. over the academic year) for the SEECRS scholars and a comparison group comprised of thescholars’ peers in the Associate in Science- Transfer (AS-T) degree program at WCC. We usedtwo instruments that will allow us to make valid claims about the extent of students’ STEMidentity. First, we used a modified version of the 12 items from the Science IdentityQuestionnaire [22] that asks about students’ connections to various STEM communities and theextent to which they view themselves as a “STEM person”. Second, we used a modified versionof the Chemistry Motivation Questionnaire [23], which includes 30 items that measure thefollowing six student factors: intrinsic motivation, extrinsic motivation, self-efficacy, self-determination, goal-orientation
patterns. Using the facilities Page 11.183.5available at the Advanced Transportation Engineering Systems Laboratory, the teacher was thentrained on the use of VISSIM traffic simulation software, and conducted simulation studies forthe previously selected sites to evaluate their operational performance under the existing andfuture traffic conditions. The teacher identified existing and potential traffic problems byanalyzing the results obtained from both the HCM-based and VISSIM simulators, in terms of“measure of effectiveness” estimation, and recommend possible improvements for HCM models. A field trip connected with each research project
scholar with a peer mentor inthe same or a similar major, in addition to pairing every STEM scholar with a faculty mentor.After conducting a mentor/mentee training session, the peer mentoring teams met on a monthlybasis throughout the semester. The authors evaluated the effectiveness of the mentoringprograms through a series of pre-, mid-, and post-year assessments. The authors used acombination of assessment tools from the NSF-approved Assessing Women and Men inEngineering and the Motivated Strategies for Learning Questionnaire. These tools are designedto identify longitudinal changes in the self-efficacy of undergraduate students studyingengineering. Results obtained indicate a significant improvement in metacognitive strategies,goal
toperform successfully to achieve the best outcomes, especially in a culturally diverseenvironment.Encouragement from a mentor, supervisor or peer may also increase a faculty member’s ownconfidence, until the new faculty member can create his or her own mastery experiences and feelcompetent in them. Achieving positive outcomes also requires that educational institutions focuson faculty members’ motivation when they are having trouble working in a diverse group.Through encouragement, all faculty members in the educational institution might achievesuccess increasing their self-efficacy in the work environment. The goal of this research is toweave together ideas and strategies that will enhance cross-cultural communications and buildteam cohesiveness
and math literacy, as well as standardized test scores,as opposed to just with faculty researchers? (2) Does simultaneously performing research andmentoring HS scholars improve UG outcomes in academic and research self-efficacy, andleadership? (3) To what extent does participation in the Center for multiple years contribute toretention, graduation, and job employment outcomes? (4) To what extent does participation in aCenter with participants from all educational levels cultivate a sense of belonging among womenand minorities, and contribute to their retention and success? (5) To what extent does participationin masterclasses and research with HS and UG scholars improve a teacher’s capability to translatetheir experiences and new knowledge
, pedagogicalstrategy where mastery represents an approach-oriented goal as opposed to an avoidance-oriented goal (i.e., avoiding failure). Mastery offers the benefits of higher intrinsic motivation,enjoyment, self-efficacy, and deep learning or conceptual achievement for its own sake [8]. Incontrast, a performance-based approach emphasizes competition between students and is notonly less predictive of STEM success [8], but also less conducive in principle to a constructiveand equitable classroom culture.Discovery uses a PBL approach to encourage secondary students in Grade 11 or 12 university-preparatory biology, chemistry, or physics classes at two participating schools to develop STEMskills through iterative course-long learning. Notably, the program has
. McKeegan, “Using undergraduate teaching assistants in a research methodology course,” Teach. Psychol., vol. 25, no. 1, pp. 11–14, Feb. 1998, doi: 10.1207/s15328023top2501_4.[5] K. A. Ritchey and S. Smith, “Developing a Training Course for Undergraduate Teaching Assistants,” Coll. Teach., vol. 67, no. 1, pp. 50–57, Jan. 2019, doi: 10.1080/87567555.2018.1518891.[6] M. Komarraju, “Ideal Teacher Behaviors: Student Motivation and Self-Efficacy Predict Preferences,” Teach. Psychol., vol. 40, no. 2, pp. 104–110, Apr. 2013, doi: 10.1177/0098628312475029.[7] J. W. Herrman and J. K. Waterhouse, “Benefits of Using Undergraduate Teaching Assistants Throughout a Baccalaureate Nursing Curriculum,” J. Nurs. Educ. Thorofare, vol. 49
increasing attention from many stakeholders in academia includingfaculty, staff, administrators and students. Its significance goes beyond the benefits for theacademic institutions to encompass national concerns.At a large land-grant university in the mid-Atlantic region, between 2003 and 2012, an averagethirty percent of first-year engineering students left engineering before their second year. Athree-year study (2007-2010) implemented to gain insight into this attrition rate, showed thatstudents left primarily because of lack of interest in and knowledge about engineering and theinstitution, disconnection from the engineering profession, low self-efficacy and academicdifficulty. Underrepresented minority (URM) students left at a disproportionately
0 Strongly Disagree Neutral Agree Strongly Disagree Agree Figure 4. Student self-efficacy regarding their ability to define and implement a project management plan. Done in ECE 101, Fall’17. N = 58.3.2. Project Management Assessment Using TrelloWe could use various Scrum “artifacts”, e.g., schedules, user stories, and kanban boards, toassess team project management, but we will focus on kanban boards and use a rubric forevaluating the Trello boards. Our initial observations of first-year students show that they needclose guidance and supervision, such as through the use of
North Carolina State University. She earned a B.S. in Biological Engineering from North Carolina State University and an M.S. and Ph.D. in Biological Systems Engineering from Virginia Polytechnic Institute and State Uni- versity. Dr. Baldwin’s primary focus is working across the Colleges of Engineering and Education on engineering education related initiatives. She teaches undergraduate courses in the First Year Engineering Program and in the Department of STEM Education. Dr. Baldwin’s research interests include self- efficacy, motivation and persistence of underrepresented populations in STEM and engineering design in K-12.Dr. Lina Battestilli, North Carolina State University Lina Battestilli is Teaching
from a single university instead of multiple institutions. Including more data from differentuniversities would give more validity to the results and increase the generalizability of the study.A second shortcoming was that due to small sample sizes, only two races were included in thestudy – White and Black. Other races/ethnicities, such as Hispanic, Asian or Pacific Islander, andAmerican Indian/Alaskan Native, were not included as they collectively represented less thanfive percent of the total population of participants. Furthermore, the data used did not containvariables such as marital status, SES, self-efficacy, and transfer credit/dual enrollment. Otherstudies have indicated that these variables may have an effect on first year grades of
choosing betweenchoice of 4b. Connect modules to boost self-efficacy in an 4b. Students identifymajor engineering with engineering skill area engineering skills students' personal 4c. Mentors talk about their own they enjoy or have values majors and process of choosing learned 4c. Introduce students 4c. Student can to faculty in their explain the societal potential majors value of their
introduce skills, tools, and some engineering basics, followed by 8 weeks forstudent teams to design, build and demonstrate a prototype device. The authors noted that thechoice of project had a pivotal role in the student experience, with overly challenging orunconstrained projects having a negative impact on student interest in engineering.In an effort to acquaint freshmen with the various areas of mechanical engineering at TheCitadel, Rabb et al.12 modified an Introduction to Mechanical Engineering course to combineindividual and teamwork projects and assignments, many of which were small, hands-onactivities. Following the opinion of Vogt13 that “student self-efficacy had very strong effects oneffort and critical thinking where academic
. vol. 11, pp. 815–829, 2011.[4] D. R. E. Cotton, R. George and M. Joyner, “Interaction and influence in culturally mixedgroups,”. Innovations in Education and Teaching International., vol. 50, 272-283, 2013.[5] A. W. Astin, Assessment for Excellence: The Philosophy and Practice of Assessment andEvaluation in Higher Education, Washington, DC: American Council on Education/Oryx PressSeries on Higher Education, 1991.[6] E. L. Deci and R. M. Ryan, Intrinsic motivation and self-determination theory in humanbehavior. New York, NY: Plenum Press, 1985.[7] J.M. Keller, “Development and use of the ARCS model of motivational design,” J.Instructional Dev. vol. 10, 2-10, 1987.[8] A. Bandura, Self-efficacy. New York, NY: John Wiley & Sons, Inc., 1977.[9
., Florida Gulf Coast University Dr. Kunberger is a Professor in the Department of Environmental and Civil Engineering in the U. A. Whitaker College of Engineering at Florida Gulf Coast University. Dr. Kunberger received her B.C.E. and certificate in Geochemistry from the Georgia Institute of Technology and her M.S. and Ph.D. in Civil Engineering with a minor in Soil Science from North Carolina State University. Her areas of specialization are geotechnical and geo-environmental engineering. Educational areas of interest are self-efficacy and persistence in engineering and development of an interest in STEM topics in K-12 students.Dr. Corrie Walton-Macaulay Ph.D., P.E., Saint Martin’s University With degrees in both
sense of community is particularly important for first yearstudents to aid in retention efforts, and professional persistence is related to one’s identity as anengineer. The formation of an engineering identity plays a part in both interest in engineeringand contributes to perseverance in the major [7, 8, 9, 10]. Exposure to mentors and/or rolemodels within the STEM discipline has a positive impact on an academic sense of belonging, aswell as a positive impact of academic self-efficacy [11], while others have noted that poorfaculty-student relationships negatively impact a sense of belonging and the persistence in themajor [12, 13]. Curricular integration within various engineering departments combined withpeer-peer interactions, specifically
. Due to these successful pilot implementations, the next step in the research will be toevaluate the value of this curricular design. In the Spring of 2020, the authors will begin toevaluate the impact of the inclusion of this technology on students’ learning as it relates to theirself-efficacy, motivation, degree of engagement, and sense of belonging. The evaluation planwill entail a series of pre-test and post-test experiments. All students will receive pre-testmaterial based on the dependent measures, which include self-efficacy, motivation, degree ofengagement, and sense of belonging. These measures have already been constructed andvalidated and will provide a baseline. The authors aim at using the surveys developed by theLawrence Hall of
discussed and showed that collaboration is “doable and critical to success”. Baker-Doyle3 described how teachers (especially new ones) can develop their Intentional ProfessionalNetworks for support. Research by Stump et al.4 indicated that collaborative learning strategieshelped students increase their self-efficacy in learning course materials. In the area of roboticseducation, Ren et al.5 surveyed over twelve syllabi from different universities and suggested aproblem/project based approach to foster creativity and insight about robotics in students. Other Page 23.341.2researchers also concurred in this approach such as Cappelleri6 , Correll
online electronic portfolio system (www.innovationportal.org). The electronic portfoliosystem contained step-by-step elements that guided students in the design process: from thedevelopment of an idea to execution of a plan.Summative findings from the curricular material indicated that both freshmen and sophomoresdemonstrated enhanced confidence and performance in key areas (i.e., hypothesis design) andcompetencies (cognitive, intrapersonal, and interpersonal). Interestingly, while freshmendemonstrated improved confidence in the use of bioengineering analytical tools, sophomoresshowed increased self-efficacy in fundamental scientific topics. In the intrapersonal andinterpersonal domains (ethical awareness and teamwork, respectively), little
development, it mustcontinue to recruit and retain domestic students into engineering master’s and doctoral programs.They collected and analyzed online data of more than 1,000 respondents related to the perceptionof graduate school. Results of their data analysis indicated that the presence of role models andstudents’ perceptions of their chance of success and level of knowledge about several aspects ofgraduate school contributed to the decision to enroll. They further developed a Social CognitiveCareer Theory (SCCT) framework focusing on student self efficacy, and how they perceivedgraduate school’s alignment to their interests and future goals.Other studies16, 8, 20 reported in recent years have advocated the attainment of a masters degreeprogram
. Page 25.698.1414. Morgan, G. Wolf, A., Mcmartin, F., Iverson E., Manduca, C., & Morrill, J. (2007). What do faculty need and want from digital libraries? Proceedings of the ACM/IEEE Joint Conference on Digital Libraries. June 18 – 23, Vancouver, B.C.15. NEEDS (1997). Archived history found at: http://www.engineeringpathway.com/ep/premier/2009/general.jhtml;jsessionid=LZTDQON3G2AZVABAVRS SFEQ.16. Orczyk, C. (1990). The effects of critical career events on self-efficacy and scholarly achievement. Report: ED325061. 15 pp.17. Regan M. & Sheppard, S. (1996). "Interactive Multimedia Courseware and Hands-on Learning Experience: An Assessment Study," ASEE Journal of Engineering Education. 85 (2), pp. 123-130.18. Shephard, K
objectives, andhighly favorable perceptions of MPCT‟s relevance to real-life applications. During the Spring 2009 term, the evaluation was broadened to include instruments that examine changesin interest, self-efficacy and competence related to mathematics. Approximately 60 students completed pre-and post-course questionnaires assessing attitudes towards math and computer science. These questionnairesincluded multiple-choice and open-ended essay questions in order both facilitate quantitative analysis and toguide the selection of relevant questions for the intended Fall 2010 evaluation. Pre-survey results indicate that in addition to high confidence in programming skills, students have highconfidence in their math skills that are inconsistent
lecture-based methods of instruction, more research is needed to assessits efficacy.To address the need for more research on the efficacy of PBL, especially in STEM education, theSTEM PBL project is currently working with researchers from the University of Connecticut’sNEAG School of Education to conduct quantitative and qualitative research on the efficacy ofthe STEM PBL Challenges with regard to students’ problem-solving and critical thinking skills,metacognitive development, self-efficacy, motivation, and learning style adaptation. Researcherswill also examine the extent to which specific online professional development activitiescontribute to changes in teaching practices (i.e., transfer of training) among participating faculty.The research
Technology Dr. Linda S. Hirsch, has a degree in Educational Psychology from the Graduate School of Education at Rutgers University with a specialization in Educational Statistics and Measurement. She is a senior member of the professional staff at the Center for Pre-College Programs and is knowledgeable in the areas of student learning and educational psychology. Dr. Hirsch has nearly 20 years experience conducting longitudinal research studies and is proficient in experimental design, database management and statistical analysis including instrument development, psychometrics and statistical programming. She has helped in the coordination and development of STEM educational programs many of which included a focus on
; D. M. Wilson (Eds.), Women and Mathematics, 123-150. Hillsdale, NJ: Lawrence Erlbaum Associates, (1985).7. Eccles, J.S., Wigfield, A., Harold, R.D. & Blumenfeld, P. (1993). Age and Gender Differences in Children’sSelf- and Task-Perceptions During Elementary School. Child Development, 64, 830-847.8. Byars, A.M., & Hackett, G. Ethnic Identity Attitudes, Academic and Career Self-Efficacy, Interest and CareerConsideration. Paper presented at the Annual Meeting of the American Psychological Association, NY, August1995.9. Sadker, M., Sadker, D. & Klein, S. (1991). The Issue of Gender in Elementary and Secondary Education.Review of Research in Education, 17, 269-333.10. Plucker, J.A. (1996). Secondary Science and Mathematics Teachers
instruments include (references 9-10); as well as the APPLES (Academic Pathways of People LearningEngineering Survey), created by the CAEE (Center for the Advancement of Engineering Education) project andavailable online at http://caee-aps.stanford.edu/phpESP/admin/manage.php; and the LAESE (Longitudinal Page 25.34.8Assessment of Engineering Self-Efficacy) survey versions 3.0 (copyright 2006) and 3.1 (copyright 2007), which areproducts of AWE (Assessing Women and Men in Engineering), available online at www.aweonline.org.Student responses to each item were entered into a Microsoft Excel spreadsheet for analysis.Likert-type responses were
Retention Model Based on Factors that Most Influence Student Success,” Journal of the Scholarship of Teaching and Learning, vol. 21, no. 1, Art. no. 1, May 2021, doi: 10.14434/josotl.v21i1.30273.[17] S.S. Whorton, "Academic self-efficacy, academic integration, social integration, and persistence among first-semester community college transfer students at a four-year institution" (Doctoral dissertation, Clemson University), 2009.[18] L. C. Freeman, "Social Network Analysis: Definition and History," Encyclopedia of Psychology, vol. 7., A. E. Kazdin, Ed., New York, NY, US: Oxford University Press, 2000, pp. 350-351.[19] A. Erkan, "Effects of social capital on academic success: A narrative synthesis
extend existing theories of identity in general [14] and STEM identity inparticular [15] to explicate a “Communication Theory of STEM Identities” [4-5]. Thistheoretical model is multi-layered and foregrounds interactional and relational aspects of STEMidentities. Both formal peer mentoring and informal peer relationships between Scholars (andother STEM students) were key components to their developing STEM identities. At the sametime, this theoretical model also includes layers for individual traits (e.g., STEM self-efficacy)and social identities and theorizes “gaps” in STEM identities that may pose challenges to STEMstudent success.Individual OutcomesFor each campus, brief descriptions of findings related to the unique interventions each
? In his book “Collaborate!”,Sanker2 discussed and showed that collaboration is “doable and critical to success”. Baker-Doyle3 described how teachers (especially new ones) can develop their Intentional ProfessionalNetworks for support. Research by Stump et al.4 indicated that collaborative learning strategieshelped students increase their self-efficacy in learning course materials. In the area of roboticseducation, Ren et al.5 surveyed over twelve syllabi from different universities and suggested a Page 21.24.2problem/project based approach to foster creativity and insight about robotics in students. Otherresearchers also concurred in this
numerous documented projectsand studies, where impacts on student literacy, awareness, interest, self-efficacy and attitudestowards STEM disciplines are shown. The range of project contexts is understandably broad,however many projects employing contexts related to electronics, microcontrollers, and roboticscan be found with encouraging results. Many of these instructional interventions are problem-and/or project-based, hands-on, active, and can allow K-12 students to relate to experiences andcontexts with which they are familiar. Embry-Riddle student-teachers on this project reviewedthe articles below to gain insight on successful and impactful K-12 STEM outreach programsand to determine prescriptions to apply to their own project.Student