Displaying all 8 results
- Conference Session
- Fostering Diversity and Innovation in Engineering Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Bianca Estella Salazar, University of California, Merced; Melissa Almeida, University of California, Merced; Zenaida Aguirre Munoz Ph.D., University of California, Merced; Maribel Viveros, University of California, Merced
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering Division(MIND)
promptedstudents to synthesize and apply the concepts learned during the hands-on activities.Data AnalysisStatistical AnalysisData were analyzed using SPSS software, Version 29 [18]. The analysis included independentsamples t-tests to compare the pre-test scores of participants based on their prior attendance at aSaturday STEM Academy. Paired samples t-tests were then conducted to evaluate the impact ofthe intervention on the students' self-efficacy, STEM identity, and engineering knowledge. Theassumptions for each test were verified prior to analysis. Hedges' g was calculated to estimate theeffect sizes, providing a measure of the magnitude of the intervention's impact while accountingfor the small sample size.Qualitative AnalysisFollowing the academy
- Conference Session
- Diverse Pathways in Engineering Education: Exploring Experiences and Opportunities
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Julie M. Smith, CSEdResearch.org; Jordan Williamson
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering Division(MIND)
(n = 22). As described above, academic goals usually focus on math skills. Affective goalsoften focus on confidence, social integration, motivation, and similar constructs. Figure 7: Summer bridge program goals. Study ResultsThe most commonly reported result was an improvement in student retention. Studies also foundpositive effective results, including high levels of satisfaction with the program, intent to persist inSTEM studies, improved self-efficacy, sense of belonging, confidence, motivation, sense ofpreparedness for future studies, and understanding of the engineering profession. There were alsoreports of improved academic skills, including spatial reasoning, metacognition, and math. Nullor negative
- Conference Session
- Empowering Marginalized Voices in STEM: Perspectives and Initiatives
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Adrian Rodriguez, The University of Texas at Austin
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering Division(MIND)
, and self-efficacy with conducting research and working on a research team and in a lab. • Skills: writing scientific papers, making oral presentations, and conducting observations in the lab or field. • Attitudes and Behaviors: working in a scientific community and feelings of creativity, independence, and responsibility around working on scientific projects.This survey instrument is shown in the literature to accurately validate a research experienceprogram for undergraduates in STEM [20]. A copy of the survey questions is provided in theAppendix section and listed as instrument A4. The survey was administered only once after theresearch experience. Despite pairing 8 students with mentors for the research
- Conference Session
- Diverse Pathways: Exploring Inclusive Practices and Outreach in Engineering Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Lexy Chiwete Arinze, Purdue University at West Lafayette; Jacqueline E McDermott, Purdue University at West Lafayette; Janet M Beagle
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering Division(MIND)
: Getting to Ph.D. JHU Press, 2006.[11] T. Hodapp and K. S. Woodle, “A bridge between undergraduate and doctoral degrees,” Phys. Today, vol. 70, no. 2, pp. 50–56, Feb. 2017, doi: 10.1063/PT.3.3464.[12] J. M. Barth, S. T. Dunlap, A. C. Bolland, D. M. McCallum, and V. L. Acoff, “Variability in STEM Summer Bridge Programs: Associations with Belonging and STEM Self-Efficacy,” Front. Educ., vol. 6, 2021, Accessed: Jan. 19, 2024. [Online]. Available: https://www.frontiersin.org/articles/10.3389/feduc.2021.667589[13] V. Born and C. Brock, “Writing for Social Sciences and Humanities: Bridge Programs and Improving Graduate Student Outcomes,” J. Polit. Sci. Educ., vol. 19, no. 3, pp. 371–385, Jul. 2023, doi: 10.1080
- Conference Session
- Fostering Diversity and Inclusion in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Amani Qasrawi, The University of Texas at San Antonio; Tulio Sulbaran, The University of Texas at San Antonio; Sandeep Langar, The University of Texas at San Antonio
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering Division(MIND)
, Engineering, and Mathematics. A Review of Literature,” Tomas Rivera Policy Institute, Apr. 2008. Accessed: Jan. 04, 2024. [Online]. Available: https://eric.ed.gov/?id=ED502063[3] NGCP, “The State of Girls and Women in STEM,” 2023. Accessed: Jan. 04, 2024. [Online]. Available: https://ngcproject.org/resources/state-girls-and-women-stem[4] A. Brem, P. M. Bican, and C. Wimschneide, Gender Differences in Technology and Innovation Management. De Gruyter Oldenbourg, 2020. Accessed: Jan. 22, 2024. [Online]. Available: https://www-degruyter- com.libweb.lib.utsa.edu/document/doi/10.1515/9783110593952/html[5] N. Huang, Y. Chang, and C. Chou, “Effects of creative thinking, psychomotor skills, and creative self-efficacy on engineering
- Conference Session
- Empowering Marginalized Voices in STEM: Perspectives and Initiatives
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Ulises Juan Trujillo Garcia, Arizona State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering Division(MIND)
Knowledge Among U.S.‐Mexican Households,” Anthropology & Edu Quarterly, vol. 23, no. 4, pp. 313–335, Dec. 1992, doi: 10.1525/aeq.1992.23.4.05x1582v.[18] M. Volman and J. ’t Gilde, “The effects of using students’ funds of knowledge on educational outcomes in the social and personal domain,” Learning, Culture and Social Interaction, vol. 28, p. 100472, Mar. 2021, doi: 10.1016/j.lcsi.2020.100472.[19] A. C. Barton and E. Tan, “Funds of knowledge and discourses and hybrid space,” J Res Sci Teach, vol. 46, no. 1, pp. 50–73, Jan. 2009, doi: 10.1002/tea.20269.[20] D. Verdín, J. M. Smith, and J. Lucena, “Funds of Knowledge as Pre-College Experiences that Promote Minoritized Students’ Interest, Self-Efficacy Beliefs, and Choice of
- Conference Session
- Fostering Diversity and Inclusion in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Royce A Francis, The George Washington University
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering Division(MIND)
to theSTEMcx Environmental Justice internship have implications for persistence in STEM (Grahamet al., 2013), pathways into engineering (Godwin & Kirn, 2020; Kirn & Benson, 2018), and self-efficacy (Newton et al., 2020). Rather, to motivate this research I rely on three anecdotalobservations I made during the 2022 pilot of the STEMcx Environmental Justice Internship.These anecdotes will make clear the critical need for phenomenological exploration of theexperiences of Black and underrepresented students in out-of-classroom engineering and scienceinternships and other pre-college work experiences.During the summer 2022 pilot environmental justice internship cohort, I had many opportunitiesto engage with the interns in informal
- Conference Session
- Empowering Diversity in Engineering Education: Strategies and Impacts
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Gabriella Coloyan Fleming; Christine Julien, University of Texas at Austin; Kiersten Elyse Fernandez, University of Texas at Austin
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering Division(MIND)
], entrepreneurship competitions[17], and peer-led leadership programs [18], contribute demonstrably to the development ofSTEM identity and subsequently to persistence and motivation to study engineering.Intentionally designed mentorship programs as well as research experiences for undergraduatestudents that happen outside of the core curriculum strengthen students’ engineering identity,including their confidence and self-efficacy to study engineering [35, 36]. Programs that buildcommunity among students construct a familial atmosphere that has been shown to be a catalystfor engineering identity building [37]. Platforms that allow students to share engineeringexperiences and build engineering portfolios, both connected to formal classroom work andoutside of