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Conference Session
Exploring the Entrepreneurial and Innovation Mindset
Collection
2017 ASEE Annual Conference & Exposition
Authors
Mark Schar, Stanford University; Shannon Katherine Gilmartin, Stanford University; Angela Harris, Stanford University; Beth Rieken, Stanford University; Sheri Sheppard, Stanford University
Tagged Divisions
Entrepreneurship & Engineering Innovation
Paper ID #18064Innovation Self-Efficacy: A Very Brief Measure for Engineering StudentsDr. Mark Schar, Stanford University The focus of Mark’s research can broadly be described as ”pivot thinking,” the cognitive aptitudes and abilities that encourage innovation, and the tension between design engineering and business management cognitive styles. To encourage these thinking patterns in young engineers, Mark has developed a Scenario Based Learning curriculum that attempts to blend core engineering concepts with selected business ideas. Mark is also researches empathy and mindfulness and its impact on gender participation in
Conference Session
Entrepreneurship & Engineering Innovation Division Poster Session
Collection
2017 ASEE Annual Conference & Exposition
Authors
Carolin Christin Dungs, Stanford University; Sheri Sheppard, Stanford University; Helen L. Chen, Stanford University
Tagged Divisions
Entrepreneurship & Engineering Innovation
data on the ISE.6measure, as well as statistical outliers in ISE.6, where outliers were extreme cases that werevery different from the other responses. Those cases were identified, i.e., the mean and weredetected using the SPSS boxplot function, and excluded in order to avoid any bias in thestatistical analyses,4.2 Innovation Self-EfficacyThe innovation self-efficacy measure consists of six items that correspond to Dyer’s fivediscovery skills, important for innovative behavior: Associating, Questioning, Observing,Experimenting and Networking (Dyer et al., 2011a). The items are shown in Table 1.Table 1: Mapping of Self-Efficacy Items in the Engineering Majors Survey to Dyer’sDiscovery Skills(A) How confident are you in your B
Collection
2017 ASEE Midwest Section Conference
Authors
Muhammad Khan; Nansong Wu
2017 ASEE Midwest Section Conference On Measuring Personal Perception of Self-Efficacy of Students in Engineering Modeling and Design Courses Muhammad Khan and Nansong Wu Department of Electrical Engineering, Arkansas Tech UniversityAbstractOne of the primary objectives of engineering education is to develop skills and competencies inengineering students to enable them to design, construct and maintain objects and systems asfuture engineers. The engineers are expected to undertake design process within the constraintsimposed by safety, practicality, and cost criterions. Engineering education needs to maintain itsfocus on principles of
Conference Session
Teams, Teaching, Leadership, and Technical Communications in Mechanical Engineering
Collection
2017 ASEE Annual Conference & Exposition
Authors
Traci M. Nathans-Kelly, Cornell University; Rick Evans, Cornell University
Tagged Divisions
Mechanical Engineering
strengths, we choose to use a survey instrument to collect quantitative data andinterviews primarily to collect qualitative data7.Our focal research question became more detailed as we progressed. Now, our frame is this:How well can we facilitate in MAE undergraduate engineering students the development ofcommunicative self-efficacy (CSE) through ENGRC 2250 and then foster its continuingdevelopment through select junior and senior level courses in the MAE curriculum in a way thattransfers to and enables technical and professional communicative practice? CSE became theway that we choose to operationalize and test improvement in students’ ability to communicate.Simply put, using self-efficacy as a measuring stick for success is a well-established
Conference Session
Thermodynamics, Fluids and Heat Transfer II
Collection
2017 ASEE Annual Conference & Exposition
Authors
Karim Altaii, James Madison University; Colin J. Reagle, George Mason University; Mary K. Handley, James Madison University
Tagged Divisions
Mechanical Engineering
and exam scores betweenthe flipped and traditional classroom. Lape et. al. (2014) also performed a controlled, objectiveanalysis of an undergraduate chemical and thermal processes course and found no difference onassessments between flipped and traditional classrooms. Mason et. al. (2013) compared atraditional and flipped control systems engineering course for content coverage, studentperformance, and student perceptions. They found similar or higher levels of studentperformance and perception in the flipped classroom. With these results suggesting that there isno harm done in flipping the course, what are the benefits of flipping a course?One of the possible benefits is self-efficacy. Bandura (1997) defines perceived self-efficacy as
Conference Session
NSF Grantees Poster Session
Collection
2017 ASEE Annual Conference & Exposition
Authors
Megan Tomko, Georgia Institute of Technology; Robert L. Nagel, James Madison University; Melissa Wood Aleman, James Madison University; Wendy C Newstetter, Georgia Institute of Technology; Julie S Linsey, Georgia Institute of Technology
Tagged Topics
NSF Grantees Poster Session
makerspaces blend new manufacturingtechnologies like 3-d printing and laser cuttings with more traditional woodworking andmachine shop tools. Little data exist, however, about what the impact of universitymakerspaces is on the students who choose to participate in those spaces. In order to betterunderstand this impact of university makerspaces, our research team is conducting a multi-university longitudinal study.To measure the impact of making environments, this study looks at different metrics such asGPA, design self-efficacy, retention, and idea generation ability and how these metrics areaffected by different levels of involvement in university makerspaces. Preliminary results (twoof four years are completed) from the longitudinal studies raised
Conference Session
NSF Grantees Poster Session
Collection
2017 ASEE Annual Conference & Exposition
Authors
Marian S. Kennedy, Clemson University; Heather L Cox, Clemson University - Department of Materials Science and Engineering; Shelby K Lanier, Clemson University
Tagged Topics
NSF Grantees Poster Session
programsurvey was used to probe participant ‘s abilities/confidence in research. Their results indicateddirect relationships between research skills and research self-efficacy. These researchers alsofound that research skills and self-efficacy were good predictors of career aspirations.8 However,the measures used to assess research self-efficacy were not ideal. For example, items such as “Ihave the ability to have a successful career as a researcher,” and “I have a strong interest inpursuing a career as a researcher” are reflective of the student’s career goals, but may not reflecttheir beliefs in their current research capabilities. This concern about the quality of self-efficacyitems for assessing the gains in REU programs was highlighted earlier by
Conference Session
Labs and Experiments
Collection
2017 ASEE Annual Conference & Exposition
Authors
Janie Brennan, Washington University in St. Louis; Shawn E Nordell, Washington University in St. Louis ; Erin D Solomon, Washington University in St. Louis
Tagged Divisions
Chemical Engineering
linked directly to student careerchoice.14-15 Mamaril et al. recently validated an instrument to measure students’ self-efficacy inrelation to engineering.16 The instrument is broken down into sub-scales to assess students’beliefs about their general capabilities and specific types of skillsets important to engineering(e.g., experimental skills, design skills). Each subscale is assessed with four or five Likert-stylestatements about which students rate their certainty.In this study, a unit operations laboratory course at a mid-sized private university was redesignedto incorporate project-based learning so as to encourage development of the skills and self-efficacy described above, as well as increase student learning and engagement. In addition
Conference Session
NSF Grantees Poster Session
Collection
2017 ASEE Annual Conference & Exposition
Authors
Elizabeth Gross, Kettering University; Diane L Peters, Kettering University; Shanna R. Daly, University of Michigan; Stacy Lynn Mann, Kettering University
Tagged Topics
NSF Grantees Poster Session
Camp Wilson, T. Telling more than we can know: Verbal reports on mental processes. Psychological Review 84(3)., 231-259, 1977.19. Eraut, M. Informal learning in the workplace. Studies in Continuing Education 26(2), 247- 273, 2004.20. Lave, J., & Wenger, E. Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press, 1991.21. Knowles, M. The adult learner: A neglected species (3rd Ed). Houston, TX: Gulf Publishing, 1984.22. Bandura, A. Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review 84, 191-215, 1977.23. Carberry, A., Lee, H., & Ohland, M. Measuring engineering design self-efficacy. Journal of Engineering Education 99(1), 71-79, 2010.24
Conference Session
Issues in the First Year - Focus on Self-Efficacy
Collection
2017 FYEE Conference
Authors
Lilianny Virguez, Virginia Polytechnic Institute and State University; Kenneth Reid, Virginia Tech
Tagged Topics
FYEE Division - Paper Submission
will be also students’ non-cognitive characteristics, such asanalyzed between students’ perceptions of the motivation to persist in engineering [3]. As a result,introductory engineering courses. Independent T-tests engineering colleges have included specific initiatives to notwill be conducted comparing students’ perceptions in only support students’ academic achievement, but also tothe two different course types. Motivation constructs address students’ motivation to learn, and to persist inincluded in surveys presented at the end of the semester achieving an engineering degree. As an illustration,in the two versions of the course are the measures of engineering colleges
Conference Session
WIP: Student Success & Development - Focus on Self-Efficacy
Collection
2017 FYEE Conference
Authors
Whitney Gaskins, University of Cincinnati
Tagged Topics
Diversity, FYEE Conference - Works in Progress Submission
, Columbus, OH W1A-1 Session W1Acognitive depletion [11]. Stereotype threat undermines Survey CRSS) did not consist of questions adopted directlyacademic achievement in two ways. First, it induces anxiety to SVS but a confirmatory factor analysis was completed tothat may impair academic performance. Second, in the relate questions to the SVS (the process is described below).long- term, it causes students to devalue their academic The SVS is a unidimensional scale designed to measure theinterests and eventually leads to dis-identification with
Conference Session
WIP: Student Success & Development - Focus on Self-Efficacy
Collection
2017 FYEE Conference
Authors
Kayla Nicole Arnsdorff; Ashley Tingting Chen; Rachel McCord Ellestad, University of Tennessee, Knoxville; Steffen Peuker, California Polytechnic State University, San Luis Obispo
Tagged Topics
Diversity, FYEE Conference - Works in Progress Submission
self-regulation in terms of cognitive, 1. Where would a “world-class” engineering students want metacognitive, and affective measures, this work in progress to be in the topic areas covered in class? focuses on reporting out initial results in how students talk 2. Where are you currently on each of these items? about their motivation and how that impacts academic, 3. What do you need to do to move from where you are to personal, and professional choices. Here, we define where you would need to be to become a “world-class” motivation loosely as the impetus that drives a person to do engineering student? something. Each
Conference Session
Issues in the First Year - Focus on Self-Efficacy
Collection
2017 FYEE Conference
Authors
Natalie C.T. Van Tyne, Virginia Polytechnic Institute and State University
Tagged Topics
FYEE Division - Paper Submission
physiological state, and extrinsic utility value.computer programming in an introductory engineeringdesign course were compared to their homework Index Terms – Self-efficacy, reflection, first-year design.assignment and test grades in engineering graphics andcomputer programming. The graphics unit consisted of INTRODUCTIONfour weeks of manual drafting followed by three weeks of Students’ perceptions of their abilities in fundamentalcomputer-aided drawing (CAD) with Autodesk Inventor. engineering skills such as graphics and computerThe programming unit, lasting six weeks, consisted of programming may be influenced by their familiarity withreview and expansion of
Conference Session
WIP: Student Success & Development - Focus on Self-Efficacy
Collection
2017 FYEE Conference
Authors
Racheida S Lewis, Virginia Tech; Tamara Knott, Virginia Polytechnic Institute and State University
Tagged Topics
Diversity, FYEE Conference - Works in Progress Submission
Engineering Experience (FYEE) Conference August 6 – 8, 2017, Daytona Beach, FL W1A-1 Session W1A ENGINEERING IDENTITY TABLE 1The first year surveys administered to the GE students MEAN RESPONSE FOR UNDECIDED STUDENTS RESPONDING “NEGATIVELY”include validated measures of constructs related to Beginning of Fall End of Fall End of Springengineering identity and belonging created by the first year Q1
Conference Session
Issues in the First Year - Focus on Self-Efficacy
Collection
2017 FYEE Conference
Authors
Lee Kemp Rynearson, Campbell University; Anastasia Marie Rynearson, Campbell University
Tagged Topics
Diversity, FYEE Division - Paper Submission
implemented in fall 2017. Finally, future cohorts identity: Definitions, factors, and interventions affectingare anticipated to be larger, which may allow for insight into development, and means of measurement”, European journal ofthe efficacy of identity formation efforts on population engineering education, 2017, 1-23.subgroups. [9] Arnett, J. J, "Are college students adults? Their conceptions of the transition to adulthood", Journal of adult development 1, 4, 1994, CONCLUSIONS 213-224
Conference Session
Experiences of Diverse Students
Collection
2017 ASEE Annual Conference & Exposition
Authors
Mark Schar, Stanford University; Shannon Katherine Gilmartin, Stanford University; Beth Rieken, Stanford University; Samantha Ruth Brunhaver, Arizona State University; Helen L. Chen, Stanford University; Sheri Sheppard, Stanford University
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods
understand the conditions that mayencourage engineering students to be more entrepreneurial and innovative. Among Epicenter’s severalresearch projects is an ongoing longitudinal survey study of the development of engineering students’career goals around innovation and engineering, referred to as the Engineering Majors Survey (EMS -2016). The EMS study follows a nationally representative sample of engineering students from theirundergraduate experiences through graduation and into the workplace (Gilmartin et al. 2017). Withinthis survey are measures of engineering task self-efficacy and innovation self-efficacy, as well as 39background learning experiences and extra-curricular activities spanning high school throughundergraduate education, which form
Conference Session
Educational Research and Methods Division Poster Session
Collection
2017 ASEE Annual Conference & Exposition
Authors
S. Zahra Atiq, Purdue University, West Lafayette
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods
students have been conducted in the context of team discourse and studentachievement5, engineering design projects6, and developing validated self-efficacy instruments forengineers7. Moreover, there is evidence in literature on measuring self-efficacy of engineeringstudents in the context of programming8-9. Askar et al., examines factors related to self-efficacyfor Java programming in first year engineering students. These factors include gender, computerexperience, general computing skills, frequency of computer use, and family computer usage.Findings from this study confirm the link between students’ self-efficacy beliefs and their choiceof subject. It was also found that computer engineering students had higher self-efficacy beliefscompared to
Conference Session
Entrepreneurship and Innovation: The Student Experience
Collection
2017 ASEE Annual Conference & Exposition
Authors
Sophia Lerner Pink, Stanford University; Beth Rieken, Stanford University; Tua A. Björklund; Sheri Sheppard, Stanford University
Tagged Divisions
Entrepreneurship & Engineering Innovation
minority status, and school size. We conducted t-tests to compare the average scoresbetween different groups.To compare respondents with high and low question-asking self-efficacy and outcomeexpectations, we divided the respondents into two groups as described below: students with lowand high QSE, SOE, and COE.For all categories (QSE, SOE, and COE), the “low” group contained those who markedthemselves as 3 or below on a scale from 1-5, and the “high” group included those who marked 5on a scale of 1-5. We chose these markers to try and capture the top and bottom groups (ideallyquartiles) as consistently as possible for each measure. See Table 4 for the number of students ineach category.Table 4: Categorizing students with low and high QSE, SOE, and
Conference Session
Design Tools and Skill Development
Collection
2017 ASEE Annual Conference & Exposition
Authors
William H. Guilford, University of Virginia
Tagged Divisions
Design in Engineering Education
found that course evaluations were improved, thatstudents better connect learning to skills, and that students appreciated the opportunity to developa uniform skill set by the end of the semester. This is in contrast to a project-based class whereskills development was not uniform between or within teams, and students did not connectlearning to skills development. We further assessed this pedagogical approach by measuring thepsychological construct engineering design self-efficacy at the beginning and end of thesemester, since there are prior reports of gains in the confidence of students in their fabricationskills as a result of immersive design-build projects [10], [11]. We found that students’ belief intheir abilities improved significantly
Conference Session
Women in Engineering Division Technical Session 7
Collection
2017 ASEE Annual Conference & Exposition
Authors
Christina S. Morton, University of Michigan ; Selyna Beverly, University of Michigan
Tagged Topics
Diversity
Tagged Divisions
Women in Engineering
, Science, & Arts and M-Engin which supports the engineering studentsin the College of Engineering. In this study we limit our focus to the experiences of engineeringstudents in the M-Engin program. Specific elements of the M-Engin program include: a summertransition program in which students gain exposure to the engineering curriculum, academiccoaching, study skill building, as well as career and professional development. Our studyexplores the relationship between students’ perceptions of the M-Engin program’s benefits andtheir engineering major confidence (a measure of self-efficacy) after their first year in college.We hypothesize that perceived program benefits of the M-Engin program will be positivelyrelated to women’s engineering major
Conference Session
Pre-College: Perceptions and Attitudes on the Pathway to Engineering (1)
Collection
2017 ASEE Annual Conference & Exposition
Authors
Tony McClary, New Mexico State University, College of Engineering; Patricia A. Sullivan, New Mexico State University; Steven J. Stochaj, New Mexico State University; Luis Antonio Vazquez Ph.D., New Mexico State University; Karen Trujillo, New Mexico State University ; John Kulpa, New Mexico State University; Germain Degardin, New Mexico State University
Tagged Topics
Diversity
Tagged Divisions
Pre-College Engineering Education Division
program for high school students— NM PREP Academy—had a measurable effecton student confidence (a subcomponent of self-efficacy) and content knowledge. We also aimedto gain a greater understanding of how similar short-term intervention programs could be used toincrease interest, participation, and persistence in STEM-related careers, as well as to understandwhich specific portions of the program were most closely related to the students’ gains in eitherknowledge or confidence. Our research questions were as follows:1. Did the confidence and/or content knowledge of the students change as a result of engagement in the pre-engineering program?2. Was there a relation between changes in student confidence and knowledge?3. Was there a relation
Conference Session
Pre-College: Perceptions and Attitudes on the Pathway to Engineering (2)
Collection
2017 ASEE Annual Conference & Exposition
Authors
J. Jill Rogers, University of Arizona; Amy Annette Rogers; James C. Baygents, University of Arizona
Tagged Topics
Diversity
Tagged Divisions
Pre-College Engineering Education Division
learning program to college choice. The remaining two questions are open-ended and allow students to describe their favorite ENGR 102 HS design and build project andcomments about their teacher. Many of the Likert scale questions for the online survey wereobtained from the on-campus course evaluations handed out to undergraduates in the ENGR 102course and deal with the quality of instruction and content. Additional questions, those dealingwith self-efficacy, were selected from the Longitudinal Assessment of Engineering Self-Efficacy(LAESE) instrument measuring student self-efficacy [36]. The LAESE instrument is a validatedinstrument that was developed with NSF funding as part of the Assessing Women in Engineering(AWE) project and can be found at
Conference Session
Minorities in Engineering Division Technical Session 7
Collection
2017 ASEE Annual Conference & Exposition
Authors
Javon Marcell Adams, North Carolina State University; James Samuel Carter III, University of North Carolina, Chapel Hill
Tagged Topics
Diversity
Tagged Divisions
Minorities in Engineering
participate in the program from the same cohorts. The study investigatesthe relationship between self-efficacy, pre-college academic preparedness measures and theeffect of these factors on early college success outcomes (e.g., term GPA) for URM students whoparticipated in STP as well as URM students who did not participate.LITERATURE REVIEWSelf-efficacy is defined as confidence in one’s ability to perform specific tasks or courses ofaction necessary to attain a specific goal or function in a specific capacity. (Bandura, 1997).When measuring self-efficacy respondents are asked to rate their level of confidence forattaining a specific goal. A student’s self-efficacy has an influence on the decisions that he/shemakes regarding their demonstrated efforts
Conference Session
The Philosophy of Engineering and Technological Literacy
Collection
2017 ASEE Annual Conference & Exposition
Authors
Katherine Goodman, University of Colorado, Denver; Jean Hertzberg, University of Colorado, Boulder
Tagged Topics
Diversity
Tagged Divisions
Technological and Engineering Literacy/Philosophy of Engineering
to understand andembrace, but once we did, we knew there was no going back” 30. This acknowledgement ofstudents’ emotional experiences changes the direction for reform efforts from the narrow scopeof pedagogy and curricular support to a broader conversation that includes student engagementand the development of a supportive community. Efforts to understand student self-efficacy haveincluded studies of identity, or whether students think of themselves as engineers 31,32, anddefining what is meant by “continuing motivation,” other than simply staying in a degreeprogram 33.Some efforts should concentrate, then, on creating supportive environments within engineeringto help retain students, while others focus on developing courses and projects
Conference Session
ETD Capstone Projects
Collection
2017 ASEE Annual Conference & Exposition
Authors
Kimberly Grau Talley P.E., Texas State University; Farhad Ameri, Texas State University
Tagged Topics
Diversity
Tagged Divisions
Engineering Technology
space, the teams were able to use them efficiently and createand test multiple prototypes in a short period of time and make the necessary adjustment to theirdesign such that it better meets the identified requirements. As shown in Figure 3, theperformance of the final prototypes for both teams was tested using press test method and it wasobserved that both designs increase the weight-bearing limit of the patient as much as 12-15pounds. Figure  2:  Prototyping  in  the  maker  space Figure  3:  The  final  prototype  was  tested  using  press  test  methodSurvey InstrumentThe Engineering Design Self-Efficacy tool (Carberry et al, 2010) was used to measure anychanges in the students
Conference Session
The Best of First-Year Programs Division
Collection
2017 ASEE Annual Conference & Exposition
Authors
Jan DeWaters, Clarkson University; John C. Moosbrugger, Clarkson University; Pankaj Sharma, Clarkson University
Tagged Topics
Diversity
Tagged Divisions
First-Year Programs
online at http://caeeaps.stanford.edu/phpESP/admin/manage.php.[20] LAESE (Longitudinal Assessment of Engineering Self-Efficacy) survey versions 3.0 (copyright 2006) and 3.1 (copyright 2007), which are products of AWE (Assessing Women and Men in Engineering), available online at www.aweonline.org.[21] DeVellis, R. F. (1991). Scale Development: Theory and Applications. Newbury Park, California: Sage Publications.[22] Armstrong, J.B., and Impara, J.C. (1991). The impact of an environmental education program on knowledge and attitude. Journal of Environmental Education, 22(4):36-40.[23] Barrow, L. H., and Morrisey, J. T. (1987). Ninth-grade students' attitudes toward energy: A comparison between Maine and New Brunswick. Journal of
Conference Session
NSF Grantees Poster Session
Collection
2017 ASEE Annual Conference & Exposition
Authors
Kristi J. Shryock, Texas A&M University; Jeffrey E. Froyd, Texas A&M University
Tagged Topics
NSF Grantees Poster Session
in the project: identification and self-efficacy. Further,it presents results responses from approximately 2,000 first-year engineering students at a largepublic institution. The paper addresses two questions: 1) How do engineering students respond totwo scales related to identity frameworks; and 2) What has been learned by giving these twoscales to first-year engineering students.IntroductionThe importance of increasing the number and diversity of B.S. graduates with degrees in science,technology, engineering, and mathematics (STEM) has been highlighted in several nationalreports1,2 . Increasing retention of students, including retention of students traditionallyunderrepresented in engineering is one approach to addressing this challenge
Conference Session
Pre-college Engineering Education Division Poster Session
Collection
2017 ASEE Annual Conference & Exposition
Authors
Alison K. Polasik, The Ohio State University; Alexandria Julius, The Ohio State University
Tagged Divisions
Pre-College Engineering Education Division
Moderate or Considerable 0.50 Communicative Interactions - SEC Moderate or Considerable 0.00 0.00 1.00 2.00 3.00 4.00 Journal Average Coded ScoreFigure 3: Comparison of SEC scores and Journal scores. SEC scores are calculated both as average (circle data points) andthe number moderate or considerable (X data points). The measurements are compared for procedural knowledge (blue) andcommunicative interactions (orange)In the 2016 – 2017 school year, the same tools are being used to measure teachers’ use of hands-onactivities and self-efficacy. In addition, focus
Conference Session
Pre-College: Organizing Instruction Around a Theme
Collection
2017 ASEE Annual Conference & Exposition
Authors
Kristin Kelly Frady, Clemson University; Ikenna Q. Ezealah, Clemson University; Christopher Ciuca, SAE International; Meghan M. Stoyanoff, SAE International
Tagged Divisions
Pre-College Engineering Education Division
quantified attitude and motivationintegrating frameworks of self-efficacy theories with outcome expectancy theories. Self-efficacyis social cognitive approach with roots in self-determination theory and describes a person’sperception or beliefs about their capabilities to produce effects (Bandura, 1986). This is closelytied with outcome expectancy which is a person’s expectations about the consequences of anaction (or outcome of a task). The combination of these frameworks, in the context of STEMeducation, have been shown to influence motivation and persistence in an academic track(Unfried, Faber, Stanhope, & Wiebe, 2015). However; in order to situate student attitudes,interests, and experiences within a larger career context, the social
Conference Session
Entrepreneurship & Engineering Innovation Division Poster Session
Collection
2017 ASEE Annual Conference & Exposition
Authors
Gunther Rameseder, Stanford University; Sheri Sheppard, Stanford University; Maximilian Reithmann MR, Celonis; Eric Reynolds Brubaker, Stanford University
Tagged Topics
Diversity
Tagged Divisions
Entrepreneurship & Engineering Innovation
gap, we explore a sample of 5,819 undergraduate engineering students froma survey administered in 2015 to a nationally representative set of twenty-seven U.S. engineering schools. Weidentify how individual background measures, occupational learning experiences, and socio-cognitive measuressuch as self-efficacy beliefs, outcome expectations, and interest in innovation and entrepreneurship affect students’entrepreneurial career focus. Based on career focus, the sample is split into “Starters” and “Joiners” where Startersare students who wish to start a new venture and Joiners are those who wish to join an existing venture. Resultsshow the demographic, behavioral, and socio-cognitive characteristics of each group. Findings suggest that