Conference Session

Graduate Studies Division (GSD) Technical Session 7: Developing Graduate Students' Competencies and Identities

Collection

2023 ASEE Annual Conference & Exposition

Authors

Julie M. Rieland, University of Michigan; Shamalee Goonetilleke, University of Michigan; Sarah Jane Bork, University of Michigan; Aaron W. Johnson, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

structured interviewdata collected through an extracurricular student project. We investigated three key aspects ofgraduate school, particularly experiences with 1) work-life-balance, 2) imposter syndrome, and3) burnout. To develop the survey and interview instruments, we developed a pool of memes andgraduate student oriented advice columns then used thematic analysis to identify 9 thematicquestions about the graduate student experience. For this work, the data set was abbreviated toconsider only the 3 most salient topics. We found that students generally disagreed with thenegative themes identified and that memes tended to exaggerate these features of graduatestudent experience. However, emergent themes of self-efficacy in our analysis demonstrated

Conference Session

Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hye Sun You, New York University; Vikram Kapila, New York University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

of technology use. Mishra and Koehler23 used a surveyto track changes in teachers’ perception of their TPACK understanding over a course thatincorporated educational technology. Moreover, Archambault and Crippen47 developed 24 surveyquestions to measure teachers’ understanding of various instructional and conceptual issues. Thiseffort adapted a widely used self-efficacy TPACK instrument46,48 for our PD program, whichemploys robotics to teach classroom science and math. Moreover, in our study, we reformulatedthe TPACK survey instrument,46,48 guided by the self-efficacy research,49,50 to establishparticipant’s confidence, motivation, outcome expectancy, and apprehensiveness for each of theseven components of the TPACK framework.3. Research

Conference Session

Women in Engineering Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Leanne Kallemeyn, Loyola University Chicago; Gail Baura, Loyola University Chicago; Francisca Fils-Aime, Loyola University Chicago; Jana Grabarek; Pete Livas Jr, Loyola University Chicago

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

participants to report these findings. The remainder of theanalyses focused on gender.Similar rates of persistence existed for women and men, even though when they began theprogram there were statistically significant difference between mean scale scores for freshmenwomen and men on some measures of self-efficacy. For the Self-Efficacy Scale II, t(66) = 2.63,p = .011; Career Success Scale, t(66) = 3.03, p = .004, and Math Scale t(66) = 2.49, p = .015,men averaged higher scores than women (see Table 2 for averages). Although men scored higherthan women on the Self-Efficacy I Scale and Coping Self-Efficacy Scale, these results were notsignificantly different. Women and men scored similarly on the Inclusion Scale. The means onself-efficacy scales at the

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kimberly Grau Talley P.E., Texas State University; Araceli Martinez Ortiz, Texas State University, San Marcos; Vedaraman Sriraman, Texas State University, San Marcos; Shaunna Fultz Smith, Texas State University, San Marcos

Tagged Topics

Diversity, NSF Grantees Poster Session

particularly enable a more diverse group of students to leveragecreativity and innovation toward success in engineering careers; 2) discover specific learningmodels that involve both STEM university students and pre-service teachers in order to developteamwork, self-efficacy, communication, and identity formation in the Maker environment; 3)pilot instruments to measure the impact of such programs on students’ self-efficacy,communication, and identity formation and 4) understand to what extent students who use themaker space for a class project become regular users of the space. This paper reports on theprogress and findings from the first year of implementation. Maker Space user log in data will beanalyzed as will preliminary results of student

Conference Session

Action on Diversity - Supporting Students at Multiple Levels

Collection

2017 ASEE Annual Conference & Exposition

Authors

Autumn Turpin, Stanford University; Kai Jun Chew, Stanford University; Helen L. Chen, Stanford University; Beth Rieken, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

ASEE Diversity Committee, Diversity

– the Engineering Majors Survey (EMS) developed by the National ScienceFoundation (NSF)-funded National Center for Engineering Pathways to Innovation (Epicenter)and a survey developed by BRAID. Additional items were also created to explore issues andquestions not addressed by the EMS and BRAID instruments.The Engineering Majors Survey (EMS) (Gilmartin, et al., 2017) draws upon psychologicaltheories of career choice to ask students about their "innovation self-efficacy", their expectationsfor the outcomes of innovative behaviors, their innovation interests, and their goals around doinginnovative work in their early careers. Designed to measure a comprehensive range ofundergraduate learning experiences that may influence students' beliefs about

Conference Session

K-12 & Pre-College Engineering Division: Fundemental and Evaluation: Embedded Programs in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ibrahim Halil Yeter, Texas Tech University; Hansel Burley, Texas Tech University; Terrance Denard Youngblood, Texas Tech University; Casey Michael Williams, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

1.4 Missing 4 .8Instrumentation The 2014 version of the STEM IQ consisted of 71 items. 13 were demographic, 58attitudinal items related to students’ experiences, teamwork, learning experience, hands on activelearning, and career. The study focuses on only attitudinal items with a high reliability Cronbachalpha (α=.83). The items in the questionnaire are based on 100 scale. Further, the attitudinalitems are divided into three components. First component aims to measure STEM-related self-efficacy, like a student’s ability to complete academic milestones and to overcome performancehurdles. Students are asked to indicate their confidence to perform successfully

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susan Mary Romanella, Texas State University; Clara Novoa, Texas State University, San Marcos

Tagged Topics

Diversity, NSF Grantees Poster Session

workforceonce they have arrived.Self-efficacy, grit, and leaning in; are these the keys that distinguish female students who willthrive in ECS not only as college students but also as career professionals? Arguably, Bandura,Duckworth, and Sandberg were a perfect storm of women’s empowerment theories. In ourSPARK assessments, we decided to quantify the first two items and qualitatively assess how –and if – our students were “leaning in”.In addition to measuring self-efficacy, we administered surveys to assess the students’ grit,perseverance, ambition, problem-solving abilities, resilience, self-confidence, and GPAs. Weincluded questions about their satisfaction with the various SPARK activities we organizedthroughout the years. We also asked open ended

Conference Session

Mathematics Division (MATH) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hui Ma, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Mathematics Division (MATH)

and measure their course preparedness. Welch's t-test was also used to determineif there was any difference in the students' performance on the common final exam.For the test anxiety Likert questions, a score ranging from 5 to 20 was obtained by summing thescores for all five questions, with 1=almost never and 4=almost always. Paired t-tests wereperformed for both grading methods to identify any changes over the semester after taking thecourse. In the case of the self-efficacy questions, scores for each category (e.g. masteryexperience, vicarious experience, social persuasion, and physiological state) were averaged afterbeing set on a scale of 1=definitely false to 6=definitely true. Paired t-tests were performed forboth grading methods to

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Manish Roy, University of Connecticut; Christa L. Taylor, University of Connecticut; Maria Chrysochoou, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

, depression, and anxiety) and personal resources (self-efficacy, engagement, and motivation) using an online survey. Students also provided permissionto record their grades on course assignments for analysis. Following the end of the semester,participating students’ scores were recorded for the following: (1) Average of scores forhomework assignments; (2) Average of scores on quizzes; (3) Average of scores for each of threephases of the term project; (4) Average of scores for three midterm exams; (5) Score for classparticipation. Data will be analyzed using multiple regression models. The proposed paper willdescribe the course structure and design of the course assignments, which differ in their level offlexibility, as well as the results and

Conference Session

Women in Engineering Division Technical Session - Pre-college Programs for Women

Collection

2016 ASEE Annual Conference & Exposition

Authors

Shawna Fletcher, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division, Women in Engineering

students.In Texas, students were measured over a six-year period. From 2006 – 2010, enrollmentquadrupled and participants increased 18,686 individuals (4498 in 2006 to 23184 in 2010)9.Female participation increased 586% and Hispanic students increased 507%. This study alsoshowed a high impact on students enrolling in higher education (62.1%) compared to their non-PLTW counterparts (58.4%)9. In addition, post-secondary enrollment was slightly greater forfemales (63.5%) compared to their non-PLTW peers (63.1%).Several studies have examined self-efficacy of females for math and science subjects whenparticipating in PLTW10,11,12. Exposure to engineering through PLTW has shown to havesignificant impact on self-efficacy and underrepresented students10. The

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jacques C. Richard, Texas A&M University; So Yoon Yoon, Texas A&M University

Tagged Topics

Diversity, NSF Grantees Poster Session

REU affect students’ self-efficacy of making decision about graduate school and success therein? 3. How does the REU affect students’ preferences on research type? 4. How does the REU change participants' perceptions of their research knowledge, skills, and engineering career path?II. MethodA. SettingObjectives of the REU Program. The specific objectives of the REU program at the universitywere to (a) engage a minimum of 10 undergraduates annually; (b) prepare the students forgraduate school through workshops on the Graduate Record Examinations (GRE), increasingawareness of graduate opportunities, strengthening of resumes by publishing research, andimproving written and oral communication; and (c) measure the effectiveness of

Conference Session

Women in Engineering Division (WIED) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Grace J. Liang; Rick Evans, Cornell University; Mojdeh Asadollahipajouh; Stacey E. Kulesza, P.E., Kansas State University; Anna Glushko Evans, Kansas State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

. 1997, New York: W.H. Freeman and Company.15. Kolar, H., A.R. Carberry, and A. Amresh. Measuring computing self-efficacy. in 2013 ASEE Annual Conference & Exposition. 2013.16. Carberry, A., M. Ohland, and H.S. Lee. Developing an instrument to measure engineering design self-efficacy: A pilot study. in ASEE Annual Conference and Exposition, Conference Proceedings. 2009.17. Yildirim, T., M. Besterfield-Sacre, and L. Shuman. Scale development for engineering modeling self efficacy. in 2010 Annual Conference & Exposition. 2010.18. Baker, D., S. Krause, and S. Purzer. Developing an instrument to measure tinkering and technical self efficacy in engineering. in 2008 Annual Conference &

Conference Session

Equity and Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Felicity Bilow, Virginia Polytechnic Institute and State University; Lucas Adams, Clarkson University; Mohammad Meysami, Clarkson University; Jan DeWaters, Clarkson University

Tagged Topics

Diversity

Tagged Divisions

Equity, Culture & Social Justice in Education Division (EQUITY), Liberal Education/Engineering & Society Division (LEES)

structure previously determined through exploratory and confirmatory factor analysisrevealed five latent variables that align with a framework proposed by Fila et al. [1] for teachingengineering within a humanistic lens to help students develop a sense of belonging and theirengineering identity. Our SEM analysis showed that for all students, academic self-confidenceand self-efficacy and a broad understanding of engineering both have a significant positiveinfluence on their sense of belonging, which in turn has a significant influence on their attitudestoward persisting and succeeding in engineering. Appreciating the importance of non-technicalskills in engineering had no significant influence on most students’ sense of belonging with theexception

Conference Session

Career Decisions and Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Trevion S. Henderson, University of Michigan; Katie A. Shoemaker, University of Michigan; Lisa R. Lattuca, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

social pressure tosucceed in engineering. Students were asked to respond on a 5-point Likert scale (1=StronglyDisagree and 5=to Strongly Agree)to the survey item that read, “I would be embarrassed if Ifound out that my work in my science or engineering major was inferior to that of my peers.”Finally, since Ajzen argued that perceived behavioral control is highly compatible withBandura’s concept of perceived self-efficacy, we measured perceived behavioral control using asubscale of our engineering self-efficacy measure. Items in the subscale of Engineering MajorConfidence were measured on a five-point Likert scale (i.e., Strongly Disagree to StronglyAgree). Example items included, “I can succeed in an engineering major” and “Someone like mecan

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Indira Chatterjee, University of Nevada, Reno; Kelsey Scalaro, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Jeffrey C. LaCombe, University of Nevada, Reno; Julia M. Williams, Rose-Hulman Institute of Technology; Adam Kirn, University of Nevada, Reno

Tagged Topics

Diversity, NSF Grantees Poster Session

students to enter graduate school. Quantitative measurableoutcomes will include increased student retention; increased cohort self-efficacy and identitystatistics; higher-than-average graduation rate for the cohorts through evidence-based programs;and successful placement in industry or graduate school. CREATE will have a broad impact onlow-income, academically talented students in two key ways (1) Support of 32 students withscholarships; and (2) Implementation and assessment of academic and professional developmentsupport mechanisms that are tuned to the needs of these students. Both impacts achievestate/federal strategic workforce diversification goals. Qualitative measurable outcomes willinclude attaining academic and personal goals; increased

Conference Session

Women in Engineering Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shaundra Bryant Daily, Duke University; Jessica Sperling, Duke University; Megan Gray, Duke University; Medha Gupta, Thomas Jefferson High School for Science and Technology; Amy Arnold, Duke University; Kelly Perri, Duke University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

internships (this occurred between July and August 2018). All surveys wereadministered electronically through Qualtrics, and participants completed the surveys on theirown time. In total, 52 Scholars completed the pre-survey, 49 completed the post-survey, and 44completed both (68% response rate both pre and post assessments, based on n=64 summerprogram completers).Outcome measures were based upon the program theory of change and included multi-itemscales for general self-efficacy/perseverance; computer science/engineering self-efficacy in anapplied setting; teamwork, leadership, and communication skills (in both academic and appliedsettings); and mentoring and peer relationships. In addition, the post-program questions alsoaddressed confidence and

Conference Session

Women in Engineering Division Technical Session 10

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine L Walters, University of Georgia ; John M Mativo, University of Georgia; Uduak Zenas George, San Diego State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

efficacy in mathematics higher than women [17]. Itis also important to look at SES as a factor as higher SES students tend to have higher gradeswhich may lead to higher reports of self-efficacy across disciplines. By identifying the influences and interests of the undergraduate women enrolled inengineering majors, the ultimate goal of this study was to identify possible avenues to invest oureffort towards enhancing the recruitment and retention of female engineering students. The studywas guided by the following research questions. 1. What do women identify as influences for enrolling in an engineering major? 2. What role does their educational and family backgrounds play in their success, as measured by GPA? To answer the research

Conference Session

Pre-college Engineering Education Division Technical Session 18

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chadia A. Aji, Tuskegee University; M. Javed Khan, Tuskegee University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

using the Math and Science Teaching Efficacy Beliefs instruments forteachers, and a validated 65-item STEM attitude survey for students. A content knowledgeassessment was also conducted for the students. Analyses of data from the professionaldevelopment workshop and the summer camp indicated a positive impact of the teaching andlearning technique. The teachers reported high self-efficacy in their ability to implement theapproach in their classrooms. Assessment of students’ content knowledge showed increasedunderstanding of the concepts taught with the approach. A positive attitude towards STEM wasalso reported by the student participants. This research is supported by NSF Grant# 1614249.IntroductionThe science, technology, engineering and

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tamecia R. Jones, North Carolina State University at Raleigh; Leah Bug, North Carolina State University at Raleigh

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

identities, epistemologies and values. Volume 2 : engineering education and practice in context. Cham, Switzerland ; Heidelberg, Germany : Springer International Publishing, 2015.[29] Y.-h. Liu, S.-j. Lou, and R.-c. Shih, "The investigation of STEM self-efficacy and professional commitment to engineering among female high school students," South African Journal of Education, vol. 34, no. 2, pp. 1-15, 2014.[30] D. Kiran and S. Sungur, "Middle School Students' Science Self-Efficacy and Its Sources: Examination of Gender Difference," Journal of Science Education and Technology, vol. 21, no. 5, pp. 619-630, 2012, doi: 10.1007/s.[31] T. P. Robinson, "THE DEVELOPMENT OF AN INSTRUMENT TO MEASURE THE SELF

Conference Session

Women in Engineering Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer Blue, Miami University; Amy Summerville, Miami University; Brian P. Kirkmeyer, Miami University; Brielle Nikole Johnson

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

mindset, self-efficacy,and on the regrets that they may feel after they take their first exam. These measures of self-perception often have enough of an effect on students that they affect student performance andpersistence in a major and, sometimes, in a career.A. Mindset People can have either fixed or growth mindsets. Someone with a fixed mindset believesthat intelligence is both stable and uncontrollable, while someone with a growth mindsetbelieves that intelligence can improve [3]. Students with fixed mindsets may interpret one lowexam grade as evidence that they are not smart enough to learn the material in a course, whilethose with growth mindsets are more likely to keep trying to learn. Consequently, people with1 Miami

Conference Session

Action on Diversity - Disability Experiences & Empathy

Collection

2017 ASEE Annual Conference & Exposition

Authors

Yvette Pearson Weatherton, Rice University; Renae Danielle Mayes, Ball State University; Carol Villanueva-Perez, Ball State University

Tagged Topics

ASEE Diversity Committee, Diversity

mathematics (STEM) disciplines, and engineering inparticular. These include systemic as well as personal barriers.An institution’s culture and climate are among several systemic barriers that exist to impedesuccessful matriculation of students with disabilities, particularly in engineering. Researchershave found engineering and law faculty members “were significantly less willing to provideaccommodations” than their counterparts in other academic units. Reluctance and negativeattitudes serve to foster environments that are counter to diversity and inclusion.Studies have shown that incorrect estimates of self-efficacy are among personal barriers thathinder student success. Some students with disabilities tend to have lower academic self-efficacy than

Conference Session

Mathematics Division (MATH) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mary E. Lockhart, Texas A&M University; Noor Hakim; Vainavi Chilukuri, Texas A&M University; Jason Champagne; Karen E. Rambo-Hernandez, Texas A&M University; Robin A.M. Hensel, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

Mathematics Division (MATH)

investigated. Demographic information for thetotal analytic sample is as follows: 76% self-identified as men, 95% White, 50% were onEngineering Track 1, 30% were on Engineering Track 2, and 20% were on Engineering Track 3.Measures Engineering Self-Efficacy. Students’ confidence in their ability to complete necessarysteps for obtaining their engineering degree was measured using a three-item instrumentdeveloped by Lent and colleagues [45]. The items were rated on a 5-point Likert scale (1-noconfidence to 5-complete confidence) where participants indicated their level of confidence intheir ability to complete each step necessary to obtain their engineering degree. Engineeringself-efficacy scale scores were derived as the average of all items

Collection

2025 ASEE -GSW Annual Conference

Authors

Araceli Martinez Ortiz, The University of Texas at San Antonio; Gabriela Gomez, The University of Texas at San Antonio; Patricia Rodriguez Ann Rodriguez, The University of Texas at San Antonio

Tagged Topics

Diversity

the Appendix.The Interest in STEM construct included questions focused on students’ enthusiasm and aspirationsin STEM fields, including items such as “I am interested in STEM studies/careers” and “STEM willbe useful for my future career.” The Self-Efficacy construct evaluated students’ confidence in theiracademic abilities and effort, with items like “I feel better prepared to succeed in the next schoolyear” and “I worked to my fullest potential in PREP.” The Collaboration construct assessedstudents’ ability to work effectively in group settings, using questions such as “I was able to sharemy thoughts, questions, and ideas with my group” and “I was able to work together in a team.” Forthe Academic engagement construct, items measured students

Conference Session

STEM Issues

Collection

2019 ASEE Annual Conference & Exposition

Authors

Anthony E. Sparkling, Purdue University; Anne M. Lucietto, Purdue Polytechnic Institute; Aayushi Sinha, Purdue University; Trenton Thomas Hasser, Purdue Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

were also investigated based on high school preparedness, path to CM as amajor, self-efficacy, institutional and curriculum satisfaction, and future career plans. Parentaleducational level (i.e., completed a bachelor’s) is used as a measure of first-generation college student.The measure of high school preparedness evaluates students’ math and science experience. For instance,students respond to semester of math in high school, math/science course completed, whether advancedplacement courses were offered, and perceived college math preparedness. Students indicated their pathstudents followed to CM major, institutional and curriculum, and future plans. Most of the measuresused multiple choice survey options while others, such as self-efficacy

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christina S. Morton, University of Michigan; Aileen Huang-Saad, University of Michigan; Julie Libarkin, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

current approach to entrepreneurship education. As engineering educationseeks to recruit and retain diverse groups of students, it is important to consider the influence ofentrepreneurship education environments on women. To date, the few entrepreneurship education studies specific to engineeringentrepreneurship programs are usually multi-institutional and focus on individual studentparticipant characteristics, attitudes, outcomes,12 and interests13. Individual characteristics, suchas a person’s sense of self-efficacy and agency, certainly contribute to one’s interest andcapability for success in entrepreneurship and innovation. Yet, the nature of the environment onechooses to participate in also plays a critical role in initial student

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Robin G. Tuchscherer, Northern Arizona University; Ron Gray, Northern Arizona University; Christine Allison Gray, Northern Arizona University

Tagged Topics

Diversity, NSF Grantees Poster Session

“weed-out” course for students in theengineering program.The two-year project described in this paper will be designed and implemented over threeiterations (alpha, beta, and gamma), using a quasi-experimental design that includes a treatmentcourse and control course for comparison, and employing an outcome-focused approachconsistent with the tenets of design-based research [13]-[16]. This project employs experimentalmeasures which past researchers have designed and validated [17]-[20]. These measures assessclassroom climate [17], engineering identity [18], self-efficacy [19], and classroom practices[20]. For both the alpha (Spring 2017) and beta (Fall 2017) iterations, the project team will givepre-post assessments to the students, conduct

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Catherine G. P. Berdanier, Pennsylvania State University; Jacqueline O'Connor, Pennsylvania State University; Karen A. Thole, Pennsylvania State University

Tagged Topics

Diversity, NSF Grantees Poster Session

development of a measure of engineering identity. In ASEE AnnualConference & Exposition. 2016.[16] V. L. Bieschke, K. J., Bishop, R. M., & Garcia, “The utility of the research self-efficacy scale,” J.Career Assess., vol. 4, no. 1, pp. 59–75, 1996.

Conference Session

First-year Programs Division Technical Session 8: Project-based Learning and Cornerstone Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Yanhua Cao, Jackson State University; Jianjun Yin, Jackson State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

outcomes of their project-based communityservice learning based on collected students’ learning data, this paper reveals impacts of thescaffolding through different delivery approaches on students’ perceptions on creativeproblem solving, self-efficacy, identity, and application of creativity strategies. It alsoconfirms the correlation among application of prompts and students’ learning process andlearning outcomes, and compares the available results of data analysis from twoimplementation years. The results from data analysis indicate that scaffolding creativeproblem solving through freshmen’s project-based service learning may in general enhancestudent’s self-efficacy, strategies application, and interest in engineering. Among threeintervention

Conference Session

NSF Grantees: S-STEM 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Paul D. Adams, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Wenjuo Lo, University of Arkansas; Carol S. Gattis, University of Arkansas; Jennie S. Popp Ph.D., University of Arkansas Honors College

Tagged Topics

Diversity, NSF Grantees Poster Session

similar to the procedures that had been used in Study 1. We applied the samecriteria and one to five ratios to select our matched group, the final sample included 66 students.See Table 2 for their demographic information, ACT composite scores and high school GPA.MeasuresThese surveys involving eleven subscales (See Table 3 for details) were developed or adaptedfrom existing validated surveys. Two subscales (initial perceived social support and pre-collegeschooling) were surveyed only in the first semester, and two subscales (academic/socialintegration and institutional experiences) were only surveyed only in the second semester. Theremaining seven subscales (academic self-efficacy, career self-efficacy, self-regulation,perceived social support

Conference Session

Student Success, Learning Strategies, and Retention in the Aerospace Industry

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chadia A. Aji, Tuskegee University; M. Javed Khan, Tuskegee University; Ana M. Tameru, Tuskegee University

Tagged Topics

Diversity

Tagged Divisions

Aerospace

research. c American Society for Engineering Education, 2020 Innovative Learning Strategies to Engage Students CognitivelyAbstractThe role of cognitive engagement in promoting deep learning is well established. This deeplearning fosters attributes of success such as self-efficacy, motivation and persistence. However,the traditional chalk-and-talk teaching and learning environment is not conducive to engagestudents cognitively. The biggest impediment to implementing an environment for deep learningsuch as active-learning is the limited duration of a typical class period most of which isconsumed by lecturing. In this paper, best practices and strategies for cognitive engagement ofstudents in the classroom are