Conference Session

Student Division Technical Session 5: Self- Efficacy

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xinyi Ma, University of Toronto; Janet Lam, University of Toronto

Tagged Divisions

Student Division (STDT)

still suggested to apply parametric tests if both groupshave sample sizes larger than n=15 even when some test assumptions are not met [16].When data collection from the mid-term and end-of-course surveys are completed, we propose touse two-way mixed ANOVA to measure how the two groups of students’ programming attitudesand self-efficacy evolve over the semester. Ordinal logistic regression might also be conducted totake more factors that could affect attitudes and efficacy levels into account. Besides, qualitativeanalysis will also be performed on the courses they have taken and the courses they think thathave prepared them for the lab activities to provide additional information on the findings.ResultsAccording to the survey data, previous

Conference Session

Student Division Technical Session 5: Self- Efficacy

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jeffrey Luke Morrison, University of South Florida; Chris S Ferekides, University of South Florida; Dhinesh Balaji Radhakrishnan, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

Paper ID #44125Examining Imposter Syndrome and Self-Efficacy Among Electrical EngineeringStudents and Changes Resulting After Engagement in Department’s RevolutionaryInterventionsMr. Jeffrey Luke Morrison, University of South Florida Jeffrey Luke Morrison is an undergraduate student pursuing his bachelors in Electrical Engineering at the University of South Florida with focuses in wireless circuits and nano-scale systems. He is an IEEE member and also a member of the USF Honor’s College. In addition to pursuing his EE degree, he is also pursuing a BS in Quantitative Economics and Econometrics.Dr. Chris S Ferekides, University

Conference Session

Student Division Technical Session 5: Self- Efficacy

Collection

2024 ASEE Annual Conference & Exposition

Authors

Karen Elizabeth Nortz, Cornell University; Allison Godwin, Cornell University; Linda DeAngelo, University of Pittsburgh; Danielle V. Lewis; Kevin Jay Kaufman-Ortiz, Purdue University; Charlie Díaz, University of Pittsburgh; Carlie Laton Cooper, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

Their Own Words: How Aspects of Engineering Education Undermine Students’ Mental Health,” in 2022 ASEE Annual Conference & Exposition Proceedings, Minneapolis, MN: ASEE Conferences, Aug. 2022, p. 40378. doi: 10.18260/1-2–40378.[33] N. Mamaril, E. Usher, C. Li, D. Economy, and M. Kennedy, “Measuring Undergraduate Students’ Engineering self‐efficacy: A validation study,” J. Eng. Educ., vol. 105, no. 2, pp. 366–395, Apr. 2016, doi: 10.1002/jee.20121.[34] K. J. Jensen and K. J. Cross, “Engineering stress culture: Relationships among mental health, engineering identity, and sense of inclusion,” J. Eng. Educ., vol. 110, no. 2, pp. 371–392, Apr. 2021, doi: 10.1002/jee.20391.[35] S. Farrell, A. Godwin

Conference Session

Student Division Technical Session 5: Self- Efficacy

Collection

2024 ASEE Annual Conference & Exposition

Authors

David Myers, Rowan University; Matthew Currey, Rowan University; Luciano Miles Miletta, Rowan University; Darby Rose Riley, Rowan University; Kaitlin Mallouk, Rowan University

Tagged Divisions

Student Division (STDT)

Paper ID #42380The Effect of Ego Network Structure on Self-efficacy in Engineering StudentsDavid Myers, Rowan UniversityMatthew Currey, Rowan UniversityLuciano Miles Miletta, Rowan UniversityDarby Rose Riley, Rowan University Darby Riley is a doctoral student of engineering education at Rowan University. She has a special interest in issues of diversity and inclusion, especially as they relate to disability and accessibility of education. Her current research is focused on the adoption of pedagogy innovations by instructors, specifically the use of reflections and application of the entrepreneurial mindset. Her previous

Conference Session

Student Division (STDT) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Vivian H Nguyen, City Colleges of Chicago ; Anthony Jesus Blanco, City Colleges of Chicago; Andrew Steppan, City Colleges of Chicago; Juan Munoz, City Colleges of Chicago ; Guadalupe Pina-Castillo, City Colleges of Chicago; Shlesha Patel, City Colleges of Chicago; Melvin Cabrera, City Colleges of Chicago; Tobias Wimmer; Doris J. Espiritu, City Colleges of Chicago

Tagged Divisions

Student Division (STDT)

organizations including the Society of Women Engineers(SWE), the Society of Hispanic Professional Engineers (SHPE), the Society of Asian Scientists andEngineers (SASE), the National Society of Black Engineers (NSBE) and ten times Outstanding ChapterAwardee, the American Chemical Society-Wright College Chapter. Doris promotes collaboration betweenK-12 schools, other community colleges, 4-year institutions, non-profit organizations, and industries.Doris’ current research is to design and implement practices that develop Community of Practice (CoP),Professional Identity, and Self-Efficacy to increase diversity in Engineering and Computer Science and tostreamline transfer from community colleges to 4-year institutions. ©American

Conference Session

Student Division (STDT) Technical Session 1: Student Success and Mentoring

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kathryn Christopher, Grand Valley State University and Western Michigan University; C.J. Witherell, Grand Valley State University; Aziz Gram Sarhan

Tagged Divisions

Student Division (STDT)

1980s.THE SMART goal framework, published by George Doren, states that goals should be Specific,Measurable, Attainable, Realistic, and Timely [17]. This overlaps with Latham and Locke’s goal-setting theory but is much more detailed and seems to diverge from their suggestion that goals bedifficult, rather than stating that goals should be both attainable and realistic instead of lofty ordifficult. If we are to follow Bandura’s self-efficacy model, students need “mastery experiences,”which should be somewhat challenging but attainable. The ideal degree of difficulty is likelyindividualistic, but the experience itself can be small or large.Several papers have noted the effect of goal setting on students and engineers [16-22]. However,only two papers

Conference Session

Student Division (STDT) Technical Session 5: Motivation and Support for Success

Collection

2023 ASEE Annual Conference & Exposition

Authors

D'Andre Jermaine Wilson-Ihejirika, University of Toronto, Canada; Qin Liu, University of Toronto, Canada; Joanna Meihui Li, University of Toronto, Canada; Mustafa Nisar, University of Toronto, Canada; Jiawen Lin, University of Toronto, Canada

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

SystemsTheory recognizes that variation in individuals’ development “exists across time within contexts,and across contexts within time;” as a result, “differences in time and place constitute vitalcontributors to plasticity across the life span” [13]. Given the variations by time and place, weexpect a diverse range of pathways of individuals who are on their way to the engineeringprofession.The Social Cognitive Career Theory (SCCT) [14] posits that one’s learning experiences caninfluence their self-efficacy and outcome expectations, which in turn influences their interests,goals and, ultimately, career choice actions; these learning experiences are affected by personinputs (such as predispositions, gender and race) and contextual affordances (such as

Conference Session

Student Division (STDT) Technical Session 2: Student Success and Resources

Collection

2023 ASEE Annual Conference & Exposition

Authors

Katherine Drinkwater, Duke University; Karis Boyd-Sinkler, Duke University; Rebecca Simmons, Duke University

Tagged Divisions

Student Division (STDT)

institution in theSoutheast United States. Given the exploratory nature of the study, a novel survey tool wascreated that focused on: residual time, club participation, design skills before and after clubparticipation, design self-efficacy, and demographic information, see Appendix A. This researchstudy was approved by the IRB at Duke University (protocol #2023-0178). 1) Survey DesignFor the purpose of transparency, we defined engineering clubs as a subset of clubs whosemembership is primarily engineers, the subject matter is technical, and/or they are a pre-professional organization for engineers. The engineering school at Duke University gives clubsthis designation. We divide engineering clubs into three categories: competition design teams

Conference Session

Student Division Technical Session 7: Teaching and Learning Practices

Collection

2024 ASEE Annual Conference & Exposition

Authors

Caroline Cresap, Louisiana Tech University; Ashtyne Klair Monceaux; David Hall, Louisiana Tech University; Krystal Corbett Cruse, Louisiana Tech University

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

to selectedstudents. In addition to the scholarship funds, S-STEM programs offer additional activities andresources [1]-[4]. For example, Southern Methodist University provided their S-STEM studentswith weekly seminars and block scheduling which positively impacted the students and theirability to excel academically. While various academic and support resources are included in theimplementation of the S-STEM Program discussed here, this paper’s focus is the impact ofweekly lunches on our students.Student retention is typically influenced by feelings of self-efficacy and inclusion in engineeringspaces [5]-[6]. Reasons for attrition include classroom and academic climate, grades andconceptual understanding, self-efficacy and self-confidence

Conference Session

Student Division (STDT) Technical Session 5: Motivation and Support for Success

Collection

2023 ASEE Annual Conference & Exposition

Authors

Philippa Eshun; Kacey Beddoes, San Jose State University

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

organizational success. Given that the majority of engineeringgraduates have only extensively been in the educational system [15], it is vital to identifyapproaches that allow them to better thrive in the workplace. Katz found that engineering studentswho had directly engaged with the professional engineering environment through interviews, co-op assignments, and seminars had “expectations [of their workplace responsibilities]…that muchmore closely matched the expectations of the professionals than…the students who had not”engaged with the professional world [29]. Similarly, problem-based learning through a capstonedesign course was shown to increase software engineering students’ confidence in their technicalabilities and improve their self-efficacy

Conference Session

Student Division (STDT) Technical Session 6: Underserved Student Experiences

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anastasia M. K. Schauer, Georgia Institute of Technology; August Kohls, Carnegie Mellon University; Katherine Fu, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

Retention Problem and Gauging Interest in Interdisciplinary Integration into Undergraduate CurriculumAbstractUnderrepresented minorities (URMs) leave the engineering field at a rate significantly higherthan average. Researchers conclude that low self-efficacy, lack of support, and hostile andbenevolent discrimination are contributing causes. We contend that URMs’ lack of retention inengineering is due to a push by these causes, as well as a pull towards fields that more closelyalign with their identity. To explore further, a Qualtrics survey instrument was developed tounderstand the experiences of people who have fully or partially left the engineering field. Wesurveyed 47 URM and 38 non-URM participants at

Conference Session

Student Division (STDT) Technical Session 1: Student Success and Mentoring

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ibukun Samuel Osunbunmi, Utah State University; Ning Fang, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

, doi: 10.1111/jcal.12130.[9] C. J. Fong et al., “Meta-Analyzing the Factor Structure of the Learning and Study Strategies Inventory,” The Journal of Experimental Education, pp. 1–21, Jan. 2022, doi: 10.1080/00220973.2021.2021842.[10] M. K. Khalil, S. E. Williams, and H. G. Hawkins, “The Use of Learning and Study Strategies Inventory (LASSI) to Investigate Differences Between Low vs High Academically Performing Medical Students,” Medical Science Educator, vol. 30, no. 1, p. 287, Mar. 2020, doi: 10.1007/s40670-019-00897-w.[11] J. Broadbent, “Academic success is about self-efficacy rather than frequency of use of the learning management system,” Australasian Journal of Educational Technology, vol. 32

Conference Session

Student Division (STDT) Technical Session 1: Student Success and Mentoring

Collection

2023 ASEE Annual Conference & Exposition

Authors

Duncan H. Mullins, State University of New York, Buffalo ; AraOluwa Adaramola, Purdue University, West Lafayette

Tagged Divisions

Student Division (STDT)

. F. Tang, and A. Y. N. Cheng, “Preservice teacher education students’ epistemological beliefs and their conceptions of teaching,” Teach. Teach. Educ., vol. 25, no. 2, pp. 319–327, Feb. 2009, doi: 10.1016/j.tate.2008.09.018.[18] H.-J. Kim and S. Im, “Preservice Physics Teachers’ Beliefs about Learning Physics and Their Learning Achievement in Physics,” Asia-Pac. Sci. Educ., vol. 7, no. 2, pp. 500–521, Dec. 2021, doi: 10.1163/23641177-bja10038.[19] B. Baki̇ oğlu, “Teacher candidates’ teaching-learning conceptions and self-efficacy in organizing out-of-school trips: The mediating role of lifelong learning,” Res. Pedagogy, vol. 11, no. 2, pp. 483–500, 2021, doi: 10.5937/IstrPed2102483B.[20] D. Hardjito, “The Use of

Conference Session

Student Division Technical Session 1: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Noor Aulakh, Rowan University; JoyLynn Torelli, Rowan University; Alexandria Ordoveza, Rowan University; Darby Rose Riley, Rowan University; Kaitlin Mallouk, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

Retention Model Based on Factors that Most Influence Student Success,” Journal of the Scholarship of Teaching and Learning, vol. 21, no. 1, Art. no. 1, May 2021, doi: 10.14434/josotl.v21i1.30273.[17] S.S. Whorton, "Academic self-efficacy, academic integration, social integration, and persistence among first-semester community college transfer students at a four-year institution" (Doctoral dissertation, Clemson University), 2009.[18] L. C. Freeman, "Social Network Analysis: Definition and History," Encyclopedia of Psychology, vol. 7., A. E. Kazdin, Ed., New York, NY, US: Oxford University Press, 2000, pp. 350-351.[19] A. Erkan, "Effects of social capital on academic success: A narrative synthesis

Conference Session

Student Division Technical Session 7: Teaching and Learning Practices

Collection

2024 ASEE Annual Conference & Exposition

Authors

Isabel A Boyd, University of Tennessee, Knoxville; Kaitlyn Anne Thomas, University of Nevada, Reno; Marie C. Paretti, Virginia Polytechnic Institute and State University; Kelly J Cross, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

. Differences in self- efficacy among women and minorities in stem. Journal of Women and Minorities in Science and Engineering, 21(1), 2015.[20] Francesca Dupuy, Elliot P Douglas, and Paul G Richardson. Isolation, microaggressions, and racism: Black engineers in technology companies. In 2018 ASEE Annual Conference & Exposition, 2018.[21] Ebony O McGee and Danny B Martin. “you would not believe what i have to go through to prove my intel- lectual value!” stereotype management among academically successful black mathematics and engineering students. American Educational Research Journal, 48(6):1347–1389, 2011.[22] Thomas F Pettigrew. Intergroup contact theory. Annual review of psychology, 49(1):65–85, 1998.[23] John F Dovidio

Conference Session

Student Division (STDT) Technical Session 4: Minoritized Student Experiences

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mei-Yun Lin, University of Illinois, Urbana-Champaign; Hsinju Chen, University of Illinois, Urbana-Champaign; Holly M. Golecki, University of Illinois, Urbana-Champaign; Leah Espenhahn; Erin Marie Raftery; Alyssa Huang; Mayura Kulkarni

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

Culture in US Higher Education: Navigating Experiences of Exclusion in the Academy. Routledge, 2022.[17] J. Maloy, M. B. Kwapisz, and B. E. Hughes, “Factors influencing retention of transgender and gender nonconforming students in undergraduate stem majors,” CBE—Life Sciences Education, vol. 21, no. 1, p. ar13, 2022. [Online]. Available: https://doi.org/10.1187/cbe.21-05-0136[18] E. Kersey and M. Voigt, “Finding community and overcoming barriers: Experiences of queer and transgender postsecondary students in mathematics and other STEM fields,” Mathematics Education Research Journal, pp. 733–756, 12 2021. [Online]. Available: https://doi.org/10.1007/s13394-020-00356-5[19] J. A. Miles and S. E. Naumann, “Science self-efficacy in