Displaying all 10 results
- 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
- 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
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- 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
- 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
- Conference Session
- Minorities in Engineering Division Technical Session 7
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Dina Verdín, Purdue University, West Lafayette (College of Engineering); Allison Godwin, Purdue University, West Lafayette (College of Engineering)
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering
moderatelyhigher (p < 0.05) than their non-FGCS peers. Indicating that, on average, FGCS enter engineeringwith higher confidence in understanding engineering, feeling like they can perform well on examsthan their non-first-generation college student peers. First-generation college students’ high self-reported measures of performance/competence is directly related to their self-efficacy andperception of themselves in relation to their chosen field, in this case engineering35. Theimportance of students’ self-confidence and self-efficacy for persisting in science and engineeringhas been further articulated in a literature review by Geisinger and Raman49. This study examinedliterature on engineering students’ attrition, while not explicitly focused on FGCS
- Conference Session
- Minorities in Engineering Division Technical Session 6
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Darryl Dickerson, Purdue University, West Lafayette (College of Engineering); Tasha Zephirin, Purdue University, West Lafayette (College of Engineering)
- Tagged Topics
- Diversity
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- Minorities in Engineering
interaction of MEPs and cultural engineering student organizations such asNSBE and the combined impact of their programs, activities, and services warrants furtherinvestigation [16], [18], [19]. Future studies will be conducted to explore how and why the associations present in thisstudy occur at this particular chapter. However, elements that have been identified in theliterature such as participation in social, academic, and professional activities of the chapter, aswell as regional and national conferences, may contribute to outcomes that support persistencesuch as fostering a strong sense of community or “family”, increased self-efficacy, increasedconfidence in technical and non-technical skills and abilities, and a strong social and
- Conference Session
- Minorities in Engineering Division Technical Session 1
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- John D. Carpinelli, New Jersey Institute of Technology; Angelo J. Perna, New Jersey Institute of Technology; Linda S Hirsch, New Jersey Institute of Technology
- Tagged Topics
- Diversity
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- Minorities in Engineering
graduate studies, their engineering skills self-efficacy, andtheir level of school-related self-confidence23. An alumni version of the AGSS has also beendeveloped24.The McNair program recruits rising juniors majoring in the STEM fields that are classified asminorities or being from populations underrepresented in higher education. All students musthave a minimum grade point average of 3.2 (on a 4.0 scale) and must be highly motivated topursue an advanced degree upon completion of their undergraduate programs.Participation in the McNair program begins in the summer between students’ sophomore andjunior years. A competitive application process is used to select up to ten students for eachcohort. Students first participate in a 10-week summer
- Conference Session
- Minorities in Engineering Division Technical Session 2
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Mohsen Mosleh, Howard University; Claudia Marin-Artieda, Howard University
- Tagged Topics
- Diversity
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- Minorities in Engineering
this paper, the impact of the Engineering Ambassador Program (EAP), which engagesundergraduate engineering students as Ambassadors in K-12 outreach activities, on the stimulationof interest in STEM, self-efficacy, and actual academic attainment of Ambassadors is presented.The collected data over several years reveals that over 2/3 of activity leaders and projectcoordinators of the EAP at Howard University (HU) expressed higher confidence in their ability inunderstanding and succeeding in engineering because of their EAP experience. Also, the activityleaders and project coordinators achieved higher major and overall grade point averages (GPAs).Furthermore, improved academic performance in the courses related to the projects thatAmbassadors were
- Conference Session
- Minorities in Engineering Division Technical Session 8
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Houshang Darabi, University of Illinois, Chicago; Elnaz Douzali, University of Illinois, Chicago; Samuel Thomas Harford, PROMINENT Labs UIC; Peter C. Nelson, University of Illinois, Chicago; Fazle Shahnawaz Muhibul Karim, University of Illinois, Chicago
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering
-economicfactors and emotional health as described by the following authors.As written by Richardson et. al, psychological and emotional health correlate with how a studentperforms at the university level and whether they complete their program. Richardson found thatdemographic and psychosocial factors, high school grade point average, SAT, ACT and self-efficacy were all correlated with a student’s GPA in college4. Conley et. al also presents on howACT scores and high school GPA predicted academic achievement best when combined withsocioeconomic status, academic self-confidence and motivation5. For this study, thepsychological and social predictors which are qualitative will not be explored. The focus will betowards quantitative predictors.Geiser et. al
- Conference Session
- Minorities in Engineering Division Technical Session 6
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Aldo Morales, Pennsylvania State University, Harrisburg; Sedig Salem Agili, Pennsylvania State University, Harrisburg, The Capital College; Sofia M Vidalis, Pennsylvania State University, Harrisburg; Linda M. Null, Pennsylvania State University; Jennifer Leigh Sliko, Pennsylvania State University, Harrisburg
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering
scholar with a peer mentor inthe same or a similar major, in addition to pairing every STEM scholar with a faculty mentor.After conducting a mentor/mentee training session, the peer mentoring teams met on a monthlybasis throughout the semester. The authors evaluated the effectiveness of the mentoringprograms through a series of pre-, mid-, and post-year assessments. The authors used acombination of assessment tools from the NSF-approved Assessing Women and Men inEngineering and the Motivated Strategies for Learning Questionnaire. These tools are designedto identify longitudinal changes in the self-efficacy of undergraduate students studyingengineering. Results obtained indicate a significant improvement in metacognitive strategies,goal
- Conference Session
- Minorities in Engineering Division Technical Session 7
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Jacques C. Richard, Texas A&M University; So Yoon Yoon, Texas A&M University; Noemi V. Mendoza Diaz, Texas A&M University; Tanya Dugat Wickliff, Texas A&M University
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering
Educational Psychology with the specialties in Gifted Education and Research Methods & Measurement, respectively from Purdue University. Her work centers on P-16 engineering education research, as a psychometrician, program evaluator, and institutional data analyst. She has authored/co-authored more than 30 journal articles and conference proceedings and served as a reviewer of journals in engineering education, STEM education, and educational psychology, as well as an external evaluator and an advisory board member on several NSF-funded projects.Dr. Noemi V. Mendoza Diaz, Texas A&M University Dr. Mendoza Diaz is Instructional Assistant Professor at the Dwight College of Engineering at Texas A&M University. She