences, engineering perceived supports, engineering perceived barriers,engineering self-efficacy, engineering positive outcome expectations, engineering negativeoutcome expectations, engineering interests, engineering academic satisfaction, engineeringacademic engagement, engineering persistence

Relevance Score: 0.10638991

Black Male "Buoyant Believers" in Engineering and Engineering-related Fields

Conference Session: Moving the Needle: The Complexities of Race and Gender in Engineering Education
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Leroy L. Long III, The Ohio State University; Joseph Allen Kitchen, The Ohio State University; Trevion S. Henderson, The Ohio State University
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

fields likescience, technology, engineering, and math (STEM). As the U.S. experiences a decline in skilledSTEM workers and a growing number of racial/ethnic minorities, it is critical that more attentionbe paid to the college success of underrepresented populations majoring in STEM. While somestrategies for increasing STEM student success have focused on social-psychological factorssuch as academic self-efficacy and resilience, little attention has been given to these factorsamong specific minority groups in STEM such as Black men. To extend the current literature,interviews with 27 Black male collegians majoring in engineering or engineering-related fieldswere analyzed through the lens of the ‘buoyant believers’ framework. Based on the model

Relevance Score: 0.09299042

Lessons Learned from Successful Black Male “Buoyant Believers” in Engineering and Engineering-Related Fields

Conference Session: Minorities in Engineering Division Technical Session 4
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Leroy L. Long III, Embry-Riddle Aeronautical Univ., Daytona Beach; Trevion S. Henderson, University of Michigan
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

studied acrosseducation and psychology literature. As an example, Australian high school students’ academicself-efficacy is a significant predictor of academic resilience.27 Similarly, low-income Blackcollege students with high academic confidence who were also able to “bounce back” fromacademic challenges and setbacks in college (i.e., students labeled as “buoyant believers”)achieve greater academic success, as measured by grade-point average.29Using findings from the aforementioned study of low-income Black students, Strayhorn createdthe ‘buoyant believers’ framework. The framework positions students in four categoriesrepresenting the intersection of various degrees of academic self-efficacy and resilience. Thefour categories include (a

Relevance Score: 0.078071415

Exploring the Career Thinking of Native American Engineering Students (Research)

Conference Session: Minorities in Engineering Division Technical Session 4
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Nicole M. Colston, Oklahoma State University; Sherri L. Turner, University of Minnesota, Twin Cities; Gale Mason Chagil, Culture Inquiry Consulting, LLC; Sue C. Jacobs Ph.D., Oklahoma State University; Sarah Johnson, Oklahoma State University
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

activities” (CareerExploration Skills).The SCDI has been used in studies of adolescent, college student, and post-high school youngadult career development [e.g., 27, 28, 29], including studies of the career development of NativeAmerican young people. Career exploration, as measured by the SCDI, has been positivelyrelated to interests and efficacy among Native American young people [30].The Career-Related Parent Support Scale [31] is a 27-item instrument that was used to measurestudents’ self-reports of their parents’ support in the four areas of self-efficacy information(Instrumental Assistance (IA), Career-Related Role Modeling (CM), Emotional Support (ES),and Verbal Encouragement (VE)) identified by Bandura [32]. IA is the tangible help provided

Relevance Score: 0.07466805

Disability and Engineering: A Case of "Othering"?

Conference Session: Minorities in Engineering Division Technical Session 1
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Stephanie Lezotte, Rowan University; Harriet Hartman, Rowan University; Stephanie Farrell, Rowan University; Tiago R. Forin, Rowan University
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

present its results, and discusssuggestions for improvement.Literature reviewEngineering Students with Disabilities: Because disability is not always visible and becausecollege students must self-identify as disabled, it is difficult to know the true number ofengineering students with disabilities. This section will review literature about students withdisabilities’ commitment to the engineering major and career, their extracurricular engagement,their feelings of self-efficacy in engineering, and their perceptions of “otherness.”Commitment to the engineering major and career: According to the National Science Foundation[8], students with disabilities enroll in undergraduate science and engineering fields at similarrates to their non-disabled

Relevance Score: 0.06193287

After School Matters: Expanding the Time to Engage Minority Middle School Girls in STEM

Conference Session: Out-of-school-time Engineering: Implications for Underrepresented Students
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Stephanie Luster-Teasley, North Carolina A&T State University; Radiah C. Minor, School of Agriculture and Envrinmental Sciences, North Carolina A&T State University; Vernal G. Alford III, North Carolina Agricultural and Technical State University
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

. The program seeksto improve students’ competence and self-efficacy in science and engineering, stimulate an interestin pursuing STEM-related careers, and provide engaging “hands-on/mind-on activities.” Theprogram is divided into two initiatives which include an academic year and weekend academy. Atotal of 45 middle school students have participated in a 1-week Girls in Science Lab Camp andfive half-day Girls in Science and Engineering Weekend Academy activities. For the Girls inScience Lab program, the participants were divided into teams and assigned an environmentalscience and engineering themed case study to solve during guided laboratory experience. Studentswere taught how to collect and analyze water samples using university laboratory

Relevance Score: 0.06134355

WIP: Assessing Engineering State of Mind of First-Year Undergraduate African American/Black Students in Scholar Programs

Conference Session: Minorities in Engineering Division Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Jameka Wiggins, University of Maryland, Baltimore County; Jamie R. Gurganus, University of Maryland, Baltimore County
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

guidanceand support to students throughout their tenure at the university. Using a mix-method assessment, students were initially asked to participate in theEngineering State of Mind Instrument (ESMI), a recently tested and developed tool, at UMBC.The ESMI provides immediate evaluation to the student, assisting them in understanding theirattitudes, perceptions, motivations, and self-efficacy in pursuing an engineering degree. Studentscan use the results and recommended interventions to improve any mindset deficiencies. AfricanAmerican/Black students, who participated in the instrument, were asked to engage in a follow-up interview providing a more detailed explanation of their current mindset about theengineering field. Additionally, scholar

Relevance Score: 0.05812127

Board 103: Work in Progress: NSF S-STEM Program: Recruitment, Engagement, and Retention: Energizing and Supporting Students with Diverse Backgrounds in Mechanical Engineering

Conference Session: Minorities in Engineering Division Technical Session 1
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Jamie R. Gurganus, University of Maryland, Baltimore County; Liang Zhu, University of Maryland, Baltimore County; Charles D. Eggleton, University of Maryland, Baltimore County; Shuyan Sun
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

administered to both S-STEM scholar and non-affiliated S-STEM mechanical engineering students. Using a 6-itemLikert survey, students were asked to assed their perceptions and attitudes regarding each of theconstructs. At the end of the Spring 2019 semester, a post-survey will be administered to thepopulation for comparison.Survey Instrument In partnership with the psychology department, a survey was developed containingmeasurable items regarding their attitudes, perspectives, science/engineering identity, andresearch self-efficacy. Below are the measurable constructs and their items showing reliability. 1. Research Self- Efficacy: Measured by six items from the Scientific Self-Efficacy Scale [10] that assesses students’ ability to

Relevance Score: 0.05437326

What Does Hidden Curriculum in Engineering Look Like and How Can It Be Explored?

Conference Session: Minorities in Engineering Division Technical Session 1
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Idalis Villanueva, Utah State University; Laura Ann Gelles, Utah State University - Engineering Education; Marialuisa Di Stefano, Utah State University; Buffy Smith, University of St. Thomas; Renetta G. Tull, University of Maryland, Baltimore County; Susan M Lord, University of San Diego; Lisa Benson, Clemson University; Anne Therese Hunt, Hunt Consulting Associates; Donna M. Riley, Purdue University-Main Campus, West Lafayette (College of Engineering); Gery W. Ryan, Pardee RAND Graduate School in Policy Analysis
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

engineering.ConclusionIn engineering, HC is not well understood, including its mechanisms or potential constructs. Toour knowledge, there is no research that has attempted to explore the mechanisms and potentialconstructs behind HC in engineering. In this work, the authors have summarized some potentialconsiderations and constructs that can be measured for the exploration of HC in engineering.Collectively, the considerations posit that HC identification is central and could be tied to anindividual’s emotions, self-efficacy, and self-advocacy. It is believed that when individualsexperience scenarios, via vignettes, that center around HC in engineering, they can identify the HCthrough a frame of reference that can enable them to respond and react to the witnessed

Relevance Score: 0.053085033

Adjusting the Lens: Comparison of Focus Group and Survey Data in Identifying and Addressing Issues of Diversity and Inclusion in Undergraduate Engineering Programs

Conference Session: Minorities in Engineering Division Technical Session 5
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Amy Trauth, University of Delaware; Jenni Buckley, University of Delaware; Sarah Ilkhanipour Rooney, University of Delaware; Joshua A. Enszer, University of Delaware; Tia Navelene Barnes, University of Delaware; Rachel Davidson, University of Delaware
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

conducting mixed methodsresearch. Thousand Oaks, CA: Sage Publications, Inc.[14] Merriam, S. B. (1998). Qualitative research and case study applications in education. SanFrancisco, CA: Jossey-Bass. [15] D. Chachra and D. Kilgore, “Exploring gender and self-confidence in engineering students:A multi-method approach,” Cent. Adv. Eng. Educ., Washington, USA, Tech Rep. Apr. 2009.[16] H. Chen, K. Donaldson, O. Eriş, D. Chachra, G. Lichtenstein, S. D. Sheppard, and G. Toye,“From PIE to APPLES: The evolution of a survey instrument to explore engineering studentpathways,” in 2008 ASEE Proceedings.[17] D. Baker, S. Krause, and S. Y. Purzer, “Developing an instrument to measure tinkering andtechnical self-efficacy in engineering,” presented at the 2008 ASEE

Relevance Score: 0.05248979

Developing an Intensive Math Preparation Program to Enhance the Success of Underrepresented Students in Engineering

Conference Session: Assessing URM Programs Targeting the K-16 Continuum
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Denise Hum, Cañada College; Anna Marbella Camacho, Cañada College
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

individually and in small groups.Students spend up to six hours a day for five days working on improving their math skills. Veryseldom do students get the opportunity to concentrate all of their efforts on math during theregular semester. To that end, in an effort to describe the effect of Math Jam on participant self-efficacy (the participant’s belief in their capability to complete specific tasks or goals) a self-efficacy instrument was administered as part of the pre- and post-program surveys. Studentswere asked 18 of the 34 question Mathematics Self Efficacy Scale developed by Nancy Betz andGail Hackett to measure student self-efficacy related to math both at the very beginning of MathJam and again on the last day of the program. The questions

Relevance Score: 0.049134593

A Systematic Review of Social Constructivist Pedagogies in Computing and their Effects on Broadening Participation for Women in Undergraduate Computing (Research)

Conference Session: Minorities in Engineering Division Technical Session 5
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Jasmine Skye Batten, Florida International University; Monique S. Ross, Florida International University
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

, leadership skills, and contentknowledge, contributing to an increase in their computing self-efficacy. No statisticallysignificant differences were found based on gender or ethnicity, intersectional relationships werenot explored. The increase in self-efficacy seems to be directly related to the teachingexperience, a key part of the “performance outcome” measure of self-efficacy theory [41] inwhich having positive mastery experiences in a given topic increases your self-efficacy in thatspace.The second article presented a case study focused on a Latina CS transfer student (Juliet)attending a Hispanic Serving Institutions, who almost left CS due to “ability hierarchies” sheperceived within her introductory CS course [43]. Ability hierarchies are

Relevance Score: 0.046276025

Chasing the Holy Grail: Pushing the Academic Persistence of Highly Motivated, Underprepared URM Students Pursuing Engineering

Conference Session: Developing Quality Experiences that Retain Diverse Engineering Talent
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Jamie Bracey, Temple University College of Engineering; Gregory D Jones Jr, Temple University; Nadif Bracey, Morgan State University; Keyanoush Sadeghipour, Temple University
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

“grit”, self-determination and social cognitive careertheories are used to explore self-efficacy, goal orientation and perception of institutionalculture as mediators of academic achievement. A significant part of this paper analyzesresponses to interventions designed to support retention of students lacking the mathbackground to “hit the ground running” upon entering a large, public predominantlywhite institution (PWI)’s college of engineering, with a disproportionate number ofminorities in the underprepared category. Targeted retention interventions for first yearstudents yielded statistically significant improvement in math course progression,particularly for minority students. Overall attrition decreased by 10% in two successiveyears

Relevance Score: 0.040530987

Preliminary Findings Using Growth Mindset and Belonging Interventions in a Freshman Engineering Class

Conference Session: Minorities in Engineering Division Technical Session 7
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Jinny Rhee, San Jose State University; Camille Johnson, San Jose State University; Clifton M. Oyamot Jr., San Jose State University
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

belongingness score.The growth mindset scales were obtained from the Stanford University Project on EducationResearch that Scales (PERTS) website22. It is comprised of three questions which proberespondents’ level of agreement to the fixed mindset. We implemented a 5-point Likert scale (1= strongly agree to 5 = strongly disagree). Responses to the items were found to be internallyreliable (Cronbach’s α = 0.83), and the responses across the three items were averaged to form asingle growth mindset score.Scales measuring happiness, self-perceived health, and self-efficacy were also included from thispaper. While not the immediate focus of this study, they obscured the objective of the study toparticipants.Academic performance measures were collected in

Relevance Score: 0.03927875

Best Practices for Underrepresented Minority Students in an Engineering Summer Bridge Program

Conference Session: Out-of-school-time Engineering: Implications for Underrepresented Students
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Angela Clinkscales Verdell, Mississippi State University; Jason M. Keith, Mississippi State University; James Warnock, Mississippi State University; Vemitra White Alexander, Mississippi State University
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

. Seminar topics such as Campus Orientation and Resources (e.g., Financial Aid, Co-op,Housing, etc.) in some cases provide a point-of-contact for future reference. Time Managementand Study Skills along with Personal and Professional Development (e.g., “Presentation of Self”)are provided to increase student academic acculturation and self-efficacy. Coping Skills (e.g.,anxiety and stress management, etc.) help students to adjust to the mental workload required ofengineering students. Through the use of project based learning, students are introduced to thefield of engineering. Participants complete a real world simulated team-based project such as theSouthern Company Transmission Line Development. Through this project students were requiredto conduct

Relevance Score: 0.039066505

Assessing the Impact of Research Experiences on the Success of Underrepresented Community College Engineering Students

Conference Session: Cultivating Engineering Scholarship and Research Mindsets Among URM Students
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Amelito G. Enriquez, Canada College; Wenshen Pong P.E., San Francisco State University; Hamid Shahnasser, San Francisco State University; Hamid Mahmoodi, San Francisco State University; Cheng Chen, San Francisco State University; Xiaorong Zhang, San Francisco State University; Kwok Siong Teh, San Francisco State University; Nicholas Langhoff, Canada College
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

levels of interest in engineering, their success andcompletion rates have been low due to a number of factors including low levels of preparationfor college-level work, especially in math; lack of awareness of academic and career options;lack of financial, academic, social and cultural capital needed for success; and lack of self-efficacy (i.e., students do not believe that they can succeed in engineering). To address thesebarriers to student success, Cañada College developed and implemented a number of programs tokeep students engaged and motivated towards achieving their academic goals. Among suchprograms is the Creating Opportunities for Minorities in Engineering, Technology, and Science(COMETS) program. Funded by a four-year grant from NASA

Relevance Score: 0.03708571

A Decade-long Programmatic Study of SHPE’s Chapter Reporting Program: Best Practices, Lessons Learned, and Outcomes for National Engineering Diversity Chapter-based Organizations (Experience)

Conference Session: Minorities in Engineering Division Technical Session 3
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Mauro Rodriguez Jr, California Institute of Technology; Karen Mariela Siles, IBM Corporation; Dora Louise Renaud, Society of Hispanic Professional Engineers
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

programming, while effective forstandardized, intervention-like programming, is limited in duration and scope in terms ofworkforce development compared to local chapter-based programming. However, localprogramming poses challenges as it is highly dependent volunteers’ self-efficacy and heterogenousin available resources and knowledge capital to obtain national uniformity. To the authors’knowledge, limited to no information about chapter-based programming or its evolution isavailable in the literature from these organizations. It is noted that there have been engineeringeducation research of students’ academic performance in their participation in national engineeringdiversity organizations [3, 4]. This experience report provides a decade-long insight

Relevance Score: 0.03676649

Sophomore Unified Core Curriculum for Engineering Education (SUCCEEd) at Cal State L.A.

Conference Session: Curricular and Non-curricular Models for Diverse Learners in Engineering
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Gustavo B. Menezes, California State University, Los Angeles; Adel A. Sharif, California State University, Los Angeles; Arturo Pacheco-Vega, California State University, Los Angeles; Deborah Soonmee Won, California State University, Los Angeles; Tonatiuh Rodriguez-Nikl, California State University, Los Angeles; Gisele Ragusa, University of Southern California; Crist Simon Khachikian, California State University, Northridge
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

together during various mini projects in-class and duringthe “Independent Study” lab sessions. The mentor/tutor worked with faculty members andstudents to identify topics that were considered to be difficult and reviewed them during theselabs as well. Students were also given the opportunity to study for courses that were not part ofthe SUCCEEd program.Measures of Impact, Preliminary Results and DiscussionAs a part of the SUCCEEd program, we wished to assess both student achievement and otherfactors that may contribute to student success in the program. Achievement was measured viastudents’ grades, tests and quizzes results, and project results. The college self-efficacy (CSE),which refers to the students’ belief that they can succeed in college

Relevance Score: 0.03665638

Toward the Development of a Scale Linking Underrepresented Engineering Faculty’s Workplace Experiences and Career Outcomes

Conference Session: Minorities in Engineering Division Technical Session 9
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Jeremi S. London, Virginia Polytechnic Institute and State University; Stephanie G. Adams, University of Texas at Dallas; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Crystal M. Pee, Virginia Polytechnic Institute and State University
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

in theworkplace and their career outcomes. Studies have shown that BWEF experience slightly higherstress than other faculty [2,3]. Time constraints on completing activities, promotion concerns, andvariations in expectations contribute to these higher stress levels; this is particularly true for women ofcolor at four-year colleges [3]. Additionally, the findings from other studies report that BWEF tend toencounter unique challenges along the tenure track [3], and have high extended family responsibility[1]. These factors can contribute to a lower self-efficacy, which correlates to feelings of institutionalfit [3]. On the other hand, perceptions of institutional fit can also be positively influenced bymentoring. Before moving on to mentoring

Relevance Score: 0.036030043

Interactive Panel: Improving the Experiences of Marginalized Students on Engineering Design Teams

Conference Session: Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University
Tagged Topics: Diversity
Tagged Divisions: Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

self-efficacy, sense of belonging, identification and identityintegration. Often, negative experiences are the result of subtle bias or schemas that all studentsbring with them into their teams, and occur despite the employment of best practices in teamformation.This paper presents a summary of a contemporary understanding of this phenomenon aspresented by several individual researchers covering the fields of stereotype threat, engineeringdesign, teamwork, motivation, and race, gender and their intersections. The content of this paperwas generated by collecting the individual responses of each researcher to a set of promptsincluding: • examples of how students can be marginalized in engineering teamwork and what governing

Relevance Score: 0.034449387

The 2015, 2016, and 2017 Best Diversity Papers: Summary and Perspective

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

Relevance Score: 0.03439168

Role of Gender and Use of Supplemental Instruction in a Required Freshman Chemistry Course by Engineering Students on their Course Grades and Subsequent Academic Success

Conference Session: Women in Engineering Division Technical Session - Retention Programs for Diverse Students
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Rachel Lauren Shapiro, Northeastern University; Emily Olina Wisniewski, Johns Hopkins University; Emma Kaeli, Northeastern University; Tyler Byrne Cole, Northeastern University; Paul A. DiMilla, Northeastern University; Rachelle Reisberg, Northeastern University
Tagged Topics: ASEE Diversity Committee, Diversity
Tagged Divisions: Minorities in Engineering, Women in Engineering

, were factored intothe statistics. [4] GPA was a greater predictor of retention and eventual graduation for malestudents than female students. Meanwhile, moderate to high levels of achievement increasedlevels of confidence in females but accentuated female students’ social discomfort as a minority,making self-doubt and social discomfort better predictors of graduation rate for females thanGPA. This trend was valid when women were both a numerical minority in classes and werestereotyped, as women often are in engineering programs. [4]The existing literature suggests that factors other than just GPA impact a female student’sdecision to remain in and eventually graduate from an engineering program. For example, self-efficacy, or a specified level