Conference Session

Computing and Information Technology Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie J. Lunn, Florida International University; Monique S. Ross, Florida International University; Zahra Hazari, Florida International University; Mark A. Weiss, Florida International University; Michael Georgiopoulos, University of Central Florida; Ken Christensen P.E., University of South Florida; Tiana Solis, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

variablesthat influence an individual’s career behaviors [17–20]. Derived from Bandura’s general socialcognitive theory [29], self-efficacy, outcome expectations, and personal goals are central facets ofthe framework, and are considered foundational aspects for career development [19]. Applying abidirectional causality model, personal attributes (including physical characteristics and affectivestates), actions, and external environment factors describe the influences that shape choices.An overview of SCCT as it pertains to computing careers and preparation is shown in Figure 1,adapted from a combination of Lent et al. [17] and other STEM-specific researchers [30, 31].Achieving mastery of skills (performance and accomplishment), social persuasion

Conference Session

CANCELLED: Track 6: Technical Session 1: A Student-Centered, Theory-Informed, Integrated Model to Academic and Career Advising to Educate the Whole Engineer: Transforming Engineering Education and Broadening Participation in Engineering is Possible!

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Olga Pierrakos, Wake Forest University; Melissa C Kenny, Wake Forest University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

who has worked with social scientists for 20+ years. She has investigatedengineering student identity development, self-efficacy, motivation, goal orientation, cognitiveflexibility, adaptive expertise, complex problem solving, etcetera in collaboration with socialscientists (Pierrakos, 2017; Pierrakos, 2016; Pierrakos et al., 2016a; Pierrakos et al., 2016b;Williamson et al., 2016; Pappas et al., 2013; Pierrakos et al., 2013; Pierrakos et al., 2010a;France et al., 2010; Pierrakos et al., 2010b; Zilberberg et al., 2010b; Pierrakos et al., 2010c;Pierrakos et al., 2009; Pierrakos and Trenor, 2009; Trenor and Pierrakos, 2008). These uniqueperspectives in understanding engineering students and knowledge gains as an interdisciplinaryand cross

Conference Session

Practice I: Academic Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, Western Michigan University; Charles Henderson, Western Michigan University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

I belonged more in this whole engineering group:” Achieving individual diversity. Journal of Engineering Education, 2007. 96(2): p. 103-115.28. Johnson, M.J. and S.D. Sheppard, Relationships between engineering student and faculty demographics and stakeholders working to affect change. Journal of Engineering Education, 2004. 93(2): p. 139.29. Raelin, J.A., et al., The gendered effect of cooperative education, contextual support, and self ‐efficacy on undergraduate retention. Journal of Engineering Education, 2014. 103(4): p. 599-624.30. Ro, H.K. and D.B. Knight, Gender Differences in Learning Outcomes from the College Experiences of Engineering Students. Journal of Engineering Education, 2016. 105(3): p. 478-507.31

Conference Session

International Research Experiences Intl Div Tech Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Gloria J. Kim, University of Florida; Yong Kyu Yoon, University of Florida ; Jin-woo Choi, Louisiana State University

Tagged Topics

Diversity

Tagged Divisions

International

while they were in Korea.Specifically, evaluation methods include: 1. Registration form: When the selected five students register, they will complete a form that includes questions (open-ended and Likert scales) about their expectations for the program and research & cultural preparation. 2. Pre-program survey: This survey will include questions about expectations (open-ended and Likert scales) as well as questions that gather baseline data regarding knowledge, perceptions, and self-efficacy. The latter questions will be matched to post-program survey questions. 3. Mid-program survey: This survey will collect formative feedback regarding the program experience and structure. 4. Post-program survey

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

George D. Ricco, University Of Indianapolis

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

 Orbis Foundation. Fulcher, K. (2004). Towards Measuring Lifelong Learning: The Curiosity Index. James Madison University. Karwowski, M. (2014). Creative Mindsets: Measurement, Correlates, Consequences. Psychology of  Aesthetics, Creativity, and the Arts, 8(1), 62‐70.  Karwowski, M., Lebuda, I., Wisniewska, E., & Gralewski, J. (2008). Big Five Personality Factors as the  Predictors of Creative Self‐Efficacy and Creative Personal Identity: Does Gender Matter? The  Journal of Creative Behavior, 47.  Kaufman, J. C. (2012). Counting the muses: Development of the Kaufman Domains of Creativity Scale (K‐ DOCS). Psychology of Aesthetics, Creativity, and the Arts, 6(4), 298‐308.  Krueger, N. (2015). Entrepreneurial Education in

Conference Session

NSF Grantees: Workforce Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Danielle Wood, University of Notre Dame; Alisa Zornig Gura, University of Notre Dame; Jay B. Brockman, University of Notre Dame

Tagged Topics

Diversity, NSF Grantees Poster Session

instrument. Aggregation provides increased power for inferential statistics to examinethe outcomes of the intervention on construct(s) of interest – including ones related to self-efficacy and place attachment. It also allows for more robust descriptive statistics to examinedifferences between characteristics of interest.Interviews Exploring Attachment to PlaceGiven our interest in the emergence of attachment to place within the C-EEEM efforts as anoutcome, the research team retained an independent external evaluator [24] specializing inenvironmental sociology to validate and expand on our findings. As noted, qualitative datacollection by internal researchers through the duration of the grant indicated a positive shift bymost interns in place

Conference Session

Cooperative & Experiential Education Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, NMIMS University; Katsuyuki Ohsawa, Tottori University ; Masashi Miura, Tottori University ; Ayano Ohsaki, Tottori University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

.Simpson, et al. 9 believe that interdisciplinary experience is more representative of what studentswill find in the real world and advocate interdisciplinary capstone projects. Schaffer, et al. 10have concluded – based on their study of 256 students from 60 teams - that Cross disciplinaryTeam Learning (CDTL) increases self-efficacy across all respondents. Apelian11 believes thatone of the important skills for the 21stcentury engineer is the ability to work with anybodyanywhere. He concludes that we need to educate engineers such that they understand the societalcontext of their work and have an understanding of the human dimension around the globe,coupled with innovation and creativity. Michaelsen, et al.12 have claimed that innovation

Conference Session

Robotics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cathy Burack, Brandeis University; Alan Melchior, Brandeis University; Matthew Hoover, Brandeis University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

STEM activities,interest in STEM careers, a sense of STEM identity (“I am a science person”), and anunderstanding of the role of science and technology in everyday life. As shown in Exhibit 4,FIRST participants score significantly higher than comparison students on all five STEM-relatedmeasures after controlling for baseline scores and participant characteristics.There were no significant differences, however, between FIRST participants and comparisonstudents for non-STEM measures used in the study, including academic self-concept, collegesupport, self-efficacy and prosocial behavior, 21st century skills, and the 21st century skillsubscales for teamwork, problem solving and communication. These results are consistent withthose found in earlier

Conference Session

Student Division Technical Session 7: Teaching and Learning Practices

Collection

2024 ASEE Annual Conference & Exposition

Authors

Caroline Cresap, Louisiana Tech University; Ashtyne Klair Monceaux; David Hall, Louisiana Tech University; Krystal Corbett Cruse, Louisiana Tech University

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

to selectedstudents. In addition to the scholarship funds, S-STEM programs offer additional activities andresources [1]-[4]. For example, Southern Methodist University provided their S-STEM studentswith weekly seminars and block scheduling which positively impacted the students and theirability to excel academically. While various academic and support resources are included in theimplementation of the S-STEM Program discussed here, this paper’s focus is the impact ofweekly lunches on our students.Student retention is typically influenced by feelings of self-efficacy and inclusion in engineeringspaces [5]-[6]. Reasons for attrition include classroom and academic climate, grades andconceptual understanding, self-efficacy and self-confidence

Conference Session

Women in Engineering Division (WIED) Technical Session 3 - Belongingness and Community

Collection

2024 ASEE Annual Conference & Exposition

Authors

Krystal Corbett Cruse, Louisiana Tech University; Kacie Mennie, Louisiana Tech University; Ashton Garner Ward, Louisiana Tech University; Mary E Caldorera-Moore, Louisiana Tech University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

female mentors, and female engineeringprofessors. Given each survey question resulted in strong positive statistical significance, theresearchers are encouraged to continue and expand this effort.It should be noted that the researchers recognize the sample size is small, and thus, it is notpossible to draw definitive conclusions based on these results. Further analysis is planned tomeasure the impact of this activity on academic performance and retention. Additionally, self-efficacy surveys were given in the engineering course and during the INSPIRE workshop. Thisdata will provide more depth to the analysis of the impact of the workshop experience.References[1] National Center for Science and Engineering Statistics (NCSES). 2023. Diversity and

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (3)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Aimee Cloutier, Texas Tech University; Guo Zheng Yew, Texas Tech University; Siddhartha Gupta, Texas Tech University; C. Kalpani Dissanayake; Paula Ann Monaco, Texas Tech University; Susan A. Mengel, Texas Tech University; Audra N. Morse P.E., Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

,students followed a set of directions to build their heat engines provided by the instructor; next,students redesigned their heat engines with the goal of increasing the device’s efficiency. At theend of the class, students completed some questions to help them reflect on the activity and itsconnection to efficiency, the design process, and the operation of power plants, and the instructorled a brief discussion during which participant groups shared their results.Analysis and Discussion Several assessment methods were implemented to determine the effectiveness of the E-GIRLprogram with respect to the students’ technical skill, self-efficacy, perceptions of engineering,and interest in engineering. Pre- and post-surveys were conducted asking

Conference Session

Committee on Effective Teaching Presents: Evaluation, Assessment, & Performance

Collection

2023 ASEE Annual Conference & Exposition

Authors

Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi, P.E., Morgan State University; Steve Efe, Morgan State University; Mehdi Shokouhian, Morgan State University; Oyinkansola Aladeokin; Adebayo Iyanuoluwa Olude, Morgan State University; Neda Bazyar Shourabi, Pennsylvania State University, Berks Campus; Sotonye Ikiriko, Morgan State University; Krishna Bista, Morgan State University; Uttam Gaulee; Frank Efe; Md Mahmudur Rahman, Morgan State University; Hannah Abedoh, Morgan State University; Jumoke 'Kemi' Ladeji-Osias, Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

that self-efficacy and learners' achievement goals significantly impact STEMcollege students' motivation, according to a study conducted in Canada [8]. Another studyestablished that reinforcing learners' self-belief and peer collaboration increased motivationamong students studying mathematics [19]. Therefore, this study explores how experiment-centric pedagogy, a hands-on learning approach, influenced undergraduates' motivation incivil engineering at one of the historically black universities and colleges, building onpreliminary research. Two research questions guided the study:(i) Is there a significant difference between the motivation of civil engineeringundergraduates pre- and postimplementation of experiment-centric pedagogy?(ii) Does

Conference Session

Women in Engineering Division (WIED) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Haroula M. Tzamaras, Pennsylvania State University; Sierra Hicks; Gabriella M. Sallai, Pennsylvania State University; Christine Mathilda Cummings; Lauren Elizabeth Dennis; Hannah Nolte, Pennsylvania State University; Andrea Mesa Restrepo; Cynthia Howard-Reed, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

leavedoctoral programs without their intended degrees at higher rates than their peers [4]. As recentreports indicate, women’s enrollment in engineering graduate programs increased by only 4percent from 2014 to 2019 [5]. From observation at Penn State, department-level efforts toimprove the well-being of graduate students and limit attrition often rely on professionaldevelopment or lecture-based approaches to establish community. While these efforts can beuseful, literature shows that feelings of isolation and a lack of sense of community, rather than alack of career preparedness, contribute to attrition from graduate programs [6].Instructors have effectively increased student retention in engineering fields by encouraging self-efficacy and belonging

Conference Session

Women in Engineering Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Beth McGinnis-Cavanaugh, Springfield Technical Community College; Isabel Huff, Springfield Technical Community College

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

measured whether the event affected their STEM self-efficacy, sense of belonging, andcareer goals, among other things. Another event funded by this partnership with SWE isscheduled to take place in Fall 2021, which will lead to additional data collection and analysis.Challenges and Lessons LearnedPVWIS is a promising approach to improving access for community college women in STEM.By showcasing the stories of women “like them”; connecting them directly to employers,mentors, and other students; and giving them a space in which to be recognized and elevated inthe STEM community, PVWIS addresses often ignored obstacles for community college womenin STEM.PVWIS is likely to positively impact other students, too. It is a common belief in the world

Conference Session

First-year Programs Division Postcard Session 2: Identity and Sense of Belonging

Collection

2018 ASEE Annual Conference & Exposition

Authors

Peter Golding, University of Texas, El Paso; Celena Arreola, University of Texas, El Paso; Mike Thomas Pitcher, University of Texas, El Paso; Crystal Fernandez-Pena, University of Texas, El Paso; Helen Elizabeth Geller, University of Texas, El Paso; Giselle Andrade, STEMGrow; Diane Elisa Golding, University of Texas, El Paso; Hector Erick Lugo Nevarez, University of Texas, El Paso; Pedro Arturo Espinoza, University of Texas, El Paso; Hugo Gomez, University of Texas, El Paso; Herminia Hemmitt, University of Texas, El Paso; Melissa Stearns

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Motivation, Self-Efficacy, Self-Determination, Grade Motivation, and CareerMotivation. Glynn and his associates define student motivation to learn science as the “internalstate that arouses, directs, and sustains student behaviors associated with the learning of science[8].Table 1. Student Scores on the SMQ II-Pre & Post TestsTest Students/Scores Intrinsic Self- Self- Grade Career Overall/Raw Motivation Efficacy Determination Motivation Motivation AggregatePre Total # 114 114 114 114 114 Average Score 14.25 14.23 13.64 16.92 15.35 74.39 (n=114) STEMGrow(n=86) 14.63

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rezvan Nazempour; Houshang Darabi, University of Illinois, Chicago; Peter C. Nelson, University of Illinois, Chicago; Renata A. Revelo, University of Illinois, Chicago; Yeow Siow, University of Illinois, Chicago; Jeremiah Abiade

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

]found that college students who were high-achieving usually had access to a summer bridgeprogram prior to entering their first year.In the second area, increasing interest in the major [13], [14], improving student sense of belonging[15], [16], [17], increasing student sense of preparedness [17], [18], increasing student self-efficacy [17], [19], and networking with students [20], [21], [22], and faculty [15], [23] can beconsidered as sub-goals. Finally, recruiting students to the majors [13], [14] and enhancingdiversity in the major [15], [24] are considered sub-goals for the third category.This paper presents a detailed report of a Summer Bridge Program (SBP) as a part of an ongoingNational Science Foundation (NSF)-supported project, which

Conference Session

Design in Engineering Education Division (DEED) - DEI and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sebastian Dziallas, University of the Pacific; David Mueller, University of the Pacific; Shelly Gulati, University of the Pacific; Mary Kay Camarillo, University of the Pacific; Abel A. Fernandez P.E., University of the Pacific; Chi-Wook Lee, University of the Pacific; Vivek Pallipuram, University of the Pacific

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

academic climate, grades and conceptual understanding, self-efficacy and self-confidence, high school preparation, interest and career goals, and race and gender.” [5]There have been repeated calls to reimagine engineering education to better prepare students forthe 21st century (e.g. [6]). Institutions across the country have redesigned their introductorycourse experiences in engineering in recent years. This includes, for instance, Oregon StateUniversity [7], James Madison University [8], Norwich University [9], Portland State University[10], Temple University [11], Clarkson University [12], and University of California, Irvine [13],among others. However, this is not a US-specific phenomenon, with institutions in othercountries reporting similar

Conference Session

International Educational Experiences (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alistair Cook, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

International

Citizens  Engineering Students preparedness for working globally  Evaluation of learning programsIt should be noted that developing assessment and evaluation methods in this area is inherently complex,given the list of areas to be investigated, including ethics, social norms, global difference along withstudents own biases based on culture, racial and ethnic position, socio-economic status etc. [12] Thereare also research philosophy and methodological issues to consider, most qualitative measures of globalpreparedness or awareness are by nature, self-efficacy which may call into question the level of ability ofstudents to self-assess given their respective levels of experience. As an example, a recent study into theEWB-USA chapter at

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Maria-Isabel Carnasciali, University of New Haven; Shannon Ciston, University of California, Berkeley; Tressa Kay Mikel, University of California, Berkeley; Aida Marie Morales; Sanya Sehgal; Melissa L. Whitson, University of New Haven

Tagged Topics

Diversity, NSF Grantees Poster Session

faculty and administrators will require a cognizant understanding ofwho these students are, -- the challenges they face, how they handle stress, their levels of self-efficacy, and their development of an engineering identity, -- if they are to successfully designand implement programs specifically targeted at this demographic.The semistructure interview and design protocols have resulted in large amounts of datacollected. Work continues to explore the intricacies of who these students are. The aim is to havelarge enough numbers that results can be generalized and broadly applied. Future work willdwell into adult learners’ level of preparedness and their student-faculty relationship.AcknowledgementsThis material is based upon work supported by the

Conference Session

NEE Technical Session 3 - Courses: development, logistics, and impact

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sanaz Motamedi, University of Florida; Viktoria Medvedeva Marcus, University of Florida

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

the effects of learningstyle and personality on online learning system use and outcomes. In Baherimoghadam et al.,2021 [20], authors examined the effect of learning style and self-efficacy on satisfaction of e-learning in Generation Z dental students. The study defined learning style as “a combination ofcognitive, emotional, and physiological characteristics [which] might indicate how a student canlearn,” and used the Solomon and Felder learning styles index to measure different learningstyles which has four characteristics, including processing, perception, input, and understanding.Using SPSS to analyze their results, the authors found that active processing and globalunderstanding learning style characteristics had significant relationships

Conference Session

Promoting Social Sustainability, Cultural Assets, and Assessing Equity and Diversity Index

Collection

2023 ASEE Annual Conference & Exposition

Authors

Collette Patricia Higgins; Emily Joanna Kamp; Kenneth Stewart; Azadeh Bolhari, P.E., University of Colorado, Boulder; Daniel Ivan Castaneda, James Madison University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

engineering drew on familial capital to navigate unwelcomingengineering environments [Smith, 2022]. Mexican-American and Latinx learners, in otherstudies, regularly drew on their strengths in cultivating familismo and other cultural assets intheir progression through engineering programs [Rodriguez et al., 2023; Rincón & Rodriguez,2021; Wilson-Lopez et al., 2016]. While many of these studies employ qualitative and mixedmethods, several have used quantitative methods [Denton et al., 2020]. In a systematic review ofCCW in STEM education research, Denton et al. (2020) identified two studies that utilize asolely quantitative approach. The first quantitative study explored the relationship between thecapitals of CCW and the self-efficacy of

Conference Session

Student Success I: Interventions and Programs

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joanna Perry Weaver, University of Louisville; Marci S. Decaro, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville; Patricia A. Ralston, University of Louisville

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

encouraging collaboration andreducing competition may increase achievement. Cooperative learning is one such instructionalstrategy that has been shown to improve affective outcomes, such as self-efficacy in students.12Cooperative Learning Group learning can take a variety of forms, and many of the terms to describe these formsare used interchangeably (e.g., cooperative, collaborative and problem-based learning13). Thesegroup learning varieties have been found to increase student motivation and achievement, butdiffer in terms of level of task structure, the assignment of roles to group members, use of sharedmaterials, involvement of instructors, and built-in reflection on the process. One particular grouplearning structure used in the current

Conference Session

Educational Research and Methods Division (ERM) Technical Session 28

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mitchell Gerhardt, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute and State University; Emily Dringenberg, The Ohio State University; Benjamin Ahn, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

.” Ultimately,perceived norms are shaped by an individual’s perception of other’s attitudes toward thebehavior and social expectations about the consequences of the behavior – critical components ofintention.The third component, perceived behavior control, encompasses individuals’ perceptions of theircapacity or control over executing a specific behavior. This concept aligns with the notion ofself-efficacy [36], where actions are contingent upon one’s belief in their capability to performthem, as acknowledged the authors: “It can be seen that our definition of perceived behavioralcontrol…is very similar to Bandura’s conception of self-efficacy” [4, p. 155]. In this manner, theRAA connects to behavioral theories commonly employed in engineering

Conference Session

Professional Development for Pre-Service and In-Service Teachers

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jerome P. Lavelle, North Carolina State University; Laura Bottomley, North Carolina State University; Amber L. M. Kendall, North Carolina State University; Matthew T. Stimpson, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

the teachers and theuniversity students related to engineering habits of mind, awareness of engineering as aprofessional field, and development of self-efficacy related to engineering topics.Data Collected: Consistent with a mixed methods approach [28], we collected multiple sources ofdata to evaluate our RET program, including a STEM teaching efficacy instrument, video andobservation of classroom lessons, engineering-based lesson plans, laboratory notebooks, and anend-of-summer reflection survey.STEM teaching and learning outcomes were measured by the MISO T-STEM instrument, whichwas intended to characterize participant attitudes on entering the program and identify areas ofgrowth due to program participation. The T-STEM (Teacher Efficacy

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rachel Figard, Arizona State University; Sabina Anne Schill, Florida International University ; Medha Dalal, Arizona State University; Adam R Carberry, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

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

) [7]. SCCT explains students’development of vocational and academic interests, career-relevant choices and decisions, andpersistence in professional, educational and occupational fields [8]. It specifically suggests thatenvironmental contextual elements combined with learning experiences impact self-efficacy andoutcome expectations to advance an individual’s interests and commitment decisions. The surveyitems were adopted from a previously tested model and study by Lent et al. [9] that examined theinterplay between interest, satisfaction and students' intentions regarding engineering majors.The pre-survey was given to students within their first month of taking the course and thepost-survey was given to students during their last month in the

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lorelie Imperial, University of Florida; Corey Payne; Kent J. Crippen, University of Florida; Maria Korolev, University of Florida; Philip J. Brucat, University of Florida; Chang-Yu Wu, University of Florida

Tagged Topics

Diversity, NSF Grantees Poster Session

additional courses [18], [19]. Interest and success build self-efficacy, an expectancy belief, that is defined as “beliefs in one’s capabilities to organize andexecute the courses of action required to produce given attainments'' [20]. Self-efficacy has beenshown to be one of the strongest predictors of academic achievement for undergraduates [21]. MethodologyThis study employed a causal-comparative, single group research design. A purposeful sample of281 participants taking the first semester general chemistry laboratory course for engineers wereconsented as participants. Demographics were determined based upon an initial survey whereparticipants indicated their major, gender identity and ethnicity. URM

Conference Session

Women in Engineering Division Technical Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Astrid K Northrup P.E., Northwest College, Powell WY; Andrea Carneal Burrows Borowczak, University of Wyoming

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

aspirations. Many of these factors can betraced to family origin and early childhood, not just to experiences in school. To this end, theliterature review in this paper explores gender-related factors relevant to females’ college majorchoices, including family influences, self-image and self-efficacy, perception of gender roles,students’ value systems, and outcome expectancies for attaining a college degree. Although several of these factors have been widely studied, and family of originconfiguration in relationship to college major has been studied in other countries (specificallyItaly), there is a gap in the literature for this relationship as concerns US students

Collection

2024 South East Section Meeting

Authors

Mazen I. Hussein, Tennessee Technological University

Tagged Topics

Diversity

requested to prioritize these factors based on theextent to which they influenced their self-efficacy beliefs. Analysis of student responsesconcerning the factors affecting confidence in success in this first-year engineering courserevealed nine categories of prominent factors: understanding or learning the material; drive ormotivation toward success; teaming issues; computing abilities; the availability of help andability to access it; issues surrounding doing assignments; student problem-solving abilities;enjoyment, interest, and satisfaction associated with the course and its material; and gradesearned in the course.In a Connecticut university, a survey was conducted on Introduction to Psychology students fromdifferent majors, including

Conference Session

ERM Technical Session 2: The Study of Identity in Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mackenzie Beckmon Sharbine, Harding University; James L. Huff, Harding University; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia; Benjamin Okai, Harding University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

the emotional experience of shame presentswithin a real student, outside of theory. This IPA study, true to the methodology, is intended tomake connections of theory concerning engineering education, gender identity and shame withthe real ways that shame is experienced within the student [19]. The five themes presented abovepresent a picture of the interaction between engineering culture and the individual student.Nicole’s experience of shame follows a cognitive path that is valuable for those in theengineering community who wish to see students succeed. Navigation of shame experiences isclosely linked within the literature to student’s self-efficacy [22-25]. Students who continuallyexperience pervasive shame within their academic and

Conference Session

Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

self-efficacy, sense of belonging, identification and identityintegration. Often, negative experiences are the result of subtle bias or schemas that all studentsbring with them into their teams, and occur despite the employment of best practices in teamformation.This paper presents a summary of a contemporary understanding of this phenomenon aspresented by several individual researchers covering the fields of stereotype threat, engineeringdesign, teamwork, motivation, and race, gender and their intersections. The content of this paperwas generated by collecting the individual responses of each researcher to a set of promptsincluding: • examples of how students can be marginalized in engineering teamwork and what governing