Displaying all 14 results
- Conference Session
- Women in Engineering Division Technical Session 2
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Suzanne Zurn-Birkhimer, Purdue University, West Lafayette (College of Engineering); Mayari I. Serrano, Purdue Polytechnic Institute; Rachel Ann Baker
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
personal impact of the conferenceand included questions related to conference usefulnesses, self-esteem, self-efficacy, and programlogistics, as well as feedback about the overall conference experience. The Heatherton and Polivy 11State Self-Esteem Scale (SSES) was specifically designed to measure state self-esteem, which isdefined as the temporary fluctuations in self-esteem. The SSES is generally considered to be astable qualitative measure that is psychometrically sound and valid in laboratory, classroom, andclinical settings 11 . Table 1 lists the 14 questions from the SSES utilized by this study to measurethe self-esteem subcategories of academic performance (seven questions) and social confidence(seven questions). A 5-point Likert scale was
- Conference Session
- Women in Engineering Technical Session
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Andrea Nana Ofori-Boadu, North Carolina A&T State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
Paper ID #21489Improving Middle-School Girls’ Knowledge, Self-Efficacy, and Interests in’Sustainable Construction Engineering’ through a STEAM ACTIVATED! pro-gramDr. Andrea Nana Ofori-Boadu, North Carolina A&T State University Dr. Ofori-Boadu is an Assistant Professor with the Department of Built Environment at North Carolina A & T State University. Her research interests are in bio-modified cements, sustainable development, and STEM education. Dr. Ofori-Boadu has served in various capacities on research and service projects, including Principal Investigator for two most recent grants from the Engineering Information
- Conference Session
- Women in Engineering Division Technical Session 6
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Laura K Alford, University of Michigan; Valeria Bertacco, University of Michigan
- Tagged Divisions
- Women in Engineering
example, student agreement/disagreement with “I believe that other students in computerprogramming courses will be welcoming of me” could have a disproportionately large effect onthe number of women deciding to major in computer science/computer engineering.After improving the survey process based on recommendations from the initial study, weembarked on a 5 year program to gather data and assess the gender differences in two sequentiallarge programming courses. Our overarching research question is: Do women and men show astatistically significant difference in their perceptions of their abilities and learning environmentas measured by self-efficacy, intimidation by programming, and feelings of inclusion?This paper will present the first set of
- Conference Session
- Women in Engineering Division Technical Session 2
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Madison E. Andrews, University of Texas, Austin
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
include 1 mixed-method, 6 qualitative and 6quantitative studies. The sample sizes ranged from 4 to 15,771. All the sources included werepeer-reviewed and framed as research studies, rather than as practitioner papers. Additionally,the quality of each of these studies was systematically assessed. The full texts of the 13remaining qualifying studies were then examined and coded to reveal themes within the existingbody of knowledge.DiscussionAlthough the total number of publications examined was quite small, clear trends existed in thedata collected. The majority of articles measured students’ confidence or some form of self-efficacy in the classroom or the workplace. The quantitative studies measured a variety ofoutcomes, but almost never found
- Conference Session
- Women in Engineering Division Technical Session 5
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Kristin E. Sherwood, Stony Brook University; Angela M Kelly, Stony Brook University; Monica Bugallo, Stony Brook University
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
TransitionAbstractPeer mentoring has been shown to be an effective means of improving the retention of women inengineering, but few studies have explored the impact of participation on the development of theleadership abilities of undergraduate women. Transitioning to a leadership mentality as a peermentor has the potential to foster self-efficacy in science, technology, engineering, andmathematics (STEM) and socially stable academic relationships that may be replicated in post-graduate study and/or the workplace. This one-year study explored the experiences of junior andsenior female students in STEM majors (N=11) serving as mentors to first-year students in theWomen in Science and Engineering Honors Program (WISE) at Stony Brook University, a largeresearch
- Conference Session
- Women in Engineering Division Technical Session 2
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Malle R Schilling, University of Dayton; Margaret Pinnell, University of Dayton
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
,engineering, and math (STEM) a function of objectively measured math competencies. Second,students are more likely to select math and science courses when they are confident in theirability to do well in these courses. In other words, students with greater self-efficacy in scienceand math are more likely to choose these courses. Third, the value a student places on particularschool subjects are important for their career trajectory. Finally, the perception of strong socialsupport for achievement is vital when a student is considering a career choice, which isparticularly true for females [7].Through the use of implicit and self-report measure, it was found that elementary school femalessupported the stereotype that math is for males, demonstrating
- Conference Session
- Women in Engineering Division Technical Session 5
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Jennifer A Gatz, Stony Brook University ; Angela M Kelly, Stony Brook University; Monica Bugallo, Stony Brook University
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
be measured in terms of gradeperformance and intellectual development during the college years [22]. While ability has beenpositively associated with college persistence, commitment to the goal of completion is the mostinfluential factor in determining persistence [22]. A feeling of success and congruence in theacademic environment may lead to increased motivation to study, which may lead to betterperformance, increased academic self-efficacy, and institutional commitment [23]. Learningcommunities are a way to combine academic and social aspects of an institution to help increaseacademic performance and retention, particularly in the transition from high school to college[24]. Learning communities that include mentoring encourage personal
- Conference Session
- Women in Engineering Division Technical Session 4
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Angela M Kelly, Stony Brook University; Doreen Aveni, Stony Brook University; Monica Bugallo, Stony Brook University
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
uniqueresearch experiences must be identified for 100 students in laboratories across campus.Furthermore, the arrangement of internships depends upon strengthening and expanding thenetwork of regional industries, companies, and health services organizations. This requiresconsiderable work, however, our extensive faculty network and alumni have been supportive inproviding resources and opportunities for current WISE students.Preliminary FindingsTo measure the effectiveness of the new WISE curriculum in meeting its goals, incomingfreshmen (N = 58) were surveyed at the end of the fall semester in 2017. Baseline data werecollected to explore the following research question: How does participation in the WISEcurriculum impact students’ self-efficacy, career
- Conference Session
- Women in Engineering Division Technical Session 1
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Jennifer Blue, Miami University; Amy Summerville, Miami University; Brian P. Kirkmeyer, Miami University; Brielle Nikole Johnson
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
mindset, self-efficacy,and on the regrets that they may feel after they take their first exam. These measures of self-perception often have enough of an effect on students that they affect student performance andpersistence in a major and, sometimes, in a career.A. Mindset People can have either fixed or growth mindsets. Someone with a fixed mindset believesthat intelligence is both stable and uncontrollable, while someone with a growth mindsetbelieves that intelligence can improve [3]. Students with fixed mindsets may interpret one lowexam grade as evidence that they are not smart enough to learn the material in a course, whilethose with growth mindsets are more likely to keep trying to learn. Consequently, people with1 Miami
- Conference Session
- Women in Engineering Division Technical Session 6
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Vemitra M White, Mississippi State University; Sarah B. Lee, Mississippi State University; Litany H Lineberry, Mississippi State University; Jessica Ivy, Mississippi State Universitt; C. Danielle Grimes, Mississippi State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
Women in MississippiAbstractThe NSF INCLUDES Mississippi Alliance for Women in Computing (MSAWC) strives to:generate interest and participation of women in computing; improve recruitment and retentionrates of women in undergraduate computing majors; and help post-secondary women make atransition to the computing workforce. Activities designed to engage girls and young womenwith computing, emphasizing computational thinking and cybersecurity knowledge andawareness, and to illuminate a pathway forward are hosted and facilitated through Alliancepartnerships.The authors will describe a project-based approach to facilitating learning among K-12 students.By engaging students at an early age, we believe we can promote the development of self-efficacy
- Conference Session
- Women in Engineering Division Technical Session 7
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Pradeep Kashinath Waychal, Western Michigan University; Charles Henderson, Western Michigan University ; Daniel Collier, Western Michigan University
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
retention of only women students. The latter tracksindividual students and indicates women retention for freshmen students to be in the range of 80-97%, and for sophomore students to be in the range of 82 to 89%; these retention numbers are onthe higher side as compared to the normally reported numbers. One study22 comments on the intention of retention of students in the first year, whichwas found to be lower in the case of women students. Some researchers have documented 41women underestimating their performance, which may increase their intention to quit. Manyresearchers42,15,43, 44 point out lower self-efficacy of women students and its impact on theretention45,35. Four studies indicate higher retention of men students 16,20,25,35
- Conference Session
- Women in Engineering Division Technical Session 5
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Jessica Ohanian Perez, California State Polytechnic University, Pomona
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
StudyLooking at the leaky pipe has not made significant progress towards understanding all thedimensions of the problem. Women are not and have not entered or persisted in engineering.There is not one single factor that can be pointed to in order to explain why women are notreceiving undergraduate engineering degrees. Previous explanations offered by the field havefocused on student characteristics or looked at a single dimension. The interaction of curriculum,the field, subjective grading scales, unrealistic demands, and declining self-efficacy cannot beseparated from each other. A more complete picture needs to be formulated. The purpose of thisstudy is to understand the social, structural and curricular constraints on the field of engineeringand
- Conference Session
- Women in Engineering Division Technical Session 1
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Henriette D. Burns, Washington State University, Vancouver; Sean Palmer Marquardt Rice, Washington State University, Vancouver
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
United States National Science Foundation (NSF) because the problems of the future weredeemed to be complex and required interdisciplinary study. Others think STEM was coined byNASA as SEM with the “T” added because it sounds better.Because this complexity is pervasive at every stage, most STEM research is focused on oneaffective construct (such as motivation, attitude, interest, self-efficacy) in a single STEM area[12]-[15]. And consequently, few if any instruments exist to capture STEM as multi-constructsand none in multiple STEM areas [16]. Currently few existing instruments fully capture thebreadth and complexity of the STEM disciplines. For example, in 2012, Minner, Ericson, Wuand Martinez [17] reported half of the cognitive assessment
- Conference Session
- Women in Engineering Division Technical Session 5
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Tyler Byrne Cole, Northeastern University; Emma Kaeli, Northeastern University; Bradley Joseph Priem, Northeastern University; Caroline Ghio, Northeastern University; Paul A. DiMilla, Northeastern University; Rachelle Reisberg, Northeastern University
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
student’s self-efficacy beliefs [24], is itpossible that exposure to SI prior to college has a measurable effect during the freshman year ofcollege and beyond? This question brings up an important follow-up: what role does genderhave, if any, in these effects?Study contextTo learn more about the impact of prior experience with SI and the effect of perceptions andattitudes towards utilization of SI and course subject, data for students enrolled in a requiredfirst-semester general chemistry course for engineering students during the fall 2016 semester atNortheastern University were collected and analyzed. Lecture sections of 70-120 students,meeting three times weekly in 65-minute blocks, were taught by an instructor. These lecturesalso were divided