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Enhancing Engineering Self-Efficacy in Community College Students Through Workshop Implementation

Conference Session
Two-Year College Division (TYCD) Technical Session 3: Identity and Achievement
Collection
2025 ASEE Annual Conference & Exposition
Authors
Paulina Z. Sidwell, McLennan Community College; April K. Andreas, East Texas A&M University; Michelle Pettijohn Powell, Waco Independent School District
Tagged Topics
Diversity
Tagged Divisions
Two-Year College Division (TYCD)
final Engineering Skills Self-EfficacyScale [1]. This scale measures self-efficacy in three key areas: experimental, tinkering, anddesign. The survey will be administered again at the end of each of the following five subsequentsemesters to track changes in self-efficacy based on workshop utilization for various courses’projects.BackgroundWhile it’s widely recognized that nearly half of students who graduate from four-yearuniversities start their education at community colleges [2], the numbers are notably lower forengineering students. Only 43% of engineering graduates have attended a community college,and just 13% have earned an associate degree [3]. Community colleges also enroll a higherpercentage of underrepresented minority groups, with
Relevance Score: 4.3508015

Bridging Gaps and Building Pathways to Increase Transfer through Data-Driven, Innovative, and Evidence-Based Strategies at Community College

Conference Session
Two-Year College Division (TYCD) Technical Session 2: Student Success and Support
Collection
2025 ASEE Annual Conference & Exposition
Authors
Doris J. Espiritu, City Colleges of Chicago; Russell R. Ceballos, Wilbur Wright College - City Colleges of Chicago; Ruzica Todorovic, Wilbur Wright College - One of the City Colleges of Chicago
Tagged Topics
Diversity
Tagged Divisions
Two-Year College Division (TYCD)
necessary to success in their careers. The course provides an excellent first-yearexperience, measures belonging and self-efficacy to the engineering profession, increasesstudents’ confidence in their professional goals, as well as tracks the success of engineeringstudents.III. RESULTS1. Contextualized BridgeIn 2022, the qualitative and quantitative outcomes of the first Bridge cohort were assessed throughsurveys and case study interviews supplemented with retention, persistence, transfer, and degreecompletion rates.[17] The outcomes showed that the established framework overwhelminglyincreased belonging and self-efficacy. All participants who completed the Bridge eliminated up totwo years of math remediation, and 54% were directly placed in
Relevance Score: 0.080380574

Fostering Success in Transfer Engineering Students: The Role of the EMPOWER Program Activities and Support Services

Conference Session
Two-Year College Division (TYCD) Technical Session 2: Student Success and Support
Collection
2025 ASEE Annual Conference & Exposition
Authors
Saharnaz Baghdadchi, University of California, San Diego; Karcher Morris, University of California, San Diego; Bill Lin, University of California, San Diego
Tagged Divisions
Two-Year College Division (TYCD)
Participants, while those who selected Never and Rarely were categorizedas Non-Participants.In addition to participation frequency, the survey included Likert scale questions aimed atmeasuring motivation and sense of belonging. The Motivation Questionnaire II (SMQ-II) [16]was used to assess underlying aspects of motivation, including self-determination, intrinsicmotivation, career motivation, and goal motivation. The New General Self-EfficacyQuestionnaire [17] was used to measure the additional motivation factor, self-efficacy. Threequestions designed by our team were used to assess students’ sense of belonging: I feel acceptedat UC San Diego, I feel comfortable at UC San Diego, and I feel supported at UC San Diego.These questions were designed to
Relevance Score: 0.0656565

Approaches for Efficiently Identifying and Characterizing Student Need Assessments in Two-Year Colleges

Conference Session
Two-Year College Division (TYCD) Technical Session 2: Student Success and Support
Collection
2025 ASEE Annual Conference & Exposition
Authors
John Krupczak Jr, Hope College; David R Brown; Amy B Chan Hilton, University of Southern Indiana
Tagged Topics
Diversity
Tagged Divisions
Two-Year College Division (TYCD)
of these affective characteristics include a growth mindset,STEM identity, a sense of belonging, and academic self-efficacy. It can be helpful to characterizethese for a particular population of students. Interventions such as research participation,tutoring, or internships can then be more readily identified, which might help to improve thesefeelings and attitudes among the students, leading to greater success in STEM retention anddegree completion.It is possible to quantify some of these student beliefs and attitudes through validated instrumentsthat have been developed to measure specific characteristics. These instruments frequently takethe form of survey-like questions that can be given to students. These instruments can be used
Relevance Score: 0.059269495

Examining an NSF S-STEM Community College program through an Identity Lens

Conference Session
Two-Year College Division (TYCD) Technical Session 3: Identity and Achievement
Collection
2025 ASEE Annual Conference & Exposition
Authors
Jan Edwards, College of Lake County; Ana Mazilu, College of Lake County
Tagged Topics
Diversity
Tagged Divisions
Two-Year College Division (TYCD)
self-efficacy and senseof belonging for Engineering and Computer Science (ECS) students using the campusmakerspace as a central hub for cohort activities. The scholars received financial assistance eachsemester, intentional advising, mentoring and transfer support. Weekly study hall/tutoringsessions were made available to all ECS students and were strongly encouraged for the scholars.In addition, scholars were advised to complete the Introduction to Engineering course whichemphasizes research on engineering disciplines, team building activities, academic planning andinternship preparation.Reviewing the academic outcomes of these scholars compared to other ECS students from springof 2020 to spring of 2024 demonstrates the positive impact of the
Relevance Score: 0.026506126

Increasing Junior Level Standing at 4-year Aerospace, Mechanical and Civil Engineering Programs through Community College Transfer Credit Transparency

Conference Session
Two-Year College Division (TYCD) Technical Session 1: Transfer Pathways
Collection
2025 ASEE Annual Conference & Exposition
Authors
Lisa Lampe, University of Virginia; Natasha Smith P.E., University of Virginia
Tagged Divisions
Two-Year College Division (TYCD)
-transfer effort to create a transfer-receptive culture, the MAEdepartment engaged in a university-wide initiative to improve undergraduate experiences inSTEM which includes taking stock of current performance metrics (grades, matriculation rates)and student perceptions such as belonging and self-efficacy, and then engaging in projects toimprove outcomes across all populations. For transfer students, we identified a concern over thegrade differential between transfer students and first-time, first year students. In addition, fromstudent survey data, we found that transfer students spend less time with extracurricular activitiesbut have a more positive experience from academic advising. In MAE, all faculty serve asacademic advisors for
Relevance Score: 0.020809313