Collection

2021 First-Year Engineering Experience

Authors

Lesley M Berhan, The University of Toledo; Bryan Thomas Bosch, The University of Toledo

Tagged Topics

Diversity

immediate feedback. As collegebound populations continue to change, this program has shown results that may allow schoolswith decrease enrollment to better support underprepared students in their own academic quests,increasing retention and graduation rates along the way.MethodThis program has focused on two specific areas which were lacking with this student population,curricular focus on areas of interest and co-curricular support programming, to help foster agreater sense of belonging while instilling self-efficacy in the most significant problem areas forunderprepared STEM students, mathematics and science. Utilizing two newly developedcourses, the curriculum effectively transfers students to their majors one semester earlier thanpreviously

Conference Session

NSF Grantees Poster Session

Collection

2018 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

commonand uncommon viewpoints from students of different backgrounds to seek out and join suchresearch programs. Another purpose of this study was to gauge the impacts of summer researchexperiences on US and non-US students. The following research questions guided this study: 1. What is the REU impact on the students’ career goals? 2. What is the REU impact on the students’ self-efficacy about making decision about graduate school and success therein? 3. How do the REU participants perceive any changes on their research knowledge, skills, and engineering career path? 4. What is the difference in the impact of the REU between national and international students?II. MethodA. SettingA.1 Objectives of the REU Program

Conference Session

First-year Programs Division Technical Session 4: The Best of the All: FPD Best Papers

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christina H Paguyo, Colorado State University; Rebecca A Atadero, Colorado State University; Karen E Rambo-Hernandez, West Virginia University; Jennifer Francis, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

by the endof the semester.Results for Student Ranking of Class ActivitiesIn addition to the diversity and engineering identity survey questions, students rated classactivities to better understand what pedagogical practices fostered self-efficacy and engineeringidentity (see Tables 5-8).Students in the grand challenges course indicated that the visit with Steve Swanson (NASAastronaut) was the most helpful course activity in developing student self-efficacy and interest.Students also suggested that discussions about engineering and interacting with professors washelpful in developing self-efficacy while discussion of engineering challenges helped to fosterinterest. Students in the civil engineering course indicated that learning practical

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kaitlin Mallouk, Rowan University; Juan M Cruz, Rowan University; Stephanie Farrell, Rowan University; Abagael Anne Riley, Rowan University

Tagged Topics

Diversity, NSF Grantees Poster Session

confirmatory factor analysis on the pre- and post-survey datarespectively, we will validate and test the reliability of the surveys to measure self-efficacy, senseof belonging, perceptions of the curriculum, and perceptions of DEI.Fig. 1: Three levels of DEI student interventionData AnalysisThe pre-survey data was collected in the Fall 2023 semester, and is currently being analyzedusing SPSS and R softwares. After data cleaning, results of the pre-survey indicated that therewere 10 students in the S-STEM scholarship program, 91 in just the ELC, and 135 in neither.This represents a 100%, 84%, and 90% response rate for these populations, respectively. Asexpected, comparisons between these groups did not yield significant differences. However, weexpect

Conference Session

Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jacquelynn Ann Horsey, University of Arkansas; Alyssandra P Navarro, University of Arkansas; Timothy J. Muldoon, University of Arkansas; Mostafa Elsaadany, University of Arkansas

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

clinical immersion course impacts students from historicallymarginalized groups in race, ethnicity, first-generation status, gender, and age. Comparisonswere made between historically marginalized groups such as African Americans, Hispanics,women, and first-generation college students and their dominant counterparts. Pre- and post-course Likert scale questions were used to analyze the student’s sense of self-efficacy, abilities tomake connections and create value, and general interests in engineering. Preliminary dataanalysis indicated that there are discrepancies in the results of different demographic groups.Further analysis will be conducted to reveal the intricacies of the relationship betweenhistorically marginalized groups and their

Conference Session

Enhancing Student Success in Two-Year Colleges

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicholas P Langhoff, Skyline College; Eva Schiorring; Erik N Dunmire, College of Marin; Thomas Rebold, Monterey Peninsula College; Tracy Huang, Canada College

Tagged Topics

Diversity

Tagged Divisions

Two Year College Division

create early on-ramps for students to begin the Introduction toEngineering course at the appropriate time to best leverage the study skills gained in thecourse.With the measured gains in student success, self-efficacy, and identifying with their pathin engineering, the curriculum shows success in achieving these main outcomes forstudents. From here the path forward is to continue developing resources to create anequally engaging, motivating, and empowering educational experience for studentstaking the course online. Special attention will be given to getting students connected toeach other and continue building the teamwork and communication skills essential tostrong academic success, rewarding careers, and fulfilling lives.AcknowledgementsThis

Conference Session

Women in Engineering Division Technical Session 6

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vemitra M White, Mississippi State University; Sarah B. Lee, Mississippi State University; Litany H Lineberry, Mississippi State University; Jessica Ivy, Mississippi State Universitt; C. Danielle Grimes, Mississippi State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Women in MississippiAbstractThe NSF INCLUDES Mississippi Alliance for Women in Computing (MSAWC) strives to:generate interest and participation of women in computing; improve recruitment and retentionrates of women in undergraduate computing majors; and help post-secondary women make atransition to the computing workforce. Activities designed to engage girls and young womenwith computing, emphasizing computational thinking and cybersecurity knowledge andawareness, and to illuminate a pathway forward are hosted and facilitated through Alliancepartnerships.The authors will describe a project-based approach to facilitating learning among K-12 students.By engaging students at an early age, we believe we can promote the development of self-efficacy

Conference Session

Women in Engineering Division: Retaining and Developing Women Faculty in STEM

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jenna P. Carpenter, Louisiana Tech University; D. Patrick O'Neal, Louisiana Tech University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

from a social cognitive perspective10,11 thatconsiders the multiple environments central to one’s life and work. Relevant to thisproject, the authors advocated that attention be given to the multiple environments ofresearch, academia and home/family life that create numerous and often competingexpectations and demands on one’s work life. These multiple environments interactwith personal characteristics (e.g. gender, race) to influence career behaviors,confidence in one’s ability to do research (research self-efficacy), and the outcomes oneexpects from a research career (career self-efficacy). These factors, in turn, predict one’sinitial or sustained interest in a research career pathway. This theoretical framework isimportant because it

Conference Session

Milhouse's Moment: Engineering Inclusivity, Everything's Coming Up Milhouse!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Meagan C Pollock, Engineer Inclusion; Lara Hebert, University of Illinois Urbana-Champaign; Lynford Goddard, University of Illinois Urbana-Champaign; Luisa-Maria Rosu, University of Illinois Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

understanding of its structure and purpose. Below is a detaileddescription of the rubric that has been recontextualized from its original application inmanufacturing to its broader use in inclusive STEM education. The rubric is structured into threeprimary sections—Head, Heart, and Hands—each representing critical facets of the learningexperience and corresponding to cognitive engagement, emotional engagement, and activeparticipation. Our application of the 3H model[1] is rooted Piaget’s constructivist learningtheories[2], Vygotsky’s Zone of Proximal Development[3], brain-based learning like that ofSmilkstein[4], self-efficacy[5], and cultural responsive teaching[6].Head (Cognitive Engagement): This section of the rubric focuses on self-efficacy

Conference Session

Identity, Culture, and Socialization

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sara A. Atwood, Elizabethtown College; Shannon Katherine Gilmartin, Stanford University; Angela Harris, North Carolina State University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

todemographic characteristics (underrepresented racial/ethnic minority (URM), women, URM women),college experiences (internships/co-ops, having a job, conducting research, and study abroad), andengineering task self-efficacy (ETSE) which is a respondent characteristic that may be targeted ineducational interventions (i.e., outcome indicator for evaluation of impact of an intervention). All ofthese measures were collected on the survey instrument via self-report by student respondents to fixed-choice survey questions.Table 1. Variables compared between students classified as first-generation/low-income based on definitions Demographic Characteristics URM Underrepresented racial/ethnic minority status in response to ‘racial or ethnic

Conference Session

Educational Research and Methods Division (ERM) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bruce Frederick Carroll, University of Florida; Janice Mejía, Northwestern University; Kent J. Crippen, University of Florida; Sheila Castro, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

Paper ID #42415Latina Engineering Student Graduate Study Decision Processes—Developmentand Initial Results of a Mixed-Methods InvestigationDr. Bruce Frederick Carroll, University of Florida Dr. Carroll is an Associate Professor of Mechanical and Aerospace Engineering at the University of Florida. He holds an affiliate appointment in Engineering Education. His research interests include engineering identity, self-efficacy, and matriculation of Latin/a/o students to graduate school. He works with survey methods and overlaps with machine learning using quantitative methods and sequential mixed methods approaches.Dr. Janice

Conference Session

NSF Grantees: S-STEM 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sura Alqudah, Western Washington University ; Elizabeth Litzler, University of Washington; Joseph Arthur Brobst, Old Dominion University; Jill Davishahl, Western Washington University; Andrew G. Klein, Western Washington University

Tagged Topics

Diversity, NSF Grantees Poster Session

Scholars’ self-efficacy, identity, and sense of belonging, and (iv) to study the impactof cross-disciplinary “engaged-engineering” projects on retention through the end of the 2nd year.Moreover, this program has the potential to benefit society in a variety of ways. It will contributeto the development of a diverse, globally competitive STEM workforce by preparing students forcareers in engineering. The program also contributes to the full participation of women andunderrepresented minorities in engineering by incorporating program features that are known toincrease the retention of these groups in engineering [9]. By measuring and studying the effects ofthe program elements and disseminating results, the research conducted will inform

Conference Session

Mathematics Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aimee Cloutier, Texas Tech University; Jerry Dwyer, George Washington University; Sonya E. Sherrod, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

than those for science andengineering—three of the five students indicated a positive change on items pertaining to aninterest in mathematics on at least three survey items, and two students indicated a positivechange in interest toward subject areas and jobs associated with mathematics. There are severalfactors which may have contributed to more positive responses to mathematics questions. First,the questions contained in the “Student Attitudes” section of the survey were designed tomeasure self-efficacy, interest, and usefulness of a particular area of STEM toward their futures.In the mathematics section, all eight survey items assessed self-efficacy. In the science section,five survey items assessed self-efficacy, and three survey items

Conference Session

Computing and Information Technology Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sami N. Rollins, University of San Francisco; Alark Joshi, University of San Francisco; Xornam Apedoe, University of San Francisco; Sophie Engle, University of San Francisco; Matthew Malensek; Gian Bruno, University of San Francisco

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

sought to measure the same thing, the studentsunderstood the questions differently. Finally, the survey and interview results suggest that theCES|CS program is having a positive impact on identity development.Related WorkThis work builds on a body of literature focused on student persistence and success as well asdisciplinary identity.Self-efficacy, Retention, and Academic SupportPerez et al. [3] discuss the impact that professional identity has on retaining students in STEMfields in college. Graham et al. [4] introduced a “persistence framework” that underscores theconnection between persistence (especially in STEM fields) with motivation and confidence(self-efficacy [5]). They discuss three factors that form the persistence framework: (i

Conference Session

First-Year Programs Division (FYP) - Best Of FPD

Collection

2023 ASEE Annual Conference & Exposition

Authors

Reed Finfrock, The Ohio State University; Nathan W. Klingbeil, Wright State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

Model to increased student motivation and self-efficacy, none has attempted to fullyquantify the impact of the associated restructuring of the curriculum. As a result, the currentpaper describes a detailed analysis of the Wright State Model using the Curricular Analyticsplatform (https://curricularanalytics.org/), which provides new and significant insight into therelative roles of curricular complexity and centrality on the success of the Wright State Model.In particular, results suggest that while the Wright State Model has had only a negligible impacton the overall complexity of the engineering curriculum, it has measurably reduced thecomplexity and dramatically reduced the centrality of the required calculus sequence. Moreover,the relative

Conference Session

Cognitive Skills Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Justin Cory Willis, University Of Maine; Brett D. Ellis, University of Maine

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

unlabeled axes. Aquestion form of this inquiry could be “Do students interpret and recognize characteristics ofpotentially misleading bar and line graph axes?” The methods employed included havingsubjects draw conclusions based on complete or incomplete bar and line graphs and provide theconfidence in their answer. Sub-questions included “Do students accurately measure theirconfidence and self-efficacy regarding their ability to interpret and recognize characteristics ofpotentially misleading bar and line graph axes?” and “What, if any, differences exist betweenstudents from Maine and the general population regarding ability to interpret and recognizecharacteristics of potentially misleading bar and line graph axes?”Study of factors influencing

Conference Session

Military and Veterans Division (MVD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

David Paul Harvie, Embry-Riddle Aeronautical University-Worldwide; Kimberly A Luthi, Embry-Riddle Aeronautical University-Worldwide; Monica Surrency, Embry-Riddle Aeronautical University-Worldwide; John K Wilson, Embry-Riddle Aeronautical University-Worldwide

Tagged Topics

Diversity

Tagged Divisions

Military and Veterans Division (MVD)

theirstatus in engineering.Course data is used to assess academic performance and institutional data is used to tracepersistence. Enrollment data is collected to track students in the upper-level engineering coursesequence as well as major declaration compared to non-PLTL groups. Focus groups, peer leaderjournals, classroom observations, and faculty surveys are used to assess commitment toengineering and engineering identity. Non-cognitive factors that have a promising effect oncommitment such as motivation, self-efficacy, and confidence are measured using pre- and post-survey instruments [7].Peer Leader TrainingThe first step in this work was the development of a 10-hour self-paced peer leader trainingcourse. This course consists of three modules

Conference Session

Professional Papers

Collection

2025 ASEE Southeast Conference

Authors

Kimberly T. Luthi, Embry-Riddle Aeronautical University - Worldwide; David Paul Harvie, Embry-Riddle Aeronautical University - Worldwide; John K Wilson, Embry-Riddle Aeronautical University - Worldwide; Monica Surrency, Embry-Riddle Aeronautical University - Worldwide

Tagged Topics

Diversity, Professional Papers

Implications for STEM Education Researchers and Faculty," Journal of Chemical Education, vol. 93, pp. 1686-1702, 2016.[8] S. B. Wilson and P. Varma-Nelson, "Implementing Peer-Led Team Learning and Cyber Peer-Led Learning in an Organic Chemistry Course," Journal of College Science Teaching, vol. 50, pp. 44-50, 2021.[9] J. E. Klobas, S. Renzi and M. L. Nigrelli, "A scale for the measurement of self-efficacy for learning (SEL) at univeristy," Bocconi University, 2007.[10] K. Wilson, K. Luthi, D. Harvie and M. Surrency, "Strategies for Engagement of Non- Traditional Students in Engineering-Related courses," in 16th Annual Mentoring Conference, Albuquerque, NM, 2023.[11] K. Luthi, D. Harvie, K. Wilson and M. Surrency, "Peer support

Conference Session

Pre-college: Summer Experiences for Students and Teachers (2)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Deborah Besser P.E., University of St. Thomas; Alison Haugh Nowariak, University of St. Thomas; AnnMarie Polsenberg Thomas, University of St. Thomas; Jenna Laleman, University of St. Thomas

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

engineering confidence, but this percentage reached 50% when the camp was male-only (figure 1). Figure 1 Engineering Self-efficacy Self Reports* n for female only = 35 participants, n for male only = 8 participants, n for co-ed = 7 female, 8 male studentsThe final camp session was male-only. STEPS student responses from this session compared tothe mixed-gender session indicates that the absence of female campers led to male self-efficacyincrease of 100%. The study was not designed to measure the effect of female participation onmale student self-efficacy. And while the data sample is small, this is an interesting observation.While having

Conference Session

First-Year Programs: Major Choice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura Hirshfield, University of Michigan; Stacie Edington, University of Michigan; Michael Dailey, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

elements of affect. For example, feelings can often beconsidered to be measured by a students’ physiological state [20]; and one contributor to self-efficacy (an aspect of a student’s affect) is physiological state [5]. If a student has an upsetstomach or dizziness – in other words, symptoms of anxiety – they may experience reduced self-efficacy. Whereas if they experience an elevated heart rate or increased blood rush to the head,symptoms that can be associated with being excited, they may experience an increase in self-efficacy. In other words, a student’s most basic feelings will both be influenced by and, in turn,influence, their self-efficacy.Therefore, while it is recognized that it is important to study how different elements of

Conference Session

NSF Grantees: K-12 Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ciera Ferrone, Arizona State University; Tirupalavanam G. Ganesh, Arizona State University; Jennifer Velez, Arizona State University; James Collofello, Arizona State University; Kyle D. Squires, Arizona State University

Tagged Topics

Diversity, NSF Grantees Poster Session

, students completed consent forms,academic and health histories (necessary for risk-management purposes, as EPICS students visitthe university), and provided parental contact information before completing a series of measures(see Table 1). The measures were aimed at capturing students’ attitudes and behaviors towardengineering. The main measures of interest include Engineering Identity (see Table 2) and DoingEngineering (see Table 3) designed by Terence J. Tracey, a counseling psychologist andTirupalavanam G. Ganesh, an engineering education researcher [17]. These measures weredesigned based on James Marcia’s theory [18], [19] and building upon Betz and Hackett’s [20]work in studying self-efficacy. Based on Marcia’s theory [18], [19], that identity

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Marcia Pool, University of Illinois, Urbana-Champaign; Rohit Bhargava, University of Illinois at Urbana-Champaign; P. Scott Carney, University of Illinois, Urbana-Champaign; Dipanjan Pan, University of Illinois, Urbana-Champaign; Andrew Michael Smith, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Framework concepts (motivation, confidence, learning, and professional identity).Through incorporating these concepts, the CSP naturally promotes active learning, introducesundergraduate research in freshman year, and develops peer and faculty mentors to support alearning environment.Table 1. Four concepts positively correlated to persistence in STEM are core to the CSP.Persistence Framework concept Pillar of the CSPMotivation: the intention or desire to pursue Using a personally relevant, societal granda goal 3,7,8 challenge (cancer) as a driving topic for educationConfidence or self-efficacy: the belief that Engagement in research from

Conference Session

Mathematics Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Doug Bullock, Boise State University; Janet Callahan, Boise State University; Jocelyn B. S. Cullers, Boise State University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

certain post-requisite courses that we have seen as aresult of R-Calc is now discussed, and is likely influenced by (1) improved grades in the course,(2) increased relevancy of content, (3) active learning, (4) increased self-efficacy, and (5)increased sense of belonging. Other factors may also be relevant.Improved Grades: The literature on first-year academic success as measured by grade pointaverage shows a clear association with retention; for example, see Whalen (2010) and Herzog(2005). Herzog (2005) also found that after GPA, the strongest predictor of retention wasperformance in first-year mathematics courses. The role of first course grade in mathematics wasalso studied by Callahan (2017), who showed that earning a grade of “A” or “B” in

Conference Session

SED Technical Session: Systems Thinking

Collection

2019 ASEE Annual Conference & Exposition

Authors

Karim Heinz Muci-Kuchler, South Dakota School of Mines and Technology; Cassandra M. Degen, South Dakota School of Mines and Technology; Mark David Bedillion, Carnegie Mellon University; Marsha Lovett, Carnegie Mellon University

Tagged Topics

Diversity

Tagged Divisions

Systems Engineering

report theirperceived level of self-efficacy in different topics related to ST and SE. This section representsan indirect measure of students’ abilities because students are reporting their perceptions of theirabilities. By contrast, in the second section, students need to apply knowledge in ST and SE toanswer several questions (i.e., direct measure of students’ ability to apply ST and SE conceptsand skills). Each question provides a product or system familiar to most engineering students forcontext.The first section of the STSS includes 44 items asking students “How well do you think that youcan apply the topics mentioned below to an engineering project?” Student responses arecollected via a 5-point Likert scale, ranging from 1=Not at all to 5

Collection

2022 ASEE Illinois-Indiana Section Conference

Authors

Rashmi Deodeshmukh, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

the focus on the educational interface [6]. Kahu’s frameworkof student engagement identifies four main factors that influence a student’s experience with theintervention and the success of the intervention. These are self-efficacy, emotions, belonging, andwellbeing. These factors are not independent of each other e.g. self-efficacy is related to self-confidencein one’s academic abilities and also affects, emotions, belonging, and wellbeing of the student and theirperception towards a particular field of study. Belonging is also key as it brings down psychologicalbarriers for a young woman when she sees herself associated with the institution.This study is dual faceted with the intent to instill confidence in students, and expose students to

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Caroline Bolton, Bucknell University; Elif Miskioğlu , Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

identity (overall and by dimension).Scope of workOur interest in the intersection of identity and motivation leads us to a mixed-methods approachin which we couple a quantitative measure of engineering identity (Engineering IdentityInstrument) with a qualitative investigation of motivation. Specifically, we interpret motivationthrough the lens of student responses to failure, and frame our results in the context ofachievement goal, self-efficacy, and attribution theories. Students who are motivated byachievement attribute effort as the cause of success or failure. When faced with failure, studentsof this mindset put forth more effort to overcome the situation. However, students are alsomotivated by their own perception of success and failure. This

Conference Session

Women in Engineering Division Technical Session - Strategies Beyond the Classroom to Tackle Gender Issues

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nora Madjar, University of Connecticut; Bryan Douglas Huey, University of Connecticut; Leslie M. Shor, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

. TheChronbach alpha reliability of the items was .75 and we averaged them to create an IntrinsicMotivation/Excitement index.Self-efficacy/confidence in STEM activities: To measure the importance of self-confidence weasked students to 1) Assess their STEM abilities; 2) how they are doing in STEM-relatedcourses; 3) Where they position themselves among other students in the courses related to theirmajor. For all items students were asked to use a 7-point Likert scale. The reliability of the threeitems was .70 and we averaged them to form a self-efficacy/confidence in STEM activitiesindex.Career goal – social impact: One of the factors identified as an important determinant of careerchoice is having the potential for social impact. We asked participants to

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette (College of Engineering); Dina Verdín, Purdue University, West Lafayette (College of Engineering); Brianna Benedict McIntyre, Purdue University; Rachel Ann Baker; Thaddeus J. Milton, Purdue University; Joshua T. Yeggy

Tagged Topics

Diversity, NSF Grantees Poster Session

Characterize Latent DiversityOn the survey, we measured multiple aspects of students’ mindsets and affective states usingestablished instruments and newly developed questions from pilot interviews with 12 diversestudents. These students were purposefully sampled to maximize demographic diversity includinggender identity, race, ethnicity, sexual orientation, students with disabilities, and first-generationcollege students. We measured engineering identity, motivation, epistemic beliefs (students’perceptions of engineering as a discipline), personality, and self-efficacy for innovation to namesome of the constructs. We also measured students’ career intentions on this survey. Below, wedescribe the different dimensions that we measured on the survey and

Conference Session

Pre-College Engineering Education Division Technical Session 9

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kai Jun Chew, Virginia Polytechnic Institute and State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Cheryl Carrico P.E., E4S, LLC

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

“engineering design challengeswithin classroom makerspaces as a means to improve the inclusion of women andunderrepresented minorities in pre-college engineering and design learning” (pg. 1) using aninterest-based framework. This, and literature like it, demonstrates the considerable efforttowards broadening participation in engineering starting at the pre-college level. Although teachers, principals, counselors and others are critical in enacting efforts tobroaden participation in engineering, less research has focused on this perspective. Literature isnot void in this area though, much research has focused on teacher and school counselor’s beliefsabout teaching engineering (Ming-Chien Hsu et al., 2011), and teacher engineering self-efficacy

Conference Session

Women in Engineering Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Kay Camarillo P.E., University of the Pacific; Eileen Kogl Camfield, University of California at Merced

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

industry working on water and wastewater treatment infrastructure projects.Dr. Eileen Kogl Camfield, University of California at Merced Since 1997, Eileen has been a college instructor, curriculum designer, and faculty pedagogy coordinator. She spent five years as Director of a University Writing Program, which included leading faculty learn- ing communities for Writing in the Disciplines. She subsequently served as the Executive Director of Student Academic Success Services. Eileen’s deep commitment to advancing equity, diversity and inclu- sion connects with her research interests pertaining to student success, writing self-efficacy development, resilience theory, and authentic assessment. At UC Merced, she has a dual