translatedto action as part of a written student development plan with next steps, major milestones, andcontinuous feedback.Program AssessmentWe strive to execute an agile, build-test-build paradigm, where we continually evaluate our trainingmethodology and systems for student support. We do this through qualitative and quantitativeassessments of workshops and training. Through surveys we analyze student engagement, researchoutputs, and self-assessment (e.g., imposter syndrome, self-efficacy, confidence, belonging) whichare indicators of the effectiveness of programs of this nature 7,11 . These surveys are administered atthe beginning, middle, and end of the program so that fellows can see their growth real-time.Finally, we track longitudinal student
employment may not provide them with the relevant experience employers arelooking for. The Office of International Student & Scholar Services at Florida InternationalUniversity reported a total of 2,738 international students, out of which 57% are at theundergraduate level. The lack of self-efficacy was also exhibited in some of the responses, as itseems students are afraid of the course load. One student explains: “I think the program is verychallenging and intimidating; I wanted to apply but I do not know if I have the ability to do it.”Another respondent describes that being that it is a STEM degree, students need to be well-disciplined to manage this heavier course load and thus suggesting that it is not for everyone.Others expressed “being
awarenessand in some cases specialized training.The student-faculty and student-student relationships are important because a feeling ofbelonging has been shown to increase academic achievement and sustained success inschool18, 19. Students can focus their thoughts on their studies when they feel safe andwelcomed20. Marra et.al.21 identified lack of belonging as a primary reason that studentsleave engineering. Carter and Wilson22 found that interaction with faculty members is thesingle biggest factor in persistence with students of color. Vogt23 reported that academicintegration positively influenced self-efficacy, which affects effort and critical thinking.Svinicki and McKeachie24 contend that responding to the individual student may be thesingle
performance, including motivation, self-efficacy, values,curiosity, and, most importantly, learning environments. Learning is a cognitive phenomenon thatdiffers from person to person. There is no doubt, however, that learning through hands-onexperience is an effective method of retaining information. Undergraduate students in this digitalage have grown up with technology and come from an education system that encourages criticalthinking, hands-on learning, teamwork, design skills, problem solving, and experiential learning[1]. Most students today are visual and interactive learners, and research in educational theory andcognitive psychology shows that this type of learning is one of the most effective methods forteaching students of all ages how to
. 127-150.[9] M. Macia and I. Garcia, "Informal online communities and networks as a source of teacher profesional development: A review," Teaching and Teacher Education, vol. 55, pp. 291- 307, 2016.[10] A. L. M. Kendall and K. B. Wendell, "Understanding the beliefs and perceptions of teachers who chose to implment engineering-based science instruction," in American Society for Engineering Education Annual Conference and Exposition, San Antonio, TX, 2012.[11] E. E. Peters-Burton, S. A. Merz, E. M. Ramirez and M. Sourghi, "The effects of cognitive apprenticeship-based professional development on teacher self-efficacy of science teaching, motivation, knowledge calibration, and perceptions of inquiry-based teaching
Knowledge Among U.S.‐Mexican Households,” Anthropology & Edu Quarterly, vol. 23, no. 4, pp. 313–335, Dec. 1992, doi: 10.1525/aeq.1992.23.4.05x1582v.[18] M. Volman and J. ’t Gilde, “The effects of using students’ funds of knowledge on educational outcomes in the social and personal domain,” Learning, Culture and Social Interaction, vol. 28, p. 100472, Mar. 2021, doi: 10.1016/j.lcsi.2020.100472.[19] A. C. Barton and E. Tan, “Funds of knowledge and discourses and hybrid space,” J Res Sci Teach, vol. 46, no. 1, pp. 50–73, Jan. 2009, doi: 10.1002/tea.20269.[20] D. Verdín, J. M. Smith, and J. Lucena, “Funds of Knowledge as Pre-College Experiences that Promote Minoritized Students’ Interest, Self-Efficacy Beliefs, and Choice of
questions guided this study to understand the neurodiverse workers'feelings of self-efficacy. Specifically, the post analyzed elicit 1) What problems do neurodiverseusers usually raise about their workplaces or workspaces? 2) What strategies do they use toovercome job challenges?3. MethodologyIn this paper, we use techniques covered in two courses: Human-computer interaction (AIT716)and Information: Representation, Processing, and Visualization (AIT664) at George MasonUniversity.These courses are designed for graduate students in engineering school and the techniques used inthese courses are applied to a wide range of large-scale domains including machine learning [8],[9], social media analysis [[10] and user study [[11], [12]. However, in this
HCperpetuates and normalizes dominant narratives in schooling through the veil of professionalism,standards, and norms that are structurally supported and sustained through individuals, socialgroups, or systems to maintain a status quo. Villanueva et al. [1] created a validated instrument to explore the perceptions of engineeringundergraduate students, graduate students, and faculty about HC, how it is defined, received, andresponded to. As explained in prior work a validated instrument (UPHEME) [1] to measure theHC in engineering was created. With this instrument, four factors were identified: HiddenCurriculum Awareness (HCA) which is a factor by which information being communicated isdiscerned; Self-efficacy (SE) that serves as an igniter towards
and delivered themin a face-to-face workshop. They stated team formation, team roles, teamwork experience, andassessment and evaluation are areas that should be clearly addressed to enhance the capabilitiesof engineering educators in establishing effective gender-mixed teams.Beigpourian and Ohland [20] conducted a systematized review on the role of gender and race inteamwork in undergraduate engineering classrooms to highlight pertaining factors in the area ofwomen and minorities' teamwork that have been investigated in prior studies. They extracted keyterms related to race and gender in engineering Teamwork including collaboration,communication, leadership and self-efficacy, peer evaluation, perceptions of professors andstudents, team
of Undergraduate Research Programs on Enrollment in STEM Graduate Programs”, National Institute of General Medical, 201415. A. Carpi, D. M. Ronan, H. M. Falconer, N. H. Lents, “Cultivating Minority Scientists: Undergraduate Research Increases Self‐efficacy and Career Ambitions for Underrepresented Students in STEM,” Journal of Research in Science Teaching, vol. 54, no. 2, Aug. 2016.16. P. R. Hernandez, A. Woodcock, M. Estrada, P. W. Schultz "Undergraduate Research Experiences Broaden Diversity in the Scientific Workforce," BioScience, vol. 68, no. 3, Mar. 2018.17. S. E. Rodenbusch, P. R. Hernandez, S. L. Simmons, E. L. Dolan, J. Knight, “Early Engagement in Course-Based Research Increases Graduation Rates and Completion of
mental health distress [15]. Implementation of this model resulted in increased oddsof faculty having made a referral for a student over a mental health concern [20]. Suicideprevention courses that implement gatekeeper training have also been shown to increase suicideprevention knowledge, skills, and self-efficacy on college campuses [21]. Additionally, there isevidence that at-risk students who have participated in training experience a reduction in suicidalideation and behaviors [21]. Mental Health First Aid is a comprehensive course aimed atteaching participants to identify signs of mental distress, respond to those in a mental healthcrisis, and encourage appropriate help-seeking [22]. A meta-analysis showed that the 9- to 12-hour Mental
agree). Thefindings from quantitative data, published previously [3, 4], indicate that participants (a)maintained high interest on entrepreneurship throughout the program, (2) reported increasedconfidence in value proposition, self-efficacy in entrepreneurship, marketing /business planning,and customer interview skills, and (3) that the program affected students equally across diversityin gender, race/ethnicity, majors, and classifications. The focus of this study is to investigateparticipant responses to open-ended questions, shown in Table 2, and gain additional insights ontheir expectations from the program and perceived values after program completion.Table 2. Open-ended questions used in this study. Survey # Open-ended Questions
. 692–697, 2018.[15] C. S. Dweck, C. Y. Chiu, and Y. Y. Hong, “Implicit theories and their role in judgments and reactions: A world from two perspectives,” Psychological Inquiry, vol. 6, no. 4, pp. 267-285, 1995.[16] N. S. Fabert, “Growth Mindset Training to Increase Women’s Self-Efficacy in Science and Engineering: A Randomized-Controlled Trial,” Ph.D. dissertation, Dept. Psychology, Arizona State Univ., Tempe, AZ, 2014. [Online]. Available: https://repository.asu.edu/attachments/137308/content/Fabert_asu_0010E_14151.pdf.[17] B. Dorn and A. E. Tew, “Empirical validation and application of the computing attitudes survey,” Computer Science Education, vol. 25, no. 1, pp. 1-36, Feb. 2015.[18] V. A. Carr
. 2018, doi: 10.1109/TE.2017.2729498.[11] R. J. Weir, “Rethinking Precalculus and Calculus: A Learner-Centered Approach,” PRIMUS, vol. 30, no. 8–10, pp. 995–1016, Nov. 2020, doi: 10.1080/10511970.2019.1686669.[12] A. Battou, O. Baz, and D. Mammass, “Toward a virtual learning environment based on agile learner-centered design,” in 2017 Intelligent Systems and Computer Vision (ISCV), Fez, Morocco, Apr. 2017, pp. doi: 10.1109/ISACV.2017.8054972.[13] D. Mohan, “Flipped Classroom, Flipped Teaching and Flipped Learning in the Foreign/Second Language Post–Secondary Classroom,” no. 11, Feb. 2018, doi: 10.21083/nrsc.v0i11.4016.[14] J. Choi, J.-H. Lee, and B. Kim, “How does learner-centered education affect teacher self
community of practice [22], [23]. School Teams attend a2-week summer institute where they spend time engaged in electrical engineering projects thatthey will later implement with their STEM clubs. The other half of the time equips educatorswith research-based, strategy-driven content about stereotypes, bias, and micro-messaging thatcan limit students’ pursuit and success in STEM pathways [24]. Content on growth mindset,affirming micro-messages, and self-efficacy introduces principles related to improving STEMinclusion, access, and equity. This content prepares participants for their action research projectswhich challenge participants to apply their new knowledge and usedata-informed-decision-making to improve STEM
online: A review of the research,” Review of educational research, vol. 76(1), pp. 93-135, 2006. Page 11 of 128. R. T. S. Araújo, F. N. S. Medeiros, M. E. S. Araújo, K. P. Lima, N. M. S. Araújo and F. A. A. Rodrigues, “A Statistical Analysis of the Learning Effectiveness in Online Engineering Courses”, IEEE Latin America Transactions, vol. 15, no. 2, Feb. 2017.9. P. A. Willging, and S. D. Johnson. "Factors that influence students' decision to dropout of online courses." Journal of Asynchronous Learning Networks, vol. 13.3, pp. 115-127, 2009.10. M. Puzziferro, "Online technologies self-efficacy and self-regulated learning as predictors of final grade and satisfaction in college-level
, developed the TESS (Teaching Engineering Self-efficacy Scale) for K-12 teachers, and rescaled the SASI (Student Attitudi- nal Success Inventory) for engineering students. As a program evaluator, she has evaluated the effects of teacher professional development (TPD) programs on K-6 teachers’ and elementary students’ attitudes to- ward engineering and STEM knowledge. As an institutional data analyst, she is investigating engineering students’ pathways to their success, exploring subgroup variations.Dr. Monica M Cortez, Texas A&M University Monica M. Cortez, Ph.D., is the Director of the Texas A&M Engineering Academy and Workforce De- velopment Programs at Texas A&M University. She received her Ph.D. and M.S
in their engineering education and earlycareers 2 . Research has been done on counteracting this perceived lack of belonging. Rosenthal,London, Levy, and Lobel 3 showed that single gender programs created a greater sense ofbelonging and compatibility in women in their STEM majors and their co-educationaluniversities. Miyake et al. 4 looked at how value affirmation had a strong effect on decreasing theachievement gap in college STEM classes. Additionally, a study from Harvard Kennedy Schoolof Women and Public Policy Program found that female students exposed to female faculty hadincreased self-identification with the STEM field and a greater sense of self-efficacy in pursuing acareer in STEM with no negative effects to their male counterparts
Opportunity in Higher Education, 20088. Meyers, Kerry L., Silliman, Stephen, E., Gedde, Natalie, L., Ohland, Matthew, W., "A comparison of engineering students’ reflections on their first year experiences.", J. Engineering Education, April 20109. Hutchison, Mica A., Follman, Deborah K., Sumpter, Melissa, Bodner, George M., "Factors influencing the self-efficacy beliefs of first year engineering students", J. Engineering Education, January 200610. Landis, R. B., "Student Development: An Alternative to 'Sink or Swim'", Proceedings of 1994 ASEE Annual Conference, June 199411. Lotkowski, Veronica A., et al. "The Role of Academic and Non-Academic Factors in Improving College Retention", ACT Policy Report, 200412. Turns, J
. King Liu, “Examining the self-efficacy of communitycollege STEM majors: Factors related to four-year degree attainment,” Community CollegeJournal of Research and Practice, vol. 39, no. 12, pp. 1111–1124, Dec. 2015.[13] D. Shapiro, A. Dundar, F. Huie, P.K. Wakhungu, X. Yuan, A. Nathan, and Y. Hwang,“Tracking Transfer: Measures of Effectiveness in Helping Community College Students toComplete Bachelor’s Degrees”, National Student Clearinghouse Research Center, Herndon, VA,Sept. 2017.[14] J. A. Smith and M. Osborn, “Interpretive phenomenological analysis,” in QualitativePsychology: A Practical Guide to Research Methods. London: Sage, 2003, pp. 51-80.[15] S. Stemler, “An overview of content analysis,” Practical Assessment, Research &Evaluation
, 2013 [3]) sums up the status of K-12education in the US. Several programs have been launched aimed at remedying this situation.Project-based active learning opportunities have been empirically determined to be effective in studentengagement and learning (Prince 2004 [4]; Thomas, 2000 [5]). Project-based learning environmentscan be designed to enhance teamwork, communication skills, understanding of application of STEM inreal life, and self-efficacy. Unfortunately, schools that primarily serve under-represented groups oftendo not have the resources to provide such learning environments. Simply stated, there is a longer-termneed to have more students target STEM related careers, and the best way to do this is via engaginghands-on project-based
their careers. Outcome expectations are defined as “beliefsabout the outcomes of various courses of action” [15, p. 458] and differ from goals, which arerelated to one’s intentions to pursue a course of action. For example, a student might have aparticular career interest in an engineering field (e.g., civil engineering, environmentalengineering, etc.) because she has a particular outcome expectation (e.g., solving societalproblems). Outcome expectations have been important in several frameworks used to understandstudents’ career choices and pathways. It is a key feature in social cognitive career theory [16],[17] and expectancy-value theory [18]. In social cognitive career theory, outcome expectationsalong with self-efficacy beliefs and
work as a developmental neu- robiologist and was awarded an National Science Foundation GK-12 Fellowship. She became intrigued by pedagogical approaches and how these impact students in the biology classroom during her National Institutes of Health-funded IRACDA Postdoctoral Fellowship at the University of New Mexico. Glori- ana’s interest in biology education research led her to San Francisco State University, where she worked with Dr. Kimberly Tanner on biology department-wide faculty professional development funded by the Howard Hughes Medical Institute. At SFSU, Gloriana’s research sought to understand students’ self- efficacy, sense of belonging, and science identity to ultimately affect change in undergraduate
, and Mathematics(STEM) Ability Awareness program. This work in progress is part of a STEMGROW program [1]that is informed by a theory-to-practice model [2] and uses a funds of knowledge framework [3].The goal is to bring together students already studying STEM fields and learn more about howthey can serve as an an inspiration not only for future students with disabilities, but for all allstudents at EPCC, UTEP, in STEM-fields and beyond. Our work centers on our students’ self-efficacy development and growth pathways. Therefore, we ground our project in the Model of Co-Curricular Support (MCCS) [4], whereby it is posited that there exist four main areas in whichstudents become integrated and educationally engaged within the university. The MCCS
): p. 117-136.7. Hylton, P.e.a. Science Bound: A Success Story for STEM Education. 2012 Frontiers in Educ. Conf. Proc. 2012. Seattle, WA.8. Pong, W.E., A.G.; Shahnasser, H. ; Chen, C.; Ozer, N.M.; Cheng, A.S.; Jiang, H.; Mahmoodi, H. Enhancing the interest, participation, and retention of underrepresented students in engineering through a summer engineering institute. 2011 Annu. Conf. & Expo. 2011. Vancouver, BC.9. Enriquez A.G.; Pong, W.O., N.M.; Mahmoodi, H.; Jiang, H.; Chen, C.; Shahnasser, H; Patrick,N. Developing a Summer Engineering Program for Improving the Preparation and Self-Efficacy of Underrepresented Students. 21st ASEE Annu. Conf. & Expo. 2014. Indianapolis, IN.10. Bachnak R, G.R., Summer
. First, our participants, all of whom were persisting inengineering majors at the time of this study, expressed high levels of self-efficacy, and self-identified as someone who seizes opportunities and combats self-doubt with a fierce work ethic.We call this type of student an “active agent.” Second, emerging across all domain categorieswas a strong sense of responsibility toward kin, and community and support from theseoftentimes-nontraditional sources. In identifying and analyzing these two seeminglycontradictory characteristics – strong individual drive and interdependent, relational orientation –we hope to inform diversity advocates in engineering about the unique attributes that helpstudents from low socioeconomic standpoints persist and
STAR Legacy cycle11 which guidesstudents through six phases entitled The Challenge (problem definition), Generate Ideas(brainstorming), Multiple Perspectives (open inquiry), Research and Revise (guided inquiry,lecture, textbook), Test Your Mettle (formative assessment), and Go Public (summativeassessment, presentation).A decision was made to use CBI as the framework for the development and implementation ofthe fourth year curriculum for the outreach program. The decision was based on the previoussuccess of integrating projects into the curriculum in the TexPREP program and studies showingpositive results, especially in self-efficacy and adaptive expertise12, associated with theimplementation of CBI. The development of four courses using CBI
, and crosscutting concepts1. Even ifdeveloped tomorrow, it would still take years for most districts to adopt and implementthis new curriculum in elementary classrooms. Curriculum adoption and revisionrequires many levels of professional development, pilot study implementation, anddistrict/board approval. In the meantime, teachers are left to work with the curriculumthey currently have and attempt to meet the demands of the NGSS. Research has shown that, given their limited preparation for teaching science,elementary teachers rely heavily on their science curriculum materials7, 8. This reliancestems from a combination of factors including (1) teachers’ reported low self-efficacy forteaching science9, (2) their reported lack of deep
% 42% 34% 32% Customer development 21% 17% 22% 8% * Economic development 22% 27% 14% 31% * Self-efficacy 27% 27% 23% 25% Endurance 30% 26% 16% 18% Need for autonomy 13% 14% 10% 17% Social orientation 12% 8% 10% 3% * = p < 0.05What’s changed since 2012‘Creativity’ is an even stronger associative characteristic for I&E
discussion and collaborative leaning, they could get problem solutions and deepen theircognitive understanding and thus develop the abilities of critical thinking and professionaljudgment.According to the results of the experiment, the peer evaluation has the lowest score amongthe three evaluation methods because of the competition among peers, while the self-evaluation and the expert evaluation share a similar score. Additionally, the analysis of thelearning behaviors show that most of the students with low creativity read and downloadedinformation in the learning system and interacted with peers in the platform to have diverseviews and enhance their abilities of self-efficacy analysis; the students with high creativitywere willing to seek, explore