Village, ILL: American Academy of Pedriatrics.[6] Seligman, M.E., “The Optimistic Child: A proven program to safeguard children against depression and buildlifelong resilience”, Mariner Books, 2007, ISBN: 978-0618918096[7] Seligman, M.E., “Learned Optimism: How to change your mind and your life”, Vintage, 2006, ISBN: 978-1400078394[8] Lopez, S. & Snyder, C.R., “The OxfordHandbook of Positive Psychology”, Oxford University Press, 2 nd edition 2009[18] Carver, C., Scheier, Mi., Miller, C. and Furlford, D.; "Optimism"; Lopez, S. & Snyder, C.R. (Eds.), TheOxford Handbook of Positive Psychology, Oxford University Press, 2nd edition 2009[21] Maddux, James E., "Self-Efficacy: The Power of Believeing you Can", Lopez, S. & Snyder, C.R. (Eds
Machine (SVM) and Random Forest (RF)approaches, and the unsupervised Latent Dirichlet Allocation (LDA) method. Free responses toopen-ended questions from student surveys in multiple courses at University of IllinoisUrbana-Champaign were previously collected by engineering education accessibility researchers.The data (N=129 with seven free response questions per student) were previously analyzed toassess the effectiveness, satisfaction, and quality of adding accessible digital notes to multipleengineering courses and the students’ perceived belongingness, and self-efficacy. Manual codingsfor the seven open-ended questions were generated for qualitative tasks of sentiment analysis,topic modeling, and summarization and were used in this study as a
andunderstood by someone who has walked a similar path.” This shared reflection of supportsuggests that intentional modes of mentoring does not only create a sense of belonging, butrecreates a space—a community that extends beyond SWE events. Moreover, within suchspaces, students are able to build their confidence and self-efficacy—enabling them to thrive inSTEM traditionally male-dominated fields—both on and off campus.By contrast, several barriers appear to influence the effectiveness of retention and recruitment ofMSI students. In particular, the distribution of resources via grant funds and challenges inmaintaining engagement beyond the initial recruitment phase (see Table 5 for StakeholderChallenges and Lessons Learned). At the same time, a few
systematically controlling for student motivation, self-efficacy, interest in science, or other variables that might influence performance. Thus,examining the effectiveness of bridge programs solely based on student’s academic success,persistence or retention could be insufficient [9]. There exists a need to examine a broader arrayof student outcomes.Instead of focusing only on academic outcomes to evaluate the effectiveness of summer bridgeprograms, we propose to consider an examination based on the transformative nature of theprograms in order to provide a holistic view of the effectiveness of the programs. Indeed, thetransformative learning theory posits that thought-provoking experiential activities or scenarios(also referred to as “disorienting
. Manduca et al., “Improving undergraduate STEM education: The efficacy ofdiscipline-based professional development,” Sci, Advs., vol. 3, pp. 1–16, Feb. 2017, doi:10.1126/sciadv.1600193.[20] T.L. Killpack and L.C. Melón, “Toward inclusive STEM classrooms: What personal role dofaculty play?” CBE-Life Sci. Educ., vol. 14, no. 3, pp. 1-9, Oc. 2017, doi: 10.1187/cbe.16-01-0020.[21] K. M Mack and K. Winter, “Teaching to increase diversity and equity in STEM (TIDES):STEM faculty professional development for self-efficacy,” in Transforming institutions:Undergraduate STEM education for the 21st century, G.C. Weaver, W.D. Burgess, A.L.Childress, & L. Slakey, Eds., West Lafayette, IN: Purdue University Press, 2016, pp. 338–352.[22] K.M.S. Johnson
, appropriate supervision of the project team, optimization of the necessaryallocated inputs, and their application to meeting the program’s objectives. The paperdescribes the effectiveness of the team as we utilized project management tools in managingthis large group of STEM projects over the past three years. Additionally, the paperelaborates on the social management theoretical framework on which the projectmanagement principles are hinged. The impactful outcomes of the STEM program inincreasing academic performance as well as improving key constructs associated with studentsuccess such as motivation, epistemic and perceptual curiosity, engineering identity, and self-efficacy through the team effectiveness metrics and the results of the Strength
' academic self-efficacy,research skills, research confidence, teamwork confidence, education, and engineering careerintentions are also presented in the paper. In addition, this study also illustrates how the student’sglobal experiences, such as cultural awareness, worldwide perspectives, and interest in globalengineering careers, have changed as a result of this project. Lastly, the lessons learned from theCOVID-19 pandemic and its impact on the project implementation and what changes are beingmade for the next cohort are also discussed.Project backgroundThree public universities in the states of Texas, Nevada, and North Dakota are working togetheron the IRES project. North Carolina Agricultural and Technical State University (NCAT),University of
students are consistent within the gamifiedplatform provides further insight to how engineering students engage with gamified assignments.While the present study demonstrates the effectiveness of gamification as both a learningmanagement system and motivational tool, additional research should be conducted prior to afull endorsement of gamified homework as a valuable tool for improving inclusivity amongengineering classrooms.References[1] G. M. D’Lima, A. Winsler, and A. Kitsantas, “Ethnic and gender differences in first-year college students’ goal orientation, Self-Efficacy, and extrinsic and intrinsic motivation,” J. Educ. Res., vol. 107, no. 5, pp. 341–356, Mar. 2014.[2] S. Harris, J. Malbin, and J. Warshof, NEW FORMULAS FOR
internationally), knowledge production, philanthropy, socialentrepreneurship, voluntary simplicity, self-efficacy and independence and occupationexperiences [13, 14,15,16,17,18, 19]. These studies found that study abroad experiences have astrong influence on multiple markers of personal and professional growth, however, this impactvaries based on the amount of time elapsed since the experience [20].Higher education institutions have been settings elevated goals of facilitating high-impactlearning experiences such as study abroad programs. During 2018-19, the number of U.S.students who studied abroad for credit grew by 1.6 percent that represented about 1.8 percent ofall U.S. students enrolled at institutions of higher education in the United States [21
surveyed before and after completing the project on their knowledge and beliefson innovation and entrepreneurship. The survey instruments are adapted from the pre- and post-self-efficacy survey developed by Weaver and Rayess [15] to identify shifts in entrepreneurialmindset and are in Appendix A. Some questions from the 2018 survey were removed for 2019survey because they were not aligned with the learning outcomes of the project. These werequestions related to understanding how capital is raised and knowledge of the different types ofintellectual property. The responses for those questions were not used in this analysis.The results from these surveys are contained in Figure 1 along with symbolic notations if theone-tailed paired samples t-tests
readiness toteach online in terms of the core competencies and self-efficacy. It is critical faculty havepedagogical, technical, and administrative competencies for readiness to teach online. Competencerefers to a state of being well qualified to perform an activity, task, or job function [11]. Facultyneed to be adequately trained and prepared to effectively teach online to achieve faculty andstudent satisfaction. With the increasing demand for online instruction resulting in more adjunct(part-time) faculty, professional development must keep pace with the trend of an increasednumber of faculty [12]. Challenges of isolation and lack of development of faculty whotelecommute or perform their job remotely must be overcome. Inability to assess the
;Cohen, 2007). Mendoza-Denton et al. (2006) indicate that social support can mitigate thesechilling effects. Further, Mendoza-Denton et al. (2006) cited mentoring and cross-groupfriendships (so forming friendships with those in the other group – between genders or betweenethnicities/races, e.g.) as forms of social support that they found to have such a mitigatingeffect. Therefore, the proposed student tutoring and resource center is also planned to providesome social events to encourage student friendships, such as these important cross-groupfriendships in addition to the natural mentoring that can develop through tutoring.Belonging has been tied to self-efficacy and engagement, which also are tied to positive careeroutcomes (aka persistence in
variablespredefined. The second row shows Q5 Analyze-type questions for the treatment group and thecorresponding Q5 Create-type question for the control group.End-of-Lab SurveyAfter completing the auto-graded exercises, the students completed a survey, which was writtenusing validated questions from 24,25 . We asked the students self-efficacy questions and questionsabout their perception of the auto-graded exercises. Example Exercises Converted to Create-Type Q1: APPLY-type Q5: ANALYZE-type Table 3: Types of Auto-Graded ExercisesResultsLearning Efficiency (RQ1)Figure 2a shows differences in the number of attempts on each question between the two groupsthrough box-and-whisker plots with some outliers
and self-efficacy in the new generation of women STEM scholars", Women in engineering, science and technology: Education and career challenges, 97-114. 14. Grisselle Centeno, Susana Lai-Yuen, Iman Nekooeimehr, Audra Banaszak, Ashley Ishak, “The Impact of Healthcare-Related Pedagogical Interventions on Student Diversity, Motivation and Retention”, Proceedings of the 2016 Industrial and Systems Engineering Research Conference
same adults reported significantlylower levels of math self-efficacy. Despite the similar math test performances between older andyounger adults, graduation rates decline with the age of a nontraditional student 20.Additional nontraditional characteristics. Beyond the age characteristic, other nontraditionalfactors do not have as much empirical support. Despite this lack of research, there are somestudies that illustrate the benefits of being a nontraditional undergraduate student 21. Forexample, female students with children tend to report higher levels of psychological well-being,despite having higher levels of stress than students without children 22. For both traditional andnontraditional students, motivation varies by level and type 23
who start as freshmen in engineering complete theirbaccalaureate degrees in engineering1. Reasons for this attrition among engineering studentshave been studied for many years. Seymour and Hewitt2 found two main reasons for departuresfrom the sciences: disinterest or disappointment in field, and poor academic performance withsubsequent loss of self-efficacy. Haag et al.3 also found that poor academic advising,unapproachable faculty, and complicated engineering curricula were important institutionalcontributors to student attrition. Although poor academic performance may motivate somestudents to leave engineering, other students persist despite these academic setbacks. In thispaper, rather than focusing on students who leave engineering, we
implementation. In addition, exposingstudents to more challenging concepts, more productive brainstorming process and developingcooperative learning skills are also under investigation.Bibliography1. T. D. Fantz, T. J. Siller and M. A. DeMiranda, “Pre-collegiate factors influencing the self-efficacy of engineering students,” J. of Engineering Education, July 2011, vol. 100. No. 3, pp. 604-623.2. N. S. Salzman, G. D. Ricco, and M. W. Ohland, (2014), “Pre-college engineering participation among first-year engineering students”,Proc. of the 2014 American Society for Engineering Education Annual Conference, Indianapolis, IN, June 15-18.3. I. Jormanainen, Supporting Teachers Unpredictable Robotics Learning Environment, Dissertation in Forestry and
undergraduates. Economics Education Review 29: 935-946, 2010.6. Shotton, H.J., Oosahwe, E., Cintron, R. Stories of success: experiences of American Indian Page 26.1640.12 students in a peer-mentoring retention program. Rev higher Educ 31(1): 81-107, 2007.7. Amelink, C.T., Creamer, E.G., Gender differences in elements of the undergraduate experience that influence satisfaction with the engineeirng major and the intent to pursue engineering as a career. Journal Engineering Education 99(1): 81-92, 2010.8. Concannon, J.P., Barrow, L.H. A reanalysis of engineering majors' self-efficacy beliefs. J Science Education
. Washington, DC: Association of American Colleges (Report of the Project on the Status and Education of Women).5 Morris, L. K., & Daniel, L. G. (2008). Perceptions of a chilly climate: Differences in traditional and non- traditional majors for women. Research in Higher Education, 49(3), 256-273.6 Pascarella, E. T., Nora, A., & Terenzini, P. T. (1999). Women's perceptions of a “chilly climate” and cognitive outcomes in college: Additional evidence. Journal of College Student Development, 40(2), 163- 177.7 Malicky, D. (2003). A literature review on the under-representation of women in undergraduate engineering: Ability, self-efficacy, and the" chilly climate”.age, 8, 1.8 Haines, V. A., Wallace
many sophomores in mechanical orelectrical engineering would only begin to be exposed to. The progress over a short time spanalone indicates progressive projects that do not simply reboot from one semester to the next aremore rewarding and beneficial for student learning and development. Additionally, the studentsgain a real sense of what the design loop is, and how it can be utilized to create a great product.Students also learned how to leverage the skills diversity within their groups to maximize theeffectiveness of each individual and function within very diverse teams.Additional evaluation and self-efficacy exams need to be developed as metrics for studentgrowth and development to accurately assess the efficacy of the course, and data
. Pomeranz, and Douglas G. Schmucker. “The comprehensive assessment of team member effectiveness: Development of a behaviorally anchored rating scale for self-and peer evaluation.” Academy of Management Learning & Education 11, no. 4 pp. 609-630, 2012.[11] S.P. Schaffer et al., “Self-Efficacy for Cross-Disciplinary Learning in Project-Based Teams,” Journal of Engineering Education, 101(1), 82–94, 2012.[12] ABET, “Accreditation Changes,” abet.org, 2019. [Online] Available: https://www.abet.org/accreditation/accreditation-criteria/accreditation-changes/. [Accessed: June 27, 2019].[13] K. J. Cross, “The Experiences of African-American Males on Multiracial Student Teams in Engineering,” PhD. thesis
. (2010). Engineering leadership development programs: A look at what isneeded and what is being done. Journal of STEM Education: Innovations and Research, 11(3).[10] Cox, M. F., Cekic, O., & Adams, S. G. (2010). Developing leadership skills of undergraduateengineering students: Perspectives from engineering faculty. Journal of STEM Education:Innovations and Research, 11(3).[11] Knight, David B., and Brian J. Novoselich. "Curricular and co‐curricular influences onundergraduate engineering student leadership." Journal of Engineering Education 106.1 (2017):44–70.[12] Schell, et al. “Exploring the relationship between students’ engineering identity andleadership self-efficacy. 126th ASEE Annual Conference and Exposition. 2019. Tampa, FL.Paper
to report poorer HRQoL than their Whitecounterparts, even after adjustment for factors such as socioeconomic status [8], [9]. Previousresearch has shown that delivering cancer-related information, stress management, coping skillsand increasing self-efficacy in communication, in a culturally appropriate intervention, can im-prove quality of life in particular related to health outcomes in the post-treatment survivorshipphase [5], [10], [11]. Although there are some tutoring systems that delve into health topics, to the best of our knowl-edge there are none aimed at breast cancer survivorship [12]. Moreover, the target population forITSs in general and for health-related ITSs in particular, has been college educated students thatinteract
spaces and virtual reality to provide connection in cases such as palliative care [7, 8].However, current virtual technology largely focuses on visual and auditory stimulation withlimited capabilities regarding tactile engagement. We investigated the remote control of roboticprosthetics to engage students remotely. In comparison to traditional robots, soft robotic deviceshave advantages for human interaction including use of low-modulus, biocompatible materials[9] and biologically inspired designs [10]. Soft robot projects were recently shown to increasetinkering self-efficacy for female students in educational settings [11]. Additionally, hands-onactivities for young students can be used to teach bioinspired design [12], and broaden
boosting confidence.These findings led SWE to consider ways in which they could better support women startingtheir engineering and computer science studies at a community college, to encourage them tostay in these majors, transfer, and complete their degrees in these fields. SWE’s plans centeredon the outcomes from their research; specifically, the role that the society should play inincreasing community college women’s knowledge about engineering as a career, buildingconfidence and self-efficacy, and ensuring that they felt a sense of inclusion in engineering,despite often being one of few women in their STEM classes [16].First, SWE added supporting students attending two-year colleges as a strategic priority in2021. To this end, an affinity
/journal.pone.0108497 9) MacPhee, D., Farro, S., & Canetto, S. S. (2013). Academic self-efficacy and performance of underrepresented STEM majors: Gender, ethnic, and social class patterns. Analyses of Social Issues & Public Policy, 13(1), 347-369. doi:10.1111/asap.12033 10) Lyon, G. H., Jafri, J., & St. Louis, K. (2012). Beyond the pipeline: STEM pathways for youth development. Afterschool Matters, 16, 48-57.11) Baird, K. (2012). Class in the classroom: The relationship between school resources and math performance among low socioeconomic status students in 19 rich countries. Education Economics, 20(5), 484-509.12) Salto, L. M., Riggs, M. L., Delgado De Leon, D., Casiano, C. A., & De Leon, M. (2014
, “SPSS and SAS procedures for estimating indirect effects in simple mediation models”, Behavior research methods, instruments, & computers, no.36, pp.717-731, 2004.[31] L. S. Aiken and S. G. West, Multiple regression: Testing and interpreting interactions. Sage Publications, Inc,1991.[32] H. Song and M. Zhou, “STEM teachers’ preparation, teaching beliefs, and perceived teaching competence: A multigroup structural equation approach”, Journal of Science Education and Technology, no.30, pp.394-407, 2021.[33] I. DeCoito and P. Myszkal, “Connecting science instruction and teachers’ self- efficacy and beliefs in STEM education”, Journal of Science Teacher Education, vol.29, no.6, pp.485-503, 2018.[34] K. P. Goodpaster
,especially in the transfer program, to be formative indicators of their success. Many participantsindicated that earning good grades in the transfer program increased their confidence andengineering self-efficacy. Persistence in a chosen engineering disciplinary major and re-enrollment on a semester-by-semester basis were other ways that participants assessed theirsuccess. All of these success measures have been previously reported in the engineeringeducation literature (Table 2).Table 2. Participant Success Measures Previously Reported in Engineering Education LiteratureSuccess Measure Participants Used as Success Measure in Engineering (# participants) Education LiteratureEarn engineering Skyler
self-efficacy beliefs and outcome expectations, that go beyond the scope of thepresent study.27 Still, the analysis in this paper, which was designed to explore relationshipsbetween undergraduate co-curricular experiences and post-graduation retention, is useful in thatit provides some evidence for the efficacy of particular high impact practices for enhancingprofessional advancement in industry.Finally, the survey used in this study ascertained student involvement in particular practices, aswell as the length of time (i.e., in months) or degree of involvement (e.g., not involved,moderately involved, extremely involved). The survey did not ascertain information about thenature of student involvement. Simply put, not all HIPs are created
interest in the fields of engineering and technology is an importantpart of the recruiting/engagement effort. Part of the “managing” includes administering surveysand developing appropriate program changes based on data. While data had been collected fromstudent attendees since the first event in 2010 using an instrument whose data had previouslybeen validated in a separate study [9], volunteer role model data were collected for the first timein 2014, specifically to begin examining their experiences in this social learning interaction.Study 1 used a Delphi study to develop the factor model and instrument to measure role modelengagement in the IIBI (and other) event interactions, resulting in a single-factor, five itemconstruct. Replicating data