Conference Session

What Are We Learning About Co-op and Experiential Education Experience?

Collection

2012 ASEE Annual Conference & Exposition

Authors

Rachelle Reisberg, Northeastern University; Joseph A. Raelin, Northeastern University; Margaret B. Bailey, Rochester Institute of Technology; David L. Whitman, University of Wyoming; Jerry Carl Hamann, University of Wyoming; Leslie K. Pendleton, Virginia Tech

Tagged Divisions

Cooperative & Experiential Education

of the data summary and discussion given below will be appearing in aparallel publication.1 The immediacy with which the preliminary data has seen publicationspeaks, we believe, to the broad interest which this study has gained. In particular, theintroduction and demonstration of the work self-efficacy measure has the potential to provide asignificant new instrument to academic, government, and industry researchers.The overarching model for the study proposes that retention is shaped by self-efficacy, which, inturn, is based on the impact of students’ demographic characteristics, the effect of workexperience -- in particular cooperative education, and the contextual support provided by theuniversity as well as by others, such as parents and

Conference Session

Educational Research and Methods Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, Purdue University, West Lafayette; Miles Griffin Evans; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

. Page 25.466.1 c American Society for Engineering Education, 2012 Development of the Teaching Engineering Self-Efficacy Scale (TESS) for K-12 TeachersTo teach engineering in K-12 classrooms means, for most teachers, to teach something for whichthey are not adequately prepared: pre-service teacher training does not require learningengineering and there are no teaching licenses for engineering teaching1. There is, however, alarge movement to provide in-service teachers with professional development to help themintegrate engineering into their classrooms2,3. A well-established construct to measure teachers’preparedness and effect on students’ achievement is “teacher self-efficacy towards

Conference Session

Training and Mentoring of Graduate Teaching Assistants

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kevin Andrew Richards, Purdue University; Juan Diego Velasquez, Purdue University, West Lafayette; Lindsey B. Payne, Purdue University

Tagged Divisions

Graduate Studies

these workshops. This investigation recounts the results of self-reportedevaluations by TA and non-teaching graduate student (NTGS) attendees intended to measure thedegree to which TA self-efficacy related to the use of pedagogical knowledge and pedagogicalcontent knowledge was impacted by the workshop series. Results indicate that all graduatestudents reported higher levels of confidence in their ability to implement pedagogicalknowledge and pedagogical content knowledge after taking the workshops than they did on thepre-survey. There was a statistically insignificant trend for NTGS to report a larger change inself-efficacy. Recommendations for increasing TA self-efficacy and preparedness on universitycampuses are provided as are directions

Conference Session

Undergraduate Recruitment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Patricia R. Backer, San Jose State University; Rona Tamiko Halualani, San Jose State University

Tagged Divisions

Women in Engineering

]. Below, wewill highlight some of the recent research in this area.A six-year study of STEM students at the University of Washington [30] found that most womenwho switched out of engineering (77.9%) cited discouragement and a loss of self-efficacy asfactors. Marr and Bogue [31] conducted a longitudinal study of women engineering student self-efficacy using data from five institutions across the U.S. The results of their study of 164 womenengineering students showed there was a positive increase in self-efficacy among students inthree self-efficacy measures (coping self-efficacy, second engineering self-efficacy, and mathoutcomes expectations) and reduced self-efficacy in feelings of inclusion in engineering. Incontrast, Reisberg et al. conducted

Conference Session

Innovations in Materials Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Qu Jin, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette; P.K. Imbrie, Purdue University, West Lafayette

Tagged Divisions

Materials

basedon 259 Israeli samples and 304 American samples. CIP theory emphasizes the knowledge of the occupation for one to make career decision.CIP theory also mentions the importance of interest to career decision making.Social Cognitive Career Theory (SCCT) Among other theories, social cognitive career theory (SCCT) 12,13 is a robust frameworkfrequently used to investigate career and academic behavior in both college and high schoollevels in sample of STEM field (engineering:1,14;15; computing:16). According to SCCT, self-efficacy affects outcome expectations; self-efficacy and outcome expectations are bothprecursors of interests 17; and interests, self-efficacy, and outcome expectations predict choicegoals jointly12. Hackett et al

Conference Session

Epistemic Research

Collection

2012 ASEE Annual Conference & Exposition

Authors

Golnaz Arastoopour, University of Wisconsin, Madison; Naomi C. Chesler, University of Wisconsin, Madison; Cynthia M. D'Angelo, University of Wisconsin, Madison; David Williamson Shaffer, University of Wisconsin, Madison; Jamon W. Opgenorth; Carrie Beth Reardan, Epistemic Games; Nathan Patrick Haggerty, University of Wisconsin, Madison; Clayton Guy Lepak

Tagged Divisions

Educational Research and Methods

. National Science Foundation, Science and Engineering Indicators 2010, 2010, NSF.4. Marra, R.M., et al., Women engineering students and self-efficacy: A multi-year, multi-institution study of women engineering student self-efficacy. Journal of Engineering Education, 2009. 98(1): p. 27-38.5. Atkinson, R.D. and M.J. Mayo, Refueling the US Innovation Economy: Fresh Approaches to Science, Technology, Engineering and Mathematics (STEM) Education. 2011.6. Huang, G., N. Taddese, and E. Walter, Entry and Persistence of Women and Minorities in College Science and Engineering Education. Education Statistics Quarterly, 2000. 2(3): p. 59-60.7. Berenson, S.B., et al., Voices of women in a software engineering course

Conference Session

Innovative Curriculum in Engineering Technology

Collection

2012 ASEE Annual Conference & Exposition

Authors

Daphene C. Koch Ph.D., Purdue University, West Lafayette; Mary E. Johnson, Purdue University, West Lafayette

Tagged Divisions

Engineering Technology

rationale for alarger study.Future InstrumentsWith the excitement of getting 3, 4, and 5 year old children to tinker has lead these facultymembers to the pursuit of future research in the area of developing a range of tools, models, andresources for use by K-12 STEM teachers that will increase student awareness and interest intechnology as an academic pursuit and career opportunities, with a particular focus on girls.Utilizing real world applications and examples for the students to find relevance in the lessonswill increase the self-efficacy of both the teachers and their students. The goal is to assist theteachers without adding additional work, but increasing student interest in STEM.Research has shown that girls and women are particularly

Conference Session

Best of Computers in Education Division

Collection

2012 ASEE Annual Conference & Exposition

Authors

Autar Kaw, University of South Florida; Ali Yalcin, University of South Florida; Gwen Lee-Thomas, Old Dominion University and Quality Measures, LLC; Duc T. Nguyen, Old Dominion University; Melinda R. Hess; James A. Eison, University of South Florida; Ram Pendyala, Arizona State University; Glen H. Besterfield, University of South Florida; Corina M. Owens, Battelle Memorial Institute

Tagged Divisions

Computers in Education

p=0.44 After N=29, µ=3.0, σ 2 =0.7 The statistical results of the UASQ prototype study also revealed that overall students’learning styles, self-efficacy, pre-requisite grades, number of attempts, and time duration withUASQs did not have a significant relationship to the students’ UASQ scores. This is possibly apositive outcome of the UASQ environment because regardless of the students pre-coursedisposition, they can be successful with demonstrating knowledge of SLE if they have unlimitedaccess and time with UASQs. Focus groups and surveys exploring the experience with the UASQs also were conducted.Overall, the students indicated that they really enjoyed working with UASQs for several reasons. • UASQs

Conference Session

New Research and Trends for Minorities in Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kari L. Jordan, Ohio State University; Sheryl A. Sorby, Ohio State University; Susan L. Amato-Henderson, Michigan Technological University

Tagged Divisions

Minorities in Engineering

persistence in engineering by way of self-regulation theauthors point to two influential studies. French et al. note several cognitive (high school rank,SAT scores, cumulative grade point average) and noncognitive variables (academic motivationand institutional integration) that influence students’ persistence in engineering, with motivationbeing significantly related to persistence3. Vogt et al. measured self-variables including academicself-confidence and self-efficacy, as well as other environmental and behavior variables to learnwhat influences a student’s academic achievement4. They found that academic achievement wasinfluenced by self-efficacy and academic self-confidence.The results of these studies support social cognitive theory and provide

Collection

2012 Northeast Section Meeting

Authors

Richard Harris; Hameed Metghalchi; Claire Duggan; Emanuel Mason; Rachelle Reisberg; Deepti Dutt

not aware of any study that has controlled for practice-oriented experiential education at theundergraduate level by explicitly selecting URM student populations that participate in cooperative education-POEEand non-cooperative education-POEE.HypothesesThe study seeks to test whether practice-oriented self-efficacy and academic self-efficacy alone and in interactionwith a number of contextual and demographic variables, contribute to the retention of under-represented minoritiesin undergraduate engineering programs. Survey data will be collected to measure the effect of different programinterventions, including cooperative education, undergraduate research, peer reflection, and mentoring experiences,on self-efficacy and retention. Specifically

Conference Session

Retention and Two-year to Four-year Transfer

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cheryl Carrico P.E., Virginia Polytechnic Institute and State University; Chosang Tendhar, Virginia Polytechnic Institute and State University

Tagged Divisions

Two Year College Division

Brown’s Social Cognitive CareerTheory (SCCT) model was used. A quantitative survey was developed and sent to students atfive community colleges in the state of Virginia. The purpose of the study was to test thepredictive relationship among four variables (self-efficacy, outcome expectations, interests, andgoals) of the SCCT model and to measure participants’ motivation to pursue engineering degreesand careers. The data from 68 responses were analyzed using internal consistency measures,descriptive statistics, correlations, factor analyses, and multiple regression. KMO and Barlett’sTest yielded significant results to allow factor analyses. The mean of all four variables wereabove the mid-point of five-point Likert scale. Intercorrelation among the

Conference Session

Undergraduate Recruitment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Susan Shapcott, Arizona State University; Katherine G. Nelson, Arizona State University; Jenefer Husman, Arizona State University

Tagged Divisions

Women in Engineering

-efficacy (i.e., thinks she can succeed).19 Knowing the relation of self-efficacy with motivation, engineering educators havefocused intensely on it. Researchers have devised ways to measure self-efficacy in engineeringstudents14 and have successfully conducted interventions that have increased self-efficacy levelsof female engineering students.15 These interventions have increased self-efficacy by engagingfemale engineering students in mastery-orientated classes15 and curriculum design.20 A mastery-orientated classroom emphasizes learning new skills by focusing on the processes they involve.For example, Baker and colleagues, 2007, developed a course that embedded “tinkering”activities and applied technical skills. Class content that

Conference Session

The Role of Robotics in K-12 Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Irina Igel, Polytechnic Institute of New York University; Ronald Leonel Poveda, Polytechnic Institute of New York University; Vikram Kapila, Polytechnic Institute of New York University; Magued G. Iskander P.E., Polytechnic Institute of New York University

Tagged Divisions

K-12 & Pre-College Engineering

Mindstormsrequires a certain level of teacher’s engineering self-efficacy, which can only be gained throughdeliberate practice and engineering experience.25—27 Over the years, engineering educationresearchers have developed a variety of instruments to measure engineering self-efficacy.28—30These measurement instruments are often used to examine an individual’s drive for engineeringand need for additional pedagogical support, as well as a basis to group individuals for designprojects.28 For K-12 teachers, engineering self-efficacy may be gained and sustained throughwell-designed LEGO Mindstorms-based training that takes into consideration teachers’ priorskills and engineering self-assessment. In this paper we examine the effectiveness of LEGO robotics

Conference Session

Retention of Women Students II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Heidi M. Steinhauer, Embry-Riddle Aeronautical University, Daytona Beach

Tagged Divisions

Women in Engineering

presented in this section. Page 25.1311.6More specifically, we present the professional skills gained, as structured from the participantsown words.Overall Rating on the General Self Efficacy ScaleTable 2 presents the average ratings. When completing this survey, participants were instructedto reflect back holistically – to consider and measure personal, professional, and academicexperiences when rating each item. It is observed that all responses are rated highly, with thelowest as 3.18/4.00, “if someone opposes me, I can find the ways and means to get what I want.”When participants were asked to offer an example or an explanation of why they

Conference Session

Middle School Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cher C. Hendricks, Georgia Institute of Technology; Barbara Burks Fasse Ph.D., Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

, scientists, designers, and architects.As Wirkala and Kuhn (2011) explain, most research on PBL has focused on adult students inmedical schools, and results have not been conclusive regarding PBL’s effectiveness. In K-12and post-secondary settings, implementation papers are more common than reports thatempirically demonstrate PBL's effectiveness. However, in the limited number of publishedstudies conducted at the middle school level, PBL has been shown to increase achievement incomprehension of instructional concepts (Wirkala & Kuhn), science achievement (Liu, Hsieh,Cho, & Schallert, 2006), science self-efficacy (Liu et al. , 2006), and transfer of problem-solvingskills (Pedersen & Liu, 2003). Kolodner et al. (2003) also describe results

Conference Session

Focus on Elementary

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jeremy V. Ernst, Virginia Tech; Laura Bottomley, North Carolina State University; Elizabeth A. Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

approachpermitted engineering contextual-based discovery/analysis learning experiences thatutilized intentionally aligned engineering processes with content and concepts presentedthrough the study of science, language arts, social studies, and mathematics.Targeted measures of student science, engineering, and design competency, studentattitudes toward STEM, student STEM self-efficacy, and teacher STEM self-efficacywere gauged in a pre-assessment/survey and a post-assessment/survey format. The Pre-Assessment Understanding of Science and the Post-assessment Understanding of Scienceinstruments along with the Pre-Assessment Understanding of Engineering and Designand the Post-Assessment Understanding of Engineering and Design instruments weredeveloped by the

Conference Session

Hands-on Laboratory and Design Experiences in Environmental Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sandeep Sathyamoorthy, Tufts University; Linda Jarvin, Paris College of Art; Michael Hollis, U.S. Air Force Academy; John Anthony Christ, U.S. Air Force Academy; C. Andrew Ramsburg, Tufts University

Tagged Divisions

Environmental Engineering

Pre PBL lab ScoreFigure 5: Measuring the impact of the PBL lab on learner self efficacy based on material taught but notmastered (left panel) and mastered (right panel). In both cases, the PBL has a significant impact on studentswho reported lower self efficacies prior to the PBL lab Page 25.105.10Table 1: Water Treatment System - Basis of DesignInfluent Quality: Turbidity 500 NTU UV Transmittance 10% (at 254 nm)Table 2: Water Treatment System Design Criteria and SpecificationsTreatment Capacity: 5 gallons in 30-min1 (10 gph)Surface Loading

Conference Session

Understanding Our Students I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kyle B. Reed, University of South Florida

Tagged Divisions

Educational Research and Methods

students who had hobbies related to engineering and studentswho had pre-engineering classes had significantly higher self-efficacy measures than studentswithout these interests or extra classes in first year students. A survey of first year engineeringstudents’ self-efficacy beliefs found that students’ motivation to succeed in the course and theirunderstanding of the material were ranked as the most influential factors that would contribute totheir success in the course10. Ponton et al.13 suggest that professors can enhance a student’s self-efficacy by developing skills, peer interaction, encouraging students, and explaining copingstrategies, all of which are important for practicing engineers.Self-efficacy can be difficult to measure since it is

Conference Session

Examining Problem-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nicholas Massa, Springfield Technical Community College; Michele Dischino, Central Connecticut State University; Judith Franzosa Donnelly, Three Rivers Community-Technical College; Fenna D. Hanes, New Engalnd Board of Higher Education; James A. DeLaura, Central Connecticut State University

Tagged Divisions

K-12 & Pre-College Engineering

for their own learning, is ideally suitedfor supporting the development of metacognitive self-regulation23,35,36. In this study, we definedmetacognitive self-regulation as pre-service teachers’ ability to apply specific learning strategiesto plan, monitor, and evaluate their learning while solving real-world problems.MethodThis pilot study was conducted during the spring 2011 semester as an observational case study37,38, 39. Quantitative and qualitative measures were applied to better understand how and in whatways does engagement with the STEM PBL Challenges affect pre-service TEE students’ (1)knowledge of PBL pedagogy, (2) critical thinking skills and metacognitive self-regulation, and(3) motivation and self-efficacy for applying PBL

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kurt Paterson P.E., Michigan Technological University; Chris Swan, Tufts University; Kristine Louise Guzak, Michigan Technological University

Tagged Topics

NSF Grantees Poster Session

, motivation,and retention rates over time, and examine differences as a result of participating in LTS experi-ences. Self-efficacy and motivation will be evaluated through a survey based on a recent modelfor engineering design self-efficacy18. As the evaluation is performed repeatedly over the three-year project duration, we will have the ability to measure retention in engineering disciplines anduniversity education over time. We will pay particular attention to those underrepresented in en-gineering (i.e., women and minorities). As a summative measure of these indicators, graduatingstudents will also be surveyed for graduation rates (by the fifth year of academic study) and post-baccalaureate activity (e.g. employment, graduate school, type of

Conference Session

K-12 Teachers: PD, Implementation, and Beyond

Collection

2012 ASEE Annual Conference & Exposition

Authors

Amber Leigh McFarland Kendall, Tufts University; Kristen Bethke Wendell Ph.D., University of Massachusetts, Boston

Tagged Divisions

K-12 & Pre-College Engineering

self-efficacy mayavoid developing better practices in exactly those areas in which they need the mostimprovement.16,17 Additionally, teachers who believe in the efficacy of their teaching onstudent learning have a profound effect on their classrooms, exhibiting longer-lastingconfidence and persistence, offering more productive feedback, and providing betteracademic focus.17,18 Self-efficacy can be measured for different subjects, so that ateacher who exhibits low self-efficacy for teaching English may have higher self-efficacyfor teaching science, and even one’s self-efficacy toward learning science and teachingscience may differ.19 Along this reasoning, Riggs developed an instrument to measurespecifically elementary school teachers’ beliefs

Conference Session

Design in Freshman and Sophomore Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Gail Hohner, University of Michigan, Ann Arbor; Shanna R. Daly, University of Michigan; Jennifer Wegner, University of Michigan; Moses K. Lee, University of Michigan; Amy Frances Goldstein, University of Michigan

Tagged Divisions

Design in Engineering Education

also compare 35 incoming students who did not participate in the program. Thisprogram is the initial activity in an undergraduate multidisciplinary design program whichincludes many co-curricular enrichment activities as well as an academic minor. We intend tostudy this group of students through their engineering education and evaluate them periodically.We use both the self-efficacy survey from Carberry, Lee and Ohland (Measuring EngineeringDesign Self-Efficacy) as well as the concepts in design survey from Oehlberg and Agogino(Undergraduate Conceptions of the Engineering Design Process: assessing the Impact of aHuman-Centered Desgin Course – which is an extension of Mosborg S., et.al., Conceptions ofthe Engineering Design Process: An Expert

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Amy Javernick-Will, University of Colorado, Boulder; Jessica Kaminsky, University of Colorado, Boulder; Cathy Leslie P.E., Engineers Without Borders - USA ; Kaitlin Litchfield, University of Colorado, Boulder

Tagged Topics

NSF Grantees Poster Session

. As a result, this research will consider an extendedSTEM pipeline that includes both undergraduates and professionals, recognizing the importanceof not only recruiting but also retaining diverse genders in STEM.Social cognitive theory proposes that self-efficacy and expected outcomes form the basis forprofessional identity and motivation. This research will test social cognitive theory as aframework for attracting diverse groups to engineering. Specifically, it proposes thatparticipation in EWB-USA changes the expected outcomes of engineering—from Dilbert to theengineer of 2020. In addition, it provides career scaffolding that helps members navigatecareers. Both of these aspects are hypothesized to be particularly attractive and beneficial

Conference Session

Global Engineering Models: Curriculum Development, Improvements, and Partnerships

Collection

2012 ASEE Annual Conference & Exposition

Authors

Teri Kristine Reed, Purdue University, West Lafayette; P.K. Imbrie, Purdue University, West Lafayette; Qu Jin, Purdue University, West Lafayette; Joe J.J. Lin, Purdue University, West Lafayette

Tagged Divisions

International

(predictor) variables collected in this study include: 1) eight items fromstudent’s high school performance measures, and 2) eight affective and attitudinal self-beliefconstructs from SASI survey. The high school performance measures include: standardized testresults (verbal and math), average high school grades in mathematics, science, and Englishclasses, and also the number of semesters in mathematics, science, and English in high school.The eight attitudinal and affective self-beliefs applied include Leadership, Deep Learning,Surface Learning, Teamwork, Self-efficacy, Meta-cognition, Expectancy-value, and Majordecision. The construct Motivation from original SASI was not used in this study, due to a veryhigh correlation (0.80) with Self-efficacy

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Larry J. Shuman, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Karen M. Bursic, University of Pittsburgh; Natasa S. Vidic, University of Pittsburgh; Nora Siewiorek, University of Pittsburgh

Tagged Topics

NSF Grantees Poster Session

rubric to assess the re- sultant artifact (general model and specific solution). We have also developed an instrument to measure students’ self-efficacy scale related to their modeling skills.• Assessing the MEA motivated problem solving process: Through the use of various data col- lection tools, including PDAs and wikis, in combination with the mentioned assessment in- struments, we are identifying the various problem solving processes used by the student teams, as well as the range of problems that can be addressed, to determine how effective the various processes are relative to improved conceptual understanding.This paper summarizes our achievements in each of these five activities. Particular emphasis is

Conference Session

Innovations in the IE Curriculum

Collection

2012 ASEE Annual Conference & Exposition

Authors

Denise H. Bauer, University of Idaho, Moscow; Jessica L. Heier Stamm, Kansas State University; Lesley Strawderman, Mississippi State University

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering, Systems Engineering

interested in the freshman engi- neering experience and student self-efficacy related to capstone courses. Bauer’s educational background centers around human factors and ergonomics, and she is particularly interested in issues that concern the safety and comfort of middle school students. Her research has also included topics such as design for the seeing impaired, backpack safety of college students, safety of pedestrians, and ergonomics of industrial tools.Dr. Jessica L. Heier Stamm, Kansas State UniversityDr. Lesley Strawderman, Mississippi State University Page 25.98.1 c American

Conference Session

Teams and Teamwork in Design

Collection

2012 ASEE Annual Conference & Exposition

Authors

Derrick Wayne Smith, University of Alabama, Hunstville; Monica Letrece Dillihunt, University of Alabama, Huntsville; Phillip A. Farrington, University of Alabama, Huntsville; Michael P.J. Benfield, University of Alabama, Huntsville; Matthew William Turner, University of Alabama, Huntsville

Tagged Divisions

Design in Engineering Education

task and focuses on reasons such as challenge, curiosity, and mastery. • “Extrinsic Goal Orientation” measures the degree to which the student perceives him/herself to be participating in the task for reasons such as grades, rewards, competition, etc. • “Task Value” refers to the student’s evaluation of how interesting, how important, and how useful the task is and why they are participating in it. • “Control of Learning Beliefs” refers to the students’ beliefs that their efforts to learn will result in positive outcomes. • “Self-Efficacy for Learning and Performance” includes judgments about one’s ability to accomplish a task as well as one’s confidence in one’s skills to perform

Conference Session

Faculty Career Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jenna P. Carpenter, Louisiana Tech University; D. Patrick O'Neal, Louisiana Tech University; Lori L. Bakken, University of Wisconsin, Madison

Tagged Divisions

Women in Engineering

perspective10,11 that considers the multiple environments centralto one’s life and work. Relevant to this project, the authors advocated that attention be given tothe multiple environments of research, academia and home/family life that create numerous andoften competing expectations and demands on one’s work life. These multiple environmentsinteract with personal characteristics (e.g. gender, race) to influence career behaviors, confidencein one’s ability to do research (research self-efficacy), and the outcomes one expects from aresearch career (career self-efficacy). These factors, in turn, predict one’s initial or sustained Page 25.932.3interest in a

Conference Session

New Research and Trends for Minorities in Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kelly J. Cross, Virginia Tech; Marie C. Paretti, Virginia Tech

Tagged Divisions

Minorities in Engineering

addressidentification with specific domains (e.g. engineering, math, history).Results from studies of identification consistently show statistically significant positive Page 25.710.3correlations between level of academic identification and desired academic outcomes such asstrong self-efficacy,11 higher overall GPA,12 lower absenteeism,6 and decreased cheating.13However, Osborne also found that the correlation between academic identification andachievement scores varies among different racial/ethnic groups, and also varies by gender withingroups.8 In all cases, though, decreases in identification were linked to decreases in academicperformance.8 Later work by

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Daniel Knight, University of Colorado, Boulder; Beverly Louie, University of Colorado, Boulder; Jordan Michelle Hornback, University of Colorado at Boulder

Tagged Divisions

First-Year Programs

First-Year Engineering Projects CoursesFirst-Year Engineering Projects Courses (FYEP) courses have been found to produce significantretention gains. [1] Investigation is on-going into the reasons driving theses retention gains.Possible reasons include the development of self-efficacy, involvement in learning communities,the bolstering of professional identity, project-based learning and the unique set of skillspossessed by the teacher of the FYEP course. The present study investigates the last of thesereasons, the impact of the FYEP teacher on the course experiences that lead to retention.At a flagship western state university, the retention in engineering of seventeen cohorts ofstudents is found to be significantly greater for those who have