Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jacob Marszalek, University of Missouri - Kansas City; Michelle Maher, University of Missouri - Kansas City

Paper ID #37178A Measure of Problem-Solving Self-Efficacy forUndergraduate Engineering StudentsJacob Marszalek Professor, Department of Psychology, UMKC Interim Associate Dean, School of Education, UMKCMichelle Maher (Professor) © American Society for Engineering Education, 2022 Powered by www.slayte.comA Measure of Problem-Solving Self-Efficacy for Undergraduate Engineering StudentsThis Work-In-Progress examines higher education’s struggles to increase the retention rate ofengineering students despite scholarly attention and government funding

Conference Session

ERM: Self-Efficacy, Motivation, and MORE!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jan Edwards, College of Lake County; ANA PIZANO, College of Lake County

DescriptionEach semester students are selected based on financial need, program of choice, level ofmathematic preparation and a personal essay. Once selected, these students attend weeklytutoring or advising and provide updates on their academic progress. In addition, near the start ofthe fall semester and towards the end of the spring semester the scholars along with the entireECS population will receive a survey to provide a measure of their self-efficacy relative toengineering, tinkering and design, sense of belonging, and inclusion.The CLC Baxter Innovation Lab was selected as an integral part of the expanded NSF Scholarsprogram, including team building activities with NSF Scholars, using the lab as a tutoring hub,and employing NSF scholars as

Conference Session

ERM: Self-Efficacy, Motivation, and MORE!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Campbell Bego, University of Louisville; Jeffrey Hieb, University of Louisville; Patricia Ralston, University of Louisville; Thomas Tretter; Jason Immekus; Jody Zhong, University of Louisville

possible to succeed in engineering with a mid-level grade and correspondingskills. Simultaneously, the group of C-in-math students who left engineering present anopportunity for interventions; there is a whole group of capable students who decide not tocontinue but are capable. Students with a C grade in the first semester math course thereforeappear to be a potentially productive subgroup that merit further investigation for strengtheningengineering retention.In addition to math performance, several noncognitive variables such as a student’s sense ofbelonging [12] or self-efficacy [13]–[15] have been found to predict student retention. Thesefactors are interesting because not only can they be used to predict student decision-making, butthey are

Conference Session

ERM: Self-Efficacy, Motivation, and MORE!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robert Nagel, James Madison University; Bethany Popelish, James Madison University; Melissa Aleman, James Madison University; Tobias Reynolds-Tylus, James Madison University

%), followed byAsian (6.9%), Black or African American (5.6%), Hispanic/Latino (3.1%), and Native American(0.6%). The ratios of male to female and White to non-White in the sample is comparable to thetotal population. Participants reported working on anywhere from 1 to 25 projects (M = 4.87, SD= 3.12, Median = 4, Mode = 3), reported an average number of 2.84 of projects involvingmaking (SD = 2.68, Median = 2, Mode = 3, Range = 0-25).All items were measured on a 7-point Likert scale (1 = corresponds not at all to 7 = correspondsexactly). See Table 1 for a zero-order correlation matrix for study variables. The current studyused a modified version of the basic needs satisfaction scale [18]. Autonomy was measured withsix items (e.g., “I feel like I am

Conference Session

ERM: Self-Efficacy, Motivation, and MORE!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kai Jun Chew, Virginia Polytechnic Institute and State University; Holly Matusovich, Virginia Polytechnic Institute and State University

to complement tests.Keywords: Test, Exams, Assessment, Instructor, BeliefsIntroduction Tests have been a default form of assessment in concept-heavy fundamental engineeringcourses (Lord & Chen, 2015; Sheppard et al., 2009). Situating tests in the expansive assessmentliterature, tests play important roles in the learning process, such as the “testing effect” in whichstudents retain information after multiple testing (Roediger et al., 2011). However, tests alsocome with various disadvantages, such as being not appropriate for measuring conceptual change(Streveler et al., 2008) and decreasing motivation to learn (Tan, 1992; Vaessen et al., 2017).Thus, tests being the go-to assessments may not be an ideal way of assessing and helping

Conference Session

Redefining Manufacturing Education Practices

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sarah Zappe, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University; Sam Spiegel, Colorado School of Mines; Jenifer Blacklock, University of Colorado Boulder; Deb Jordan, Colorado School of Mines; Francisco Garcia, Colorado School of Mines

Paper ID #38004Development of Self-Efficacy and Mindset Scales forAdvanced Manufacturing and Data SciencesSarah E Zappe (Assistant Dean for Teaching and Learning; Director of theLeonhard Center) Dr. Sarah Zappe is an educational psychologist specializing in applied educational testing and measurement. She is the Director of the Leonhard Center for the Enhancement of Engineering Education at Penn State and Assistant Dean of Teaching and Learning in the College of Engineering. She holds an affiliate faculty position in the Educational Psychology Department at Penn State. Sarah is widely recognized for her expertise

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Azadeh Bolhari, University of Colorado Boulder; Shelby Tillema, University of Colorado Boulder

(CGIW) wasadministered to measure students’ shift in: 1) Innovation Self-Efficacy, 2) Innovation Interests,and 3) Innovative Work. The results generated from this survey showed the students’ increase ininnovation self-efficacy as a result of the design of K-12 STEM projects. The findings will haveimplications for assisting engineering educators to adopt futuristic designs into their engineeringcurricula, understand how to encourage innovation self-efficacy in students for their futurecareers, and understand how student projects focused on teaching promote innovation self-efficacy.Keywords: Innovation Self-Efficacy, K-12 STEM projects, environmental engineering,augmented realityIntroductionEducation for innovation in engineering is a central

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Megan McSpedon, Rice University; Margaret Beier, Rice University; Brittany Bradford, Rice University; Michael Wolf

perceptions of STEM self-efficacy. STEM self-efficacy, or students’ belief in their ability to execute the actions necessary to perform within theSTEM domain, can impact both goal setting (e.g., the desire to attain a STEM degree) and goalstriving (e.g., the efforts taken towards earning a STEM degree).STEM self-efficacy was captured three times each during four successive cohorts of students’first year of college (i.e., fall of freshman year, early spring of freshman year, and after the endof the freshman spring semester). For students who participated in the RESP program, STEMself-efficacy was additionally captured at a T0 in the summer before the RESP program began.STEM self-efficacy was measured using an eight-item measure from the Motivated

Conference Session

ERM: Find Out More About Faculty!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sarah Orton, University of Missouri - Columbia; Fan Yu, University of Missouri - Columbia; Johanna Milord; Lisa Flores, University of Missouri - Columbia; Rose Marra, University of Missouri - Columbia

additional feedback from the wider communityon the effectiveness of teaching strategies to improve self-efficacy and future work will includethe analysis of additional surveys that were administered to measure student self-efficacy withthe goal of determining simple and effective strategies that can be implemented in engineeringclassrooms.IntroductionFaculty members have a myriad of teaching strategies to choose from when teaching a course.This paper examines the faculty member choice (why they chose to use particular strategies intheir course) as well as their reflections on how well the strategy worked (impact on studentlearning vs ease of implementation). The strategies considered focused on improving student’ssense of engineering self-efficacy

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tobin Walton, North Carolina Agricultural and Technical State University (CoE); Stephen Knisley, North Carolina Agricultural and Technical State University; Jared Webb, North Carolina Agricultural and Technical State University (CoE); Arvind Chandrasekaran, North Carolina Agricultural and Technical State University

smaller than that of the effect on self- efficacy. Methods Students in six undergraduate engineering courses that were reformulated to providestudents with consistent opportunities to engage in needs finding and engineering designactivities were administered a pre-test and post-test survey. The survey contained measures ofEngineering Values, Self-efficacy, and Identity. There were six engineering self-efficacy itemsarranged on a 7 point Likert scale. Students’ scores on these 6 items were summed to create acomposite Engineering Self-Efficacy Scale (ESES) with a possible range of 7 to 42 (α=.778;N=88)1. The items assess a general form of self-efficacy as well as

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brad Cicciarelli, Louisiana Tech University; Timothy Reeves, Louisiana Tech University; Catherine Belk, Clemson University; Marisa Orr, Clemson University; Eric Sherer, Louisiana Tech University

Paper ID #38220NSF RIEF: Influence of Self-Efficacy and Social Support onPersistence and Achievement in Chemical EngineeringSophomores: Measuring the Impact of an InterventionBrad Cicciarelli (Distinguished Lecturer) Brad Cicciarelli is a Distinguished Lecturer in the chemical engineering and mechanical engineering departments at Louisiana Tech University. He earned a B.S. from the University of Florida and a Ph.D. from M.I.T., both in chemical engineering. He teaches a variety of courses, including material and energy balances, thermodynamics, heat transfer, and numerical methods.Timothy Reeves (Lecturer of

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

binbin shao, Zhejiang University; Wei Zhang, Zhejiang University; Liang Wang

EI1 0.818 EI2 0.699 EI 0.839 0.566 EI3 0.73 EI4 0.757Notes: IEC: impact of entrepreneurship competition; EM: entrepreneurial motivation; ESE: entrepreneurial self-efficacy; EI: entrepreneurial intention.Construct Validity and ReliabilityConstruct validity and reliability were also examined in confirmatory factor analysis.Convergent and discriminant validity can be used to measure construct validity. Theaverage variance extracted (AVE) value for each construct is above the cut-off valueof 0.5 (see Table 4), as

Conference Session

Broadening Participation and Inclusion in STEM: Equity, Culture & Social Justice in Education Division Technical Session 8

Collection

2022 ASEE Annual Conference & Exposition

Authors

Heather Beem, Ashesi University

-efficacy levels.The results suggest that the original hypothesis does not fully hold, and it may require a morenuanced view. While the author expected the initial self-efficacy measures towards design andfabrication reported by the 2020 cohort (online) to be lower, they were somewhat higher than the2019 cohort (in person), with small effect size for both genders (gmen = 0.172, gwomen = 0.281).The change in self-efficacy levels over the semester were also equally to more significant for the2020 cohort who attended online compared to the 2021 cohort completing the same mini-coursewith weekly sessions in-person.These results suggest that intangible sources of self-efficacy may have a greater influence thanthe tangible items in the physical

Conference Session

Statics Fanatics 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yemisi Oyewola, Utah State University; Brian Cowburn, Rochester Institute of Technology (COE); Ryan Barlow, zyBooks, A Wiley Brand; Wade Goodridge, Utah State University; Kurt Becker, Utah State University - Engineering Education

biological and environmental engineering majors, but it oftenfocuses solely on mechanical and civil engineering applications. With no connection to theircareer, students often see a drop in performance and career development. Therefore, newproblems from biological and environmental engineering disciplines are introduced into thecourse. This study examines the self-efficacy developed within students and the perceived valuethey ascribe to new problems that teach fundamental statics concepts and focus on biological andenvironmental principles. The study collected data from 133 students over three semesters. Theeffect of this intervention was measured by administering a pre-and post-survey at the beginningand end of the course to the Biological, Civil

Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Jennifer I Clark, Montana State University - Bozeman; Bryce E. Hughes, Montana State University - Bozeman

Tagged Topics

Diversity, Works In Progress

thebottom notes the contribution of the Figure 1: How Self-Efficacy Theory Nests intoChronosystem (Time). Bioecology Theory In a qualitative approach this framework allows a shift in perspective. Bandura [13]presents the sources of self-efficacy as individual influences working together in developing aperson's ability to develop confidence, the top 4-part circle in Figure 2. Measuring sources ofself-efficacy in student academic development in STEM disciplines are found in work by Loo etal. [28], Usher et al. [29], and Mamaril et al. [30]. Their work quantitatively describes theamount of influence self-efficacy sources have in student confidence in their ability to besuccessful with challenging STEM

Conference Session

DEED Technical Session 8 - Design Methodologies

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lisa Murray; Joseph Ekong, Western New England University; Seyed Niknam, Western New England University; Michael Rust, Western New England University

same design task was used in the post design challenge. During the pre andpost design tasks, students are encouraged to use the rubric to design with the limitations andopportunities of AM in mind.4. MetricsThe participants’ learning and use of DfAM after the intervention was evaluated using thefollowing metrics: 1) DfAM self-efficacy and 2) Score from the rubric evaluating theincorporation of DfAM concepts in design outcomes. Table 1. Validated tool used to measure change in DfAM self-efficacy [25] Opportunistic DfAM concepts Restrictive DfAM conceptsThe DfAM Self-efficacy table shown in Table 1. was validated by Prabhu et al. [25] and wasused to record changes in student DfAM self-efficacy. This information was collected in

Collection

2022 Spring ASEE Middle Atlantic Section Conference

Authors

Heydi L Dominguez, New Jersey Institute of Technology; Prateek Shekhar, New Jersey Institute of Technology

). and sites). Entrepreneurial self–efficacy: Refining the measure. Entrepreneurship Upper-division entrepreneurship course theory and Practice, 33(4), 965-988. SEARCHING: Identification of an idea or opportunity. 2. Pan, X. (2020). Technology acceptance, technological self-efficacy, and Pre-Collection Post-Collection

Conference Session

ERM: Design!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Justin Hess, Purdue University at West Lafayette (COE); Elizabeth Sanders, Purdue University at West Lafayette (COE); Nicholas Fila, Iowa State University of Science and Technology

employed two constructs from the InterpersonalReactivity Index [7] - Empathic Concern and Perspective-Taking - and two constructs from arecent validation study in engineering - Interpersonal Self-Efficacy and Emotion Regulation [42].This correlation analysis is a form of external validity [29], as it identifies if our novel constructsalign with extant empathy constructs in expected ways. Empathic Concern can be considered another-oriented affective empathy concept and thus should theoretically correlate with ouraffective empathy in design constructs. Similarly, Perspective-Taking is a cognitive empathyconcept which primarily includes other-oriented items. Thus, we anticipated significant positivecorrelations between this construct and the

Conference Session

DEED Technical Session 10: Empathy and Human-centered Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ardeshir Raihanian Mashhadi, University at Buffalo, The State University of New York; Vanessa Svihla, University of New Mexico

as cognitive and/or affective.We also wanted to contextualize our measure of expansive empathy to design, much as measuresof self-efficacy are commonly contextualized to mathematics, science inquiry, engineering, etc.[17-19]. Adopting this situative approach is common when we expect affective and dispositionalstances to develop in tandem with cognitive aspects and disciplinary practices, as is the case withempathy in design [20].Thus, research on how others have measured empathy in design provides key guidance in ourreview of existing decontextualized or general-purpose measures. For instance, in research ondesign thinking, feedback-seeking has been considered a proxy for empathy [21, 22]. In suchsurveys, questions focus on considering

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Emma Treadway, Trinity University; Jessica Swenson, University at Buffalo, The State University of New York; Melissa Caserto, University at Buffalo, The State University of New York

one.Identifying these shifts is key to discovering strategies for students to help themselves orinstructors to help students get students on positive pathways that contribute to an improvementin global affect towards engineering. We also plan to undertake a comparison of the results fromour survey analysis to interview data about emotional pathways, as a step towards validation ofthe instrument. Looking forward, the study of affective pathways may also have connections toand impacts on other important factors for retention and student experience such as engineeringidentity, self-efficacy, and mindset.References[1] J. Swenson, A. Johnson, T. Chambers, and L. Hirshfield, “Exhibiting Productive Beginnings of Engineering Judgment during Open-Ended

Conference Session

ERM: Persistence and Attrition in Engineering

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kyeonghun Jwa, Pennsylvania State University; Catherine Berdanier, Pennsylvania State University

Paper ID #37099Development of a Longitudinal Method to Measure AttritionIntentionsKyeonghun Jwa Kyeonghun Jwa is a Ph.D. candidate in the Department of Mechanical Engineering at The Pennsylvania State University. He earned his Bachelor’s degree and Master’s degree in Mechanical & Automotive Engineering from the University of Ulsan in South Korea. His research interests include doctoral engineering attrition, international graduate students’ academic literacy, and adjustment experiences in the U.S.Catherine Berdanier Catherine G.P. Berdanier is an Assistant Professor of Mechanical Engineering at Pennsylvania

Conference Session

Technical Session T1A

Collection

2022 First-Year Engineering Experience

Authors

Susan L. Amato-Henderson, Michigan Technological University; Jon Sticklen, Michigan Technological University

Tagged Topics

Full Papers

the level of utility value students perceived could explain approximately half of thevariance (51%) in their intention to pursue an engineering career. [6]. Based on this research, we expect thatsuccess and usefulness will both predict empowerment.The success factor of the MUSIC inventory measures the perception that one can succeed in the relevantacademic work if they put forth the effort [1]. Several different human motivation theories serve as thefoundation for this factor. Bandura’s now-classic self-efficacy theory [7], Covington’s self-worth theory [8],goal orientation theory [9], and expectancy-value theory [10] all address achievement motivation and success/competency. In fact, competency is now considered to be a basic human need [11

Conference Session

PCEE Session 11: Engineering Outreach / Summer Programs

Collection

2022 ASEE Annual Conference & Exposition

Authors

Aimee Cloutier, Rose-Hulman Institute of Technology; Eric Constans, Rose-Hulman Institute of Technology; James Mayhew, Rose-Hulman Institute of Technology

, J. A. Zeiber, P. Sullivan, S. Stochaj, “Using multi-disciplinary design challenges to enhance self-efficacy within a summer STEM outreach program, “ in Proceedings of the 2018 ASEE Southwest Section Conference, Austin, TX, 2019.5. A. Reynolds Warren, K. Harp, N. Ben Aissa, E. Specking, “Responding to COVID-19: Insights into making summer camps virtual,” in Proceedings of the 2021 ASEE Midwest Section Conference, Virtual, 2021.6. J. J. Rogers, T. G. Ganesh, J. Velez, “Engineering virtual design competition – a solution for high school summer outreach during the pandemic and beyond,” in Proceedings of the 2021 ASEE Annual Conference, Virtual, 2021.7. M. E. Foltz, and S. Koloutsou-Vakakis, “Can online summer camps work

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 3: Best of ELOS

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bridget Smyser, Northeastern University

beparticularly noticeable in historically underserved populations. Some universities attempted tosolve this problem by allowing students to remotely log into expensive software programs usingthe university VPN. However, this often led to overload of the VPN and did not solve theproblem of individual students not having high quality Internet at home [11]. Some authors,while reporting successful achievement of student learning goals, saw that there were increaseddifficulties with teamwork and communication between students in the virtual mode [9].Additionally, some researchers reported a decrease in the amount of student learning, eventhough they gained some self-efficacy skills from the experience [12].Like the author, many educators attempted some sort

Conference Session

WIED: Support for All in the WIED Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ilknur Aydin; Mary Villani, State University of New York, College of Technology at Farmingdale; Lisa Cullington, State University of New York, College of Technology at Farmingdale

primarily occur at residential colleges and can span from a few days in length toseveral weeks in the summer before students’ first year [10]. Programs that focused on students’academic skills and academic self-efficacy have contributed to their effectiveness [11].Despite the struggling enrollment and retention of women in computer science bachelor's degreeprograms, much of the research on summer bridge programs focus on STEM majors in general.Authors of [12] identified several factors that impacted enrollment, retention and success ofminority students and women specifically in computer science majors. These included studentsreporting less information regarding computer science degrees before starting college andwomen computer science majors

Conference Session

Technical Session 13 - Paper 4: Promoting First-Semester Persistence of Engineering Majors with Design Experiences in General Chemistry Laboratory

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Corey Payne, University of Florida; Kent J. Crippen, University of Florida

Tagged Topics

CoNECD Paper Sessions, Diversity

identifying as URM,we sought to answer the following research question: What impact does use of the career-forward curriculum have on self-efficacy, identity as an engineer and commitment to anengineering career, and in particular, for students identifying as female or URM?For our purposes it is important to clearly define how the terms persistence and commitment areconceptualized and measured, both of which are consistent with the Mediation Model ofResearch Experience (MMRE) [5], which served as the theoretical framework. Commitment isdefined as the student’s willingness to persist towards a specific long-term goal, in this case anengineering career and was measured as an outcome variable through a set of items that loadeddirectly to the construct

Conference Session

Pre-College Engineering Education Technical Session 7: Cybersecurity and Computing

Collection

2022 ASEE Annual Conference & Exposition

Authors

Anni Reinking; Monica McGill, CSEdResearch.org

Table 2: Self-efficacy measures (pre and post Academy).5.4.2 Academic ImpactsAs a 3-hour course, we used grades as evidence of the cadets’ mastery of content. Since one of thehost sites used a pass/fail model, we converted the grades from other host sites to match. A lettergrade of D or above was considered passing, which is standard for college level courses. Eighty-five (94%) of the 91 cadets who completed all 6 weeks of the course, passed the course.We also asked whether the cadets plan on taking the ITF+ certification test after the Academyended. Of the 85 cadets who passed, all indicated that they intend to take the certification testin late summer or early fall. The cadets had until December 2021 to use their voucher to takethe exam. We

Conference Session

ERM: Engineering Identity: (Identity Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hannah Budinoff, The University of Arizona; Vignesh Subbian, The University of Arizona; Francesca Lopez

identity, and engineering self-efficacy. The measures were collected online using aQualtrics survey. Data were collected from the ABP intervention section and a control section.We used the three-item sense of belonging survey from Hurtado & Carter [21], with scoresranging from 0 to 10. We used an adapted version of the original survey, replacing the term“campus” with “engineering” to assess sense of belonging to the engineering community, whichhas shown excellent internal consistency (α = .97). For engineering self-efficacy, we used thesurvey from Mamaril et al. [22], which assesses general beliefs in engineering capabilities andcombines items from several prior self-efficacy surveys. We report the general engineering self-efficacy scale from

Conference Session

PCEE Session 2: Teacher Learning Experiences

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rebekah Hammack, Montana State University - Bozeman; Ibrahim H. Yeter, Nanyang Technological University

self-efficacy: Substantive implications and measurement dilemmas. Presented at the annual meeting of the Educational Research Exchange, Texas A & M University.Hyde, J. S. (2007). Women in science: Gender similarities in abilities and sociocultural forces. Why Aren't More Women in Science?: Top Researchers Debate the Evidence., 131–145. https://doi.org/10.1037/11546-011Kurup, P. M., Li, X., Powell, G., & Brown, M. (2019). Building future primary teachers' capacity in STEM: Based on a platform of beliefs, understandings and intentions. International Journal of STEM Education, 6(1), 1–14. https://doi.org/10.1186/s40594019-0164-5Lee, M.-H., Hsu, C.-Y., & Chang, C.-Y. (2018). Identifying

Conference Session

First-Year Programs Division Technical Session 13: Work-in-Progress Postcard Session #2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sophia Santillan, Duke University; Lupita TeMiquel-McMillian, Duke University; Jennifer Ganley; Stacy Tantum, Duke University

. M. Allen, “Essential Functions of Academic Advising: What Students Want and What Students Get,” NACADA Journal, vol. 26, no. 1, pp. 56-66, 2006.[5] B. J. Zimmerman, A. Bandura and M. Martinez-Pons, “Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting,” American Educational Research Journal, vol. 29, no. 3, pp. 663-676, 1992.[6] N. A. Mamaril, E. L. Usher, C. R. Li, D. R. Economy, and M. S. Kennedy, “Measuring Undergraduate Students’ Engineering Self-Efficacy: A Validation Study,” Journal of Engineering Education, vol. 105, no. 2, pp. 366-395, 2016.[7] B. W. Smith, J. Dalen, K. Wiggens, E. Tooley, P. Christopher, and J. Bernard, “The Brief Resilience Scale: Assessing the