Conference Session

Motivation, Goal Orientation, Identity, and Career Aspirations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ellen Zerbe, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University; Kyeonghun Jwa, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

,” Am. Educ. Res. J., vol. 55, no. 5, pp. 965–1006, 2018, doi: 10.3102/0002831218763587.[27] B. N. Geisinger and D. R. Raman, “Why They Leave: Understanding Student Attrition from Engineering Majors,” Int. J. Eng. Educ., vol. 29, no. 4, pp. 914–925, 2013.[28] J. L. Moore III, “A Qualitative Investigation of African American Males’ Career Trajectory in Engineering: Implications for Teachers, School Counselors, and Parents,” Teach. Coll. Rec., vol. 108, no. 2, pp. 246–266, 2006.[29] 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 Student Self- Efficacy,” J. Eng. Educ., vol. 98, no. 1, pp. 27–38

Collection

2021 ASEE Pacific Southwest Conference - "Pushing Past Pandemic Pedagogy: Learning from Disruption"

Authors

Harly Ramsey, University of Southern California

Tagged Topics

Diversity

connection to engagement, given the lack of both control and choice.142.1.2 Competence Competence “is the belief that one has the ability to influence importantoutcomes.”12 It relates to the ability to master material and general self-efficacy. Assignmentsand activities should be challenging but achievable to promote a sense of competence. Clearinstructions and supportive, informative feedback both promote students’ sense of competence.132.1.3 Relatedness Relatedness is feeling meaningfully connected to others. Collaborativeassignments would seemingly support student perceptions of relatedness, but “communicationissues and disagreements” within small teams and “limited interaction with the wider class” canpotentially undermine relatedness.13 Of

Conference Session

Research Experiences at Two-year Colleges

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amelito G Enriquez, Canada College; Nicholas Patrick Langhoff, Skyline College; Wenshen Pong P.E., San Francisco State University; Hamid Mahmoodi, San Francisco State University; Xiaorong Zhang, San Francisco State University; Cheng Chen, San Francisco State University; Kwok Siong Teh, San Francisco State University; Zhaoshuo Jiang P.E., San Francisco State University

Tagged Topics

Diversity

Tagged Divisions

Two Year College Division

towardsincreasing the number and diversity of engineering graduates by addressing the retentionproblem in the first two years of college. One of the strategies commonly employed in improvingundergraduate STEM education is providing students access to research experiences. There aremany studies documenting the benefits of research opportunities for undergraduate studentsincluding increased student engagement in their education, enhanced research and laboratoryskills, improved academic performance, increased student self-efficacy, and increasedunderstanding and interest for their discipline. These studies also show that early and multipleexposures to undergraduate research experiences offer the greatest benefit. However, a recentextensive study of Research

Conference Session

Improved Pathways to Graduate Studies

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carol S. Gattis, University of Arkansas; Manuel D. Rossetti P.E., University of Arkansas; Kim LaScola Needy P.E., University of Arkansas; Edgar C. Clausen, University of Arkansas; Wenjuo Lo, University of Arkansas

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

experience cannotbe required, but it is encouraged. SIIRE workshops focus on performing research and on how tocommunicate research. In addition, SIIRE supports students as they perform their graduatestudies, which often includes a thesis.Borrego et al. [20] apply social cognitive career theory to examine the underpinnings of whyengineering students choose graduate school. They developed constructs aligned with socialcognitive career theory such as self-efficacy, outcome expectations, supports, barriers and choiceactions. These constructs present a more holistic view of the many factors involved in makingthe choice to attend graduate school. For example, Borrego et al. [20] used self-efficacy torepresent “a person’s beliefs about their ability to

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sura Al-Qudah, Western Washington University ; Jill Davishahl, Bellingham Technical College; Eric Davishahl, Whatcom Community College; Michael Andrew Greiner

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

increase diversityand inclusion, the researchers were motivated to conduct this study to improve the belonging ofengineering pre-major students in STEM classrooms and their intended majors. This researchexplores the effect of embedding small interventions designed to improve engineering pre-majorstudents’ sense of belonging and self-efficacy into traditionally taught Introduction to Engineeringand Introduction to Engineering Physics classes. In addition, this study investigates the effect ofthe interventions on different student groups (women, first generation, students of color or ethnicbackground, community college vs. technical college vs. university students, etc.). This study hasthe potential to benefit first-year engineering education

Conference Session

Mathematics Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Allen J. Antoine Jr, Rice University Office of STEM Engagement; Carrie A. Obenland, Rice University; Roger Ramirez, Rice University; Christopher Barr, Office of Research, Rice University; Matthew Cushing, Rice University; Carolyn Aitken Nichol, Rice University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

). It is interesting tonote that this correlates to participating teachers’ students having an average score in the “MeetsExpectations” category while the comparison group fell in the “Approaches Expectations”category as defined by the Texas Education Agency (TEA). This report will provide a practicalgroundwork for crafting cross-curricular professional development opportunities that lead toincreased teacher self-efficacy and student achievement on standardized mathematicsassessments.IntroductionMathematics courses have been described as a gatekeeper for student achievement for decades[1]. Although some contest that performance in these courses is merely an indicator of studentsuccess and not a contributing factor, many studies point to the

Conference Session

ERM Technical Session 18: Student Learning and Problem Solving

Collection

2019 ASEE Annual Conference & Exposition

Authors

Adam Phillips, Washington State University; Colin Alec Lambie, Washington State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

], [15]. Despite thelarge body of research supporting the PSI, some criticisms can also be made. Namely, self-assessment of personal abilities is inherently affected by self-esteem, or an individual’s feelingsabout their own value and capabilities. Poor appraisals can be associated with low self-esteemrather than low self-efficacy, which could be the case for an individual who scores low on PSIbut is known by an instructor to be a good self-motivated student who succeeds a problem-solving. Similarly, a known bad student at problem-solving could score high on PSI due to anover-inflated evaluation of their own abilities.3. Engineering Modified Problem Solving InventoryThe Heppner and Peterson [6] PSI was developed to measure adults’ individual

Conference Session

Women in Engineering Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jason Bazylak, University of Toronto; Ruth Childs, University of Toronto; Aimy Bazylak, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

particular, some reasons provided in the literature paint a highly gendered classification oftalent/capabilities: females are less skilled in science and math, which diminishes femaleconfidence (stereotype threat) [13-15]; females have an inborn disposition for ‘caring’ or‘humanities’ jobs [16], and female secondary students have lower self-efficacy in STEM subjectsand lower interest in engineering [17].The underrepresentation of females in both Canadian and American programs is evident inFigures 1 and 2, but another interesting and yet-to-be-understood phenomenon is theheterogeneous distribution of female enrolment by program. If we understood the causes for therelatively high female enrolment in disciplines such as Chemical Engineering, then we

Conference Session

Women in Engineering Division (WIED) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mary V. Villani, State University of New York, College of Technology at Farmingdale; Ilknur Aydin, State University of New York, College of Technology at Farmingdale; Lisa Cullington, National University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

program for WomenComputing Students at a Commuter College and Measuring Its Effectiveness." In 2022 ASEEAnnual Conference & Exposition. 2022.[4] M. Bong and E. M. Skaalvik, “Academic Self-Concept and Self-Efficacy: How Different AreThey Really?”, Educational Psychology Review, 15(1), 1–40, 2003.https://doi.org/10.1023/A:1021302408382[5] Haktanir A, Watson JC, Ermis-Demirtas H, et al. “Resilience, Academic Self-Concept, andCollege Adjustment Among First-Year Students. Journal of College Student Retention:Research, Theory & Practice.” 2021;23(1):161-178. doi:10.1177/1521025118810666[6] A. Sullivan, “Academic self-concept, gender and single-sex schooling”, British EducationalResearch Journal, 35(2), 259–288, 2009. https://doi.org/10.1080

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sukeerti Shandliya, University of Cincinnati; Cedrick Kwuimy, University of Cincinnati; So Yoon Yoon, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

,determining the mechanism of transformative learning has been difficult [9]. Moreover, not allstudents have the same level of transformative learning readiness. For students to becomereflective, self-directed transformative learners, they must possess or inculcate certaincharacteristics, such as risk-taking and openness to new experiences, that aid their transformativelearning experience [10] [11] [12].Study Abroad Experience and PersonalityMuch of the literature on study abroad programs has primarily focused on how these programsaffect students’ attitudes, growth, learning, and development. Studies have found study abroadprograms have positive outcomes regarding students’ self-esteem and confidence [1][13],perceived self-efficacy [14] [15], cultural

Conference Session

PSW Section Meeting Papers - Disregard start and end time - for online paper access only

Collection

2019 Pacific Southwest Section Meeting

Authors

James M Widmann, California Polytechnic State University, San Luis Obispo; John Chen P.E., California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo; Camaryn Elizabeth Chambers, California Polytechnic State University, San Luis Obispo; Alidod Ghazvini; Lisa Marie Kusakabe

Tagged Topics

Diversity, Pacific Southwest Section Meeting Paper Submissions

., & Tice, D. M. (1994), Losing control: How and why people fail at self- regulation. San Diego, CA, US: Academic Press.[8] Feldmann, S. C., and Martinez-Pons, M., (1995), The relationship of self-efficacy, self-regulation, and collaborative verbal behavior with grades, Preliminary Findings, Psychological Reports, 77:971-978.[9] Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2004). High Self-Control Predicts Good Adjustment, Less Pathology, Better Grades, and Interpersonal Success. Journal of Personality, 72(2), 271-322.[10] McCrae, R. R., and John, O. P., (1992), An introduction to the ve-factor model and its applications, Journal of Personality, 60(2):175-215.[11] Trapmann, S., Hell, B. Hirn, J-O. W

Conference Session

CoNECD Session : Day 3 Slot 2 Technical Session 2

Collection

2021 CoNECD

Authors

Edwin Wendell Lee II, Ohio State University; Ana' M. Bell M.S., Ohio State University

Tagged Topics

CoNECD Paper Submissions, Diversity

tutoring spaces often reflect the demographics of the department oruniversity at large. Tutors also bring their own identities and biases into these spacesthat can serve to enhance or diminish the self-efficacy and sense of belonging ofattendees. If these factors are not explicitly addressed by training or intentionalhiring, administrators should almost expect that they are sending their students intoa non-inclusive learning environment. 7While our office recognizes all of these limitations of tutoring, we aim to provide amore inclusive tutoring space within which attendees from our target groups (womenand underrepresented minority students) can seek academic

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Neil A. Knobloch, Purdue University; Levon T. Esters, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette (College of Engineering); Abeera P. Rehmat, Purdue University; Quintana M. Clark, Purdue University, West Lafayette ; Ulyssa Hester, Purdue University; Trinity A. Johnson; Dottie Vollmer, Purdue University; Elizabeth Morgan Alexander, Purdue University

Tagged Topics

Diversity, NSF Grantees Poster Session

sources for the secondobjective, teacher professional development includes teacher professional development evaluationquestionnaires, classroom observations, and teacher interviews. Finally, the third objectivefocusing on student development measures from pre- and post- surveys explore students’ intrinsicmotivation, science and math content knowledge, career interests, and self-efficacy. In addition,student interviews and student work associated with MEAs also assist to corroborate objective oneand three. Data is collected over the duration of the project.Anticipated ResultsThe anticipated results of this research project will be four field-tested CR MEAs that can beimplemented to foster students’ career exploration, STEM learning, and community

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hua Li, Texas A&M University, Kingsville; Kai Jin, Texas A&M University, Kingsville; Mohamed Abdelrahman, Arkansas Tech University

Tagged Topics

Diversity, NSF Grantees Poster Session

involvement in the REU project. o e. Providing new experiences and expanding personal horizons. o f. Skill development. o g. Improving academic and professional qualifications. o h. Receiving mentoring. o i. Developing self-efficacy.4. ConclusionThe IR-SEED REU site supported by the National Science Foundation's Division of EngineeringEducation and Centers is designed to develop and implement a model environment formultidisciplinary collaborative efforts where research and education are tightly integrated aroundthe different facets of energy research. The IR-SEED REU site is structured to teach studentshow to formulate research questions as well as how to develop and modify research plans

Conference Session

Diversity, Inclusion, and Access

Collection

2021 Illinois-Indiana Regional Conference

Authors

Samuel Darko; Gurcan Comert; Jessica Furrer, Benedict College; Andress Carter-Sims, Benedict College; Balaji Iyangar, Benedict College

Tagged Topics

Diversity, Diversity, Inclusion, and Access

60second-semester STEM students at Benedict College. We conducted a mixed-methods study toexamine the impact of a learning community model (the Benedict College Scientific Village),fused with critical pedagogy and hands-on laboratory research, on the collegiate success andretention of minority students in the STEM disciplines (Pantiwati, 2013). By introducing thismodel to students early in their college careers, we anticipated that various psychosocial and socio-economical impediments to student learning, retention, and academic success would beminimized. We confirmed that the Scientific Village model has a significant impact on theachievement, retention, and self-efficacy of STEM students at a small, historically Black college.The model and

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tracy Camp, Colorado School of Mines; Christine Liebe, Colorado School of Mines; Heather Thiry

Tagged Topics

Diversity, NSF Grantees Poster Session

alerting them of the opportunity to apply toPATHS. Staff in Mines Admissions and Financial Aid also steer high-potential prospects to thePATHS website and encourage them to apply. The PATHS scholarship opportunity was alsopromoted by surrounding community college staff and faculty, as well as Colorado high schoolCS teachers.PATHS scholars provide K-14 outreach based on their interests (e.g., visiting their previous highschool or providing K-12 CS presentations). K-14 outreach provide the PATHS scholars withvaluable experience and provide the high school students role models with whom they canidentify (especially female and URG CS@Mines ambassadors). K-14 outreach has proven to aidthe development of self-efficacy, retention, and recruitment for

Conference Session

Minorities in Engineering Division Technical Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Claire Duggan, Northeastern University; Rachelle Reisberg, Northeastern University; Richard R. Harris, Northeastern University; Brad Lehman; Russell Faux; Luis Rafael Frias II

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

are beginning to identify success outside of traditional academic metrics. A holistic integrated approach to the recruitment, selection, and support of transfer students into engineering is essential to ensure academic and career success. The theoretical framework of Bandura’s Self-Efficacy model, along with the implementation of Chickering’s Student Development Theory [2] have shown to be meaningful and impactful theoretical touchpoints throughout this process. Introduction The model utilized at Northeastern University prior to and during the invited student’s undergraduate experience includes but is not limited to the following: • Pre-enrollment: pre-transfer identification, two-way institutional visits, cross-institutional peer-to-peer

Conference Session

K-12 & Pre-College Engineering Division Poster Session: Works in Progress

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sahid Linés Rosado Lausell, University of Illinois, Urbana-Champaign; Kevin Pitts, University of Illinois, Urbana-Champaign; Jana Sebestik, University of Illinois, Urbana-Champaign; George Reese, University of Illinois, Urbana-Champaign; Adam Poetzel, University of Illinois

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

; Middle School Student Interactions. Students in attendance during the fourth Saturday were asked if they enjoyed interacting and working with the undergraduate student volunteers. In the future, we hope to encourage more robust mentor/mentee relationships by allowingfor more interactions outside of the program. These strategies could include a PenPal program, ora visit day on campus so students can see what a typical day at a university looks like for theirmentors.Future Plans Research shows that providing long-term engagement is crucial in moving youth fromsimply having an interest in science to actually having the skills, knowledge, and self-efficacy topursue careers in science13

Conference Session

Out-of-school-time Engineering: Implications for Underrepresented Students

Collection

2016 ASEE Annual Conference & Exposition

Authors

Armanda Gonzalez, University of Michigan; Joanna Mirecki Millunchick, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

increase academicengagement,1 standardized test performance,2 and reduce drop-out rates.3 On the collegelevel, it has been shown4 that there is a positive correlation between participation in suchactivities, self efficacy, and academic engagement. Nonetheless, there is little in theliterature about the benefits of participating specifically in professional engineeringsocieties and student design teams in college.We conducted an observational study to address the paucity of data in this realm.Specifically, we used quantitative data (admissions and demographic data, and academicrecords) to determine what kind of students tend to participate in engineering-based co-curricular activities, and whether that participation is related to college success

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rebekah J. Hammack, Montana State University; Tina Vo, University of Nevada, Las Vegas

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

] A. K. Ambusaidi, and S. M. Al-Bulushi, “A longitudinal study to identify prospective science teachers’ beliefs about science teaching using the draw-a-science-teacher-test checklist,” International Journal of Environmental & Science Education, vol. 7, no. 2, pp. 291-311, April 2012.[6] K. D. Finson, “Investigating preservice elementary teachers’ self-efficacy relative to self- image as a science teacher’” Journal of Elementary Science Education, vol. 13, no. 1, pp. 31-41, October 2001.[7] R. Hammack, & T. Ivey, “Elementary teachers’ perceptions of engineering and engineering design,” Journal of Research in STEM Education, vol. 3, no. ½, pp. 48-68, 2017[8] C. Cunningham, C. Lachapele, and A

Conference Session

Learnin' Lessons about Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Daniel Galvan, California State University, Los Angeles; Jianyu Jane Dong, California State University, Los Angeles; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Emily L. Allen, California State University, Los Angeles

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

encountermultiple barriers that prevent them from achieving their academic goals. Although they oftenhave good intentions to help students succeed, faculty often attribute the academic barriers to thestudents’ lack of preparation, motivation, or effort to learn. Research studies [1] showed that thisdeficit mindset of instructors negatively impacts the students’ self-efficacy and hinders theiracademic growth. A recent report from the National Academies [2] highlighted the need to createa learner-centered culture that “meets students where they are.” This raises an important yetchallenging question for faculty development: “What can be done to help transform facultyperception to achieve such cultural change?”As a Very High-enrolled Hispanic Serving

Conference Session

Biomedical Engineering Division (BED) Postcard Session (Best of WIPs)

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer M Hatch, Indiana University-Purdue University Indianapolis; Steven Higbee, Indiana University-Purdue University Indianapolis; Danka Maric, Indiana University-Purdue University Indianapolis; Sharon Miller, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering Division (BED)

supporting STEM faculty on STEM education research projects.Dr. Sharon Miller, Purdue University Sharon Miller, PhD, is an Associate Professor of Practice in the Weldon School of Biomedical Engineering at Purdue University. She received a BS degree in Materials Science and Engineering from Purdue University and MS and PhD degrees in Biomedical Engineering from the University of Michigan. Her educational efforts focus on biomedical engineering discipline-based educational research, including design self-efficacy, project-based learning, critical reflection in ethics, and high-impact practices. ©American Society for Engineering Education, 2024Work in Progress: A Multi-level Undergraduate Curricular

Conference Session

Krusty's Creations: Robotics and Electronics in Springfield STEAM, Hey Hey!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joshua E. Katz, University of Illinois Urbana-Champaign; Robin Jephthah Rajarathinam, University of Illinois Urbana-Champaign; Yang Victoria Shao, University of Illinois Urbana-Champaign; Yuting W. Chen, University of Illinois Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

students compared to their male counterparts. Similar results wereobserved in a four-day engineering summer camp for girls [14], where participants had increasedinterest and understanding of engineering topics after camp completion. On the other hand, amixed-method study [15] on a six-day middle school engineering summer camp showed nostatistically significant change in participants’ intrinsic motivation, interest in engineeringcareers, self-efficacy, and self-determination based on the quantitative data. Nonetheless,qualitative data indicated that camp experience positively impacted participants’ outlook towardengineering and STEM careers and their awareness of STEM career requirements.The Friday Institute of Education S-STEM survey has been used

Conference Session

Innovation in Engineering Leadership Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cindy Rottmann, University of Toronto; Robin Sacks, University of Toronto; Mike Klassen, Institute for Leadership Education in Engineering, University of Toronto; Doug Reeve, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

academicengagement among engineering students at four American universities and found that while therewas no significant relationship between student involvement and academic engagement for thesample as a whole, the relationship did reach statistical significance when they paid attention tostudent self-efficacy levels and co-curricular activity types 28. Academic activities (designcompetitions, faculty led groups, informal study groups and professional engineering societymembership) made more of a positive difference for engineering students with high levels ofacademic self-efficacy, while non-academic activities (music, social networks, religiousactivities, fraternities, sports, student government and international student groups) made more ofa positive

Conference Session

Disciplinary Engineering Education Research – Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

G. R. Marvez, Tufts University Center for Engineering Education and Outreach; Greses Perez, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

reflect students’ lived experiences?RQ2: How can serious games like Next Stop provide an opportunity for students to experiencecomplex transportation engineering and urban design collaborative problem solving?RQ3: What is the role of playful experiences in engaging students into difficult conversationsabout complex engineering problems that affect their communities?We intend to conduct interviews with bilingual students about their experiences with the gameand how they identify as an engineer through self-efficacy STEM student measures [28]. Thesedata sources will help us explore the ways that games can shift students into the mindset of anengineer and how best to meet the educational materials needs of multilingual students. We willalso video

Conference Session

Community Engagement Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ebenezer Rotimi Ewumi, Washington State University; Olusola Adesope, Washington State University; Candis S. Claiborn, Washington State University; Angela Minichiello P.E., Utah State University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

them. Insome instances, the lack of engagement might be because students are not aware of the HIEP theycan participate in during their program. Acknowledgments This material is based upon work supported by the National Science Foundation underGrant No. 1927218. Any opinion, findings, and conclusions or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.REFERENCES[1] Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.[2] French, B. F., Immekus, J. C., & Oakes, W. C. (2005). An Examination of Indicators of Engineering

Conference Session

Minorities in Engineering Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Turochy, Auburn University; Michael Alexander Perez, Auburn University; Cristina Poleacovschi, Iowa State; Erin Doran, Iowa State University of Science and Technology

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

study, the body of research on stereotype threat continuedto grow (Shapiro 2011) (Eschenbach, et al. 2014) (Thomas, et al. 2018), with much of theresearch focusing on race and gender-based stereotypes and stereotype threats, the impacts onindividual’s academic performance (Owens 2010), along with the developed coping mechanisms(von Hippel 2005). This research body determined that stereotype threat can take up valuablewhen experienced, which can affect many things including cognitive mechanisms and academicperformance and persistence.When an individual from a stigmatized group is presented with a negative stereotype, it cancause a heighted awareness of one’s own actions. This heightened awareness often leads to areduction in self-efficacy (the

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Xiaojing Yuan, University of Houston, College of Technology (CoE & CoT); Heidar Malki, University of Houston, College of Technology (CoE & CoT); Mequanint A. Moges, University of Houston, College of Technology (CoE & CoT)

Tagged Topics

Diversity, NSF Grantees Poster Session

recipients, improved self-efficacy, and the retention and graduation rate for scholarship recipients as well as studentsenrolled in the three ET programs in general.2. Transformation of the ET Department Coincide with the Timeline of Seeking NSF S-STEM FundingUniversity of Houston was established as institution of high education (IHE) for working classkids in early twentieth century [5]. Almost a century later, the UH system [6] has grown toinclude four IHEs serving one of the largest metropolitan area in the United States. The flag-shipcampus – University of Houston (UH) – where the ET department locates, identified studentsuccess as one of the four pillars in its mission [7]. In Fall 2017, a new record of 45,000 studentenrolled at UH, with about

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Pamela M Leggett-Robinson, Georgia State University-Perimeter College; Brandi Villa, Belay Consulting LLC; Naranja C Davis, Georgia State University Perimeter College

Tagged Topics

Diversity, NSF Grantees Poster Session

and four-year colleges influence student identity, belonging, self-efficacy,and encouragement. The “STEM culture” a student experiences shapes their awareness andunderstanding of standards, expectations, and their sense of belonging in STEM. Moreimportantly, the encouragement or lack thereof within the “STEM culture” of the departmentand/or institution can support or undermine their performance and persistence through their self-concepts and beliefs and their feelings of community and belonging in STEM fields.3-5For historically underrepresented students, such as black students, views of the way race andethnicity function in their college environment are especially important in their social andacademic adjustment.25 Experiencing a college

Conference Session

EMD 2: Issues in Engineering Management Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Hart, University of Dayton; Andrea Mott, University of Dayton; Sandra L. Furterer, University of Dayton

Tagged Topics

Diversity

Tagged Divisions

Engineering Management

men, and their opinionshould matter for products and services developed by engineers, scientists, mathematicians, etc.Women make up about 50% of university students across the United States and only 13 to 33%of those students hold a bachelor’s or master’s degree in STEM, with the lowest percentage inengineering degrees [2].Lack of Confidence of Women in STEM Academic Programs:Since many female students struggle with lack of confidence in STEM, studies have beencompleted analyzing female’s perspectives on their courses and experiences compared to theirmale counterparts. A study revealed that women showed lower perceived ability, self-efficacy,performance approach, and mastery approach than men, along with a higher performanceavoidance and