, especiallyamong engineering students. Research highlights the influence of fear of failure on students,particularly women, pointing to factors like self-efficacy, gender role conflict, and the learningenvironment's perceived nature [12,13]. The intergenerational transmission of fear of failure [14]and the dual role of this fear as both a hindrance and a motivator [15, 16] emphasizes thecomplexity of navigating failure in educational settings. The influence of educators' attitudestowards failure [17] further illustrates the need for pedagogical strategies that reshape students'perceptions of failure, promoting resilience and a success-oriented mindset.Risk-taking, as an integral aspect of engineering education, demands a comprehensive approachto encourage
Transitions: Students Draw Their Futures. In Proceedings of the Frontiers in Education Conference. October, Tempe, Arizona, October, 1999.[18] McClelland, D. C., & Boyatzis, R. E. Leadership motive pattern and long-term success in management, Journal of Applied Psychology, 67, 1982, pp 737-743.[19] McClelland, D., Power: the inner experience. Van Nostrand: New York, 1964.[20] Schar, M. Chen, H., Sheppard, S. Innovation Self-Efficacy: A Very Brief Measure for Engineering Students. ASEE Proceedings and Conference, Indianapolis, Indiana. June. 2017.[21] Smith, K. et al. Connecting and expanding the engineering education research and innovation special session. FIE, Oct. 2011.[22] Taylor, S. & Karanian, B. Working Connection
, conducteda longitudinal study to determine if a summer camp was effective in increasing the interest andunderstanding of the engineering profession and in developing self-efficacy in engineering forfemale camp participants. Results of this study showed that this camp was successful in meetingthese goals and also served as a successful recruitment tool for the host university.38 Otherresearch suggests that engineering projects that show the humanitarian side or social relevance ofengineering have been effective at attracting and retaining females.52-54Although many universities are engaged in engineering outreach, there are several barriers thatmake it difficult for universities to offer effective outreach to a large number of K-12 students
needs of underrepresented students. The project design is grounded ineducational theories including retention/integration, cumulative advantage, engagement, andconstructivism. It incorporates established best practices for working with URM students such asSTEM identity formation through experiential programs including student research andinternships, a focus on critical junctures, training of faculty and staff to enhance culturalcompetency, and building of academic integration and STEM self-efficacy. An extensiveevaluation plan designed around the project logic model will be used as the basis for projectassessment. This paper includes a description of the project, partner institutions, and first yearresearch and evaluation results.Introduction
movesFigure 1: List of common problem-solving heuristics referenced in Problem Solving in ComputerScience courseStudents reported feeling intimidated, needing to teach themselves material required for courses,and that there was distance between students who had computing as a hobby and those who didnot 2 . Students identified tinkering and previous experience as an important part of feelingsuccessful in computer science. We are motivated to build students’ confidence and help thempersist in the field. We are inspired by previous work demonstrating that students’ sense of CSidentity, belonging, and self-efficacy is correlated with success 39,23,24 , and that tinkering andskill-building can improve these feelings 38 . We consider students’ comfort in a
, “ProfessionalIdentity Formation and Development in HBCU Construction,” Proceedings of the 2019American Society for Engineering Education (ASEE) conference, Tampa, Florida, USA, June 16– 19, 2019, 2019, pp. 1-16.A. N. Ofori-Boadu, D. Deng, C. Stevens, K. Gore, and I. Borders-Taylor, “Learning Experiencesand Self-efficacy of Minority Middle-School Girls during a ‘Bio-char Modified Cement Paste’Research Program at an HBCU,” Proceedings of the 2019 American Society for EngineeringEducation (ASEE) conference, Tampa, Florida, USA, June 16 – 19, 2019, 2019, pp. 1-16.A. N. Ofori-Boadu, R. B. Pyle, I. Borders-Taylor, C. Bock-Hyeng, and T. Graham, “AdvancingHBCU Students’ Interests in Residential Construction Careers through an NAHB program: AnIndustry-University
theindustry professionals are too removed from the first-year student experience to be helpful [19].The mentorship program at West Virginia University transitioned away from industry mentorsfor first-year students as they reflected that first-year students were not yet ready to interact withexperienced industry professionals [11]. Success in the early mentorship programs is often evaluated with surveys for self-efficacy,identity, social community, and/or sense of belonging [2,3,5,7,8,20], or with analysis ofacademic grades or retention in the program [5,8,16]. While mentorship programs are often totedas successful anecdotally, the data is not always as clear to indicate the benefits when comparedto those students not participating. Sense of
toresources such as incubators (Karataş-Özkan & Chell, 2015; Parker et al., 2017; Poggesi et al.,2020). More recently, Wheadon and Duval-Couetil (2018) created a “capital framework” thatoutlines categories of barriers that control access, participation, and persistence in technologyentrepreneurship. This framework moves beyond social and financial capital, to explore howhuman capital (e.g. education) and cognitive capital (e.g., self-efficacy) are also factors inviewing oneself as a technology entrepreneur.Women currently face negative stereotypes about their competence in STEM fields as well assimilar stereotypes about their entrepreneurial abilities (Gupta et al., 2009), leading scholars todescribe technology entrepreneurship as "doubly
such influence can be the major a student is pursuing[19]. Along with varying by year of study, another study showed that the motivation of studentsis not stagnant but evolves throughout their time studying, with some motivation factorsbecoming more important than others [3]. There are multiple questionnaires that investigate themotivation of students, for this study the MSLQ is utilized.The MSLQ is a self-assessment questionnaire utilizing a Likert scale, rating a list of questions ona scale of “not true to me” to “very true to me.” This study specifically views five motivationfactors, which are gathered using this questionnaire: cognitive value, self-regulation, anxiety,intrinsic value, and self-efficacy. Cognitive value describes the
redesign process of theengineering camps. As we continue to strive to support Black and Latinx females, the diversityof our camp counselors will seek to align to our camp attendees. We will continue to enrich theexperiences of the attendees by exposing them to STEM undergraduate and graduate studentsthat connect to their ethnic and cultural background. The goal is for undergraduate and graduatestudents to facilitate the informal learning experiences for the summer camp participants. Theintentional hiring of camp counselors will also be matched by intentional professionaldevelopment that will give a baseline understanding of the facilitation of the camp content toalso address increase self-efficacy, value, and STEM and Engineering identity
’ abilities to value diverse perspectives within a group, facilitate contributions from allgroup members, assess their own and others’ contributions to the group, enable a constructiveteam climate, and promote a constructive conflict response [18]. This concept guided thedevelopment of survey questions that measured students’ perceived abilities, in alignment withliterature on project-based teams in engineering educational contexts [24]. The inclusive team-based learning items used the same response scale as the General Self-efficacy Scale, given theevidence of high reliability and cross-cultural validity [25]. Additionally, the survey askedstudents to rate how easy or difficult the 16 inclusive team-based learning activities felt, giventhat team
from consideringengineering as a major or choosing engineering as a career. Barriers/Retention ChallengesAccording to Bandura’s self-efficacy theory [33], a person’s belief about his/her ability tosuccessfully perform a task may be an important factor in the choice of certain behaviors oractivities. Wigfield and Eccles [34] built upon Bandura’s theory by arguing that in addition to self-efficacy, an individual’s choice of activities and behaviors will depend not only on how well theindividual believes that he/she will do on a given task, but will depend also on the value that theindividual places on the activity or behavior. According to this theory, expectancy and valuedirectly influence achievement choices. If
concept guided thedevelopment of survey questions that measured students’ perceived abilities, in alignment withliterature on project-based teams in engineering educational contexts [24]. The inclusive team-based learning items used the same response scale as the General Self-efficacy Scale, given theevidence of high reliability and cross-cultural validity [25]. Additionally, the survey askedstudents to rate how easy or difficult the 16 inclusive team-based learning activities felt, giventhat team-based activities can involve intercultural exchange. This strategy was informed by theconcept of intercultural effort [19], which explains that measuring students’ intergroupengagement without also measuring the effort required to engage across such
between team dynamics. The findings in this study also have limitations at the team forming stage. While UDO scoreswere used a criteria in different ways, it wasn’t the only criteria for team forming. Traditionalcriteria used in the course were given priority and UDO was used as a last criteria in formingteams. This could have significant implications to the interpretation of findings. A trulyexperimental setup was not feasible for a course offered at such a large scale. Furthermore, teameffectiveness can also vary with different factors in the course such as different instructors, priorexperience of students with teamwork, self-efficacy in course content, personality difference, andteam player disposition. These confounding factors need to be
graduate studies, their engineering skills self-efficacy, andtheir level of school-related self-confidence23. An alumni version of the AGSS has also beendeveloped24.The McNair program recruits rising juniors majoring in the STEM fields that are classified asminorities or being from populations underrepresented in higher education. All students musthave a minimum grade point average of 3.2 (on a 4.0 scale) and must be highly motivated topursue an advanced degree upon completion of their undergraduate programs.Participation in the McNair program begins in the summer between students’ sophomore andjunior years. A competitive application process is used to select up to ten students for eachcohort. Students first participate in a 10-week summer
, vol. 37, no. 4, pp. 391–400, Jun. 2014, doi: 10.1016/j.adolescence.2014.03.003.[26] Trochim, Donnelly, and A. Kanika, Research Methods: The Essential Knowledge Base, 2nd edition. Boston, MA: Cengage Learning, 2015.[27] S. Zappe, S. Cutler, S. Spiegel, J. Blacklock, and D. Jordan, “Development of Self- Efficacy and Mindset Scales for Advanced Manufacturing and Data Sciences,” In ASEE annual conference exposition, 2022.[28] E. Muraki, “INFORMATION FUNCTIONS OF THE GENERALIZED PARTIAL CREDIT MODEL,” ETS Research Report Series, vol. 1993, no. 1, Jun. 1993, doi: 10.1002/j.2333-8504.1993.tb01538.x.[29] G. N. Masters, “A rasch model for partial credit scoring,” Psychometrika, vol. 47, no. 2, pp. 149–174, Jun. 1982, doi: 10.1007
persistence in an academic area is primarily influenced by twothings: expectancy for success and subjective task value. It has been a relatively consistentfinding that expectation for success (confidence or self-efficacy) will predict children’sachievement, while subjective task value (usefulness or enjoyableness) will predict children’spersistence and selection in any given subject.20In one application, Simpkins et al.21 explored the relationship between students’ interest andpersistence in science classes and students’ interest and understanding of science careers.Researchers concluded science activity predicted expectancy and subjective task value (confidentstudents also considered science careers) and proposed that exposure might increase
questions regarding school leaders’readiness, self-efficacy, attitudes and beliefs which measure how leaders establish a STEMenvironment; administrators have power which is why they have a significant effect on STEMprogram success. It also would help to have science teachers who hold PhDs to bring researchskills to the classroom[49].ConclusionThis paper discusses three broad but effective components of a secondary-school STEMframework: Demographics, Career Planning, and School Atmosphere. The identified factors,while not a complete core, provide a solid external framework for developing an effective STEMprogram without regard to curriculum, standards or focus. While the literature on workforcecompetencies and leveraging skillsets related to STEM
understanding thatmay be necessary for success in senior design without more prior exposure. Finally, it has beenreported that involvement in makerspaces, whether in a voluntary or class required settingsignificantly helped students' motivation and confidence (engineering design self-efficacyscores) [7]. This course was therefore intended to provide increased exposure to a variety ofmaker skills with an anticipated boost in self-efficacy leading to greater success in theirformation as engineers.Additional pedagogical foundation for this approach is to be found. There is experience with thepositive results from robotics competitions across many ages and formats. For example, theTrinity College Fire-Fighting Home Robot Contest promotes skills of design
pair that had finished the lab andone that has not) and placing them into the same breakout room in Zoom. Of course, before doingthis, both pairs consent to help or receive help. The student pairs that finished their lab early arerequired to help other student pairs. The same two-step approach of creating a PL environmentand then a PPPL environment is implemented in both lab design projects.Since self-reflections are determined to be important components of experiential learning [2-4],and positive self-reflections are significant components of the self-efficacy theory [9], studentswere required to include two self-reflection paragraphs in their lab reports to close the experientiallearning feedback loop. The open-ended questions asked of each
. Studentsenter the first-year engineering courses with a wide range of prior programming experience andstudents also have different self-efficacy when it comes to their programming skills. At the end ofthe first-year program, it is the intent that students have a similar level of ability when it comes tothe basic programming fundamentals that are assessed in this concept inventory. While there are 2different course tracks, honors and standard, students still should be gathering similar baselineknowledge in concepts assessed in the concept inventory. However, the honors course teaches anadditional course-worth of programming knowledge so it may be expected that they wouldperform better on the assessment. Additionally, it is not intended for this
the results of the study in context, the authors conducted a literature review of related workon the study of women and URM students in STEM programs. The primary focus was on thechallenges and the causes for success and failure. Allen-Ramdial & Campbell [1] state thatisolation is one of the biggest challenges faced by URM students in STEM fields. One way tosolve this challenge and promote diversity in education is to achieve a critical mass. Unfortunately,this may not be quickly remedied in most environments, thus other intermediary options must beembraced. Isolation may diminish self-efficacy and re-affirm the negative stereotype of the lackof suitability of URM students for STEM study. The presence of peers has been shown to have
engineering programs atCSULB and the career possibilities these programs lead to. The workshops included pre and postsurveys to measure the impact of the activities and of student interest in the disciplines. Thesurveys are still being transcribed from their paper form and the team will analyze the results at alater time.IV. RetentionThe retention strategy, designed to help promote self-efficacy and professional development, usesa two-pronged approach: a) creating modules for implementation within several first-yearintroductory courses in engineering and computing that promote a deep understanding of careeroptions and strengthen problem solving abilities, and b) holding a series of faculty and staffdevelopment workshops focused on understanding
designed to help preparestudents for university life. In order to facilitate the program and help students get involved inthe campus community, they are placed on a “pack” with five of their peers. Each pack is guidedby a “pack leader” who is a successful engineering student that acts as a mentor to the newstudents throughout their freshmen year. Having a peer mentor can aid in new students adjustingto campus life [9], [17]. Additionally, studies have shown that positive role models and socialsupport can impact the level of confidence and self-efficacy that students have in their ability tocomplete an engineering degree [18].MethodsParticipantsBoot camp participants were recruited through the Provost’s office and at various College ofEngineering
area of drug discovery, therapeutics and nanomaterials.Dr. Armando Dominguez SolisDr. Sandie Han, New York City College of Technology Sandie Han is a Professor of Mathematics at New York City College of Technology. She has extensive experience in program design and administration, including administrative responsibilities as the chair of the math department, Computer Science program coordinator, high school program coordinator, as well as PI on the U.S. Department of Education MSEIP grant and Co-PI on the NSF-S-STEM grants. She has several publications on the theory and practice of Self-Regulated Learning, Mathematics Self-Efficacy, PLTL. Her work in Self-Regulated Learning and self-efficacy has won the 2013 CUNY
primarily designed and implemented byMerrimack College’s STEM Education majors – college students studying to be STEM teachersat the elementary and middle school level. The engineering students therefore support the STEMEducation majors and the local youth.Through participation in this program, engineering majors practice their technical skills, discoverthat they HAVE technical skills, and practice their communication skills at the same time -developing higher self-efficacy and seeing the community’s need for the skills they already have.Meanwhile, middle school students are mentored by college students, gaining insight into what itwill take to be on that path, and being inspired to take up a career in STEM. Finally, STEMEducation majors provide
the role of engineer starters’ early academic experiences,including participation in project-based courses, on retention. Future work will broaden bothpredictors and outcomes. In particular, we plan to assess engineer starters’ attitude toward STEM(e.g., interest, self-concept, self-efficacy) and academic performance and retention. Future workwill include pre-tests and post-tests to control for pre-existing differences in attitude and interestby course enrollment. We will also examine the impact of other early academic experiences onretention, including research experiences and participation in other courses with hands-onlearning components.IntroductionIn order to remain competitive in science, technology, engineering, and mathematics (STEM
, Dr. Tequila Harris, and Dr. Jenny Serpa.References[1] Society of Women Engineers, “SWE Research Update: Women in Engineering by the Numbers (Nov. 2019) - All Together,” 2019. https://alltogether.swe.org/2019/11/swe-research-update-women-in-engineering-by-the-numbers-nov- 2019/#_edn3 (accessed Sep. 17, 2021).[2] B. L. Yoder, “Engineering by the Numbers,” American Society of Engineering Education, 2011.[3] L. O. Flowers, “Course-Based Undergraduate Research Experiences at HBCUs,” J. Educ. Soc. Policy, vol. 8, no. 1, p. 33, 2021, doi: 10.30845/jesp.v8n1p4.[4] A. Carpi, D. M. Ronan, H. M. Falconer, and N. H. Lents, “Cultivating minority scientists: Undergraduate research increases self-efficacy and career ambitions for
experiences vary depending on the particular program ormodel students choose. For instance, the nature of the research undertaken by undergraduates working oncapstone projects differs from that involved in study abroad opportunities. Students participating incapstone projects have reported the development of professional skills such as project management,teamwork, and communication abilities [12], [13]. Alternatively, undergraduates conducting researchabroad consistently demonstrate growth in areas like cultural awareness, emotional resilience, linguisticskills, and research self-efficacy [4], [14], [15]. Extended involvement in undergraduate research hasbeen shown to result in more pronounced skill development [16]. While both models represent