Displaying all 8 results
- Conference Session
- Women in Engineering Division Technical Session 4
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Andrea Nana Ofori-Boadu, North Carolina A&T State University; Dongyang Deng, North Carolina A&T State University; Cheryl Monique Stevens, North Carolina A&T State University; Kayla Gore; Iyshea Borders-Taylor, North Carolina A&T State University
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- Diversity
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- Women in Engineering
wereattributed to mastery experiences and positive emotional states as the maximum percentage ofgirls who used words related to the four Bandura self-efficacy categories were: masteryexperiences (86%); emotional states (62%); vicarious experiences (59%); and verbal persuasion(36%). The broader 18 emergent themes of girls’ learning experiences included knowledge,doing, national priorities, fun, emotions, sustainability, civic responsibility, mentors, arts, softskills, minority, and persistence. Most girls had positive learning experiences, with sometransitioning from ‘difficult’ to ‘easy’ as they gained mastery experiences. A few girls expresseddifficulty and discomfort with mathematics, measurements, equipment usage, and outdoorenvironments. The
- Conference Session
- Women in Engineering Division Technical Session 2
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Behzad Beigpourian, Purdue University, West Lafayette ; Matthew W. Ohland, Purdue University-Main Campus, West Lafayette (College of Engineering)
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- Diversity
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- Women in Engineering
the analysisFigure 1. Adaptation of the PRISMA flowchart for described search process [12] ResultsWe analyzed the remaining 18 articles that investigated race and gender in engineeringteamwork at U.S. institutions. Two of these articles studied race [13], [14], and ten paperswere related to gender [15]–[24]. Another six papers investigated both race and gender [25]–[30]. For better understanding papers’ results, we categorized them and each differentcategory describing one facet of teamwork covered by papers: collaboration, communication,leadership and self-efficacy, peer evaluation, perceptions of professors and students, teameffectiveness and outcome, and team formation. We extracted any
- Conference Session
- Women in Engineering Division Technical Session 4
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Kristina Rigden, California State Polytechnic University, Pomona; Mariappan Jawaharlal, California State Polytechnic University, Pomona; Nicole Gutzke, Cal Poly Pomona
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- Diversity
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- Women in Engineering
becoming a critical job skill of the future. When one learns coding, it can help lay out aplan, evaluate the methodology, troubleshoot problems, and implement a strategy. STEM Confidence Albert Bandura’s self-efficacy theory will be used to define STEM confidence. AlbertBandura’s self-efficacy theory is developed in the field of behavioral change and he states that“…cognitive processes mediate change but that cognitive events are induced and altered mostreadily by experience of mastery arising from effective performance” [11]. The mastery that arisesfrom this effective performance is defined as confidence. Confidence is the self-belief in people’scompetence or chance to successfully complete a task [12
- Conference Session
- Women in Engineering Division Technical Session 4
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Chaoyi Wang; Michael Frye, University of the Incarnate Word
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
,manufacturing, construction technology, aviation technology, and automotive technology [5].Moreover, Latinos, as the largest ethnic or racial minority group in the United States, suffer froma greater gender gap in STEM careers (more men than women) compared with Asians andAfrican Americans [6], [7]. These gender gaps in STEM interest and STEM-related careerssignal the need for broadening the participation of women and students of color in STEM fields[8]. There is mounting evidence of the impact of STEM enrichment programs on changingstudents’ attitudes toward STEM subjects, stimulating the interests of K-12 students, influencingstudents’ self-efficacy, improving retention for STEM in schools, and expanding students’ senseof STEM career options
- Conference Session
- Women in Engineering Division Technical Session 2
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Renee M. Desing, Ohio State University; Rachel Louis Kajfez, Ohio State University
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- Diversity
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- Women in Engineering
interactive relationship withindividual characteristics and situational conditions [20]. The individual characteristics of careermotivation theory are identified as (1) career identity, which is the relationship between one’scareer and identity, including the desire for upward mobility; (2) career insight, which is theperceptions of oneself and the organization, and how these perceptions are related to careergoals; and (3) career resilience, which is the resistance to career disruptions in less than optimalwork environment conditions, including self-efficacy, risk taking, and dependency [20]. Thesituational conditions include support for career development, opportunities and rewards,structure for goal setting, organizational flexibility, competitive
- Conference Session
- Women in Engineering Division Technical Session 5
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Keith J. Bowman, University of Maryland, Baltimore County; Sue Rosser, California State University System, Office of the Chancellor
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- Diversity
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- Women in Engineering
characterize STEM careers as unworthy of literate andcreative individuals [2]. Does she have a good point? During the last two decades substantial efforthas been expended towards reconciling developing students with what can be broadly defined asSTEM identities. Considerable recent research broadly on STEM identities [e.g. 3-21], includingseparate considerations of science, engineering and math identities, has focused on the identitiesof groups and intersectionalities underrepresented in STEM disciplines and careers. But, someresearch also suggests that merely inserting a STEM label, e.g. science or scientist, into adiscussion unleashes implicit biases of gender, race and ethnicity in middle school children [14].Surveys to assess self-efficacy and
- Conference Session
- PANEL: After #MeToo: What’s next for Women in the Engineering Workplace?
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Jennifer J VanAntwerp, Calvin College; Denise Wilson, University of Washington; Sandra D. Eksioglu, Clemson University; Joanna Wright, University of Washington
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- Women in Engineering
, Seattle. Her research interests in engineering education focus on the role of self-efficacy, belonging, and other non- cognitive aspects of the student experience on engagement, success, and persistence and on effective methods for teaching global issues such as those pertaining to sustainability.Dr. Sandra D. Eksioglu, Clemson University Sandra D. Eksioglu is an Associate Professor of Industrial Engineering Department at Clemson Univer- sity. She received her Ph.D. in Industrial and Systems Engineering at the University of Florida in 2002. Sandra’s research interests are in operations research with applications in supply chain, transportation systems, and energy systems.Joanna Wright, University of Washington
- Conference Session
- Women in Engineering Division Poster Session
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Courtney S. Green P.E., University of North Carolina in Charlotte; Sandra Loree Dika, University of North Carolina, Charlotte; April C Smith, University of North Carolina, Charlotte
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- Diversity
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- Women in Engineering
to experience nurturing environments and reported higher levels of self-efficacy, content interest, and support than their peers at PWIs [8], [12]. Institutions with higherrates of persistence and graduation rates with STEM underrepresented minority students, reportincreased student involvement on campus, have welcoming environments, and encouragemeaningful connections with faculty, which are all factors in fostering social-belonging [8].Understanding how high-performing institutions create environments of social belonging and asense of belonging can provide a plan to increase rates of success and degree completion forminority engineering students.Evidence indicates that there is a relationship between campus involvement