Conference Session

Multidisciplinary Course Efforts

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ravi T. Shankar, Florida Atlantic University; Teresa J. Sakraida, Florida Atlantic University, Christine E. Lynn College of Nursing; Francis Xavier McAfee, Florida Atlantic University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

for success and the value they attach to the available options. Simply put, theEccles’ theory suggests that choices to engage in activities are shaped by competence and valuebeliefs. Competence is about acquiring skills and applying them. Competence beliefs have beenstudied more widely than value beliefs among K-12 and engineering students. They are mostlybased on the self-efficacy theory (Bandura, 1997). Self-efficacy is enhanced by positivefeedback, better performance, and social comparisons. Value beliefs, on the other hand, have notbeen that well studied. Whereas competency beliefs look at a person’s ability to engage in anactivity, value beliefs consider the desire and/or importance of engaging in the activity.The value system refers to

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brianna Benedict McIntyre, Purdue University, West Lafayette; Kayla R. Maxey, Purdue University, West Lafayette; Dina Verdin, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

: ConflictingFeminisms and Self-determination, and The Nature of Engineering: Authoring DisciplinaryNarratives. Within the “Vulnerability and Strength Regarding Math” narrative, the Emiliaexercised her agency by pursuing engineering as a career choice, despite her low mathematics self-efficacy, discouraging conversations with family members, and rigor culture that suggested thatstudents must excel in mathematics to be a good engineer. In addition to rejecting the “culturalmotif” associated with engineering, the student also made a conscious effort to network withprofessional engineers to understand what aspects of engineering required math. The studentdemonstrated their agency by asking questions and taking action to resist the dominant narrativeof what it

Conference Session

Instructional and Learning Assessment in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Abhaya K. Datye, University of New Mexico; Jamie R Gomez, University of New Mexico; Victor Law, Program of Organization, Information, and Learning Sciences at University of New Mexico; Sophia Bowers, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

Process: An Expert Study of Advanced Practicing Professionals, in Proceedings of ASEE Annual Conference & Exposition. 2005, ASEE: Portland, OR. p. 1-27.55. Carberry, A.R., H.S. Lee, and M.W. Ohland, Measuring engineering design self‐ efficacy. Journal of Engineering Education, 2010. 99(1): p. 71-79.56. Nocito-Gobel, J., et al., Are Attitudes Toward Engineering Influenced by a Project-Based Introductory Course, in Proceedings of ASEE Annual Conference and Exposition: The Changing Landscape of Engineering and Technology Education in a Global World. 2005, ASEE: Portland, OR. p. 693-706.57. Sheppard, S., et al., Exploring the Engineering Student Experience: Findings from the Academic Pathways of People

Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bala Vignesh Sundaram, Arizona State University, Polytechnic campus; Nadia N. Kellam, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Topics

Diversity

Tagged Divisions

Student

search of profound empathy in learning relationships: understanding the mathematics of moral learning environments,” J. Moral Educ., vol. 39, no. 1, pp. 79–99, Mar. 2010, doi: 10.1080/03057240903528717.[13] M. Goroshit and M. Hen, “Does Emotional Self-efficacy Predict Teachers’ Self-efficacy and Empathy?,” J. Educ. Train. Stud., vol. 2, no. 3, Art. no. 3, May 2014, doi: 10.11114/jets.v2i3.359.[14] S. N. S. Hassan, N. M. Ishak, and M. Bokhari, “Impacts of emotional intelligence (EQ) on work values of high school teachers,” Procedia-Soc. Behav. Sci., vol. 30, no. 0, pp. 1688– 1692, 2011.[15] I. Narinasamy and W. H. W. Mamat, “Caring teacher in developing empathy in moral education,” MOJES Malays. Online J. Educ. Sci

Conference Session

CoNECD Session : Day 2 Slot 1 Technical Session 1

Collection

2021 CoNECD

Authors

Taylor Lightner, Virginia Polytechnic Institute and State University; Monica E. Cardella, Purdue University at West Lafayette; Natali Huggins, Virginia Polytechnic Institute and State University; Cynthia Hampton, Virginia Polytechnic Institute and State University; Walter C. Lee, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University

Tagged Topics

CoNECD Paper Submissions, Diversity

; Singh, Granville & Dika 2002), with motivation and interest impactingmathematics and science achievement (Singh, Granville & Dika 2002; Eccles & Jacobs 1986). Itis essential, then, to consider what opportunities elementary-aged children have to develop theirbeliefs, interests, and self-efficacy related to STEM.To address the minoritization of underrepresented groups, including girls, many initiatives andinterventions have been developed through STEM programs. For elementary-aged children,these types of programs often take shape as targeted out-of-school programs. Out-of-schoolsettings represent critical opportunities for learning and broadening participation in STEM aschildren spend more than 80% of their waking hours in out-of

Collection

ASEE 2021 Gulf-Southwest Annual Conference

Authors

Monikka M. Mann, Texas Tech University; George Tan, Texas Tech University

Tagged Topics

Diversity

collaborativelearning led to higher levels of student engagement, self-efficacy and desire to complete a STEM majorwhile lowering the sense of competition among the students [33]. This means that cooperative learningcan encourage student academic performance during instructional activities. This means thatcooperative learning can encourage student academic performance during instructional activities. Inaddition to self-efficacy, collaborative learning has positive impacts on student knowledge buildingand ultimately (possibly most importantly) improved course grades [34]. This study, conducted on agroup of 513 students, 16% of whom were female, showed through the use of multivariate analysis Proceedings of the 2021 ASEE Gulf-Southwest

Conference Session

Work-in-Progress Oral Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Louis Reis, Louisiana Tech University; Katie A. Evans, Louisiana Tech University; Dexter Cahoy, Louisiana Tech University

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

students who did not submit homework (in either format)for that specific quiz topic were removed for the statistical analysis.To assess student perceptions regarding the use of WeBWorK in the course, online pre- and post-course surveys were sent to the students. Both pre- and post-course surveys asked for studentopinions regarding their identity and self-efficacy as engineering students. The post-coursesurvey also had questions measuring the level of agreement to various statements regarding theuse of WeBWorK as a homework delivery system and their experiences with it.Statistical Analysis of Quiz ScoresA binomial generalized linear mixed effect model was used to analyze the data mainly becauseof the variability between baseline student

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (2)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Avneet Hira, Purdue University, West Lafayette (College of Engineering); Salsabil Mahmed Salah, FACElab Purdue, Uprise academy; Claudia N. Hurt, FACElab Purdue; Morgan M. Hynes, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

” within an individual. The intellectual “equipment” is comprised of the learner’sknowledge and beliefs, whereas the value-based equipment are solely driven by the learners’personal goals and interests. Also, Deci 10 proposes that learners’ interests motivate them toparticipate in learning activities. According to Atkinson and Wickens 11 this motivation toengage in learning is a function of learners selecting activities that pique their interests, and alsopersisting and making efforts to accomplish goals they find interesting. Further, activities thatcater to students’ interests have also been claimed to be related with self-efficacy, educationalchoices, and career outcomes 12–14. The role of interests and the humanistic nature of

Conference Session

Diversity and Global Experiences

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jamie Gomez, University of New Mexico; Vanessa Svihla, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

, not unlike distillation. Byunderstanding these specific experiences, we can make chemical engineering more relatable tothe students who are least likely to persist.This approach has been shown to be effective in engineering education. For instance, Mejiaidentified Latinx high school students’ funds of knowledge tied to the engineering design process[2], [41], [42], [43]. He found that students were able to build on their everyday experiences toaddress community problems. He also showed that students used professional skills, such ascommunication, collaboration and project management to reach design solutions. This approachalso enhanced students’ self-efficacy [44]. Our own work has built on this approach, finding thatdiverse undergraduate

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Magdalini Z. Lagoudas, Texas A&M University; Kristi J. Shryock, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

advancement of engineering education. CAEE-TR-10-02. 2010, Center for the Advancement of Engineering Education: Seattle, WA, USA.7. Seymour, E., & Hewitt, N. M., Talking about leaving: Why undergraduates leave the sciences, 1997, Boulder, CO,USA: Westview Press.8. Marra, R. M., Rodgers, K. A., Shen, D., & Bogue, B., Women engineering students and self-efficacy: A multi-year, multi-institution study of women engineering student self-efficacy, Journal of Engineering Education, 2009, Vol. 98, No. 1, pp. 27-38.9. Lord, S. M., Layton, R. A., & Ohland, M. W., Trajectories of electrical engineering and computer engineering students by race and gender, IEEE Transactions on Education, 2011, Vol. 54, No. 4, pp. 610

Conference Session

Environmental Engineering Pedagogy and Innovation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Walter McDonald, Virginia Tech; Daniel S Brogan, Virginia Tech; Vinod K. Lohani, Virginia Tech; Randel L. Dymond, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

succeeding, belief in one’sability to succeed and setting goals to achieve. Self-efficacy theory was used by Kamarainen etal.48 in their augmented reality lab. Interest can be assessed using Hidi and Renninger’s49 four-phase model of interest, which increases from fleeting situational interest to long-terminternalized interest. Bloom’s affective taxonomy28 is another important scale of measuringinterest in a topic. Finally, caring contains two major components, i.e. students’ personalinteractions with faculty and students’ perceived level of caring by faculty50.4.0 Experimental Design A mixed methods approach was chosen for the study because it allows for the mostcomplete answer to the research questions through the combination of

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hannah D Budinoff, The University of Arizona; Edward J. Berger, Purdue University, West Lafayette; Jannatul Bushra; Ann Shivers-McNair

Tagged Topics

Diversity, NSF Grantees Poster Session

, such as involvement in makerspaces, can lead to increases inengineering self-efficacy and can provide opportunities for students’ to be recognized asengineers, potentially promoting the development of their engineering identity. However,participation in makerspaces is not necessarily equal across all student groups, with the potentialfor white, man-dominated cultures of engineering to be replicated in makerspaces, preventingstudents from marginalized groups from feeling welcome or participating. Earningmicrocredentials and digital badges in makerspaces has the potential to encourage participationand provide a means for recognition. The goal of this two-year project (funded by NSF’s PFE:Research Initiation in Engineering Formation program) is

Conference Session

Community Engagement Division Poster Session - Exploring the Transformative Power of Service, Engagement, and Research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, University of Notre Dame; Danielle Wood, University of Notre Dame; Faisal Aqlan, University of Louisville; Daniel Lapsley, University of Notre Dame

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

dispositional changes in STEM self-efficacy and identity.Students completed surveys and reflections at multiple points throughout their internship,including a retrospective pre/post survey capturing dispositional shifts during the experience.The results of the internship experience on student intern participants educational andprofessional plans at the 3 sites are evaluated in this paper. Results show significant gains onitems related to professional discernment (desire to work in a STEM field, use technical skills,on open ended problems for the betterment of society) for participants at all sites. Additionally,there are differences by gender.OverviewBeginning in 2015, the College of Engineering researchers and staff at UNIVERSITYdeveloped, piloted

Conference Session

Pre-college Engineering Education Division Technical Session 10

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Diane L. Nelson, Carnegie Mellon University; Ilhem F. Hakem, Carnegie Mellon University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

learning was takingplace, or at the end of the lecture/lab session, students were prompted to reflect on each lecture oractivity they were exposed to. Their feedback helped us to revise our scheduling and plan for thenext lecture/hands-on activity and make changes as necessary. To get a better understanding onthe students’ expectations and their learning goals, we asked the students about their favoritesubject areas and academic as well as career goals.Program’s Assessment (provided by the program’s Administration)All faculty submit an assessment (self-efficacy, self-reflection, creativity and innovation,collaboration/teamwork, problem solving/critical thinking, etc.) on every student on their roster.Students complete a faculty evaluation and

Conference Session

CoNECD Session : Day 1 Slot 8 Technical Session 1

Collection

2021 CoNECD

Authors

Tiffiny Antionette Butler, Worcester Polytechnic Institute; Ryan Meadows, Worcester Polytechnic Institute; Katherine C. Chen, Worcester Polytechnic Institute; Suzanne Sontgerath, Worcester Polytechnic Institute

Tagged Topics

CoNECD Paper Submissions, Diversity

provide opportunities for growth in STEM of allthe participants (i.e., high school, undergraduate, and graduate student), but to alsoimprove their confidence (self-efficacy) and identity as someone who belonged in STEM. Inaddition to the professional development activities, the structure of WRAMP culminates ina team poster and presentation of the research work. With only a semester (~10-14 weeks)timeframe, much of the presentation is centered on what the HS and UG learned and thelab skills they developed (e.g., taking data, using special microscopes). They present totheir peers and parents during the WRAMP closing ceremonies. Here, the mentees shineby sharing their newly gained knowledge and skills to others. They realize how far they’vecome from

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum - Technical Session 11

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Maxine Fontaine, Stevens Institute of Technology (School of Engineering and Science); Alexander John De Rosa, Stevens Institute of Technology (School of Engineering and Science); Susan Staffin Metz, Stevens Institute of Technology (School of Engineering and Science)

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

and URM who passed the test increased dramatically by the end of the semester,closing the gap in spatial ability initially observed at the start of the semester.Students who did not attend the workshop also showed significant increases in their test scores however.This result could indicate that completing the graphics course yields similar improvements in spatial skillsas completing the workshop. The question then arises: what advantage does the workshop provide overthe engineering graphics course itself? If significant improvements in spatial ability can be made after a 4-week workshop session, in comparison to a 14-week graphics course, the workshop could have a positiveoutcome in student self-efficacy and potentially stronger learning

Conference Session

Minorities in Engineering Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mohsen Mosleh, Howard University; Claudia Marin-Artieda, Howard University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

this paper, the impact of the Engineering Ambassador Program (EAP), which engagesundergraduate engineering students as Ambassadors in K-12 outreach activities, on the stimulationof interest in STEM, self-efficacy, and actual academic attainment of Ambassadors is presented.The collected data over several years reveals that over 2/3 of activity leaders and projectcoordinators of the EAP at Howard University (HU) expressed higher confidence in their ability inunderstanding and succeeding in engineering because of their EAP experience. Also, the activityleaders and project coordinators achieved higher major and overall grade point averages (GPAs).Furthermore, improved academic performance in the courses related to the projects thatAmbassadors were

Conference Session

Issues in Engineering Technolgy Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christina R Scherrer, Southern Polytechnic State University; Leigh Sharma; Jennifer Vandenbussche, Kennesaw State University; Valerie Washington, Kennesaw State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

Experimental Social Psychology, Vol. 38, pp. 69-119 (2006). 5. Sheeran, P., “Intention-behavior relations: A conceptual and empirical review,” in W. Stroebe and M. Hewstone (Eds.), European Review of Social Psychology (Vol. 12, pp. 1-30). New York: Wiley (2002). 6. Irvine, A. B., Ary, D. V., Grove, D. A., & Gilfillan-Morton, L., “The effectiveness of an interactive multimedia program to influence eating habits,” Health Education Research, Vol. 19, pp. 290 –305 (2004). 7. Luszcyznska, A., & Schwarzer, R., “Planning and self-efficacy in the adoption and maintenance of breast self-examination: A longitudinal study on self-regulatory cognitions,” Psychology and Health, Vol. 18, pp. 93–108 (2003). 8

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Megan Patberg Morin, North Carolina State University; Elena Nicolescu Veety, North Carolina State University; Pam Page Carpenter

Tagged Topics

Diversity, NSF Grantees Poster Session

process,communication skills, and research self-efficacy [2-4].In order to provide multidisciplinary, authentic research opportunities for undergraduate studentsat all academic levels, from institutions without significant resarch activity, and from groupstraditionally underrrepresented in STEM, two NSF-funded Engineering Research Centers(ERCs) put forth a joint Research Experiences for Undergraduates (REU) site addressing theNational Academy of Engineering’s grand engineering challenges [5]. This REU experience isdesigned to give students a multidisciplinary perspective on the global energy challenge. In-depth research topics ranging from nano-scale human body energy harvesting all the way tomanaging distribution of energy on the grid are

Conference Session

Transfer issues between 2-year colleges and 4-year Engineering and Engineering Technology programs 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kristin Kelly Frady, Clemson University; Randi Sims, Clemson University; Christy Jenkins Brown, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Two-Year College Division (TYCD)

and staff validation, financialknowledge, motivation and self-efficacy, and social support [8], [9], [10], [17]. This theory isunique in its integration of various forms of capital which include human capital, social capital,community and cultural wealth, and experiential capital to name a few [9], [10], [18], [19], [20],[21]. Prior research has unfortunately assumed that unsuccessful, disadvantaged, and/orunderrepresented transfer students are absent or lacking in knowledge, qualities, experiences,and/or resources needed to be successful in the transfer process [18], [22], [23]. The shift from adeficit-based focus to weaving together forms of capital highlights one of the most significantstrengths of this framework, which is the facilitation

Conference Session

Track 4: Technical Session 3: Considerations for assessment, evaluation, and continuous improvement of a pre-college STEM summer program for promising Black high school students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jesika Monet McDaniel, Virginia Tech Department of Engineering Education; Cynthia Hampton Ph.D., Virginia Polytechnic Institute and State University; Kim Lester, Virginia Polytechnic Institute and State University

Tagged Topics

CoNECD Paper Sessions, Diversity

participants being on campus, a week one activity surveyconducted at the end of the first week; a week two activity survey conducted at theclosing session; and a post focus group that occurred within the last 24-48 hours of theparticipants being on campus. The week one and week two activity surveys are meant tocapture the interactive hands-on and informational activities students experience duringthe first and second weeks.Additionally, pre and post-surveys use measures following the F-PIPES (Fit of PersonalInterests and Perceptions of Engineering) [8] instrument, which measures perceptions ofengineering. The STEM-CIS (STEM Career Interest Survey) [9] tool measures self-efficacy and interest in STEM classes and careers. The post-surveys include

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ruby ElKharboutly, Quinnipiac University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

," Quinnipiac Chronicle, 13 February 2018. [Online]. Available: https://quchronicle.com/61954/news/girls-who-code- extends-program-to-university/.[16] Q. Today, "Inspiring the future generation of female coders," Quinnipiac Today, March 2022. [Online]. Available: https://www.qu.edu/quinnipiac-today/inspiring-the-future- generation-of-female-coders-2022-03-08/.[17] J. M. Blaney and J. G. Stout, "Examining the Relationship between Introductory Computing Course Experiences, Self-Efficacy, and Belonging among First-Generation College Women," in 48th SIGCSE Technical Symposium on Computer Science Education, Seattle. WA, USA, 2017.

Conference Session

Internship, Co-Op, and Professional Development Programs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Austin Barnes, Institute for Scientist and Engineer Educators; Tamara Ball, University of California, Santa Cruz; Christine R. Starr, University of California, Santa Cruz; Scott Seagroves, The College of Saint Scholastica; Kauahi Perez, University of Hawaii, Manoa; Lisa Hunter, University of California, Santa Cruz

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

, inclusion and self-efficacy from thelearning sciences in a suite of program components designed to advance students into STEMcareers. Unlike many research experience programs, Akamai accepts students from diversebackgrounds with a wide range of GPAs and early in their college years, when they are most atrisk of leaving STEM - 56% are lower division students upon acceptance. Akamai also providessupport for mentors to instill inclusive, collaborative mentoring practices and to ensure mentorscan effectively prepare interns for integration into the 21st century workplace. To date, Akamaihas paired over 350 STEM undergraduates representing the full diversity of the islands includingmany groups traditionally underrepresented in the STEM workforce such as

Conference Session

Educational Research and Methods Division (ERM) Technical Session 6

Collection

2024 ASEE Annual Conference & Exposition

Authors

Syed Ali Kamal, University at Buffalo, The State University of New York; Syeda Fizza Ali, Texas A&M University; Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

part of wellbeing andexplored two dimensions of mental health: psychological illness and emotional wellness. Studiesfocusing on psychological illness focused on mental health conditions such as depression, anxietyand suicidal ideation[26], [27], [28]. Whereas those that emphasized emotional wellness usedconstructs such as sense of belonging, social self-efficacy, social support, and flourishing. Manyshortlisted studies identified under the mental health theme considered both dimensions of mentalhealth to get a complete picture of psychological well-being. For instance, Bork and Mondisa [26], and Bork et al [29] considered both dimensions of mental health encapsulating elements of bothpsychological illness and emotional wellness. Table IV

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tagged Topics

Diversity

Tagged Divisions

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

about the significance of mathematics and their self-efficacy in thesubject contributed to greater motivation and achievement in math.Nevertheless, so much more can be learned about how math identity develops and how educatorscan support the development of a positive math identity for all students. [14] examined howacademic motivation influences high school students’ academic achievement. They surveyed1,100 high school students and measured their intrinsic, identified, external, and amotivationaltendencies, along with their GPA and standardized test scores over two years. The results showedthat students who were intrinsically motivated or motivated by personal values and interestsoutperformed those who were motivated by external rewards or

Conference Session

Technical Session 6 - Paper 3: Practitioners' Reflections on Developing and Implementing Virtual Educational Programming During COVID-19

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Paula Davis Lampley Esq., University of Cincinnati; Whitney Gaskins, University of Cincinnati; Krizia L. Cabrera-Toro

Tagged Topics

CoNECD Paper Sessions, Diversity

effectiveness within four categories, learning achievement, self-efficacy, satisfaction, and climate. Compared to traditional TVLE where the participants are allstudents; our participants range from pre-college to college students, faculty, and staff. AlthoughTVLE was created with students’ learning in mind, the framework applies to all educationalvirtual environments where learning is an integral outcome part of programming.ParticipantsThe research reflects the experiences of four practitioners at the University of Cincinnati Collegeof Engineering and Applied Science (CEAS), a historically white tier-1 research institution. Thepractitioners voluntarily agreed to participate in this research study and to have their recordedexperiences included as part

Conference Session

Women in Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sumaia Ali Raisa, West Virginia University; Karen E. Rambo-Hernandez, Texas A&M University; Reagan Curtis, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

, vol. 103, no. 1, pp. 206–222, 2011, doi: 10.1037/a0020743.[15] M. Syed et al., “The Role of Self-Efficacy and Identity in Mediating the Effects of STEM Support Experiences.” PsyArXiv, Oct. 11, 2018. doi: 10.31234/osf.io/ctr8d.[16] J. Lave, “Situating learning in communities of practice.,” in Perspectives on socially shared cognition., L. B. Resnick, J. M. Levine, and S. D. Teasley, Eds. Washington: American Psychological Association, 1991, pp. 63–82. doi: 10.1037/10096-003.[17] A. Sfard and A. Prusak, “Telling Identities: In Search of an Analytic Tool for Investigating Learning as a Culturally Shaped Activity,” Educational Researcher, vol. 34, no. 4, pp. 14–22, May 2005, doi: 10.3102/0013189X034004014.[18] E. D. Tate

Conference Session

Women in Engineering Division (WIED) Technical Session 1 - Women in Computing

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mary V Villani, Farmingdale State College, SUNY, New York; Ilknur Aydin, Farmingdale State College, SUNY, New York; Lisa Cullington, Sacred Heart University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

Education, 2023. 24(2),125–138.[16] M. Bong, E.M. Skaalvik, “Academic Self-Concept and Self-Efficacy: How Different AreThey Really?”, Educational Psychology Review, 2003, 15(1), 1–40.[17] A. Haktanir, J.C. Watson, H. Ermis-Demirtas, M.A. Karaman, P.D. Freeman, A. Kumaran,A. Streeter, “Resilience, Academic Self-Concept, and College Adjustment Among First-YearStudents,” Journal of College Student Retention: Research, Theory and Practice, 2021, 23(1) pp.161-178[18] A. Sullivan, “Academic self-concept, gender and single-sex schooling,” British EducationalResearch Journal, 2009, 35(2), 259–288.[19] L.J. Sax, M.A. Kanny, T. A. Riggers-Piehl, H. Whang, L.N. Paulson, “But I’m Not Good atMath:” The Changing Salience of Mathematical Self-Concept in Shaping

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Ellen Ko, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

capacity to be good at it. Grades bothimplicitly and explicitly signal to students whether they belong within a course or major inaddition to dictating their ability to progress in their career-of-choice. Paradoxically, grades maydetermine whether students can participate in meaningful academic and extracurricularopportunities, high-impact practices that are usually associated with better student academic andcareer outcomes due to their tendency to increase feelings of belonging and self-efficacy[43]–[45].2.3. Grades Reflect Situational FactorsLastly, a growing body of evidence suggests that grades may be best described as a reflection ofa students’ circumstances, the time and resources they currently or historically have had todevote to their

Conference Session

Cohort-Based Postdoctoral Scholars Program, Transforming the National Engineering Education, Defining Accountability, and Evaluating the Low-Stakes Assessment Performance

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jennifer Ocif Love, Northeastern University; Claire Duggan, Northeastern University; Jeffrey Xavier, SageFox Consulting Group; Ami N. Slater; Kenneth Rath

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

some self-efficacy that I can do things that will make change. It also was good to feel like there arepeople that are ready to … make positive differences to Engineering Education…This academyprovided (1) self-efficacy, (2) network, (3) knowledge exchange.”Also in the focus group, when thinking about additional resources or follow-up support theydesired after the academy, Fellows primarily talked about three ideas:1. Mentoring and/or regular meetings to answer questions and ensure steady progress on their projects.2. More information and resources associated with NSF funding.3. Providing their administrator colleagues with workshop materials and other information about the Academy.For approximately half of the Fellows, their next step was