Conference Session

CoNECD Session : Day 3 Slot 6 Technical Session 3

Collection

2021 CoNECD

Authors

Sophie Schuyler, University of Massachusetts Boston; Jonathan S. Briseno, University of Massachusetts Boston; Madison Natarajan, University of Massachusetts Boston; Anushka Sista; Kerrie G. Wilkins-Yel, University of Massachusetts Boston; Amanda Arnold, Arizona State University; Jennifer M. Bekki, Arizona State University; Bianca L. Bernstein, Arizona State University; Ashley K. Randall, Arizona State University

Tagged Topics

CoNECD Paper Submissions, Diversity

Paper ID #32200Dr. Ashley K Randall, Arizona State University American c Society for Engineering Education, 2021EMPOWERING STEM PERSISTENCE AMONG GRADUATE WOMEN 1 Lessons from Diverse Women in STEM: Acknowledging Institutional Challenges and Empowering Agency Towards STEM PersistenceSophie Schuyler1, Jonathan Briseño1, Madison Natarajan1, Anushka Sista1, Kerrie Wilkins-Yel1, Amanda Arnold2, Jennifer M. Bekki3, Bianca L. Bernstein2, & Ashley K. Randall2 1 Department of Counseling and School Psychology, University of Massachusetts Boston 2 Counseling and

Conference Session

CoNECD Session : Day 2 Slot 4 Technical Session 3

Collection

2021 CoNECD

Authors

Rebecca Z. Kenemuth, Women in Engineering Program at the University of Maryland; Vincent Nguyen, University of Maryland, Department of Mechanical Engineering; Sama Sabihi, Women in Engineering Program-UMD

Tagged Topics

CoNECD Paper Submissions, Diversity

society.Curriculum Phase One: Teach power tools safety and rules of operation through the design and construction of an individual project (picture frame). Phase Two: Participants work collaboratively to design and build a group project (Free Little Library), which they present on the last day of the program. Phase Three: Participants “present” final project to community partner.Project Details M-Power Tools Team Project Details: ● Teams of 4 participants were tasked with designing and building a Little Free Library for 1 of 4 “community partners.” ● “Community Partners” included two local

Conference Session

CoNECD Session : Day 3 Slot 5 Technical Session 2

Collection

2021 CoNECD

Authors

Gretchen A. Dietz, University of Florida; Elliot P. Douglas, University of Florida; Erica D. McCray, University of Florida

Tagged Topics

CoNECD Paper Submissions, Diversity

engineering withmarginalized identities navigate their workplace cultures, specifically looking at howthey can authentically be themselves. The data shown within this presentation werecollected as part of a larger NSF-funded study qualitatively assessing themanifestation of racism within the technology industry.From literature, we know that Black engineers leave their workplaces at a higher ratethan White engineers. This is largely due to the toxic workplace environments definedby White men that are unwelcoming for minoritized people [1], [2]. With this work,we intend to understand their experiences and combat racism in tech. The narrativesshared by the participants will provide a depiction of what is occurring in tech. Theintention of this is to

Conference Session

CoNECD Session : Day 2 Slot 4 Technical Session 2

Collection

2021 CoNECD

Authors

Alaine M. Allen, University of Pittsburgh; Jennifer Iriti, University of Pittsburgh; Mackenzie Ball, University of Pittsburgh; Rebecca Gonda, University of Pittsburgh

Tagged Topics

CoNECD Paper Submissions, Diversity

Conference Session

CoNECD Session : Day 2 Slot 4 Technical Session 4

Collection

2021 CoNECD

Authors

Sharnnia Artis, University of California, Irvine; Gregory N. Washington, George Mason University

Tagged Topics

CoNECD Paper Submissions, Diversity

Engineering Education, 2021See It, Do It, Learn It:Integrating Experiential Learning into HighSchool Engineering Outreach ProgramsSharnnia Artis, Ph.D.Assistant Dean of Access and InclusionGregory Washington, Ph.D.Stacey Nicholas Dean of EngineeringSamueli School of Engineering | University of California, IrvineChallengeTen Years After Entering High School • 4% of 9th graders graduate with STEM degrees1, 2 • 1-2% of African Americans and Latinos graduate with STEM degrees1, 2Move from Leaky Pipeline toPathways to STEM STEM Graduate Professional

Conference Session

CoNECD Session : Day 2 Slot 3 Technical Session 3

Collection

2021 CoNECD

Authors

Mary E. Fitzpatrick, University of Wisconsin - Madison; Manuela Romero, University of Wisconsin - Madison; James A. Yonker

Tagged Topics

CoNECD Paper Submissions, Diversity

entire student population and for members of underrepresented groups in from thesecond (2015) to the third survey year (2019). Individual social cognitive measures (engineeringself-efficacy, for example) also significantly declined in each measurement year. We discussthese trends as well as the latest survey results in the context of Social Cognitive Career Theory(SCCT). In addition, we call for increased attention to utilizing standardized terminology andmeasurements for engineering educational assessment.1/FITZPATRICKIntroduction Educational researchers have been studying factors related to retention in engineering forover forty years. [1] In 2013, the American Society of Engineering Education (ASEE) initiated avoluntary Retention and

Conference Session

CoNECD Session : Day 3 Slot 3 Technical Session 2

Collection

2021 CoNECD

Authors

Sophia Lauren Plata, University of Southern California; Indhira María Hasbún, Florida International University ; Mauro Rodriguez Jr., California Institute of Technology; Dora Louise Renaud, Society of Hispanic Professional Engineers

Tagged Topics

CoNECD Paper Submissions, Diversity

Management ToolKMO Kaiser-Meyer-OlkinKSA Knowledge, Skills, and AbilitiesNILA National Institute for Leadership AdvancementNRP National Reporting ProgramOGSM Objective, Goals, Strategies, and MeasuresPA Parallel AnalysisRLDC Regional Leadership Development ConferenceSHPE Society of Hispanic Professional EngineersSTEM Science, Technology, Engineering, and Mathematics1. Introduction In the past decade there has been a rapid growth of Hispanics in collegiate engineeringdisciplines[1-3]. However, challenges remain in terms of Hispanics successfully completing theirdegrees and entering the workforce. To meet these challenges the Society of Hispanic ProfessionalEngineers (SHPE) has

Conference Session

CoNECD Session : Day 3 Slot 6 Technical Session 2

Collection

2021 CoNECD

Authors

Matthew Bahnson, North Carolina State University at Raleigh; Derrick James Satterfield, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

Tagged Topics

CoNECD Paper Submissions, Diversity

, race/ethnicity, sexuality, labchangers, and change considerers. Analyses of pilot data demonstrated the negative impact ofunfair treatment on students and their development as engineers.IntroductionLimited data about STEM graduate student experiences and persistence exist [1]. However, theexisting evidence demonstrates Women and Men of Color and white Women remainunderrepresented in graduate STEM programs, particularly in engineering [1], [2]. Qualitativeevidence shows that underrepresented groups face discrimination and bias in addition to therigors and difficulties inherent in engineering graduate education [3 - 7]. Existing literature onthe experiences of Men and Women of Color and white Women, discrimination, and bias inengineering

Conference Session

CoNECD Session : Day 2 Slot 2 Technical Session 2

Collection

2021 CoNECD

Authors

Mohamed ElZomor, Florida International University; Gabriella Santi, Florida International University; Piyush Pradhananga, Florida International University; Mais Kayyali, Florida International University; Lu Zhang, Florida International University

Tagged Topics

CoNECD Paper Submissions, Diversity

,technical professionals must be able to communicate effectively in order to realize their fullpotential [1]. Although these intangible qualities are often referred to as “soft skills”, they aretightly coupled with professional performance and play a hard role in a professionals’success, including those in STEM careers [2]. However, these skills have become stifled, asthe typical engineering graduate spends approximately five years building her/his technicalexpertise, with little to no time devoted to communication training [3]. Evidence suggests thatin the industry, engineers lack the basic required communication skill sets to “hit the groundrunning” [4]. A recent study indicated a high percentage of professional engineers reportedthat ineffective

Conference Session

CoNECD Session : Day 2 Slot 6 Technical Session 3

Collection

2021 CoNECD

Authors

Laura Bottomley, North Carolina State University; Angelitha Daniel, North Carolina State University; Kimberly Pender, North Carolina State University

Tagged Topics

CoNECD Paper Submissions, Diversity

Conference Session

CoNECD Session : Day 2 Slot 2 Technical Session 4

Collection

2021 CoNECD

Authors

Yousef Jalali, Virginia Tech ; Shernita Lee, Virginia Tech; Justin Grimes, Virginia Tech

Tagged Topics

CoNECD Paper Submissions, Diversity

summit is to: 1) develop on-campus opportunitiesfor visiting undergraduate and master’s students to learn about advanced degree programs andresearch opportunities; 2) facilitate in-person interaction among faculty to build relationships andexplore potential opportunities to initiate and foster collaborations; and 3) to facilitate discussionabout shared degree programs and inter-institutional agreements. As part of the initiative, theprogram offers several workshops for students to attend and provides a unique context for facultyto engage in discussion on partnerships and explore research and teaching opportunities. Startingin 2018, the program organizers built on the previous efforts and initiated a research study tobetter understand

Conference Session

CoNECD Session: Day 3 - Slot 3 -- Technical Session 4

Collection

2021 CoNECD

Authors

Brandi P. Jones, University of Southern California; Helen Choi, University of Southern California; Cheyenne Gaima

Tagged Topics

CoNECD Paper Submissions, Diversity

engineering classrooms? This socialnetwork may play a role in STEM retention for all students. Researchers found that studentswho had more friends in a STEM class were more likely to take the next course in thesequence - regardless of race or gender and made more friends in the class. Thus, whenstorytelling is combined with personal self-affirmation of values - we felt that this could be apowerful tool for engineering students - both socially and academically.We designed the RE3 program to reach the community in three phases. In Phase 1,which occurred during Spring and Summer of 2020, we hired ten undergraduateengineering students to be RE3 Student Trainers and trained them over the summerto teach and tell stories over the course of 3 faculty-guided

Conference Session

CoNECD Session : Day 3 Slot 8 Technical Session 2

Collection

2021 CoNECD

Authors

Philippa Anne Martin, University of Canterbury; Eileen Frances Britt, University of Canterbury

Tagged Topics

CoNECD Paper Submissions, Diversity

Paper ID #28366Using motivational interviewing to assist engineering students infinding a more inclusive way forwardProf. Philippa Anne Martin, University of Canterbury Philippa A. Martin received the B.E. (Hons. 1) and Ph.D. degrees in electrical and electronic engineering from the University of Canterbury, Christchurch, New Zealand, in 1997 and 2001, respectively. She com- pleted a Postgraduate Certificate in Tertiary Teaching in 2015 and a Postgraduate Certificate in Strategic Leadership in 2018. She was a postdoctoral fellow in the Department of Electrical and Computer Engi- neering at the University of Canterbury in

Conference Session

CoNECD Session : Day 3 Slot 4 Technical Session 2

Collection

2021 CoNECD

Authors

Ellen Foster, Purdue University at West Lafayette (College of Engineering); Donna M. Riley, Purdue University at West Lafayette (College of Engineering); Andrea Haverkamp, Oregon State University; Soheil Fatehiboroujeni, Cornell University; Justin Charles Major, Purdue University at West Lafayette

Tagged Topics

CoNECD Paper Submissions, Diversity

conversations, the community of engineeringeducation collaborators decided to develop a week of action as a goal towards which to organize.This provided a structure and intention for which to build content specific to engineeringeducation, as well as start to develop an infrastructure for continuing conversations andcollective support. We have been collectively generating content that can be shared and used viathe website www.engineersshowup.org.Background and structure of roundtable sessionThis session will start with a brief framing description by core organizers of the overarchingRelational Organizing/Action Research (ROAR) project, in which we are interested in achievingtwo goals as outcomes of research with and about engineering educators: (1

Conference Session

CoNECD Session: Day 3 Slot 2 - Technical Session 4

Collection

2021 CoNECD

Authors

Agnieszka Miguel, Seattle University; J. McLean Sloughter, Seattle University; Jennifer M. Dorsey, University of Texas at Austin; Rebecca Hartley, Seattle University; Frank J. Shih, Seattle University; Joy Crevier, Seattle University

Tagged Topics

CoNECD Paper Submissions, Diversity

marginalized groups.In Section 1 of this paper, we introduce Seattle University and our previous work. Following, inSection 2, we review relevant literature. In Section 3, we first present the results of focus groupsconducted with students from a variety of backgrounds and experiences such as transfer students,female-identifying students, URM women, URM men, international students, and students whohave either switched out of an engineering program or have a GPA that put them at risk to notcomplete an engineering degree. The focus groups confirmed the results of the survey: studentsfrom marginalized groups experience bias and microaggressions from other students and faculty.Combining past analysis and the new focus group results, we identified two

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

Conference Session

CoNECD Session : Day 2 Slot 5 Technical Session 2

Collection

2021 CoNECD

Authors

Lisa M. Weber, Colorado State University; Rebecca A. Atadero, Colorado State University

Tagged Topics

CoNECD Paper Submissions, Diversity

1 Overview As a work‐in‐progress, we aim to improve teamwork and foster more  inclusive professional identities for chemical and biological engineering  (CBE) undergraduate students. Our goal is to continually engage students in instruction related to inclusion  and diversity by integrating a variety of activities and assignments  throughout their engineering curriculum.Weber and Atadero. 2020 Annual CoNECD Conference. 2Why are we doing this?  ‐ We hope to assist students in more effectively working with each other throughout their academics‐ We also hope to achieve a more diverse and inclusive engineering workforce  that is capable of solving the numerous

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Aparajita Jaiswal, Purdue University, West Lafayette; Joseph A. Lyon, Purdue University, West Lafayette; Viranga Perera, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette; Ellen Gundlach, Purdue University, West Lafayette; Mark Daniel Ward, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

aspects since theypromote the development of students’ sense of belonging and disciplinary identity [1], [2]. InRLCs, students who have similar interests live and learn together. These communities provideauthentic educational contexts to students, which allows them to engage in knowledge constructionwhile they socialize with mentors and peers [3]. This integration of academic and social settingsallows students to create personally meaningful learning experiences, which in turn helps themdevelop a stronger sense of belonging and disciplinary identity. Thus, RLCs are recognized as anexcellent intervention to retain, attract, and help undergraduate students to collaborate with like-minded people [4]–[6].Since the data science profession is growing

Conference Session

Works in Progress in Chemical Engineering Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah E. Zappe, Pennsylvania State University; Enrique D. Gomez; Scott T. Milner; Yu Xia

Tagged Divisions

Chemical Engineering

COVID-19 pandemic on mentored research from a chemical engineering faculty member. The context ofthe experience is discussed below.Context of Chemical Engineering Undergraduate Research ExperienceThe undergraduate research experience was a part of a larger DMREF (Designing Materials toRevolutionize and Engineer our Future) grant from NSF (grant title will be provided in final paperdraft). The overall goal of the grant is to accelerate the materials design of organic semiconductorsthrough the combination of experiment and theory efforts.In addition to the technical research, educational activities proposed for the grant include thefollowing: 1. Use web-based seminar courses and remote mentoring techniques to expose commonwealth campus

Conference Session

Studies of Classroom Assessment: Exam Wrappers, Equitable Grading, Test Anxiety, and Use of Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kaela M. Martin, Embry-Riddle Aeronautical University, Prescott; Todd M. Fernandez, Georgia Institute of Technology; Richard Mangum, Embry-Riddle Aeronautical University, Prescott

Tagged Divisions

Educational Research and Methods

use in multiple contexts (c.f., Rodell, 2013; Colquitt etal., 2019). The original instrument uses four subscales, procedural, distributive, interpersonal, andinformational justice. However, Colquitt and Roddell (2015) suggest a two-factor solution that collapsesinterpersonal and informational into distributed and procedural is also acceptable. In our survey,students responded to the derivative instrument for three different contexts: (1) Courses they had takenin previous semesters, (2) Their capstone course, and (3) Their TechCom course. We plan a moreextensive reporting of the instruments’ development and validity in future work that is not possible in aWIP.In addition to the grading justice and fairness instrument, we asked two additional

Conference Session

Student Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Felicity Bilow, Clarkson University; Jan DeWaters P.E., Clarkson University; Gordon D. Hoople, University of San Diego

Tagged Topics

Diversity

Tagged Divisions

Student

technical and non-technical (i.e. social,economic, cultural, political, etc.) factors that are simultaneously connected with one another [1].In order for engineering students to be prepared to solve the challenges and problems in aconstantly changing world, they must learn how to think in a sociotechnical way [2, 3].However, current engineering curricula fail to prepare students to problem solve in this mannerand instead mainly focus on the technical content [4-6].One area that is suitable for a sociotechnical approach is energy education. Energy inengineering education is usually taught in foundational courses, such as Thermodynamics orCircuits, where problem solving is narrowly structured around the technical aspects [7, 8]. Eachengineering and

Conference Session

Cooperative and Experiential Education Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Koopman, Virginia Polytechnic Institute and State University; Robert S. Emmett, Virginia Polytechnic Institute and State University; Nicole P. Sanderlin, Virginia Polytechnic Institute and State University

Tagged Divisions

Cooperative and Experiential Education

. Her re- search focuses on internationalization of higher education, faculty engagement, and international program assessment. American c Society for Engineering Education, 2021 Work in Progress: Examining the Literature on Virtual Internships for Insights Applicable to Engineering EducationAbstract:Internships are undertaken by roughly half of U.S. engineering students nationally and arewidely thought to benefit students in a variety of ways, strengthening students’ academicself-concept and increasing their persistence in engineering [1]–[3]. However, the COVID-19pandemic of 2020 caused an unprecedented shift in the structure of internships

Conference Session

Teaching In and Through Design, Maker Spaces, and Open-ended Problems

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Danielle M. Saracino, Georgia Institute of Technology; Kelly M. Sadel, James Madison University; Melissa Wood Aleman, James Madison University; Robert L. Nagel, James Madison University; Julie S. Linsey, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

communities/resources as a central part of their development as amaker. Through qualitative data analysis, we develop a model for how students are learningonline. These findings show the role digital spaces play in developing competent, inspiredmakers.1 IntroductionIncreasing complexity continues to challenge engineers. Today, designers are required to expandthe boundaries of design, often involving multi-disciplinary skills [1, 2]. To help cope withcomplexity, engineering designers must be adept at seeking and learning new information andrelevant skills. Fortunately, in the digital age, we have instant access to endless knowledge andinspiration through the internet.21st century students are integrating web-based technologies to augment their studies

Conference Session

Tools to Enhance Student Learning of Undergraduate Engineering Content

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeffrey Lloyd Hieb, University of Louisville; Marci S. Decaro, University of Louisville; Raymond Chastain

Tagged Divisions

Educational Research and Methods

is an active-learning method that reverses the typical order of instruction. Traditionally, instructors givestudents a lecture, followed by problem-solving practice. However, students often experiencefluency—thinking they understand the material better than they actually do. Then, studentsdevote superficial attention and effort that does not sustain learning [1-2].In exploratory learning, students first explore the new topic with an activity, and then areprovided with lecture [2]. This method is thought to have both cognitive and metacognitivebenefits over traditional instruction. Students become better aware of gaps in their knowledge,motivating them to attend to the subsequent lecture [3-4]. By working through the novelmaterial, students

Conference Session

Biomedical Engineering Postcard Session (Best of Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nicole L. Ramo, Shantou University; Aileen Huang-Saad, Northeastern University

Tagged Divisions

Biomedical Engineering

Education, 2021 Work-in-Progress (WIP): Exploring the Relationships between BME Student Perception of the Field and Career PlansIntroduction Biomedical engineering (BME) programs attract students with a range of post-graduationaspirations including medical school, graduate school, engineering-focused industry,biotechnology-focused industry, etc. [1]–[3]. This diversity in how students aim to utilize theirBME degree may reflect diversity in their motivation to study BME, their educationalexpectations, and even their perception of the field [2], [4]. Understanding the relationshipbetween these factors would allow BME programs, at both the curricular and individual courselevels, to better balance students’ interests and

Conference Session

Construction Engineering Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kimberly Grau Talley P.E., Texas State University; Bobbi J. Spencer, Texas State University; Guntulu S. Hatipkarasulu, Texas State University ; Krishna Prasad Kisi, Texas State University

Tagged Divisions

Construction Engineering

being to put their own safety back in their hands and motivate workersto supplement company training with their own targeted focus.Research QuestionsWhile examining the effectiveness of the baseline scenario, other existing safety programs, anddeveloping a new AR/VR safety training module, the research team is guided by the followingresearch questions: 1. To what extent does playing a game that simulates a construction site improve student scores on the OSHA fall prevention questionnaire? 2. To what extent does playing a game that simulates a construction site improve student retention of fall prevention knowledge over time?MethodologyThe first phase of the research program is establishing the baseline efficacy of the

Conference Session

Design Teams 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joseph Towles, Stanford University; Jeff Wood, Stanford University

Tagged Divisions

Design in Engineering Education

: IntegratingContext with Engineering) so that it could facilitate the establishment of healthy team dynamicsamong student design teams. Specifically, we asked the following questions: (1) does the formatof the course support healthy team practices? (2) do students find CATME sufficient/helpful forlearning about their strengths and ways to improve? and (3) how healthy are the design teams?CATME was introduced in ME 170 as a tool to evaluate the extent to which teams wereengaged in healthy team practices and to generate discussion within teams about healthy teamdynamics. Following the end of the course, semi-structured interviews were conducted to learnabout student CATME experiences. Based on the CATME scores from 13 design teams (51students) and interviews

Conference Session

Engineering Design Graphics Division Technical Session 3: Flipped Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lulu Sun, Embry-Riddle Aeronautical University

Tagged Divisions

Engineering Design Graphics

languages, flipped classroom, and virtual training. She is a member of the American Society for Engineering Education (ASEE). American c Society for Engineering Education, 2021 WIP: Gamified Learning in Graphical Communications During the COVID-19 PandemicIntroductionThe COVID-19 pandemic has challenged engineering educators on how to engage students tostudy in a virtual environment [1]. Research has been showing that students may experience alower level of satisfaction, lack of interaction with instructors and peers, and reduced motivationto complete the course work [1]–[3]. This study investigates if a gamified learning in asynchronous class

Conference Session

Hands-On in the Online Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mohammad Shafinul Haque, Angelo State University

Tagged Divisions

Mechanics

. The exam results and course evaluationwill be compared with the past three semesters (without hands-on learning) to measureimprovement in passing rate.IntroductionMotivationEngineering Dynamics is one of the fundamental courses that most engineering students have totake in sophomore year. This course serves as a gatekeeper for several upper-level courses suchas Intro to Fluid Mechanics, Intro to Environmental Engineering, Mechanism and Dynamics ofMachines courses. Student needs to develop an in-depth analytical skill of a dynamic system tosucceed in these upper-level courses. Students find the Dynamics course very challenging andoften define it as the hardest course [1]- [3]. In Dynamics, students have to deal with theories andproblems of

Conference Session

Works in Progress in Chemical Engineering Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brad Cicciarelli, Louisiana Tech University; Eric Sherer, Corteva Agriscience; Marisa K. Orr, Clemson University

Tagged Divisions

Chemical Engineering

achievement and persistence, respectively.Measures (summarized in Table 1)Prior Achievement – Prior achievement is operationalized using academic record data originatingfrom three different sources: standardized test scores (ACT or SAT), high school GPA, andcollege GPA at the end of the first year.Chemical Engineering Self-Efficacy - Chemical engineering self-efficacy is assessed using theGeneral Engineering Self-Efficacy subscale developed by Mamaril et al. [24] with itemsmodified by replacing “engineering” with “chemical engineering.” Students are asked toindicate their level of certainty in statements like “I can master the content in the chemicalengineering-related courses I am taking this quarter.”Coping Self-Efficacy - Coping self-efficacy is