Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach

Tagged Divisions

Continuing Professional Development

Likert 31 Adulthood Emerging Adulthood (IDEA) 31 Outcomes Self-Efficacy Engineering Design Self-Efficacy Likert 9 Instrument 41 Groupings Demographic Questions Varied 14 Total 105 ItemsThe expectancy-value is measured using the Engineering Expectancy and Value Scale (EEVS).The instrument is composed of 9 Likert-type items developed by Eccles and Wiggfield 42

Conference Session

Preparing Future Educators

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary Lynn Brannon, Pennsylvania State University, University Park

Tagged Divisions

Graduate Studies

skillsnecessary to be successful in classroom delivery. However, knowledge of pedagogy coupledwith theory provides a holistic experience for the GTAs. Learning to teach encompassespedagogy, theory and practice. In addition, the self-efficacy of the GTA is an importantcomponent of measurement of the GTAs performance. Do the GTAs believe that they areconfident and capable in their teaching practice? How does self-efficacy manifest in the GTAsteaching? The sense of efficacy is a judgment about capabilities to influence studentengagement and learning, even among those students who may be difficult to motivate”1 this canbe measured in GTA training by survey and observation. Early teaching experiences can have agreat impact on a GTAs efficacy in teaching as he

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; Marisa Exter, Purdue University; Monica E. Cardella, Purdue University, West Lafayette; Todd P. Shuba, Purdue University, West Lafayette; Ji Hyun Yu, Purdue University, West Lafayette; Mindy Hart, EPICS; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

engineering using a mixed-methods approach grounded in Social Page 24.826.2Cognitive Career Theory (SCCT)26. SCCT has its roots in Bandura’s Social Cognitive Theory(1997, 2001)27-28, which posits that personal characteristics, behaviors, and environment all playimportant roles in an individual’s academic and career choices. These choices are influenced bythree main factors: self-efficacy, outcome expectations, and personal interests. Brown andLent (1996)29 found that people choose not to follow certain career paths because of faultybeliefs they may hold about their own self-efficacy or faulty outcome expectations aboutacademic endeavors and/or

Conference Session

Impact of Community Engagement on Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chris Swan, Tufts University; Kurt Paterson P.E., James Madison University; Timothy Henry Hellickson, Tufts Center for Engineering Education and Outreach

Tagged Divisions

Community Engagement Division

instruments to explore theimpacts of CE on engineering students’ learning; specifically, traditionally technical attributes(e.g., ABET Criteria 3a-e) as well as a mix of non-technical attributes (e.g. global awareness,social context of problems, self-efficacy, identity, civic development, intercultural sensitivity,and psychosocial well-being). The two major components of the study consisted of semi-annualrounds of administering an on-line survey (for all participants) and telephone interviews(conducted with a sub-set of participants). An additional instrument to measure interculturalsensitivity was administered to the interview sub-set on an annual basis. Overall, the projecthad an initial, total participant number of over 250 (including 120

Conference Session

Entrepreneurship & Engineering Innovation Division Opening General Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Qu Jin, Stanford University; Shannon Katherine Gilmartin, Stanford University; Sheri D. Sheppard, Stanford University; Helen L. Chen, Stanford University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Pursuit (7 items) and Flexible Goal Adjustment (3 items). Anexample item from the sub-scale of Tenacious Goal Pursuit is “The harder a goal is to achieve,the more appeal it has to me”, and an example from the sub-scale of Flexible Goal Adjustment is“I adapt quite easily to changes in plans or circumstances.” The items were measured on a five-point Likert scale with responses ranging from 1 (almost never) to 5 (almost always).Self-Efficacy OptimismSelf-efficacy has been shown in previous studies to be important to entrepreneurial intent 12,19,20.The scale of Self-Efficacy Optimism includes six items that were selected from theQuestionnaire for the Assessment of Personal Optimism and Social Optimism-Extended (POSO-E) 21. Self-Efficacy Optimism

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Monica E. Cardella, Purdue University, West Lafayette; Marisa Wolsky, WGBH Educational Foundation; Christine Andrews Paulsen, Concord Evaluation Group; Tamecia R. Jones, Purdue University, West Lafayette

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

main factors: self-efficacy (the degree to which onebelieves that one can succeed at a given activity), outcome expectations (one’s beliefs about theoutcomes of certain behaviors), and personal interest (i.e., intentions). Brown and Lent18 foundthat people choose not to follow certain career paths because of faulty beliefs they may holdabout their own self-efficacy or faulty outcomes expectations. They found that modifying self-efficacy and outcome expectations can help people reconsider previously disregarded careerpathways.Researchers have used SCCT to demonstrate that self-efficacy plays a crucial role in recruitingwomen into college-level STEM programs19-21. Other studies have explored hands-on STEMactivities within the framework of SCCT

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kemper Lewis, University at Buffalo, SUNY; Deborah A. Moore-Russo, University at Buffalo, SUNY; Ann F. McKenna, Arizona State University, Polytechnic campus; Phillip M. Cormier, SUNY - University at Buffalo; Amy M. Johnson, Arizona State University; Adam R. Carberry, Arizona State University; Wei Chen, Northwestern University; David W. Gatchell PhD, Northwestern University; Timothy W. Simpson, Pennsylvania State University, University Park; Conrad Tucker, Pennsylvania State University, University Park; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Sarah E. Zappe, Pennsylvania State University, University Park; Steven B. Shooter, Bucknell University; Charles Kim, Bucknell University; Christopher B. Williams, Virginia Tech; Lisa D. McNair, Virginia Tech; Marie C. Paretti, Virginia Tech; Joe Tranquillo, Bucknell University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

evidence of the effectiveness of the productarchaeology framework. This project uses existing survey instruments, including the Engineer of2020 survey and the engineering design self-efficacy instrument to assess positive studentattitudes and perceptions about engineering. Our assessment plan also uses two newly-developed design scenarios. These scenarios require students to respond to open-endeddescriptions of real-world engineering problems to assess students’ ability to extend and refineknowledge of broader contexts. Emerging pre-test/post-test comparison data reveal that theproduct archaeology activities lead to more positive student ratings of both their own knowledgeof broader contexts and their self-efficacy regarding engineering design

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rebecca A. Atadero, Colorado State University; Meena M. Balgopal, Colorado State University; Karen E Rambo-Hernandez, Colorado State University; Anne Marie Aramati Casper, Colorado State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

may have had adifferent level of understanding of trusses than students in the control section, but the CATS didnot include any questions specific to trusses. Future assessment efforts would benefit from usingadditional tools to measure content knowledge.Social Cognitive Career Theory (SCCT)Social Cognitive Career Theory19 has been adapted from the more general Social CognitiveTheory20 to specifically consider the way that the social cognitive variables (self-efficacy,outcome expectations, and goals) interact with other variables in the environment to describecareer development. SCCT is composed of three overlapping models that describe how people1) develop interests in specific careers, 2) make choices about and take actions in pursuit

Conference Session

Learning and Assessment in ME

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mark F. Schar, Stanford University; Sarah L. Billington, Stanford University; Sheri D. Sheppard, Stanford University

Tagged Divisions

Mechanical Engineering

diminishment of learning core engineeringconcepts.17 While the case study experience did not significantly change entrepreneurial careerintentions it did grow students’ perceived entrepreneurial self-efficacy (as measured byconfidence in business skills), which can be a precursor to changing career intent.4. Research HypothesesThe intent of this curriculum is to introduce entrepreneurial concepts in the context of entry-levelengineering curriculum in the hope that it would have a positive impact on the students’entrepreneurial career intent. Therefore, our research hypothesis is: The incorporation of entrepreneurial content into core engineering curriculum will have a positive impact on engineer students’ entrepreneurial

Conference Session

Gender Perceptions and Girls in K-12 Engineering and Computer Science

Collection

2014 ASEE Annual Conference & Exposition

Authors

Suzanne L. Berliner -Heyman, New Jersey Institute of Technology; Rosa M. Cano, NJIT; John D. Carpinelli, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; Linda S. Hirsch, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

programs47.Increased self-efficacy is important for continued learning and persistence when learningbecomes more complex or students have difficulty. A classroom environment that supportscollaboration and positive interactions among students is also important. Unfortunately,insignificant changes in objective measures of students’ learning and attitudes toward STEM areoften found with high-achieving students such as those who attend enrichment programs35-36, 46and in a case like this suggest there may be no academic benefit to single-single programs. Morequalitative measures of changes in students’ cognitions and/or perceptions that more adequatelycapture these types of latent measures are necessary. Preceptions of Engineers through DrawingsPrevious

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sharon A. Jones P.E., University of Portland; Zulema Naegele, University of Portland; Tammy VanDeGrift, University of Portland

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Design self- Efficacy. Journal of Engineering Education. pp. 71 - 79. 6. Eris, Ozgur, Chachra, Debbie, Chen, Helen, Sheppard, Sheri, Ludlow, Larry, Rosca, Camelia, Bailey, Tori, Toye, George. 2010. Outcomes of Longitudinal Administration of the Persistence in Engineering Survey. Journal of Engineering Education. pp. 371-395. 7. Hartman, Harriet, Hartman, Moshe. 2006. Leaving Engineering: Lessons from Rowan University’s College of Engineering. Journal of Engineering Education. pp. 49 – 61. 8. Hutchison, M. A., Follman, D. K., Sumpter, M., and Bodner, G. M. 2006. Factors Influencing the Self- Efficacy Beliefs of First-Year Engineering Students. Journal of Engineering Education. 91:1, pp. 39

Collection

2014 ASEE Zone 1 Conference

Authors

Gary P. Halada; Nancy McCoy Wozniak

institutional and programmatic learning objectives, relevant to accreditation. Industry and potential mentors are able to useIntegrative learning is a key skill for students to succeed in the portfolios to track and advise students, monitor progress,both life-long learning and in building self-identity as STEM and identify interns who may be offered permanent positions.learners and self-efficacy. In the AACU Integrative LearningIntegrative Learning ePortfolios (such as the ones created by In our design of an assessment process, we also leverage andour interns) are used to facilitate and organize the inquiry adapt a number of best-practices. One is the IKPP

Conference Session

Improving Introductory Experiences in Chemical Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Richard L. Zollars, Washington State University

Tagged Divisions

Chemical Engineering

two translations. In creating ChemProV, wewanted to aid the students in building their own skills in transforming written information intovisual form, without giving them so much aid that the software becomes a crutch. Grounded inthe learning theory of Vtogsky,10 this approach is in line with a rich legacy of softwarescaffolding approaches11,12 in which learners are initially aided by modifications to problems thatmake them initially more doable; the modifications are then gradually removed as learners gainmore skills. The tool would, in addition, give students an opportunity for early success in thematerial/energy balance class, leading to enhanced learning according to self-efficacy theory.13In 2008 and 2009, we conducted a laboratory

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 2 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kristin M Brevik, The University of North Dakota; Bradley Bowen, North Dakota State University; Frank M. Bowman, University of North Dakota; Kristi Jean, North Dakota State College of Science

Tagged Divisions

K-12 & Pre-College Engineering

, Self-Efficacy, and Project Impact when compared to the end-of-the-year post-survey.Both pre- and post-survey questions with the allowed categorical responses are listed in Table 1.Attitudes towards Engineering questions (#1-7) relate to direct attitude and perception about thefield of engineering and the interest in becoming an engineer. Self-Efficacy questions (#8-9)were chosen to measure the student’s attitude in regards to his/her understanding of the conceptof the engineering design process and ability to successfully work with or lead a team to aneffective solution. Project Impact questions (#10-12) were used to gain insight into the students’perspective on the overall project

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Yanhua Cao, Jackson State University; Himangshu Shekhar Das, Jackson State University; Jianjun Yin, Jackson State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

with scaffolding procedures. The scores from the survey were used as the quantified index of students’ utilization and compliance of prompt-based cooperation scaffolding. Self-Report Survey on students’ experience and satisfaction on the assigned collaborative learning. MSLQ: Motivated Strategies for Learning Questionnaire (MSLQ) by Pintrich et al. 26 contains self-reported questionnaires on motivation, self-efficacy, cognitive strategy use, metacognitive strategy use, and management of efforts. This instrument will be adopted to measure the change of students’ cognitive strategies and metacognition, motivation, and self- efficacy. Concept inventory: A concept inventory is a criterion-referenced test designed to evaluate

Conference Session

Diversity Redefined: Nontraditional Views in Traditional Environments

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kendra Woodberry Brinkley, Virginia Commonwealth University; Falcon Rankins, Virginia Commonwealth University; Stevara Clinton, Virginia Commonwealth University Department of Chemistry; Rosalyn Hobson Hargraves, Virginia Commonwealth University

Tagged Divisions

Minorities in Engineering

specific action) – which may, in turn, improve student outcomes. (22) (23) Oneattempt to quantify the effects of summer bridge programs showed statistically-significantincreases in measures of academic self-efficacy and academic skills following bridge programparticipation among a small sample of at-risk students attending a predominately whiteinstitution (PWI). (24) The study also showed a statistically significant positive relationshipbetween academic self-efficacy and first semester GPA. These particular variables are importantin light of a study of 400 freshman of all majors at a large Midwestern public university thatfound first-year GPAs and measures self-efficacy and outcome expectations taken midwaythrough the second semester to be strong

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California; Maja J. Mataric, University of Southern California; Shaobo Huang, University of Southern California; Svetlana Levonisova, University of Southern California

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

careers. Inresponse, in a recent PCAST report1 recommendations for recruitment of science and Page 24.1042.3engineering students and corresponding recommendations for increased attention to strategicSTEM-related instruction and teacher professional development have emerged. A significantchallenge facing urban science teachers is a low sense of self-efficacy in teaching STEMcontent.2 Additionally, a recent large-scale study of teachers revealed that secondary teachersindicated a strong need for help in the areas of English Language Development (ELD) andcontent teaching in science, and that a weakness of existing professional development was in

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stephanie Luster-Teasley, North Carolina A&T State University; Sirena C. Hargrove-Leak, Elon University; Cindy Waters, North Carolina A&T State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

ofdeveloping student writing skills. The students were administered pre and post surveys. The firstsurvey consisted of twelve questions used to measure student preferences for instructionalpedagogy or student preferences for teaching methods and resources used to help teach classes.This survey used a Likert scale using the rankings of Strongly disagree (1), Disagree (2), Neutral(3), Agree (4), and Strongly Agree (5). PRISM statistical software was used to perform thestatistical analysis of survey data to calculate significance in compared data using a two-tailed t-test. The ABET survey consisted of eleven questions to measure student self-efficacy for theircompetencies in the Accreditation Board for Engineering and Technology (ABET) criteria areas

Conference Session

Choice and Persistence in Engineering Education and Careers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alana Unfried, North Carolina State University; Malinda Faber, North Carolina State University; Eric N. Wiebe, North Carolina State University

Tagged Divisions

Educational Research and Methods

design and directinterventions addressing the mechanisms that seem to be disconnecting ability and interest inSTEM careers.Social cognitive career theory suggests that self-efficacy and expectancy-value are criticalfactors in an individual’s career choice and persistence.7 Self-efficacy is a person’s belief in theirability to complete tasks and affect events that impact their lives.8 Expectancy-value theoriescomplement self-efficacy theories in the investigation of a larger social cognitive model forcareer aspirations and persistence. Expectancy-value theories posit that individuals regularlyassess the likelihood of attaining specific goals and the value they would gain or lose from suchattainment.9, 10 How self-efficacy in traditional academic

Conference Session

Multidisciplinary Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

David M. Feinauer P.E., Norwich University; Michael W. Prairie, Norwich University

Tagged Divisions

Multidisciplinary Engineering

resulted in a relatively lowperformance expectation—an expectation that their design merely result in a functioning powergenerator and accompanying monitoring system for measuring the generator’s power output.Constructing and constraining the project in this manner is critical to the perception of theproject as a “mastery experience” by most of the participants. Mastery experiences have beennoted2 as key to shaping many students’ self-efficacy beliefs; it has also been noted that astudent’s self-perception of content mastery is highly linked to their self-reported enjoyment,interest, and satisfaction. These factors are also commonly linked to one’s motivation forlearning. The next section presents how the scope of the project was appropriately

Conference Session

WIED: Curricular Undergraduate Student Programs

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tonya Lynn Nilsson P.E., Santa Clara University

Tagged Divisions

Women in Engineering

Thesestrategies include: “integrating into coursework, Everyday Examples in Engineering (E3s);improving student spatial visualization skills; and improving and increasing faculty-studentinteraction.”14 These strategies have been shown to improve learning outcomes for all studentsbut particularly for female students.Incorporating E3s into a course enables the student to link the course material to a familiarconcept. As stated earlier, this familiarity can improve student interest and lessen student fearand anxiety, which improves student self-efficacy. This is especially important for femalestudents as research has shown that self-efficacy relates to female students’ persistence rates.15In fact, simply improving student interest in the subject matter is

Conference Session

WIED: Faculty and Gender Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jenna P. Carpenter, Louisiana Tech University

Tagged Divisions

Women in Engineering

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 recognizes the role of personal agency and personal characteristicsin the career development process. The authors suggested that interventions to increasethe number and effectiveness of researchers in an academic environment be focused on1) reducing role conflicts imposed by multiple environments, 2) providing continuity oftraining efforts, 3) creating a positive and rewarding mentoring

Conference Session

Engineering Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Louis Nadelson, Boise State University; Dee K. Mooney, Micron Foundation; Janine Rush-Byers, Micron Technology Foundation, Inc.; Nathan Dean, Boise State University

Tagged Divisions

Educational Research and Methods

of Mathematics. He earned his B.S. in Earth Science Education from Boise State University in 2011 with a minor in Physical Science and was a NSF Robert Noyce Scholar. Nathan’s research interests include STEM education, grading and assessment practices, self-efficacy, and student conceptions of science. Page 24.1379.1 c American Society for Engineering Education, 2014 Why I Am an Engineering Major: A Cross-Sectional Study of Undergraduate StudentsAbstractAccording to a recent report 1 K-12 students tend to like mathematics and science. Further, in

Conference Session

FPD 1: The Path to Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Purdue University, West Lafayette; George D. Ricco, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University and Central Queensland University

Tagged Divisions

First-Year Programs

engineering. Participation in pre-college engineering classes has been positivelyassociated with engineering self-efficacy,7 and research on the effects of participation in ProjectLead The Way suggests that students are more likely to pursue STEM degrees and, in limitedcircumstances, may have higher GPAs than students who did not participate in these classes.8K-12 and higher education institutions both need information on the effects of pre-collegeengineering programs on undergraduate engineering students. The persistence and grades ofstudents that have participated in K-12 engineering programs and continued on to study incollege engineering programs are possible measurable outcomes of K-12 engineering educationprograms. The NSF, the Department of

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeremy John Vaillant, University of Massachusetts Lowell; Christopher Hansen, University of Massachusetts, Lowell; Jonathan D. Stolk, Franklin W. Olin College of Engineering; Stephen Johnston, University of Massachusetts, Lowell; Sammy G. Shina, University of Massachusetts, Lowell; David Joe Willis, University of Massachusetts, Lowell

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

by multiple analyses26.Students’ goal orientations will be measured using the Intrinsic and Extrinsic Goal Orientationssubscales of the Motivated Strategies for Learning Questionnaire (MSLQ)27. The MSLQ is aLikert-scaled instrument that has high internal consistency, reliability, and predictive validity32,33 . The MSLQ will be administered to students enrolled in the courses described in section 3 bothat the start and end of each academic term. The SIMS will be administered on a weekly basis toobtain a granular view of student motivational responses to the desktop CNC integration.Self-efficacy and use of higher-level cognitive strategies: Students’ self-efficacy within open-ended design situations will be gauged using the self-efficacy

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Charles Kim, Bucknell University; Joe Tranquillo, Bucknell University

Tagged Divisions

Design in Engineering Education

accept differences in opinions andgoals, even when those goals are not in alignment. They make forward progress through timely de-cisions, strategic compromises and coordinated actions. The professional will expand or contractto fill the roles that are needed on a team 38 .Role ModelThe role model is searching for continuous growth in themselves and the team around them. Theydo not lead in the traditional sense but rather gain the respect of those around them through self-efficacy 39,40,41 a growth mindset 42 and intrinsic motivation - characteristics of what Jim Collinsdescribes as the “Level 5” or Enlightened Leader 38 . They learn from their own failures 43 and en-courage others to learn from theirs. They motivate others by appealing to their

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gary Lichtenstein, Quality Evaluation Designs; Martin L. Tombari, University of Texas, Austin; Sheri D. Sheppard, Stanford University; Kaye Storm, Stanford University

Tagged Divisions

K-12 & Pre-College Engineering

much earlier than those that influencedmen’s decisions. Dick and Rallis also found differential influences for young men as comparedto young women, but these effects were mitigated by math and science preparation. 5 In light of Trusty’s results, Betz and Hackett6 provide an interesting contrast. They foundthat math self-efficacy beliefs among college undergraduates were correlated with choice ofscience major. In this study, women’s self-efficacy for math was statistically lower than that ofmen, and this correlated with choice of major, even though, according to Trusty (above), highschool math course-taking patterns predict women’s selection of a math or science major. Theseand other studies6 explore a diverse range of variables that

Conference Session

Engaging Minority Pre-College and Transfer Students in Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Daryl Bryant Stone, Bowie State University; Quincy Brown, Bowie State University

Tagged Divisions

Minorities in Engineering

2013 iteration of the GI program.4.1 Survey ResultsPre-camp and post-camp surveys were used to examine the impact of the camp. In both surveys,campers were asked to answer questions to measure computer science self-efficacy and to evaluate theiropinions of computer science careers. Computer self-efficacy questions required the campers to rate, ona seven-point likert scale (1 – strongly disagree, 7 – strongly agree), statements such as, “If I get stuck onthe computer, I can get it working again ” and “I find working with computers very easy”. To gage theirthoughts on computer science careers we asked questions such as “Would you want a career in computerscience?” and “What does a typical computer scientist look like?”. Here, we report on

Conference Session

New Trends in Computing and Information Technology Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Vicky L. Smith, Indiana University Purdue University, Indianapolis; Eugenia Fernandez, Indiana University Purdue University, Indianapolis

Tagged Divisions

Computing & Information Technology

teaching at too fast a pace. In addition, many students felt that theylacked suitable preparation through prior experience, particularly in programming skills anddatabase concepts. 2,3,5,6A few studies found that the students’ ability to integrate into the academic and socialenvironment of the university played an important role in retention.3 The most important factorin this integration was building a peer group support system through peer interaction in theclassroom.5,7,8 In addition, student-faculty relationships were also very important to academicintegration. Students had to feel comfortable interacting with faculty members.2,8 However,Weng et al. found that self-efficacy, or the ability to persist in the face of obstacles, was moreimportant

Conference Session

Innovative Pedagogy and Assessment in Civil Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Norb Delatte P.E., Cleveland State University; Joshua Gisemba Bagaka's, Cleveland State University

Tagged Divisions

Civil Engineering

practices on upper secondary school students’ mathematics self-efficacy was published in the International Journal of Science and Mathematics Education. He also served, for seven years as the Director of the Ph. D in Urban Education program at Cleveland State University. Professor Bagaka’s is a recent African Regional Re- search Fulbright Program scholar to Kenya where he conducted research on teacher beliefs and practices on high school mathematics self-efficacy. Page 24.217.1 c American Society for Engineering Education, 2014 Assessment Results: Incorporating Case Studies in the