Conference Session

Educational Research

Collection

2009 Annual Conference & Exposition

Authors

Kenneth Reid, Ohio Northern University; P.K. Imbrie, Purdue University

Tagged Divisions

Educational Research and Methods

subfactors identified through factor analysis14; each subfactor isin turn comprised of individual items. The constructs include:- Motivation, consisting of 25 items in four subfactors: Control, Challenge, Curiosity and Career.- Metacognition: consisting of 20 items in four subfactors: Planning, Self-monitoring/Self- Checking, Cognitive Strategy and Awareness.- Deep Learning, consisting of 10 items in two subfactors, Motive and Strategy.- Surface Learning, consisting of 10 items in two subfactors, Memorization and Studying.- Academic Self-Efficacy, consisting of ten individual items that do not form specific subfactors.- Leadership, consisting of 20 items with four subfactors, Motivation, Planning, Self- Assessment and

Conference Session

ERM Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Michele Miller, Michigan Technological University; Leonard Bohmann, Michigan Technological University; William Helton, Michigan Technological University; Anna Pereira, Michigan Technological University

Tagged Divisions

Educational Research and Methods

, practical abilityand intuition about physical phenomenon remain important. In fact, the NAE cites “practicalingenuity” as one of the key attributes of the engineer of 20201. Because students today are lesslikely to have grown up in rural communities than their predecessors, they have probably hadfewer opportunities to tinker. Instead of fixing the family tractor or the hay bailer, theengineering students of today and tomorrow will have lived a cocooned virtual life of videogames and online chat forums. While facility with computers is advantageous, our curricula donot provide adequate opportunities for many students to overcome this tinkering deficit. Moreimportantly, there is some evidence that low self-efficacy with respect to tinkering may even

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2009 Annual Conference & Exposition

Authors

Louis Nadelson, College of Education; Janet Callahan, Boise State University; Pat Pyke, Boise State University; Anne Hay, Boise State University; Cheryl Schrader, Boise State University

Tagged Divisions

K-12 & Pre-College Engineering

. National Research Council (2007). Taking science to school: Learning and teaching science in grades K-8. R. A. Duschl, H. A. Schweingruber, A. W. Shouse (Eds.). Washington, D.C.: The National Academies Press.5. Schoeneberger, M., & Russell, T. (1986). Elementary science as a little added frill: A report of two case studies. Science Education, 70, 519-538.6. Wallace, J., & Louden, W. (1992). Science teaching and teachers’ knowledge: Prospects for reform of primary classroom. Science Education, 76(5), 507- 521.7. Settlage, J., Southerland, S. A., Smith, L. K. & Ceglie, R. (2009). Constructing a doubt-free teaching self: self- efficacy, teacher identity, and science instruction within diverse settings

Conference Session

Engineering Design: Implementation and Evaluation

Collection

2009 Annual Conference & Exposition

Authors

John Layer, University of Evansville; Chris Gwaltney, University of Evansville

Tagged Divisions

Educational Research and Methods

internationalcapstone design experience.Service learning appears as a manifest variable measuring Humanitarian Attributes. Despite thefact that there has been evidence provided that our society is turning from a value system basedon self-sacrifice and duty, to more of a value system based on self-attention11 and self-servingbehaviors, service learning remains an important factor in facilitating student engagement anddeveloping student motivation12. This experiential service learning component enhances studentlearning while facilitating the development of self-efficacy. Service learning opportunitiesprovide immediate feedback concerning the student’s contribution in addressing a particularsocietal need, thereby greatly bolstering the student’s self-view of

Conference Session

Exemplary Outreach Programs in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California; Joseph Cocozza, University of Southern California

Tagged Divisions

K-12 & Pre-College Engineering

program is in year 3 of implementation with few participants (N=8 teachersand 16 students), multiyear comparisons and multivariate analyses are not yet possible and willnot be presented as the sample size is still relatively small and not all data sets have beencollected. Accordingly, descriptive statistics and qualitative analyses associated with theavailable data sets are illustrated and described.Teacher Related ResultsScience Teaching EfficacyThe Science Teaching Efficacy Beliefs Instrument (STEBI) is an instrument based on Bandura’sdefinition of self-efficacy as a situation-specific construct. The instrument was developed byRiggs and Enochs 7 to measure efficacy of teaching science. The STEBI consists of 23statements which are divided to

Conference Session

Design Cognition

Collection

2009 Annual Conference & Exposition

Authors

Micah Lande, Stanford University; Larry Leifer, Stanford University

Tagged Divisions

Design in Engineering Education

. Page 14.796.6Figure 4. Array of Project Content Categories Figure 5. Dispersal of Project Content Focus in Selected ME310 Projects (1979, 1999, 2006)Map to Current ME310 Course Content FocusMechanical Engineering 310 is a master’s level course at Stanford University in mechanicalengineering and design. Students are set up in teams and spend the school year, over threequarters, attacking a problem supplied by industry, having the freedom of time, money ($15K)and plenty of self-efficacy. Many students have had design classes their senior year but ME310serves as a Capstone Plus course wherein rather than learning through a problem-based learningenvironment, the students are in a product

Conference Session

Knowing Our Students, Faculty, and Profession

Collection

2009 Annual Conference & Exposition

Authors

Marisa Orr, Clemson University; Zahra Hazari, Clemson University; Philip Sadler, Science Education Department, Harvard-Smithsonian Center for Astrophysics; Gerhard Sonnert, Science Education Department, Harvard-Smithsonian Center for Astrophysics

Tagged Divisions

Educational Research and Methods

Bandura’s theory to explain the development of career interests, choices, andperformance. According to their Social Cognitive Career Choice Model, shown in Figure 1,person inputs, such as gender, affect outcome expectations through learning experiences.Outcome expectations in turn have both direct and indirect effects on choice goals. In this Page 14.306.2context, a choice goal is the occupation that a person chooses to pursue, which leads to choiceactions, such as enrolling in an appropriate program for the chosen profession. Self-efficacy alsoplays a large role in the development of outcome expectations, interests, choice goals, choiceactions, and

Conference Session

New Learning Paradigms II

Collection

2009 Annual Conference & Exposition

Authors

Julie Trenor, Clemson University; Shirley Yu, University of Houston; Denise Grant, Clemson University; Hibah Salem, Univesity of Houston

Tagged Divisions

Educational Research and Methods

teachers’: 1) knowledge about and perceptions of the field of engineering andthe work engineers do5,6 and 2) efficacy to teach7 engineering-related topics. Theconceptualization of teacher efficacy is rooted in Bandura’s self-efficacy theory8, whichidentifies four sources of efficacy: mastery experiences, vicarious learning, verbal persuasion,and physiological arousal.The conceptualization and measurement of teacher efficacy, or “individual teachers’ beliefs intheir own abilities to plan, organize, and carry out activities required to attain given educationalgoals”9 has received significant attention over the last 30 years from educational researchers.One reason this has been a popular subject is that there is “compelling evidence”10

Conference Session

Educational Issues in Civil Engineering

Collection

2009 Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; HuiRu Shih, Jackson State University; Yi-Lung Mo, University of Houston

Tagged Divisions

Civil Engineering

not only metacognition knowledge and strategies, but also metacognition controlexperience over specific cognitive tasks through efforts driven by intrinsic motivation. Thecreativity and self-regulated learning are essentially interacted attributes and can result in optimalperformance and self-efficacy (or confidence), and in return help forming positive attitudes andenhancing intrinsic motivation, which lead to persistent efforts for pursuing further self-directedlearning and creativity. There is a synergic cycles among these attributes. Based on cognitivetheoretical frameworks, a new Pedagogical Model is proposed to integrate new CognitiveInstruction Model and Problem/Project-Based learning into co-curricular design projects, inwhich

Conference Session

Beyond the Engineering Classroom

Collection

2009 Annual Conference & Exposition

Authors

Cindy Veenstra, Engineering education consultant

Tagged Divisions

First-Year Programs

earned afirst-year GPA less than 2.000. In their conclusions, Zhang et al. stated, “We hypothesize thecausal link that student self-efficacy improves with academic success and self-efficacy lead toimproved retention.”6 In contrast, the Seymour and Hewitt study found no strong relationshipbetween academic performance and retention in STEM programs.7Within engineering, Calculus I is considered a gateway course to success in engineering. Correctplacement into either Pre-Calculus or Calculus I has received substantial research. Because of thecalculus content in the majority of engineering courses, successful completion of Calculus I, witha very good to excellent understanding of the calculus concepts is important for other courses inthe freshman

Conference Session

Tablet and Portable PCs for Education

Collection

2009 Annual Conference & Exposition

Authors

David Bowman, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Computers in Education

less than 3 indicates apositive attitude; the lower the score, the stronger the agreement with the statement. Shadedquestions of interest were significantly different for students using paper/pencil vs. Tablet PCs (p< 0.05).Survey Construct / Question of Interest Tablet PaperValue of being an engineering student 2.11 (0.38) 2.21 (0.53)Value of becoming an engineer 1.82 (0.50) 1.83 (0.61)Usefulness of course in achieving the goal of becoming anengineer 1.49 (0.39) 1.59 (0.47)Self-efficacy 0.51 (0.41) 0.62

Conference Session

Tricks of the Trade II

Collection

2009 Annual Conference & Exposition

Authors

Edward Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

… he has a Ph.D.! Or, ifthe TA is an international graduate student, they assume, All international students are good atscience. But if they see another undergraduate who can explain the work to them, they realize,Hey, if she can do the problem, so can I! Such a TA is a “peer model,” and peer models areeffective in promoting “self-efficacy,” the belief that, by performing in a certain manner, one canachieve certain goals.There is also an advantage to hiring the best student you can find who has taken the course fromyou. This is because that student understands the material as you have taught it, and thus isbetter able to answer student questions on your lectures and assignments. As a TA, (s)he is alsoqualified to grade papers; if the student’s

Conference Session

ERM Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Olga Pierrakos, James Madison University; Julie Trenor, Clemson University

Tagged Divisions

Educational Research and Methods

provided a strong foundation of findings, one limitation was that the studypredominantly focused on science students and not engineering undergraduate researchers.Our own prior work 7 on undergraduate research experiences previously focused on socialcognitive aspects of an NSF funded Research Experiences for Undergraduates (REU) program,finding that the experience positively impacted participants’ academic and career plans,especially for doctoral level work. We utilized a mixed-methods approach to gain in-depthinformation about the impact of the undergraduate research experience, and particularly the roleof graduate student mentors, on participants’ self efficacy

Conference Session

Tricks of the Trade II

Collection

2009 Annual Conference & Exposition

Authors

Srikanth Tadepalli, University of Texas, Austin; Cameron Booth, University of Texas, Austin; Mitchell Pryor

Tagged Divisions

New Engineering Educators

response to assigned tasks: minimumtime, optimum efficiency, peak effective experience, early assessment, open escape routes andproximity to reward.Chu et. al.9 introduce the concept of active procrastinators where students deliberately workunder pressure and produce similar output as non-procrastinators. The authors provide empiricalevidence suggesting active procrastinators do considerably better than passive procrastinators interms of time use, self-efficacy belief, extrinsic motivation, stress-coping strategies, have higherGPA's and lead less stressful lives than passive procrastinators.The literature has shed light on various concerns that affect procrastination and how we perceiveits negative impact on student learning. However, no metrics

Conference Session

Assessing Design Course Work

Collection

2009 Annual Conference & Exposition

Authors

Keith Sheppard, Stevens Institute of Technology; Edward Blicharz, Stevens Institute of Technology; Peter Dominick, Stevens Institute of Technology

Tagged Divisions

Design in Engineering Education

followedby awareness building and longer-term goal setting. Page 14.949.2In the previous paper we reported on results from the Freshman Year implementation. Theresults revealed some interesting correlation of poorer performance in the design courses andlower self efficacy with lack of experience prior to college on teams, either in school or extra-curricular. We also showed some support for the use of peer assessment in teaming evaluation inthe early design courses. In this paper we describe the further evolution of the teaming threadinto the Sophomore Year along with the inclusion of self awareness building and personal goalsetting as contributors

Conference Session

Multidisciplinary Course Innovation

Collection

2009 Annual Conference & Exposition

Authors

Michael Ciaraldi, Worcester Polytechnic Institute; Eben Cobb, Worcester Polytechnic Institute; Fred Looft, Worcester Polytechnic Institute; Robert Norton, Worcester Polytechnic Institute; Taskin Padir, Worcester Polytechnic Institute

Tagged Divisions

Multidisciplinary Engineering

Congress. 14. 395.10. Weinberg, J. B., Engel, G. L., Gu, K., Karacal, C. S., Smith, S. R., White, W. W., Yu, X. W. (2001). AMultidisciplinary Model for Using Robotics in Engineering Education. Proceedings of the 2001 ASEE Annual Page 14.428.11Conference & Exposition.11. Ahlgren, D., Verner, I. M. (2008). Building Self-Efficacy in Robotics Education. Proceedings of the 2008 ASEEAnnual Conference & Exposition.12. Ciaraldi, M., Cobb, E., Cyganski, D., Gennert, M., Demetriou, M., Looft, F., Michalson, W., Miller, B., Rong,Y., Schachterle, L., Stafford, K., Trygvasson, G., Van de Ven, J. (2008). The New Engineering BS Program at

Conference Session

Using Classroom Technologies

Collection

2009 Annual Conference & Exposition

Authors

Christine B. Masters, Pennsylvania State University; Alexander Yin, Pennsylvania State University; Gül Okudan, Pennsylvania State University; Mieke Schuurman, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

(“artifacts”) that demonstrates certain competenciesfrom which the student has selected a subset to demonstrate growth over time. Theportfolio contains a reflection on each artifact as well as an overall reflection on thecontent of the portfolio (see for example reference 6).One of the most importantadvantages of portfolios is their potential to engage students in intentional learning,resulting in an increased ability in life-long learning 7-12. Portfolios are expected to have apositive effect on attitudinal, motivational, affective, and professional outcomes 13. Thesemay include increased self-confidence, increased awareness of professional identity,more positive attitudes toward profession, improved career-decision self-efficacy, andincreased

Conference Session

Women in K-12 Engineering

Collection

2009 Annual Conference & Exposition

Authors

Michelle Porche, Wellesley Centers for Women; Corinne McKamey, Wellesley Centers for Women; Peter Wong, Museum of Science

Tagged Divisions

K-12 & Pre-College Engineering

student aspirations.In this paper, we present results from Year 2 of a three-year longitudinal study takingplace in five high schools within a large urban school district in the Northeast. A total of934 boys and girls participated in the second year of data collection. Prior resultssuggested that engineering interests and aspirations were related to school characteristics,science and math self-efficacy, and experience with extracurricular activities.15 Giventhese findings, we subsequently asked specifically about student knowledge ofengineering and experiences of engineering recruitment, in order to investigate thosedirect effects on college engineering aspirations. Survey data is used to examine highschool students’ knowledge of engineering

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2009 Annual Conference & Exposition

Authors

Debra Brockway, Stevens Institute of Technology; Elisabeth McGrath, Stevens Institute of Technology; Mercedes McKay, Stevens Institute of Technology; Dawna Schultz, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

14.212.5Increasing teacher knowledge of engineering concepts and pedagogy are central to the program’sprimary goal of exposing all students to engineering in their K-12 classrooms, but it is merely thebeginning. The PD activities are intended to provide teachers with increased self-efficacy in thisarea so that they will feel confident introducing engineering concepts and activities in theirclassrooms. As indicated in Table 3, almost three-quarters of the teachers responding to thesurvey stated that they had increased the implementation of the engineering design process afterhaving participated in the EOFNJ program. Table 3: Teacher responses when asked about their use of the listed instructional strategies after having participated in the EOFNJ

Conference Session

Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Rachelle Reisberg, Northeastern University; Amanda Funai, University of Michigan; Bala Maheswaran, Northeastern University

Tagged Divisions

Women in Engineering

can implement similar support programs andlearn from our work. Materials, including the physics and chemistry help sheets, will beincluded in the appendix.BackgroundWomen continue to be underrepresented in engineering, earning only 19.3% of bachelor’sdegrees in engineering1 and holding only 11% of engineering positions.2 Despite being asacademically prepared and academically successful as men, they can lag behind men byexhibiting lower levels of academic satisfaction and lack of self-esteem.3 Traditionalassumptions about career options have been reinforced in society and have projected stereotypesthat discourage talented women from continuing in engineering. This is evidenced by researchthat has found a dramatic drop in women’s self-efficacy

Conference Session

Engineering Design: Implementation and Evaluation

Collection

2009 Annual Conference & Exposition

Authors

Cameron Denson, Utah State University; Nathan Mentzer, Utah State University; Jodi Cullum, Utah State University

Tagged Divisions

Educational Research and Methods

AC 2009-1678: HIGH SCHOOL TEACHERS ENGINEERING DESIGN LESSONPLANNING THROUGH PROFESSIONAL DEVELOPMENTCameron Denson, Utah State University Cameron Denson is a post doctoral research associate for the National Center for Engineering and Technology Education at Utah State University. He earned a Ph.D. in occupational studies from the University of Georgia. His research interests include diversity initiatives and increasing student self-efficacy in science and math through infusing engineering design into 9-12 technology education. Previously, he was a middle school technology educator in North Carolina, active in the community activism and grassroots initiatives.Nathan Mentzer, Utah State University

Conference Session

Sustainable-energy Education: Lessons Learned

Collection

2009 Annual Conference & Exposition

Authors

Tom Ferguson, University of Minnesota, Duluth; Paul Weber, University of Minnesota, Duluth

Tagged Divisions

Energy Conversion and Conservation

options: insights for nuclear, MIT Press, June2007.[3] AVEVA (2008). Labor shortage in energy industry a bright spot in otherwise troubled economy, RetrievedFebruary 6, 2009 from http://www.oilandgasonline.com/article.mvc/Labor-Shortage-In-Energy-Industry-A-Bright-0001.[4] Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.[5] Bolsen, T., Lomax, F. (2008). Public opinion on energy policy: 1974 – 2006. 72(2), 364 – 388.[6] Broduer Partners. (2008). Survey of journalists covering energy, agriculture, and the environment.[7] Chowdhury, B.H. (2000). Power education at the crossroads. IEEE Spectrum, Oct. 2000, 64 – 68.[8] Eilperin, J. (2006). Debate on climate shifts to issue of irreparable change. Washington Post, Jan. 29

Conference Session

Getting Started: Objectives, Rubrics, Evaluations, and Assessment

Collection

2009 Annual Conference & Exposition

Authors

Zbigniew Prusak, Central Connecticut State University

Tagged Divisions

New Engineering Educators

activities is expected to result in better fulfillment of learningoutcomes through more inclusive learning and in better course evaluations.Bibliography1 Dee, K.C., Student Perceptions of High Course Workloads are Not Associated with Poor Student Evaluations of Instructor Performance, Journal of Engineering Education, vol.96, no.1, 2007, pp.69-78.2 Dee, K.C., Reducing Workload in Your Class Won’t “Buy” Your Better Teaching Evaluation Scores: Re- Refutation of a Persistent Myth, Proceedings of ASEE Annual Conference, June 20-23, 2004, Salt Lake City, UT.3 Ponton, M., Edmister, J.H., Ukeiley, L.S., Seiner,J.M., Understanding the Role of Self-Efficacy in Engineering Education, Journal of Engineering Education, vol.90, no.2

Conference Session

Emerging Issues in Materials Education

Collection

2009 Annual Conference & Exposition

Authors

Senay Purzer, Purdue University; Stephen Krause, Arizona State University; Jacquelyn Kelly, Arizona State University

Tagged Divisions

Materials

AC 2009-759: WHAT LIES BENEATH THE MATERIALS SCIENCE ANDENGINEERING MISCONCEPTIONS OF UNDERGRADUATE STUDENTS?Senay Purzer, Purdue University Senay Purzer is an assistant professor in the School of Engineering Education at Purdue University. She received a Ph.D. and a M.A in Science Education, Department of Curriculum and Instruction from Arizona State University. She has a B.S. degree in Physics Education and a B.S.E. degree in engineering. Her creative research focuses on collaborative team learning and the role of engineering self-efficacy on student achievement.Stephen Krause, Arizona State University Stephen J. Krause is Professor in the School of Materials in the Fulton School of Engineering

Conference Session

NSF Grantees Poster Session

Collection

2009 Annual Conference & Exposition

Authors

John Duffy, University of Massachusetts, Lowell; Linda Barrington, University of Massachusetts, Lowell; Manuel Heredia, University of Massachusetts, Lowell

, Page 14.1015.2interpersonal development, and community-to-college connections, self-efficacy. In addition,recruitment and retention were motivating factors, and these are the focus of this particular study.The hypothesis is that because the students would see with S-L more directly how engineeringcan improve the lives of those in the local and international community, they would be moremotivated to enter and stay in engineering and try to learn the subject matter better. In terms ofrecruitment, S-L was advertized to prospective students as the number two reason to come to thecollege (number one is value).In Tinto’s classic work4, persistence was found to be affected by the integration of students intoboth the academic and social network of the

Conference Session

Student Attitudes and Perceptions

Collection

2009 Annual Conference & Exposition

Authors

Johannes Strobel, Purdue University; Inez Hua, Purdue University; Jun Fang, Purdue University; Constance Harris, Purdue University; Lindsey Tracy, Purdue University

Tagged Divisions

Educational Research and Methods

“threshold concepts” (TC). SCCT maintains that people’s interests in certain careersstem partly from their self-efficacy (beliefs about personal capabilities) and outcomeexpectations (beliefs about the out-comes of engaging in particular courses of action)19, 20, 21. TCargues that there are key concepts, once understood change the way in which students view adiscipline11. This study researches students’ change of attitudes and conceptions especially inregards to outcome expectations (as defined by SCCT), meaning: how well do studentsunderstand that their environmental/ecological impact is extremely high by choosing anengineering career and which concepts seem to be “threshold” concepts?This study will address the following questions

Conference Session

Exploring Retention

Collection

2009 Annual Conference & Exposition

Authors

Jeong Hwan Choi, University of Illinois, Urbana-Champaign; Jacob Marszalek, University of Missouri, Kansas City; Joyce Lee, University of Illinois, Urbana-Champaign; Susan Linnemeyer, University of Illinois, Urbana-Champaign

Tagged Divisions

First-Year Programs

. Self-efficacy of studying physics was decreased. There was nochange in motivation, willingness to work in groups, and willingness to ask for help. Page 14.596.16 Table 5. Pre-post assessment of self-assessed abilities and skills. Figure 11. Change of self-assessed ability and skill.ICE program participants perceived that the most challenging barrier of being a successfulengineering student was an intense course schedule. Difficulties with time management, poorhigh school preparation, ability to compete with top students, and financial stress followed

Conference Session

Early Engineering Design Experiences

Collection

2009 Annual Conference & Exposition

Authors

Shawn S Jordan, Purdue University; Nielsen Pereira, Purdue University

Tagged Divisions

Design in Engineering Education

is to be in an environment where they can interact with like-minded peers. Saturday talent development programs can be an alternative strategy for children who needmore advanced content in a specific field. Children are usually taken to programs outside ofregular schools, such as university summer camps and Saturday talent development classes.These types of programming offer several benefits to students, such as exposure to advancedcontent in diverse subject areas, highly qualified instructors, and interaction with like-abilitypeers in a learning environment where the students feel safe to be themselves7. Special talentdevelopment programs can also provide affective gains in participants’ self-esteem, self-efficacy,and academic motivation

Conference Session

New Learning Paradigms I

Collection

2009 Annual Conference & Exposition

Authors

John Duffy, University of Massachusetts, Lowell; Carol Barry, University Massachusetts Lowell; Linda Barrington, University of Massachusetts, Lowell; Manuel Heredia, University of Massachusetts, Lowell

Tagged Divisions

Educational Research and Methods

, cooperative learning, andrecruitment of under-represented groups in engineering; it also leads to better retention ofstudents, and citizenship (3), as well as helping meet the well-known ABET criteria (a)-(k) (4).Astin et al. (5) found with longitudinal data of 22,000 students that S-L had significant positive Page 14.1055.2effects on 11 outcome measures: academic performance (GPA, writing skills, critical thinkingskills), values (commitment to activism and to promoting racial understanding), self-efficacy,leadership (leadership activities, self-rated leadership ability, interpersonal skills), choice of aservice career, and plans to participate in