and staff validation, financialknowledge, motivation and self-efficacy, and social support [8], [9], [10], [17]. This theory isunique in its integration of various forms of capital which include human capital, social capital,community and cultural wealth, and experiential capital to name a few [9], [10], [18], [19], [20],[21]. Prior research has unfortunately assumed that unsuccessful, disadvantaged, and/orunderrepresented transfer students are absent or lacking in knowledge, qualities, experiences,and/or resources needed to be successful in the transfer process [18], [22], [23]. The shift from adeficit-based focus to weaving together forms of capital highlights one of the most significantstrengths of this framework, which is the facilitation
participants being on campus, a week one activity surveyconducted at the end of the first week; a week two activity survey conducted at theclosing session; and a post focus group that occurred within the last 24-48 hours of theparticipants being on campus. The week one and week two activity surveys are meant tocapture the interactive hands-on and informational activities students experience duringthe first and second weeks.Additionally, pre and post-surveys use measures following the F-PIPES (Fit of PersonalInterests and Perceptions of Engineering) [8] instrument, which measures perceptions ofengineering. The STEM-CIS (STEM Career Interest Survey) [9] tool measures self-efficacy and interest in STEM classes and careers. The post-surveys include
," Quinnipiac Chronicle, 13 February 2018. [Online]. Available: https://quchronicle.com/61954/news/girls-who-code- extends-program-to-university/.[16] Q. Today, "Inspiring the future generation of female coders," Quinnipiac Today, March 2022. [Online]. Available: https://www.qu.edu/quinnipiac-today/inspiring-the-future- generation-of-female-coders-2022-03-08/.[17] J. M. Blaney and J. G. Stout, "Examining the Relationship between Introductory Computing Course Experiences, Self-Efficacy, and Belonging among First-Generation College Women," in 48th SIGCSE Technical Symposium on Computer Science Education, Seattle. WA, USA, 2017.
. Emiola-Owolabi, “Understanding the Anchors Associated with Secondary School Students’ Engineering Design Experiences”.[2] T. D. Fantz, T. J. Siller, and M. A. DeMiranda, “Pre-Collegiate Factors Influencing the Self-Efficacy of Engineering Students,” J. Eng. Educ., vol. 100, no. 3, pp. 604–623, Jul. 2011.[3] M. A. Benitz, this link will open in a new window Link to external site, and Y. Li-Ling, “Bridging Education and Engineering Students through a Wind Energy-Focused Community Engagement Project,” Sustainability, vol. 13, no. 16, p. 9334, 2021, doi: 10.3390/su13169334.[4] N. Léger, S. S. Klein-Gardner, and B. T. Berhane, “Board 178: Teacher Perspectives of Outcomes and Challenges Resulting from Students’ Interactions with
part of wellbeing andexplored two dimensions of mental health: psychological illness and emotional wellness. Studiesfocusing on psychological illness focused on mental health conditions such as depression, anxietyand suicidal ideation[26], [27], [28]. Whereas those that emphasized emotional wellness usedconstructs such as sense of belonging, social self-efficacy, social support, and flourishing. Manyshortlisted studies identified under the mental health theme considered both dimensions of mentalhealth to get a complete picture of psychological well-being. For instance, Bork and Mondisa [26], and Bork et al [29] considered both dimensions of mental health encapsulating elements of bothpsychological illness and emotional wellness. Table IV
] • Ability to work in team [39], [41], [45], [49] • Problem-solving skills [46], [50] • Communication skills [41], [46], [50] • Achievement-oriented [41], [51] • Sense of purpose and intention [38] • Agency [45] • Self-efficacy [38], [39], [42], [45], [52], [53], [54
Education, 2023. 24(2),125–138.[16] M. Bong, E.M. Skaalvik, “Academic Self-Concept and Self-Efficacy: How Different AreThey Really?”, Educational Psychology Review, 2003, 15(1), 1–40.[17] A. Haktanir, J.C. Watson, H. Ermis-Demirtas, M.A. Karaman, P.D. Freeman, A. Kumaran,A. Streeter, “Resilience, Academic Self-Concept, and College Adjustment Among First-YearStudents,” Journal of College Student Retention: Research, Theory and Practice, 2021, 23(1) pp.161-178[18] A. Sullivan, “Academic self-concept, gender and single-sex schooling,” British EducationalResearch Journal, 2009, 35(2), 259–288.[19] L.J. Sax, M.A. Kanny, T. A. Riggers-Piehl, H. Whang, L.N. Paulson, “But I’m Not Good atMath:” The Changing Salience of Mathematical Self-Concept in Shaping
1. Briefly, the centerpiece of the program is our quarterly Success inSTEM seminar, which students take every quarter for their first two years at University ofWashington Tacoma. Through these weekly sessions, students connect with each other and withtheir faculty cohort mentor, learning to support each other through challenging times,developing a growth mindset towards their academic journey, understanding barriers that leadto equity gaps in STEM such as stereotype threat and imposter syndrome, and building a senseof belonging and self-efficacy. The seminar allows participants to explore co-curricularopportunities (e.g., student clubs), campus resources such as disability services and financial aidoffices, and career preparation, while
in both grading schemes and students perceptions on how specifications gradingaffected their learning, anxiety, and self efficacy, as collected in midterm and end of term surveys.In general, students reported feeling that the specifications grading scheme helped them learn andgave them confidence to earn their desired grade, although some students reported that thespecifications grading scheme was more stressful than traditional points-based grading. Finally,we discuss the advantages and challenges, from the instructor’s observations and perspective,associated with transitioning from a traditional points-based grading scheme to usingspecifications grading.IntroductionDifferent instructors have different perspectives on the purpose and
shared similar livedexperiences and values. For the mentee in particular, it often contributes to an improved self-efficacy and sense of belonging for those who hold marginalized identities in STEMM fields,including those who identify as women, BIPOC (Black, Indigenous, and People of Color), low-income, first-generation, neurodivergent, or as a member of the LGBTQ+ community [9].Unfortunately, the underrepresentation of these identities in university engineering facultiesoftentimes exacerbates the already reduced access to mentors with whom women doctoralcandidates can identify or share similar lived experiences. This disparity along the lines ofmarginalized identities was highlighted in an iconic study by Nettles and Millett in 2006
undergraduate students are made up of engineering and computerscience majors from the university. These students are referred to the PI of the lab based on theirlevel of professionalism in the classroom, self-efficacy, time management, and overall well-rounded student. The undergraduate students are interviewed and then finally hired as studentemployees of the lab. In addition, the research assistants receive aid from the GEMS director.The curriculum of Coding Academy has traditionally centered around the basics of programmingin Python, with emphasis on the development of solid fundamental programming skills [6], [7].In the latest iteration of Coding Academy, the curriculum emphasized multiple-day projects andteamwork to capitalize on the student's
., Roey, S., & Jenkins, F. (2012). Highlights from TIMSS 2011: Mathematics and Science Achievement of US Fourth-and Eighth-Grade Students in an International Context. NCES 2013-009. National Center for Education Statistics.10. Cheema, J. R., & Kitsantas, A. (2014). Influences of disciplinary classroom climate on high school student self-efficacy and mathematics achievement: A look at gender and racial– ethnic differences. International Journal of Science and Mathematics Education, 12, 1261- 1279.11. Kang, H., & Cogan, L. (2022). The differential role of socioeconomic status in the relationship between curriculum-based mathematics and mathematics literacy: The link between TIMSS and PISA. International Journal
professional(i.e. progressing careers, enhancing skills, completing work tasks). Much of the engineeringstudent goal literature is at the undergraduate level. This body of work tends to focus onundergraduate engineering students’ career goals. Researchers have studied the relationshipsbetween students’ future career goals and motivation to learn and persist through [24]–[27],continued interest in their engineering major [28], career goal commitment after graduation [29],and engineering self-efficacy [30], [31]. In their exploration of what factors motivateundergraduate students to enroll in engineering graduate programs, Borrego et al., [32] andKyoung Ro et al., [33] found that career goals can predict enrollment. In one of the onlylongitudinal
, “Relationships between Metacognition, Self- efficacy and Self-regulation in Learning,” ECPS - Educational, Cultural and Psychological Studies, no. 7, pp. 115–141, Jun. 2013[16]. Komarudin, Marji, E. Sutadji, and Widiyanti, “Increase the problem solving ability through improved prior knowledge,” Journal of Physics: Conference Series, vol. 1700, no. 1, p. 012043, Dec. 2020[17]. M. C. Whatley and A. D. Castel, “The role of metacognition and schematic support in younger and older adults’ episodic memory,” Memory & Cognition, Mar. 2021[18]. R. DeCaro and A. K. Thomas, “How attributes and cues made accessible through monitoring affect self-regulated learning in older and younger adults,” Journal of
-academic outcomes (e.g., self-efficacy,learning outcomes). Moreover, 9 articles exclusively examined student experiences within andbeyond the classroom. This research line predominantly emphasized students—both theiroutcomes and experiences, with only 2 articles addressing faculty members’ experiences inteaching.Comparatively less emphasized than student-centered studies, out of the 21 qualifying articles, 5addressed culturally relevant curricular content and/or pedagogies and one article coveredculturally relevant co-curricular programs and/or practices. Mirroring Garcia et al.’s [8] study, asmaller number of studies focused on leadership and decision-making (n = 6) and externalfactors (n = 2). Table 2 provides a breakdown of the frequencies for
on Empowering Teaching Excellence, vol. 1, no. 1, p. 9, 2017.[8] A. Aggarwal, G. Pitts, S. Bachus, S. R. Jayasekaran, and S. Anwar, "Identifying factors that influence engineering students' outcome expectancy and learning self-efficacy in a flipped cs1 course," 2023.[9] S. R. Jayasekaran, "Discussing the impact on student learning experiences in a renovated technical drawing (AutoCAD) course using an online delivery format," 2021.[10] S. R. Jayasekaran and S. Anwar, "The impact of different modes of instruction and its impact on students' performance during Covid-19 in an AutoCAD Design Course," 2022.[11] B. Barrett, "Virtual teaching and strategies: Transitioning from teaching traditional
. 4. Hylton, P.e.a. Science Bound: A Success Story for STEM Education. 2012 Frontiers in Education Conf. Proc. 2012, Seattle, WA. 5. Enriquez A.G., Pong, W.O., N.M., Mahmoodi, H., Jiang, H., Chen, C., Shahnasser, H, Patrick, N., Developing a Summer Engineering Program for Improving the Preparation and Self-Efficacy of Underrepresented Students. 21st ASEE Annual Conf. & Expo. 2014, Indianapolis, IN. 6. Vaidyanathan R., Umashankar, R., Summer Engineering Academy (SEA), a STEM initiative to recruit high-school students into engineering and science disciplines. World Engineering Education Flash Week. 2011, Lisbon Portugal. 7. Cohodes, Sarah R., Helen Ho, and Silvia C. Robles, STEM Summer Programs for
, highlighting their value in engineering education.References 1. Feisel, L. D., & Rosa, A. J. (2005). The Role of the Laboratory in Undergraduate Engineering Education. Journal of Engineering Education, 94(1), 121–130. https://doi.org/10.1002/j.2168- 9830.2005.tb00833.x 2. Crockett, C., Prpich, G., & Smith, N. (2023, June). Experimental Self-Efficacy and Troubleshooting Ability in a Chemical Engineering Laboratory. In 2023 ASEE Annual Conference & Exposition. 3. Siegmund, B., Perscheid, M., Taeumel, M., & Hirschfeld, R. (2014, November). Studying the advancement in debugging practice of professional software developers. In 2014 IEEE International Symposium on Software Reliability Engineering Workshops
Yilmaz, “The effect of generative artificial intelligence (AI)-based tool use on students’ computational thinking skills, programming self-efficacy andmotivation,” Computers and Education: Artificial Intelligence, vol. 4, p. 100147, Jan. 2023, doi:https://doi.org/10.1016/j.caeai.2023.100147.[8] OpenAI. (2022). ChatGPT (Version 3.5). OpenAI. https://openai.com/
; Zyngier, D. (2012). How Motivation Influences Student Engagement: A Qualitative Case Study. Journal of Education and Learning, 1(2), 252–267.Schuman, H., Walsh, E., Olson, C., & Etheridge, B. (1985). Effort and reward: The assumption that college grades are affected by quantity of study. Social Forces, 63(4), 945–966. https://doi.org/10.2307/2578600Schunk, B. J. Z., Dale H. (2007). Motivation: An Essential Dimension of Self-Regulated Learning. In Motivation and Self-Regulated Learning. Routledge.Shu, K. (2022). Teachers’ Commitment and Self-Efficacy as Predictors of Work Engagement and Well-Being. Frontiers in Psychology, 13. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg
. S. (2019).The Project Manager Core Competencies to Project Success. International Journal of ManagingProjects in Business.[11] FMI Corporation. 2017. “FMI Industry Survey Talent Development in the ConstructionIndustry”. https://fmicorp.com/insights/industry-insights/2017-talent-development-study[12] Blomquist, T., Farashah, A. D., & Thomas, J. (2016). Project Management Self-Efficacy as aPredictor of Project Performance: Constructing and Validating a Domain-Specific Scale.International Journal of Project Management, 34(8), 1417-1432.[13] Mir, F. A., & Pinnington, A. H. (2014). Exploring the Value of Project Management: LinkingProject Management Performance and Project success. International Journal of ProjectManagement, 32(2), 202
model to prepare students for interdisciplinary collaborationbetween engineers and other professionals.References[1] Raju, P.K., and Sankar, C. “Introduction To Engineering Through Real World Case Studies”. In ASEE Annual Conference & Exposition, Chicago, Illinois. Conference Proceedings, 2006. https://strategy.asee.org/671, retrieved on February 5, 2024.[2] Daniels, J., Sanlillan, S.T., and Saterbak, A., “Tracking skills development and self- efficacy in a new first-year engineering design course.” In ASEE Annual Conference and Exposition, Conference Proceedings, 2018. 8[3] Rippon, S., Collofello, J., and Hammond
circuits.This can imply that instructors focused on improving students’ learning in classes by introducingnew pedagogies or interventions with more direct effects, rather than by increasing students’motivation such as their self-efficacy in learning circuits or sense of belonging in engineering. Inother words, it is concluded that most of the focus was on “how to learn circuits better” not on“why you need to learn circuits.”From 2014 to 2016, metacognitive and cognitive interventions were not as popular, with mostinterventions being related to flipped classrooms and management strategies. During 2017 and2018, interventions were mostly related to metacognition and flipped classrooms. However, afterthis period, from 2019 to 2020, the focus shifted to
their ability to manageprojects (over 73% of the class felt the class improved their confidence). There was someincrease in students’ comfort level with feedback, most notably in receiving feedback, where57% of the class said they were now more comfortable with receiving feedback. Curiously,there was less of an increase in sharing feedback, where less than half (42%) of students saidthey were more comfortable. Just over half the class felt the same with regards to sharingfeedback, with one student actually feeling less comfortable.Measuring confidence has been shown to be a better predictor of achievement than self-efficacy,concept of self, or anxiety [31]. As such, the results of this paper should be helpful to anyeducators teaching project
practice examples to build their self-efficacy, while those who are highly motivated maybenefit from more challenging tasks to maintain their engagement. Furthermore, linguistic diver-sity must also be acknowledged, considering language preferences. Non-native English speak-ers may require additional language support to comprehend complex texts. The ideal technologywould be able to comprehend these conditions, interpret the knowledge and provide personalizedand context-aware explanations similar to a human instructor. This level of adaptability wouldsignificantly enhance the learning experience, making it more engaging, effective, and tailored toindividual students’ needs.In recent years, advances in artificial intelligence (AI), machine learning
Cognitive Theory (Bandura, 1986) and transformationallearning theory informed questions assessing how students' understanding of sustainabilityinfluences their behaviors. These theories emphasize the role of self-efficacy and critical reflectionin driving behavioral change towards more sustainable practices. Abilities Section (S4 & S5): Questions in these sections evaluated students' confidence inperforming tasks related to sustainable engineering and their ability to integrate technicalknowledge with societal needs. Systems thinking and socio-technical systems theory wereinstrumental in shaping these questions, highlighting the need for holistic problem-solving andsustainable engineering solutions.By aligning the theoretical approaches
computing.The first metaphor, the pipeline, focuses on students’ progression through an educational systemtoward the computing workforce. It emphasizes student retention, aiming to address the issue ofindividuals dropping out of the pipeline before reaching professional roles. Lee [19] emphasizesthat this metaphor highlights the deficits of students who do not continue along the pipeline,often implying that these individuals lack the necessary skills or attributes to remain in thecomputing field. For instance, the “leaky” pipeline metaphor might attribute theunderrepresentation of women in computing to a lack of self-efficacy or skills to sustain theirinterest and commitment to computing careers (e.g., [20]). We also align with scholars whocritique the
learning, engineering entrepreneurship education can deliverrelevant outcomes that prepare students for entrepreneurial endeavors. Exposure toentrepreneurship concepts early in their academic journey significantly impacts students'entrepreneurial intentions and self-efficacy, potentially leading to a career in entrepreneurship(Elliott et al., 2020)[16].In conclusion, entrepreneurship education in engineering programs empowers engineers withthe tools, knowledge, and mindset needed to pursue entrepreneurial ventures, contribute toinnovation, and navigate the complexities of the modern business landscape. By integratingentrepreneurship into engineering curricula, institutions can better prepare students fordiverse career opportunities and equip them
. Self-efficacy Q14 At this point, I am confident that I can complete my program of study (e.g., MS, PhD). Advisor relationship Q15 At this point in my program, I consider my advisor a mentor. Support network Q16 In the last four months, I felt well-supported by people in my network outside the university. Passion Q17 At this point, I consider myself passionate about my research. Quarterly Motivation Q18 In the last four months, I was motivated to do my research (December, because of external factors, such as external