Displaying all 13 results
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- Women in Engineering Division Technical Session 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Christine Delahanty, Bucks County Community College ; Jason Silverman, Drexel University
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- Diversity
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- Women in Engineering
Paper ID #33241Creative Self-Efficacy of Undergraduate Women Engineering MajorsDr. Christine Delahanty, Bucks County Community College Dr. Delahanty is the Area Coordinator of Science and Engineering, and Professor of Engineering and Physics at Bucks County Community College (Bucks). She worked as an electrical engineer at General Electric Co. for nine years in both military and commercial communication satellite operations. Her research interests include investigating creativity within STEM education as a factor in cultivating diver- sity. She establishes technical, college level, programs of study for modernized
- Conference Session
- Women in Engineering Division Technical Session 9
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- 2021 ASEE Virtual Annual Conference Content Access
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- Susan J. Ely, University of Southern Indiana
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- Diversity
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- Women in Engineering
retainingwomen engineering students? Do the virtual measures foster the same levels of self-efficacy inwomen engineering students as the previously offered face-to-face interactions? Do womenengineering students feel additional isolation from their peer group and perhaps question theircareer path when faced with an increased amount of online presence and the removal of criticalprograms aimed at increasing retention?While it is impossible to know the long-term impact on women engineering students due to thepandemic, it is possible to measure the immediate change in self-efficacy, sense of belonging andconfidence in program of study. This study measured changes in self-efficacy, belonging andconfidence of undergraduate women engineering students at a
- Conference Session
- Women in Engineering Division Technical Session 7
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- 2021 ASEE Virtual Annual Conference Content Access
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- Victoria Beth Sellers, University of Florida; Idalis Villanueva, University of Florida
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- Diversity
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- Women in Engineering
measures to determine mismatches between how efficacious a woman in engineeringthinks she is versus the strategy she chooses and if it depends on the type of HC or who thecommunicator of the HC is. Our future work will compare the strategies used by people withother gender identities in engineering to see how:(1) others work to overcome HC inengineering, and (2) see how different others’ strategies are to those that women employ. We alsoplan to analyze responses to a self-advocacy item to determine how women extend their self-efficacy into advocating for themselves and others in engineering. With these findings, we aredeveloping professional development workshops to support women engineers’ advocacymentoring capacity within engineering
- Conference Session
- Women in Engineering Division Technical Session 7
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- 2021 ASEE Virtual Annual Conference Content Access
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- Leanne Kallemeyn, Loyola University Chicago; Gail Baura, Loyola University Chicago; Francisca Fils-Aime, Loyola University Chicago; Jana Grabarek; Pete Livas Jr, Loyola University Chicago
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- Diversity
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- Women in Engineering
participants to report these findings. The remainder of theanalyses focused on gender.Similar rates of persistence existed for women and men, even though when they began theprogram there were statistically significant difference between mean scale scores for freshmenwomen and men on some measures of self-efficacy. For the Self-Efficacy Scale II, t(66) = 2.63,p = .011; Career Success Scale, t(66) = 3.03, p = .004, and Math Scale t(66) = 2.49, p = .015,men averaged higher scores than women (see Table 2 for averages). Although men scored higherthan women on the Self-Efficacy I Scale and Coping Self-Efficacy Scale, these results were notsignificantly different. Women and men scored similarly on the Inclusion Scale. The means onself-efficacy scales at the
- Conference Session
- Women in Engineering Division Technical Session 3
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- 2021 ASEE Virtual Annual Conference Content Access
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- Maija A. Benitz, Roger Williams University; Lillian Clark Jeznach, Roger Williams University; Selby M. Conrad, Roger Williams University
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
the northeastern US. The survey is administered twiceeach academic year to explore self-efficacy, belongingness, preparedness, and engagement, bothlongitudinally and cross-sectionally. In March 2020, our university quickly pivoted to remotelearning in response to the outbreak of COVID-19 and in the fall of 2020 our campus re-openedfor hybrid learning. The abrupt changes in higher education, brought on by the current publichealth crisis, affect students’ learning and mental health, in ways that will likely be long lasting.To measure the impacts of the pandemic on engineering students, twenty Likert-type screenerquestions were added to the survey, which was re-administered in June 2020 and again inSeptember 2020. This paper shares findings from
- Conference Session
- Women in Engineering Division Technical Session 8
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- 2021 ASEE Virtual Annual Conference Content Access
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- Kerry Meyers, University of Notre Dame; Victoria E. Goodrich, University of Notre Dame; Taylor Maida, University of Notre Dame; Simran Moolchandaney, University of Notre Dame; Gabrielle Tanjuatco, University of Notre Dame; Caroline Lubbe, University of Notre Dame
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- Women in Engineering
. Shen and B. Bogue, “Women Engineering Students andSelf‐ Efficacy: A Multi‐ Year, Multi‐ Institution Study of Women Engineering Student Self‐Efficacy” Journal of Engineering Education, pp. 27-38, Jan. 2009.[9] J. Gill, R. Sharp, J. Mills and S. Franzway, “I still wanna be an engineer! Women, educationand the engineering profession” European Journal of Engineering Education, vol. 33 ED-4, pp.391-402, Aug. 2008.[10] C. E. Brawner, M. M. Camacho, R. A. Layton, R. A. Long, S. M. Lord, M. W. Ohland, M.H. Wasburn, “Race, Gender, and Measures of Success in Engineering Education” Journal ofEngineering Education, vol. 100, pp. 225-252, April 2011[11] M. C. Smith, J. Rhee and B. Wei “Women in Engineering: Promoting Identity Explorationand Professional
- Conference Session
- Women in Engineering Division Technical Session 10
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- 2021 ASEE Virtual Annual Conference Content Access
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- Nolgie O. Oquendo-Colón, University of Puerto Rico, Mayagüez Campus; Lourdes A. Medina, University of Puerto Rico, Mayagüez Campus; Maria Angelica Velazquez, Montana State University; David Claudio, Montana State University; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayagüez Campus
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- Diversity
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- Women in Engineering
completing an engineering degree.[4] The “leak in the pipeline” phenomenonexplains women’s tendency to quit their engineering jobs or studies.[5] Furthermore, femalesface many challenges as a result of their gender.[6] These themes are studied to overcome“machismo”, traditional culture, and the false truth that women cannot pursue careers that menhave traditionally dominated. With evidence demonstrating no gender differences formathematical skills or other engineering-related abilities, [7] women feel less able to pursue thesecareers and even think they have many barriers and obstacles to achieve them.[8]To understand social constructs that influence women, an increased interest in concepts as self-efficacy and the feel of competence have emerged in
- Conference Session
- Women in Engineering Division Technical Session 7
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- 2021 ASEE Virtual Annual Conference Content Access
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- Beth McGinnis-Cavanaugh, Springfield Technical Community College; Isabel Huff, Springfield Technical Community College
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
measured whether the event affected their STEM self-efficacy, sense of belonging, andcareer goals, among other things. Another event funded by this partnership with SWE isscheduled to take place in Fall 2021, which will lead to additional data collection and analysis.Challenges and Lessons LearnedPVWIS is a promising approach to improving access for community college women in STEM.By showcasing the stories of women “like them”; connecting them directly to employers,mentors, and other students; and giving them a space in which to be recognized and elevated inthe STEM community, PVWIS addresses often ignored obstacles for community college womenin STEM.PVWIS is likely to positively impact other students, too. It is a common belief in the world
- Conference Session
- Women in Engineering Division Technical Session 1
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Sumaia Ali Raisa, West Virginia University; Karen E. Rambo-Hernandez, Texas A&M University; Reagan Curtis, West Virginia University
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
, vol. 103, no. 1, pp. 206–222, 2011, doi: 10.1037/a0020743.[15] M. Syed et al., “The Role of Self-Efficacy and Identity in Mediating the Effects of STEM Support Experiences.” PsyArXiv, Oct. 11, 2018. doi: 10.31234/osf.io/ctr8d.[16] J. Lave, “Situating learning in communities of practice.,” in Perspectives on socially shared cognition., L. B. Resnick, J. M. Levine, and S. D. Teasley, Eds. Washington: American Psychological Association, 1991, pp. 63–82. doi: 10.1037/10096-003.[17] A. Sfard and A. Prusak, “Telling Identities: In Search of an Analytic Tool for Investigating Learning as a Culturally Shaped Activity,” Educational Researcher, vol. 34, no. 4, pp. 14–22, May 2005, doi: 10.3102/0013189X034004014.[18] E. D. Tate
- Conference Session
- Women in Engineering Division Technical Session 6
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- 2021 ASEE Virtual Annual Conference Content Access
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- Kairys Grasty, University of Massachusetts, Boston; Shivani Sakri, Arizona State University; Amanda C. Arnold, Idaho State University; Jennifer M Bekki, Arizona State University; Kerrie G. Wilkins-Yel, University of Massachusetts, Boston; Madison Natarajan, University of Massachusetts, Boston; Bianca L. Bernstein, Arizona State University; Ashley K. Randall, Counseling and Counseling Psychology, Arizona State University
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- Diversity
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- Women in Engineering
during her doctoral studies, but also helped to remind her of her self-efficacy as astudent. She explained that conversations with her counselor helped her to realize herconfidence in her abilities, as well as recognize that her self-worth is not determined by theacquisition of the doctorate degree. With this insight from her counselor, Brandi (CTC) wasable to approach graduate school stressors with a clearer mind and continue on with thecompletion of her degree. The ways in which counseling helped three of the participants to make persistencerelated decisions is another testament to its usefulness amongst graduate WOC in STEM.Although women in STEM graduate programs are more likely to have experiences withinthat environment that threaten
- Conference Session
- Women in Engineering Division Technical Session 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Lauren Drankoff, University of Dayton; Sandra L. Furterer, University of Dayton; Elizabeth Hart, University of Dayton
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
students assigned no mentor. A survey was sent out at threepoints throughout the year to monitor the students’ experiences and a fourth survey was sent oneyear after the program ended. The survey measured self-efficacy, feelings of threat andchallenge, and career goals. College transcripts also were collected to monitor students gradesand retention information. The study concluded same-gender peer mentoring increasesconfidence, motivation, and retention for women in engineering. Pairing a female student with afemale mentor had a greater impact with 100% retention than pairing a female student with amale mentor with 82% retention. However, there was no indication that the mentoring programincreased average GPA’s. Although there is limited
- Conference Session
- Women in Engineering Division Technical Session 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Susan Thomson Tripathy, University of Massachusetts Lowell; Kavitha Chandra, University of Massachusetts Lowell; Hsien-Yuan Hsu, University of Massachusetts Lowell; Yanfen Li, University of Massachusetts Lowell; Diane Reichlen, University of Massachusetts Lowell
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
students’ digital literacies and assessment. Recently, Dr. Hsu has received a seed grant at UML to investigate how undergradu- ate engineering students’ digital inequalities and self-directed learning characteristics (e.g., self-efficacy) affect their learning outcomes in a virtual laboratory environment during the COVID-19 pandemic. Dr. Hsu’s research interests include advanced quantitative design and analysis and their applications in STEM education, large-scale assessment data (e.g., PISA), and engineering students’ perception of faculty en- couragement and mentoring.Dr. Yanfen Li, University of Massachusetts Lowell Yanfen Li is an Assistant Teaching Professor at the University of Massachusetts Lowell. She received
- Conference Session
- Women in Engineering Division Technical Session 7
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Cara Mawson, Rowan University; Cheryl A Bodnar, Rowan University
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
students are consistent within the gamifiedplatform provides further insight to how engineering students engage with gamified assignments.While the present study demonstrates the effectiveness of gamification as both a learningmanagement system and motivational tool, additional research should be conducted prior to afull endorsement of gamified homework as a valuable tool for improving inclusivity amongengineering classrooms.References[1] G. M. D’Lima, A. Winsler, and A. Kitsantas, “Ethnic and gender differences in first-year college students’ goal orientation, Self-Efficacy, and extrinsic and intrinsic motivation,” J. Educ. Res., vol. 107, no. 5, pp. 341–356, Mar. 2014.[2] S. Harris, J. Malbin, and J. Warshof, NEW FORMULAS FOR