procrastinators’distance learning outcomes. Computers & Education, 49, 2, 414–422.Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning ata distance: Foundations of distance education (4th ed.). Boston, MA: Pearson.Bates, R. & Khasawneh, S. (2007). Self-efficacy and college students’ perceptions anduse of online learning systems. Computers in Human Behavior, 23, 1, 175–191.Chen, A., Darst, P. W. & Pangrazi, R. P. (1999). What constitutes situational interest?Validating aconstruct in physical education. Measurement in Physical Education andExercise Science, 3, 3, 157–180.Guzley, R. M., Avanzino, S. & Bor, A. (2001). Simulated computer-mediated/video-interactive distance learning: a test of motivation, interaction
portrayal) [12], [13] which leads to lower interest. Additionally, minority populations are challenged with access to computers [8], [14] and resultant low self-efficacy [15]. This program will follow a design protocol and a curriculum based on constructivism (drawing on learners’ existing beliefs, knowledge and skills) [16] and real-world experiential, project-based applications which have been shown to support STEM and computing interest and success for minorities [17], [18]. Computational thinking practices in STEM will focus on students gaining experience in practices for data management, computational problem solving, modeling and simulations and systems thinking. One of the controversial topics in the study of CT is a lack of consensus on a
throughBRAINS and LATTICE. Pieces of the model have been tested through the evaluation.Our program theory is a combination of Social Cognitive Career Theory (SCCT) andthe Tripartite Integration Model of Social Influence (TIMSI)According to SCCT, career pursuits are influenced by career self-efficacy, outcomesexpectations, and personal goals (Brown and Lent, 1996; Byars-Winston and Fouad,2008, Byars-Winston et al., 2010; Lent et al., 2005). Self-efficacy is a personaljudgement of one’s capability to execute certain types of activities, while outcomesexpectations refer to beliefs about the consequences of such activities. Self-efficacywould describe my belief that I am able to publish three papers in the next two years,while outcomes expectations would
. Mccormack, Thompson P. Beyerlein, S., S. Howe, P. Leiffer, and P. Brackin. Assessing team member citizenship in capstone engineering design courses. International Journal of Engineering Education, 26(4):771–783, 2010.[13] R. M. Marra, K. A. Rodgers, D. Shen, and B. Bogue. Women engineering students and self efficacy: A multi-year, multi-institution study of women engineering self-efficacy. Journal of Engineering Education, pages 27–38, Jan. 2009.[14] M. A. Hutchison, D. K. Follman, M. Sumpter, and G. M. Bodner. Factors influencing the self-efficacy beliefs of first-year engineering students. Journal of Engineering Education, pages 39–47, Jan. 2006.[15] G. E. Okudan, D. Horner, B. Bogue, and R. Devon. An investigation of gender
, 2024 Identifying Barriers towards Adoption of Active Learning at HBCUs among STEM Faculty: A Preliminary StudyAbstractHigher education's promotion of diversity and inclusivity is greatly helped by historically blackcolleges and universities (HBCUs). Active learning pedagogy which places students at theepicenter of learning has been reported to aid in student engagement, retention, and workforcedevelopment. Also, the adoption of active learning strategies has grown in significance as ameans of improving undergraduate STEM students' educational experiences and academicsuccess. Moreso, this pedagogical approach attempts to increase involvement, foster self-efficacy, and inspire students in STEM fields. The experience during
qualitative approachprovides a deeper look into dimensions of this experience for women on the transfer pathway andtheir perception of factors contributing to success.Quantitative methodsSurvey data were collected from 414 students aged 18 or older at three community colleges inTexas between April and September 2019. Select demographics of the sample are shown in Table1, more detailed demographic information can be found in Appendix B. The survey capturedinformation on students’ self-efficacy, inclusion, motivation, and confidence in ECS usingpreviously-validated measures from the Longitudinal Assessment of Engineering Self-Efficacy(LAESE) [12] and the Academic Table 1: Demographic characteristics of survey
studentsof color (Samuelson & Litzler, 2016; Yosso et al., 2009). At the individual level, engineeringundergraduates who experience microaggressions may face decreased academic self-efficacy andself-esteem (True-Funk et al., 2020). Additionally, Camacho and Lord (2011) found thatmicroaggressions contributed to a hostile environment within engineering education. Womenwithin male dominate majors like engineering face environments widespread incidents of sexistmicroaggressions (McCabe, 2009). Among Latinx college students, microaggressions have beenassociated with negative persistence attitudes (Hernández & Villodas, 2019). Women in engineering may experience microaggressions due to their gender and racial orethnic identities (Camacho
, assessment of the HPAT model utilizes admission data (highschool GPA, Math and English placement, and student demographics), transfer GPA, time todegree completion, and graduation rate for determining longitudinal outcomes. These metricsprovide a relatively simple, and more comprehensive, set of leading indicators of longitudinalsuccess that can be measured for each student cohort and compared year-to-year.2.3.2. Qualitative AssessmentThe quality of the program will also be assessed. All students admitted to the HPAT model areexpected to respond to an online survey that addresses belonging and self-efficacy. AppreciativeInquiry [19] will be used for Case Study interviews to continuously improve the model. Studentsare randomly selected for Case Study
CS1 through CS2 to CS3.The survey data was analyzed using a mixed-effects linear model for repeated measures ofquestions on the student’s sense of community in their undergraduate studies up to the point ofwhen they took the survey.The data show that students in all groups report generally positive feelings for every surveyquestions, and that mean values are fairly consistent across groups. However, we did observeseveral statistically significant effects, indicating a change in sense of community andself-efficacy. Overall, students report a small but significant decrease over time in response toquestions related to self-efficacy as they progress through the program. Women in particular showa stronger negative effect compared to men. URM
retention of only women students. The latter tracksindividual students and indicates women retention for freshmen students to be in the range of 80-97%, and for sophomore students to be in the range of 82 to 89%; these retention numbers are onthe higher side as compared to the normally reported numbers. One study22 comments on the intention of retention of students in the first year, whichwas found to be lower in the case of women students. Some researchers have documented 41women underestimating their performance, which may increase their intention to quit. Manyresearchers42,15,43, 44 point out lower self-efficacy of women students and its impact on theretention45,35. Four studies indicate higher retention of men students 16,20,25,35
accomplish much on their own,stating that it is because the girls aren’t present to lead the group or assign tasks.Student Assessments and Self-Efficacy ScoresAt the end of each session, students spend a whole day on reflection. This reflection includesproviding feedback to their peers and analyzing their own experiences during the session. Thestudents discuss personal reflections and complete a self-assessment of their learning during thesession. The students fill out a survey which asks them to score their skill levels on specific skillsthat were used during the session such as “Brainstorming,” “Sketching,” “Prototyping,” and“2D-Design: Illustrator.” For each skill, they rate their level on a 3-point Likert scale withanswer choices “Lacking
Expectancy-Value Theory, developed by JacquelineEccles, to understand the factors influencing students’ persistence in engineering. AsMatusovich et al. explains [6], Expectancy-Value Theory suggests that a student’s decision topersist is shaped by: 1) their expectancy or belief that they can succeed in engineering (i.e., “CanI do this?”) and 2) the value or importance they put on engineering (i.e., “Do I want to do this?”).Expectancy beliefs can include: - Engineering self-efficacy (i.e., confidence in one’s ability) - Expectations for success in engineeringValue beliefs can include: - Intrinsic interest (enjoyment of engineering activities or interest in engineering) - Attainment (importance of doing well in engineering in terms of one’s
academic/personal growth and understanding of engineering careers.Participants reported increased interest in and understanding of research practices and futurecareers. One “Learned so much more about the field I am going into and the different types ofwork I can expect in my future.” Another described growth in research interest, career potential,and opportunities for future study: “Ultimately, it [the internship] opened my interests and eyes to a different type of engineering that I did not expect. Also, with seeing how helpful this opportunity was I have become more excited to transfer and get more involved with this project or other projects.”Emerging self-efficacy [19]-[23] as an engineer is evident in the
“weed out” course. In the larger project of which thisstudy is a part, we utilize the constructs of engineering identity and self-efficacy as proxies toexamine future attrition. In this study, we focus on fine-tuning our instructional interventions toincrease students’ sense of community. Results from this initial iteration reveal usefuldifferences in the role instructors and students play in the course as well as the impact thosechanges have on students’ sense of community. Over time, we believe an increase in a sense ofcommunity among the students will have a positive impact on both their engineering identity andself-efficacy, and thus their continuation as engineering majors, as they continue in theirprograms.References[1] Blickenstaff
building blocks for the development of self-efficacy 44.Further indication of this effect is the subsequent formation of a 3D printing club by anumber of the students in the class, in order to continue their design activities in anextracurricular fashion.No specific assessment of self-efficacy (in particular in relation to the reported genderdifferences) was conducted, as the survey instrument of this work in progress wasdesigned to only probe for student preferences. Future work however will considerexpanding the analysis to include these assessments.Conclusion and future workThe intention of this work-in-progress was to qualify changes in SV caused by thegeometric design projects and the 3D printing interventions, and the student survey
the competitive climate experienced in STEM classes, increased reports of loss of confidenceincluding among high-performing female students who switch out of STEM, and problemsfinancing college. Seymour also notes that students with socio-economic disadvantages are atrisk of leaving their institution following just one DFWI grade in a severe STEM gateway courseeven when their grades in other courses place them in good academic standing [4]. This body ofliterature suggests that for many students, particularly women, minoritized individuals, andstudents from disadvantaged backgrounds, issues related to competitive/individualistic climate,lack of fit, lack of interest, and loss of self-efficacy can be significant drivers of attrition
]. Acquiring studentinformation that addresses student willingness to pursue STEM as a career preference was difficultdue to teacher error in reporting long-term student information or students not responding to specifiedquestions [10].Addressing the GapAt the time of this study, RET program evaluation measures tend to focus on the growth anddevelopment of teacher self-efficacy, engineering content knowledge gains, or classroomimplementation of developed curriculum materials and students' attitudes toward STEM. To provide abetter understanding of RET programs' impact on students, data are needed to show the long-termimpact of PjBL RETs on student graduation rates and STEM undergraduate major selection rates. Thestudy sought to inform RET program
to entering college generally experience greater success in the first year of an engineering program. Our AB7G cohort model begins in the third grade. Students are registered as a class and begin a supplemental course that enhances and measures their success against state-recognized goals. Ab7G Objectives: •Increase self efficacy in students from historically underrepresented groups through mentorship and engagement •Provide ethnicity and gender-matched mentors to historically underrepresented students through engaging Purdue engineering and STEM students •Engage parents in fun activities to increase their involvement in student learning activities The AB7G program meets on the 2nd and 4th Saturday of each month. There is no cost
this case provided by the NASA Space Grant.The student is living minority status in three dimensions (3D) as being a woman, a first-generation college student, and a Native American studying engineering.It is fascinating to analyze how one’s environment and experiences influence their resiliency.Data will be collected on her readiness for an academic career along measures including but notlimited to understanding of the research process, skills in academic writing, self-efficacy, andcompetence in oral presentation. The case study will explore her story. What experiences shapedher determination and brought her to this level, and what benefit did she gain from NASA Spacegrant? The goal is that sharing her story will encourage others to believe
studentsfrom these schools are underrepresented minority students with financial need.The objective of PtoBP: to have Scholars show higher retention/persistence rates. Specifically, to have a90% second-year retention rate, and a 90% five-year graduation rate; and to have at least half of thePtoBP Scholars intern in power engineering and work in power engineering.Key Program FeaturesPtoBP dovetails well with BFCIT’s EE program, that strives to provide support to its students who tendto be low-income students from underrepresented groups. To that end, the EE program incorporatesactivities and infrastructure that promote conditions for student success in STEM fields such as: mathcompetency [1, 2, 3], self-efficacy [2, 4], met financial need [5, 6
study indicate thatentrepreneurship education successfully influences entrepreneurial self-efficacy, entrepreneurialattitude, and the entrepreneurial mindset. On the other hand, entrepreneurial self-efficacypromotes entrepreneurial attitude instead of the entrepreneurial mindset. Furthermore,entrepreneurial attitude plays an essential role in mediating both entrepreneurship education andself-efficacy toward students' entrepreneurial mindset.” (p. 1). They further argue that thecurriculum needs to focus on increasing self-efficacy and positive mindsets by providing those‘mastery experiences’ that allow students to try out entrepreneurship skills in supportedenvironments. In practice, this looks like supporting more internships, providing
providing access and instruction on these tools,students can create rapid prototypes, explore design, and develop various technical and softskills. Lagoudas et al. found students developed increased confidence in their engineeringknowledge through practical experience, prototyping and consistent iteration of their designs [7].More specific makerspace research has found students can develop increased technology self-efficacy, an innovation orientation, design self-efficacy, and increased sense of belonging [8].Outside of education, makerspaces are often viewed as physical spaces that encourageentrepreneurship due to their ability to facilitate user-based innovation, dense and diversenetworks, and prototyping [9].An overlap can easily be seen between
slights or conscious insultstargeting people with marginalized identities that leave the victim unable to or unsure of how torespond [9]. Over time, the seemingly small and inconsequential behaviors are likely to impactvictims’ self-esteem, self-efficacy and academic performance. The current study assessed Latinx engineering undergraduates’ experiences withmicroaggressions in an engineering education setting guided by Critical Race Theory (CRT).This theory explains how difficult it is to eradicate normalized racism in the U.S., which thenimpacts the outcomes of URMs across domains, and that the intersectionality of race and othermarginalized identities alter the ways in which racism is carried out, suggesting that the racistexperiences of
analysis. Majority of CP career decisions occurred at the middle-school age, making it a critical time to introduce age-appropriate construction learningopportunities. The six thematic categories that emerged from students’ reasons for switchingcareer interests were psychological, experiential, academic, physical, social, and economic; andthese reasons corresponded with the educational stages. While pre-college reasons for switchingcareer interests were mostly associated with new knowledge and experiences, college reasonswere associated with barriers that hindered students’ progression. HBCU construction studentshad positive perceptions of their own CPID with a high sense of belonging, self-efficacy, andself-recognition. CPID was neither gender
internships’ impact on engineering self-efficacy and commitmentto an engineering career, academic goals and interest in research, career goals, and engagementwith professionals from academia and industry. Best practices and lessons learned are shared,along with recommendations for colleges looking to replicate the program.1. Overview of ASPIRES Program at Cañada CollegeCañada College, located in the San Francisco Bay Area, is a Hispanic-serving communitycollege, and is one of three colleges in the San Mateo Community College District. During the2015-16 academic year, Cañada College enrolled 10,075 unique students. The student body isgenuinely multi-cultural with Hispanic students as the largest single group at 45.2%; whitestudents comprise 26.8
often report low levels ofconfidence in a wide range of teaching skills, from facilitating group discussions to handlingstudent cheating. 2,3 In light of these issues, it is crucial to establish effective programs to train andsupport new GSIs in developing both pedagogical knowledge and practical teaching skills.There exists substantial evidence suggesting that semester- or year-long courses aimed towardtraining GSIs are effective in increasing GSI self-efficacy. 2,3,4 The benefits of these coursesinclude improvements in GSI competency that persist years after the course is completed. 5Numerous works have been published in recent years detailing best practices andrecommendations for the development of these graduate student teaching courses
Imagination framework) [1] included in the curriculum to guidestudents through a detailed analysis of a song’s lyrics and their meaning, and 2) teachers’ self-efficacy for and attitudes around teaching on racial equity-related topics, including the specificpedagogical approaches non-racist teaching, culturally relevant teaching, and anti-racist teaching.This paper will present the results of the current evaluation with a specific focus on these twonewly added areas of inquiry. Results indicate that students and teachers found lyric analysis andthe OUTKAST Imagination framework to be a useful and valuable tool, and that teachers aregenerally comfortable with, and seek opportunities for, teaching on race-related topics, but theyvary in their self
their way through these learning experiences too, issomething that provides, in the face of ambiguity, to create agency and build self-directedlearners: “Yeah, so I think there are there are course aspects and there's general, general thought process that come through. So, one of the big themes … is self-efficacy. Given a problem, figure out how to solve it. Right. It’s open ended. Is that right? You may not be the technical expert. You may not be even aware of the background, but it's on you to figure it out. And you can do it right. You don't you don't need to be an expert to solve a problem. This whole project-based learning thing, sort of coupling design thinking leads to this increase in self
levels of interest in engineering, their success andcompletion rates have been low due to a number of factors including low levels of preparationfor college-level work, especially in math; lack of awareness of academic and career options;lack of financial, academic, social and cultural capital needed for success; and lack of self-efficacy (i.e., students do not believe that they can succeed in engineering). To address thesebarriers to student success, Cañada College developed and implemented a number of programs tokeep students engaged and motivated towards achieving their academic goals. Among suchprograms is the Creating Opportunities for Minorities in Engineering, Technology, and Science(COMETS) program. Funded by a four-year grant from NASA
research interests include experimentally driven research with several radio access technologies (WiFi, WiMAX, LTE, 5G-NR), conducted under real environment settings, the dis- aggregation of base station units, Multi-access Edge Computing and NFV orchestration using open source platforms.Dr. Karen Cheng, Columbia Engineering Dr. Karen Cheng is an Outreach Program Specialist at Columbia University School of Engineering and Applied Science. A former research scientist turned high school math teacher, she recently completed her Ph.D. in mathematics and STEM teacher education, with research interests in the development of professional motivation and self-efficacy among K-12 STEM teachers in the framework of out-of-school