Conference Session

Motivation and Self-Efficacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Hannah Kolar, Arizona State University; Adam R Carberry, Arizona State University; Ashish Amresh, Arizona State University

Tagged Divisions

Educational Research and Methods

ToolAbstractThis study was based around the creation of a tool to measure students computing self-efficacy. The tool was an eight-question survey that was validated using content andcriterion-related validity. Content validity was conducted to make sure that the questionsrelated to each other and related to the subject of computing self-efficacy. Criterion-related validity allowed us to validate that our tool could test people with different levelsof computing skills based on previous experience. The study allowed us to furthervalidate our tool as well as analyze the computing self-efficacy of 270 students inscience, technology, engineering, and mathematics (STEM) majors.IntroductionUniversities play a key role in creating future innovations and providing

Conference Session

Motivation and Self-Efficacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rachel McCord, Virginia Tech; Holly M Matusovich, Virginia Tech

Tagged Divisions

Educational Research and Methods

as repeating questions thatwere reverse coded. The final Motivation section for the Phase 1 Survey contains 25 questions that cover 8motivation constructs: extrinsic and intrinsic motivation, interest, attainment value, cost value,identification with academics, self-efficacy and instrumentality. All constructs are measured on a7-point Likert scale ranging from not true at all (1) to very true (7).Developing the Learning Strategies Section To develop an appropriate survey to measure learning strategies used in collegethermodynamics courses, we started with a literature review to identify existing learningstrategies instruments. The following learning strategies inventories were considered for the

Conference Session

Motivation and Self-Efficacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Philip Reid Brown, Virginia Tech; Holly M Matusovich, Virginia Tech

Tagged Divisions

Educational Research and Methods

task, the expected outcome of a task16-18 and belief about one’s abilityto perform a task.24 To clarify our terms, we consider a theory is a big-picture idea of how aphenomenon works (expectancy-value theory offers an explanation of the entire process ofchoosing to perform a task) and a construct to be a single, measureable component of a theory(e.g., self-efficacy). The pursuit of a career in engineering and the completion of an engineering degree canboth be thought of as tasks, and research around them lends itself to motivation theories.Applications of motivation theories to tasks that are ultimately relevant to career choice includestudies using motivation to study enrollment and persistence in engineering programs21,26,student

Conference Session

Motivation and Self-Efficacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert Melendy Ph.D., George Fox University

Tagged Divisions

Educational Research and Methods

instrument items measure anunderlying (latent) construct. Confirmatory factor analysis indicates that these two scales areindependent, thus adding to the construct validity of this instrument. The paper concludes with adiscussion concerning how students’ SE and OE beliefs are postulated to affect students’problem solving skills of upper-division electrical and mechanical engineering problems.IntroductionCalculus, linear algebra, and differential equations are a foundational and distinguishing analyticcourse of study central to any four year engineering curriculum. Engineering students’ beliefs intheir ability to successfully apply the mathematical concepts from these courses to their upper-division course work (i.e., students’ self-efficacy) was

Conference Session

Civil Engineering Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ghulam H. Bham, University of Alaska, Anchorage; Dan Cernusca, Missouri University of Science & Technology

Tagged Divisions

Civil Engineering

suchfactors and make changes according to these findings. However, in our case, the tested onlinemodules were not strongly tied to a significant grading measure. Therefore we decided to useself-efficacy as an indicator for students’ learning outcomes. Along with the fact that thisvariable was proved in prior research as being a strong proxy for students’ learning outcomesanother advantage of using self-efficacy is the fact that it is easy to measure using a self-reporting survey. Therefore, for each cycle of implementation we measured these variables andmade changes that reduced the complexity and increased students’ self-efficacy. Most of thesechanges are likely to be valid in other cases of initial implementations of a new online learningmodule

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joanna Tsenn, Texas A&M University; Daniel A. McAdams, Texas A&M University; Julie S Linsey, Texas A&M University

Tagged Topics

NSF Grantees Poster Session

be increased by learning additionalmaterial concerning the specific goals and being motivated towards success8. Higher self-efficacy leads to higher achievement behaviors.Self-efficacy assessments are difficult to create because they need to have a precise measurementconsistent with the criteria tasks in order to maximize the influence of self-efficacy as apredictive power1. Validation of an instrument is important because it is used as a justificationof the adequacy of the measured values9, 10. Carberry et al. developed a self-efficacy instrumentto study people’s self-efficacy towards engineering design tasks and proved three sources ofvalidity: content, criterion-related, and construct2.Carberry’s instrument examines four task-specific

Conference Session

Training and Mentoring of Graduate Teaching Assistants

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kevin Andrew Rosse-Richards, Purdue University; Juan Diego Velasquez, Purdue University, West Lafayette; David B Nelson, Purdue University; Chantal Levesque-Bristol, Purdue University

Tagged Divisions

Graduate Studies

: “I am confident that I can identify appropriate andeffective ways of addressing violations of academic integrity.” This resulted in the creation of a20-item survey that the students were asked to complete at the beginning of the morning sessionin order to measure their perceptions of self-efficacy related to the session objectives prior to theTAO (i.e., pre-survey). Then, at the end of the TAO, TAs were asked to respond to a post-assessment that contained the same 20 questions from the pre-assessment with an additionalquestion intended to measure the summative impact of the TAO (i.e., “I am confident thisorientation has prepared me for my role as a Teaching Assistant”), which was also set to a five-point Likert-type scale ranging from

Conference Session

Research on Learning, Performance, and Impact

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cameron Denson, North Carolina State University; Chandra Y Austin Ph.D, Auburn University; Christine E. Hailey, Utah State University

Tagged Divisions

Minorities in Engineering

Paper ID #6156Evaluating the ”Impacts” Section of the Engineering Self-Efficacy, Interest,and Perception SurveyDr. Cameron Denson, North Carolina State UniversityChandra Y Austin Ph.D, Auburn UniversityDr. Christine E. Hailey, Utah State University Dr. Christine Hailey is a Senior Associate Dean in the College of Engineering and a Professor of Mechan- ical and Aerospace Engineering. Her teaching responsibilities include Thermodynamics I and the Women in Engineering Seminar. She is the Principal Investigator of an NSF-funded project entitled ”The Influ- ence of MESA Activities on Underrepresented Students.” The Math

Conference Session

CEED - Technical Session 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Cooperative & Experiential Education

students. It is based on a pathways model that links contextualsupport and cooperative education and other forms of student work experience to self-efficacy asa basis for retention in college and in the engineering major. It is also longitudinal, so itexamines measures at three time periods during the students’ academic experience: the second,third, and fourth years.The data pool was constituted of all second-year students in the colleges of engineering fromfour participating universities: Northeastern University, Rochester Institute of Technology,Virginia Polytechnic Institute and State University, and the University of Wyoming. Studentrespondents initially filled out a 20-minute survey, among which were assessments of threeforms of self-efficacy

Conference Session

Computer Based Grading and Learning Styles

Collection

2013 ASEE Annual Conference & Exposition

Authors

Dan Cernusca, Missouri University of Science & Technology; Clayton E Price, Missouri University of Science and Technology

Tagged Divisions

Computers in Education

andtutoring modules, the results in the research literature were mixed. For example, in anengineering course where e-learning modules were used, self-efficacy showed a significant lowto medium positive correlation with students’ learning but was not a significant predictor of post-test scores8.In another study, where students used web-based worked examples, self-efficacy did not mediatebetween the use of web-based modules and achievement as predicted. It rather served as acomplementary measure of learning performance predicted by the students’ use of web-basedworked examples9.Theoretical and empirical analyses of major determinants of self-efficacy in both educational andwork-training environments found both internal and external determinants of self

Conference Session

Innovative Pedagogy in Civil Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chuang Wang, University of North Carolina at Charlotte; Kimberly A Warren, University of North Carolina at Charlotte

Tagged Divisions

Civil Engineering

a freshman, 56 were junior, and 21 were senior.The distribution of age was approximately normal with a mean of 22 years and a standarddeviation of 4 years.Assessment Instruments Quantitative instruments include 1) pre and post student surveys, 2) short answer quizzes,3) content module tests, and 4) the final exam. Three surveys were administered in class (preand post) to measure the student’s self-efficacy related to the content of the course and their useof self-regulated learning strategies (described in more detail below). A short-answer, pre-quizwas administered during the first class to measure the student’s content knowledge and skills

Conference Session

Outreach to K-12 Females

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chrysanthe Demetry, Worcester Polytechnic Institute; Suzanne Sontgerath, Worcester Polytechnic Institute

Tagged Divisions

K-12 & Pre-College Engineering

. Page 23.441.4Engineering Self-Efficacy and Self-ConfidenceAs a measure of engineering self-efficacy, study participants were asked to indicate their level ofagreement with the statement “I could be an engineer, if I wanted to.” There was a statisticallysignificant difference between the study groups, with the girls who participated in the full CampReach intervention or another WPI STEM program rating themselves more highly than the othertwo groups. Post-hoc comparisons indicated a statistically significant difference between theCamp Reach Full and Camp Reach Partial study groups. A common theme in responses to open-ended questions about Camp Reach was the sense of empowerment and self-confidence createdby the program.As we were planning to

Collection

2013 Pacific Southwest Section Meeting

Authors

Kiran George

priorityregistration. The paper presents detailed evaluation and assessment of the scholarship programusing the following measures: a) Attitude and enthusiasm of students towards the ECS ACEscholarship program activities; b) Academic self-efficacy, and STEM interest and motivationbased on the assessments of ACE scholars; c) Qualitative measure of program effectivenessbased on: GPA of ACE scholars when compared to traditional students of similar backgroundnot supported by the ACE program; d) Impact of working hours on the ACE scholars’ academicperformance; e) Correlation between the scholarship amount and ACE scholars’ academicperformance.I. IntroductionStudents planning to major in science or engineering make up approximately 30% of allincoming college

Conference Session

Research Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Helena Isabel Scutt, Stanford University; Shannon Katherine Gilmartin, Stanford University; Sheri Sheppard, Stanford University; Samantha Ruth Brunhaver, Stanford University

Tagged Divisions

K-12 & Pre-College Engineering

underrepresentation problem in STEM. In total, this paper cites 21 journalarticles or books from 10 different journals. For each journal article cited, approximately four Page 23.1042.4  others were reviewed but not cited. Those were excluded because they were not immediatelyrelevant to the seven key practices or they were not published within the last twelve years.Table 1 summarizes three core constructs that this body of work focuses on: identity, self-concept, and self-efficacy. These constructs are measures of a sense of belonging, enjoyment,and/or competency, and have been found to play a highly influential role in men’s and women’sachievement and

Conference Session

Case Studies in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Sheri Sheppard, Stanford University; Samantha Ruth Brunhaver, Stanford University; Mark Cuson; Michelle Marie Grau, Stanford University

Tagged Divisions

Entrepreneurship & Engineering Innovation

• Content Questions: The student respondents completed four on-line surveys in fall quarter, which were administered before and after the Longboard - Trucks and Longboard - Deck experiences. In the winter quarter, two on-line surveys were completed, after each of the two lab experiences. Each survey contained 10 content questions (5 engineering and 5 entrepreneurship), which were unique to each lab, resulting in 20 total pre-post content measures (10 engineering and 10 entrepreneurial). The content questions had between 4 and 5 multiple choice answers, which were presented in random order. Demographic, career intent, and self-efficacy questions were asked before the first lab and after the second lab; lab experience

Conference Session

Information Literacy, Computer Efficacy and Readiness

Collection

2013 ASEE Annual Conference & Exposition

Authors

Amy Renee Henson, Mineral Area College

Tagged Divisions

Two Year College Division

, younger students who are financially disadvantaged may lacksufficient computer skills. Computer technology changes rapidly; therefore, people who cannotafford updated equipment and broadband Internet services as well as new technologocial devicesoften have less proficiency because of limited access. If regular and personal access to suchdevices correlates to computer skills, those who cannot afford them may be academicallydisadvantaged.A significant factor related to task completion is self-efficacy. “Self-efficacy” refers to a person’sconfidence in his or her ability to perform a specific act. Consequently, a student’s personalbelief in his or her ability to complete computer-related tasks may affect results. Individualswith low self-efficacy

Conference Session

Design Pedagogy and Curriculum 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Timothy F. Wheeler, Pennsylvania State University, University Park; Mary Lynn Brannon, Pennsylvania State University, University Park

Tagged Divisions

Design in Engineering Education

) and analysis of the students’ final project reports at the endof the senior capstone course . The instruments have been developed and tested with theassistance of an assessment expert and measurement expert from the teaching and learningcenter in the College of Engineering. The development of the assessment plan began with apilot of the 200-level course in the Fall 2011 semester and will continue through the 2013-2014 academic year. After that, the assessments will be incorporated routinely into the courseactivities.The comprehensive assessment plan includes several pre-post surveys that target confidence,professional identity, self-efficacy, and also gather demographic information and provideinformation for formative improvement of the

Conference Session

Undergraduate Student Issues II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ann Sharon Lourens, Nelson Mandela Metropolitan University (NMMU) Port Elizabeth South Africa

Tagged Divisions

Women in Engineering

well asacademic development to prepare WELA members for work and life. In 2013, in partnership with SCCDC colleagues, the university will embark on a longitudinalstudy to measure the self-efficacy of women engineering students before and after the WELAinterventions at the university. It is also envisaged that an international university will beinvolved in the study as from 2014. The longitudinal study will provide a clear indication of thesuccess of the WELA programme in influencing feelings of self-efficacy in women engineeringstudents who have taken part in it. To determine the success of the WELA LDP, several roleplayers will be asked to complete questionnaires, including the WELA LDP participants andtheir mentors.The results of the

Conference Session

Teaching Materials Science Using Innovative Methods

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stephen J Krause, Arizona State University; Dale R Baker, Arizona State University; Adam R Carberry, Arizona State University; Milo Koretsky, Oregon State University; Bill Jay Brooks, Oregon State University; Debra Gilbuena, Oregon State University; Cindy Waters, North Carolina A&T State University; Casey Jane Ankeny, Arizona State University

Tagged Divisions

Materials

to which students' competency beliefs and thevalues of the specific subject predict the quality of their learning and the amount of effort theywill invest in learning the subject6,7. For example, students perceiving short term value of thematerial will engage in quick learning strategies, instead of mastery. An increase in socialinteraction would foster idea brainstorming and information gathering that could result in deeperthinking about the material.9 Page 23.916.4Self EfficacyThe self-efficacy is an impressive measure of human behavior as it offers both “cognitive andmotivational drive”10. One factor that affects self-efficacy is gender

Conference Session

Undergraduate Student Issues: Culture

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lorelle A Meadows, University of Michigan; Denise Sekaquaptewa, University of Michigan

Tagged Divisions

Women in Engineering

learning and understanding isoptimized by taking an active role in collaborative or cooperative learning settings. However,the presence of gender bias on teams has been shown to diminish the effectiveness of activeparticipation38, resulting in fewer opportunities to develop self-confidence and a sense of self-efficacy in the field. Self-efficacy is defined by social science researchers as an individual’sjudgment of his or her own abilities to accomplish a specific task or objective39. Research in theSTEM fields suggests that students with high self-efficacy show greater cognitive engagement inrelated tasks40, and set more challenging goals with stronger commitment. In addition, researchreveals that men achieve higher levels of self-efficacy in

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Monica E Cardella, Purdue University, West Lafayette; Marisa Wolsky, WGBH Educational Foundation; Christine Andrews Paulsen, Concord Evaluation Group; Tamecia R. Jones, Purdue University, West Lafayette

Tagged Topics

NSF Grantees Poster Session

environment all play important roles in an individual’s academic and careerchoices16. SCCT expands on SCT by providing a model for understanding the choices thatindividuals make with respect to academic and career pathways. The SCCT framework arguesthat these choices are influenced by three main factors: self-efficacy (the degree to which onebelieves that one can succeed at a given activity), outcome expectations (one’s beliefs about theoutcomes of certain behaviors), and personal interest (i.e., intentions). Brown and Lent17 foundthat people choose not to follow certain career paths because of faulty beliefs they may holdabout their own self-efficacy or faulty outcomes expectations. They found that modifying self-efficacy and outcome expectations

Conference Session

Design in Engineering Education (DEED) Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Reid Bailey, University of Virginia; Michael C Smith, University of Virginia

Tagged Divisions

Design in Engineering Education

group of students would have differentexperiences from students from prior years if a control group were run. Self-selectedpopulations are unavoidable as this is a required course for any student who takes it.The self efficacy instrument was modeled after an instrument developed by Carberry, et al.,7 toassess design self-efficacy. The only changes were to the names of the specific tasks aboutwhich self-efficacy was being measured. The self-efficacy survey was administered after Case 1as a baseline. With Case 2 and 3, two factors were varied factorially with self-efficacy change asthe primary dependent variable. The two factors were whether interim peer feedback was givenand how students submitted cases (as either static PowerPoint presentations

Conference Session

Pre-Service Development Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel Tillman, The University of Texas at El Paso (UTEP)

Tagged Divisions

K-12 & Pre-College Engineering

uponBandura's self-efficacy theory,7 believing that remediation of low science teachingefficacy beliefs was key to effective elementary teacher preparation programs. Since itscreation, the STEBI has been used to measure preservice elementary teachers efficacybeliefs regarding teaching science.8,9 One potential avenue for addressing this issue is the Page 23.517.2use of digital fabrication for supporting science pedagogy.  Digital fabrication enables the design and production of media content that spans severalformats from the virtual to the physical -- such as digital models inside a virtual space tophysical models made of cardstock or plastic.10 Two

Conference Session

Curriculum Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Susan E. Powers, Clarkson University; Jan DeWaters, Clarkson University; Suresh Dhaniyala, Clarkson University; Mary Margaret Monica Small, Clarkson University Office of Educational Partnerships

Tagged Divisions

K-12 & Pre-College Engineering

9 items19 items (MS) 5 self-efficacy itemsThe internal consistency reliability of each subscale, as measured by Cronbach’s alpha, rangesfrom 0.78-0.86 (cognitive), 0.87-0.89 (affective) and 0.84-0.85 (behavioral), all satisfyinggenerally accepted criteria for internal reliability of educational surveys (at least 0.7 for a set ofitems in social science scales 16 and as low as 0.60 for educational assessment scales 17, 18).The appropriate versions of the survey were administered using an on-line Zoomerang™platform before and after the educational intervention. The adult-version of the survey 19 wasadministered to teachers in June before the Summer Institute and on the last day of each Institutein August. Student surveys

Conference Session

Institutional Transformations

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jenna P. Carpenter, Louisiana Tech University; D. Patrick O'Neal, Louisiana Tech University

Tagged Divisions

Women in Engineering

reviews of social science research,lunchtime seminars focused on gender issues, a faculty mentoring program, an allies programfor male faculty, and a worklife policy effort. Some aspects of the program have beenexpanded to address issues of women undergraduate and graduate students through seminarsfor graduate students, training for freshman faculty, and workshops for undergraduatestudents. Program assessment to-date suggests that women faculty have made some gains inwork self-efficacy and job satisfaction. Their perceptions of the quality of interactions withcolleagues have also shown improvement. Survey data suggests that more than half of thewomen faculty report increased professional self-confidence as a result of the program.Women faculty

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Adam Kirn, Clemson University; Beshoy Morkos, Florida Institute of Technology

Tagged Topics

NSF Grantees Poster Session

incorporate a wide array of contributing factors;modern theories most relevant to engineering pertain to goals, values, and expectations 4.Expectancy x Value models of motivation 5, in particular a model refined by Eccles et al. 6, positthat expectations of success and the value placed on success determine motivation to achieve,and directly influence performance, persistence, and task choice. Expectancy of success isdefined as one’s beliefs about competence in a domain; it is not necessarily task-specific.Aspects of instrumentality capture how students perceive the importance of what they are doingin class relative to their future careers 7–9. Students’ expectancy is based partly on their self-efficacy 10, in addition to their perceptions about the

Conference Session

Mathematics Division Technical Session 3

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jeremiah J. Neubert, University of North Dakota; Deborah Worley, University of North Dakota; Naima Kaabouch, University of North Dakota; Mohammad Khavanin, Professor of Mathematics at University of North Dakota

Tagged Divisions

Mathematics

, easily implemented method for augmenting Calculus Iand II with Engineering content through the use of modules and peer mentors. The programeliminated the need for a significant time commitment from engineering faculty, institutionalchanges or modifications of existing calculus curriculum. The objective of this paper is toevaluate the impact of the program on student learning, self-efficacy, and student connectednessto engineering. The impact was measured using data gathered through a structured recordreview, student surveys, and focus groups. Presentation of the collected data is followed with adiscussion of its meaning and suggestions for improving the program.Augmenting Calculus with Engineering ContentThe stated objective of the program

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nathan W. Klingbeil, Wright State University; Anthony Bourne, Wright State University

Tagged Topics

NSF Grantees Poster Session

linkbetween program impacts on student motivation and self-efficacy and ultimate graduate rates.The Wright State ModelIt is well known that student success in engineering is highly dependent on student success inmath, and perhaps more importantly, on the ability to connect the math to the engineering1-6.However, first-year students typically arrive at the university with virtually no understanding ofhow their pre-college math background relates to their chosen degree programs, let alone theirfuture careers. And despite the national call to increase the number of graduates in engineeringand other STEM disciplines7 , the inability of incoming students to successfully advance past thetraditional freshman calculus sequence remains a primary cause of

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Herbert P. Schroeder, University of Alaska Anchorage; Linda P. Lazzell, University of Alaska Anchorage

Tagged Divisions

First-Year Programs

science courses and their mathematics level was at algebra 1 orlower. It would be years before these underprepared undergraduates would be eligible to taketheir first introduction to engineering course. The lack of academic preparation for theseincoming first-year engineering students presented a formidable problem.We searched for a solution where we could connect directly with the K-12 students. It had toresult in the K-12 students being motivated to complete chemistry, physics, and trigonometry inhigh school. It had to develop the self-efficacy required to continue to pursue a challengingSTEM curriculum. At the university, we had to find a way for Alaska Native and AmericanIndian students to survive and then excel. We needed to develop an

Conference Session

Two-Year College Division Transfer Topics Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sharnnia Artis, University of California, Berkeley; Catherine T. Amelink, Virginia Tech

Tagged Divisions

Two Year College Division

science and engineering that is offered in the college ofengineering at the University of California, Berkeley. This program was designed to prepareselected student participants for enrollment in a four-year institution within the University ofCalifornia system. This paper also describes the comprehensive evaluation methods that wereused to determine whether the summer program reached the intended aims and goals. Initialfindings indicate that the program was successful with preparing students to transfer to a four-year institution as academic goals were clarified and the self-efficacy of students was improved.The outcomes of the evaluation results discuss how to refine the program for future offerings andhow other institutions and programs can