Displaying all 4 results
- Conference Session
- Two-year College Division: Authors Address Transfer Matters-Part I
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Carl Whitesel, Mesa Community College; Adam R. Carberry, Arizona State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Two Year College Division
c American Society for Engineering Education, 2015 Measuring Community College Student’s Self-Efficacy toward Circuit AnalysisIntroductionDC circuit analysis has been identified in the literature as being particularly difficult for studentsto learn1,2,3. Research on the difficulties students face regarding this topic focuses solely on 4-year university students, which neglects students studying this topic in alternative institutionslike community colleges. The one common link between research on university and communitycollege students is self-efficacy. This is rooted in the fact that many strategies to increasestudent interest, achievement, retention and persistence in both engineering and
- Conference Session
- Two-year College Division: Authors Address Transfer Matters-Part I
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Carl Whitesel, Mesa Community College; Adam R. Carberry, Arizona State University
- Tagged Divisions
- Two Year College Division
strategiesintended to increase student interest, achievement and persistence in engineering are based onincreasing self-efficacy, which is a better predictor of those outcomes2,3.A logical starting point for examining this topic as it relates to community college students is toexamine the relationships between conceptual knowledge of DC circuit analysis with self-efficacy for circuit analysis. An instrument was created to measure the relationship betweenself-efficacy for and conceptual knowledge of DC circuit analysis. The instrument was a three-tiered concept-inventory that included: Tier 1: Multiple choice assessment of understanding related to a DC analysis concepts. Tier 2: Multiple choice question regarding subjects’ reasoning for
- Conference Session
- Two-year College Division: Authors Address Transfer Matters-Part I
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Tanya Karam-Zanders, Louisiana State University; Dina Acklin, Louisiana State University; Sarah Cooley Jones, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Two Year College Division
project. Importantly, thisscholarship program aims to increase the number of engineers in the state and nation, reachingout to those students who have an interest in the field but who are unable to pursue the educationnecessary to acquire a degree.IntroductionIn order to understand the unique needs of the transfer student, an intensive questionnaire wasdeveloped to assess the Pathway to Success program effectiveness. The questionnaire has severalcomponents, including: demographic information, beliefs about self-efficacy in engineering,anticipated and experienced hurdles throughout the program, and scholarship programassessment. Many of the questions posed aimed to better understand the distinctive challengesfaced by transfer students so that the
- Conference Session
- Two-year College Division: Authors Address Transfer Matters-Part I
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Sarah Cooley Jones, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Two Year College Division
were two questionnaires administered in fall 2012, spring2013, fall 2013, and spring 2014: one for the Current pathway scholars and one for the potentialtransfer students who attended Shadow Day (the Anticipating students). Both questionnairesassessed demographic information and information regarding their choice and feelings forchoosing engineering as a career. The questionnaires also assessed any hurdles they expect toface by transferring to LSU or continuing in the program. The responses to these questions werecompared between the two groups to determine potential effects of actually transferring to LSU.The results from the self-efficacy questions suggests that anticipating students rated this more Table 4. The cumulative GPA’s for