Conference Session

CIT Division Technical Session #7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Wei Zhang, University of Louisville

-efficacy. 6Although finding statistically significant improvement in self-efficacy is difficult to measure with such asmall n (n = 10), the analysis nevertheless shows participant growth in a number of categories. Thegraph below shows growth across topics. Because of the small n, growth at both the 0.1 and 0.05 levelsare reported. Growth statistically significant at the 0.1 level is somewhat likely to gain statisticalsignificance at the 0.05 level when combined with future cohorts to expand the sample size. Differencesstatistically significant at the 0.1 level are indicated with a plus sign (+) following the question, whiledifferences

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Holly M Matusovich, Virginia Tech; Rachel E McCord, University of Tennessee, Knoxville; Cheryl Carrico, Virginia Tech; Danielle Almetria Smalls, Virginia Tech Engineering Department; Philip Reid Brown, Virginia Tech Department of Engineering Education

Tagged Topics

NSF Grantees Poster Session

method.Theories that look at the intersection of motivation and cognition include self-regulation13,14 andthe theory of intentional conceptual change3, which guides our overarching study. While thesetheories differ in the type of motivation-related constructs they examine and how they relate tocognition, within each framework motivation, cognition, and learning are interconnected. Forexample, the core of the model for intentional conceptual change is the idea that a student’smotivation for conceptual change will shape the way they approach learning. This model startswith a primary categorization of students’ motivation under Achievement Goals (e.g., mastery,performance) then considers Other Motivational Beliefs (e.g., interest, self-efficacy) and

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Marcia Pool, University of Illinois, Urbana-Champaign; Rohit Bhargava, University of Illinois at Urbana-Champaign; P. Scott Carney, University of Illinois, Urbana-Champaign; Dipanjan Pan, University of Illinois, Urbana-Champaign; Andrew Michael Smith, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Framework concepts (motivation, confidence, learning, and professional identity).Through incorporating these concepts, the CSP naturally promotes active learning, introducesundergraduate research in freshman year, and develops peer and faculty mentors to support alearning environment.Table 1. Four concepts positively correlated to persistence in STEM are core to the CSP.Persistence Framework concept Pillar of the CSPMotivation: the intention or desire to pursue Using a personally relevant, societal granda goal 3,7,8 challenge (cancer) as a driving topic for educationConfidence or self-efficacy: the belief that Engagement in research from

Conference Session

Engineering as the STEM Glue

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joan Barth, University of Alabama; Debra M. McCallum, University of Alabama; Beth Todd, University of Alabama; Rosanna E. Guadagno, University of Alabama; Beverly Roskos, University of Alabama; Carmen Burkhalter, University of Alabama; Marion J Goldston, University of Alabama

Tagged Divisions

K-12 & Pre-College Engineering

science, but also students’ self-perceptions of their abilities (e.g., self concept, efficacy,expectations for success) and their interest in math and science. Models of academicachievement and occupation choices 2,4,7 suggest that self-perceptions and expectations forsuccess are the more proximal predictors of academic and career choices. In fact they are betterpredictors than actual achievement indicators such as math and science grades. Efficacy beliefsare also strong predictors of adaptation and change as well as academic aspirations, level ofmotivation and resilience.2 For these reasons, we examine students’ self efficacy and interest inmath and science as our primary measures of academic outcomes post-transition.To summarize, the purpose of

Conference Session

Mathematics Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Doug Bullock, Boise State University; Janet Callahan, Boise State University; Jocelyn B. S. Cullers, Boise State University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

certain post-requisite courses that we have seen as aresult of R-Calc is now discussed, and is likely influenced by (1) improved grades in the course,(2) increased relevancy of content, (3) active learning, (4) increased self-efficacy, and (5)increased sense of belonging. Other factors may also be relevant.Improved Grades: The literature on first-year academic success as measured by grade pointaverage shows a clear association with retention; for example, see Whalen (2010) and Herzog(2005). Herzog (2005) also found that after GPA, the strongest predictor of retention wasperformance in first-year mathematics courses. The role of first course grade in mathematics wasalso studied by Callahan (2017), who showed that earning a grade of “A” or “B” in

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

PATRICA A. S. RALSTON; JEFFREY L. HIEB

teacher certification to engineering students. A small, butgrowing number of engineering colleges are offering general engineering degrees combined with K-12teaching certification.26 Very recent research is underway to actually assess which programs are effective for learning andstimulating interest to pursue STEM fields in college. It is intended to be the first step in evaluating theability of K-12 outreach programs to prepare students to study engineering in college30. This study wasconcerned with the association between types of engineering exposure (e.g., class, field trip, summercamp, etc.) and engineering self-efficacy. The results revealed that there was not a significant differencein self-efficacy scores between the students who

Conference Session

SED Technical Session: Systems Thinking

Collection

2019 ASEE Annual Conference & Exposition

Authors

Karim Heinz Muci-Kuchler, South Dakota School of Mines and Technology; Cassandra M. Degen, South Dakota School of Mines and Technology; Mark David Bedillion, Carnegie Mellon University; Marsha Lovett, Carnegie Mellon University

Tagged Topics

Diversity

Tagged Divisions

Systems Engineering

report theirperceived level of self-efficacy in different topics related to ST and SE. This section representsan indirect measure of students’ abilities because students are reporting their perceptions of theirabilities. By contrast, in the second section, students need to apply knowledge in ST and SE toanswer several questions (i.e., direct measure of students’ ability to apply ST and SE conceptsand skills). Each question provides a product or system familiar to most engineering students forcontext.The first section of the STSS includes 44 items asking students “How well do you think that youcan apply the topics mentioned below to an engineering project?” Student responses arecollected via a 5-point Likert scale, ranging from 1=Not at all to 5

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Adam Kirn, Clemson University; Beshoy Morkos, Florida Institute of Technology

Tagged Topics

NSF Grantees Poster Session

incorporate a wide array of contributing factors;modern theories most relevant to engineering pertain to goals, values, and expectations 4.Expectancy x Value models of motivation 5, in particular a model refined by Eccles et al. 6, positthat expectations of success and the value placed on success determine motivation to achieve,and directly influence performance, persistence, and task choice. Expectancy of success isdefined as one’s beliefs about competence in a domain; it is not necessarily task-specific.Aspects of instrumentality capture how students perceive the importance of what they are doingin class relative to their future careers 7–9. Students’ expectancy is based partly on their self-efficacy 10, in addition to their perceptions about the

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Douglas Charles Williams, University of Louisiana, Lafayette; aimee barber

Tagged Topics

NSF Grantees Poster Session

a lack of preparedness of elementary teachers to confidentlyteach science and engineering. Smith [8] reported 77% of elementary teachers felt well preparedto teach reading/language arts compared to 31% for science and only 3% for engineering.Coppola [9] found engaging teacher candidates (TCs) in engineering mini-units withschool-based field experience significantly improved engineering pedagogical contentknowledge and dispositional self-efficacy. Web and LoFaro [10] found that TCs’ self-efficacy forteaching engineering was increased by including experiences in various courses rather thanshort-term exposure in a single methods course.Overview of the ChangeMaker K-12 ModelChangeMaker K-12 learning path is divided into a series of four

Collection

2022 ASEE Illinois-Indiana Section Conference

Authors

Rashmi Deodeshmukh, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

the focus on the educational interface [6]. Kahu’s frameworkof student engagement identifies four main factors that influence a student’s experience with theintervention and the success of the intervention. These are self-efficacy, emotions, belonging, andwellbeing. These factors are not independent of each other e.g. self-efficacy is related to self-confidencein one’s academic abilities and also affects, emotions, belonging, and wellbeing of the student and theirperception towards a particular field of study. Belonging is also key as it brings down psychologicalbarriers for a young woman when she sees herself associated with the institution.This study is dual faceted with the intent to instill confidence in students, and expose students to

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Caroline Bolton, Bucknell University; Elif Miskioğlu , Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

identity (overall and by dimension).Scope of workOur interest in the intersection of identity and motivation leads us to a mixed-methods approachin which we couple a quantitative measure of engineering identity (Engineering IdentityInstrument) with a qualitative investigation of motivation. Specifically, we interpret motivationthrough the lens of student responses to failure, and frame our results in the context ofachievement goal, self-efficacy, and attribution theories. Students who are motivated byachievement attribute effort as the cause of success or failure. When faced with failure, studentsof this mindset put forth more effort to overcome the situation. However, students are alsomotivated by their own perception of success and failure. This

Conference Session

Women in Engineering Division Technical Session - Strategies Beyond the Classroom to Tackle Gender Issues

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nora Madjar, University of Connecticut; Bryan Douglas Huey, University of Connecticut; Leslie M. Shor, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

. TheChronbach alpha reliability of the items was .75 and we averaged them to create an IntrinsicMotivation/Excitement index.Self-efficacy/confidence in STEM activities: To measure the importance of self-confidence weasked students to 1) Assess their STEM abilities; 2) how they are doing in STEM-relatedcourses; 3) Where they position themselves among other students in the courses related to theirmajor. For all items students were asked to use a 7-point Likert scale. The reliability of the threeitems was .70 and we averaged them to form a self-efficacy/confidence in STEM activitiesindex.Career goal – social impact: One of the factors identified as an important determinant of careerchoice is having the potential for social impact. We asked participants to

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette (College of Engineering); Dina Verdín, Purdue University, West Lafayette (College of Engineering); Brianna Benedict McIntyre, Purdue University; Rachel Ann Baker; Thaddeus J. Milton, Purdue University; Joshua T. Yeggy

Tagged Topics

Diversity, NSF Grantees Poster Session

Characterize Latent DiversityOn the survey, we measured multiple aspects of students’ mindsets and affective states usingestablished instruments and newly developed questions from pilot interviews with 12 diversestudents. These students were purposefully sampled to maximize demographic diversity includinggender identity, race, ethnicity, sexual orientation, students with disabilities, and first-generationcollege students. We measured engineering identity, motivation, epistemic beliefs (students’perceptions of engineering as a discipline), personality, and self-efficacy for innovation to namesome of the constructs. We also measured students’ career intentions on this survey. Below, wedescribe the different dimensions that we measured on the survey and

Conference Session

Working in Teams: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue University, West Lafayette; Nathan Mentzer, Purdue University, West Lafayette; Angelika N Zissimopoulos, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

Paper ID #12383Factors of Group Design Decision MakingMr. Andrew Jackson, Purdue University, West Lafayette Andrew Jackson is currently pursuing a Master of Science in Technology Leadership and Innovation in Purdue University’s College of Technology. His previous middle school teaching experience informs his role as a graduate teaching assistant for an introductory course in design thinking. His research interests are engineering self-efficacy, creativity, and decision making.Prof. Nathan Mentzer, Purdue University, West Lafayette Nathan Mentzer is an assistant professor in the College of Technology with a joint

Conference Session

Professional Skills and Community Building in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Betul Bilgin, The University of Illinois at Chicago; James Pellegrino, The University of Illinois at Chicago; Cody Mischel, The University of Illinois at Chicago; Lewis Wedgewood, The University of Illinois at Chicago; Vikas Berry, The University of Illinois at Chicago

Processing Immunoglobulin (IG) 500Instrument Development and EmploymentTwo survey instruments to measure self-efficacy and engineering identity were chosen based onthe literature. Both instruments were piloted in two different courses at the end of the Fall 2020semester. Upon analyzing the results of the surveys, self-efficacy survey instruments wereslightly modified, including changing the Likert scale. On the other hand, the engineeringidentity survey instrument was found to be outdated, and another up-to-date engineering identityinstrument was chosen based on the literature. Both surveys were implemented at the beginningand end of the Spring 2021 and Fall 2021 semesters.The graduate research assistant

Conference Session

Teaching Mechanical Systems: What's New

Collection

2010 Annual Conference & Exposition

Authors

Ashok Kumar Manoharan, Auburn University; P.K. Raju, Auburn University; Chetan Sankar, Auburn University

Tagged Divisions

Mechanical Engineering

concepts. Inaddition, three case studies were used in the experimental section. Four class periods were setaside for presenting and discussing case studies. The assessment of student learning in both institutions was conducted through the use ofa questionnaire that measured the students’ perceptions on achieving higher-order cognitiveskills, improvement in self-efficacy, and improvement in team working skills11. Thesequestionnaires were completed by the students in the experimental and control sections at thestart and end of the course. The items in the questionnaire were combined to compute the meansand standard deviation of the measures. Table 2 shows the results that were computed for theexperimental and control sections at both Auburn

Collection

1997 Annual Conference

Authors

Alexandre Cabral; Rolland Viau; Denis Bédard

activities), the student’s sources ofmotivation and the consequences of this motivation on the student’s learning. Figure 1 illustratesthis model. Sources Consequences Perceptions : Perseverance Context - of the activity’s value (teaching and - of self-efficacy Choice Achievement learning activities) - of the control on the Cognitive activity Engagement Figure 1 : Motivational Dynamic (Viau, 1994)THE SOURCES OF MOTIVATION :The perception of the value of an activity is the judgment that astudent

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rick Hill, University of Detroit Mercy; Jocelyn Bennett Garraway, University of Detroit Mercy

, though the program might not have had a positive impact on student self-efficacy inSTEM.Keywordsbroadening participation, engineering education, high schoolIntroductionIt is well established that the domestic need for a qualified, technical workforce is increasinglyimportant, and increasingly unmet. This need is especially acute in the greater Detroit area withits historical reliance on the automotive and manufacturing industries. Such need provides animperative to improve pathways for our nation’s youth to enter STEM fields. This is true, inparticular, for students from groups historically underrepresented in STEM professions. As of2017, only 4.1% of engineering bachelor’s degree in the U.S. were awarded to Black studentsand only 11.1% to

Conference Session

Pre-College Engineering Education Division Technical Session 9

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kai Jun Chew, Virginia Polytechnic Institute and State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Cheryl Carrico P.E., E4S, LLC

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

“engineering design challengeswithin classroom makerspaces as a means to improve the inclusion of women andunderrepresented minorities in pre-college engineering and design learning” (pg. 1) using aninterest-based framework. This, and literature like it, demonstrates the considerable efforttowards broadening participation in engineering starting at the pre-college level. Although teachers, principals, counselors and others are critical in enacting efforts tobroaden participation in engineering, less research has focused on this perspective. Literature isnot void in this area though, much research has focused on teacher and school counselor’s beliefsabout teaching engineering (Ming-Chien Hsu et al., 2011), and teacher engineering self-efficacy

Conference Session

Pre-college: Blending Computers, Computational Thinking, and Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrea Carneal Burrows Borowczak, University of Wyoming; Mike Borowczak, University of Wyoming

Tagged Divisions

Pre-College Engineering Education Division

, presentand justify their end products. CS is traditionally presented as a stand-alone subject in current preand post secondary classrooms, however, in reality, CS has become a fundamental component ofmany STEM disciplines – often known as big data. In order to develop a pipeline of K12students with CS skills and competencies, the current K12 STEM teachers need to not onlyacquire those same CS skills but also the pedagogical skills and self-efficacy to teach theirstudents. If a post secondary CS education requires four years of coursework, then how can weexpect our K12 teachers to gain the required STEM subject matter expertise, CS competencies,and educational pedagogy while teaching? The study highlighted in this paper, focuses on thenovel use of a

Conference Session

Women in Engineering Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Kay Camarillo P.E., University of the Pacific; Eileen Kogl Camfield, University of California at Merced

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

industry working on water and wastewater treatment infrastructure projects.Dr. Eileen Kogl Camfield, University of California at Merced Since 1997, Eileen has been a college instructor, curriculum designer, and faculty pedagogy coordinator. She spent five years as Director of a University Writing Program, which included leading faculty learn- ing communities for Writing in the Disciplines. She subsequently served as the Executive Director of Student Academic Success Services. Eileen’s deep commitment to advancing equity, diversity and inclu- sion connects with her research interests pertaining to student success, writing self-efficacy development, resilience theory, and authentic assessment. At UC Merced, she has a dual

Conference Session

First-Year Programs Division Technical Session 7: Retention & Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cristian Saavedra-Acuna, Universidad Andres Bello, Concepcion, Chile; Monica Quezada-Espinoza, Universidad Andres Bello, Santiago, Chile; Danilo Alberto Gomez Correa, Universidad Andres Bello, Concepcion, Chile

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

dropoutrates and improving student success.Keywords: AI, data mining, dropout, engineering, first-year students, higher educationIntroductionOver the years, many studies have been conducted to understand why students leave theirstudies in Science, Technology, Engineering, and Mathematics (STEM) disciplinesprematurely. Research has delved into sociocognitive factors that play a critical role in studentpersistence in university. For instance, sense of belonging [1, 2], self-efficacy [3, 4], identity[5, 6], and intrinsic motivation [7], which are vital to student persistence in university. Forinstance, Andrews et al. [8] researched how the incorporation of makerspaces impactsstudents' self-efficacy and sense of belonging concerning design, engineering

Conference Session

Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth

Collection

2024 ASEE Annual Conference & Exposition

Authors

Muhammad Asghar, University of Cincinnati; Angela Minichiello, Utah State University; Oenardi Lawanto, Utah State University; Daniel Kane, Utah State University

Tagged Divisions

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

. J. Environ. Res. Public Health, vol. 19, no. 23, p. 16284, 2022.6. Renshaw, T. L., & Bolognino, S. J. (2016). "The College Student Subjective Wellbeing Questionnaire: A brief, multidimensional measure of undergraduate’s covitality." Journal of Happiness Studies, 17(2), pp. 463-484.7. Heslin, P. A., & Klehe, U. C. (2006). "Self-efficacy." Encyclopedia Of Industrial/Organizational Psychology, SG Rogelberg, Ed., vol. 2, pp. 705-708.8. Maddux, J. E., & Meier, L. J. (1995). "Self-efficacy and depression." In Self-Efficacy, adaptation, and adjustment, pp. 143-169. Springer, Boston, MA.9. Honicke, T., & Broadbent, J. (2016). "The influence of academic self-efficacy on academic performance: A

Conference Session

ERM: Mental Health and Wellness

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sarah Wilson, University of Kentucky; Katie Wilder, University of Kentucky; Whitney Blackburn-Lynch, University of Kentucky; Joseph Hammer; Daniel Dailey, University of Kentucky

440 first-year engineering students during thefirst month of the Fall 2021 semester, including psychometrically sound measures of mental healthhelp-seeking attitudes, perceived norms, personal agency, and intention developed in accordancewith the Integrated Behavioral Model. Results show 12% of students self-report symptoms ofmoderate or higher depression and 14% moderate or higher anxiety. While these statistics arelower than the national averages for college students, breakdowns by gender showed that femalestudents showed a higher prevalence of anxiety and depression compared to the correspondingnational average. In general, students had positive attitudes, control, and self-efficacy related toseeking help for a mental health concern. Mean

Conference Session

Minorities in Engineering Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jasmine Skye Batten, Florida International University; Monique S. Ross, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

, leadership skills, and contentknowledge, contributing to an increase in their computing self-efficacy. No statisticallysignificant differences were found based on gender or ethnicity, intersectional relationships werenot explored. The increase in self-efficacy seems to be directly related to the teachingexperience, a key part of the “performance outcome” measure of self-efficacy theory [41] inwhich having positive mastery experiences in a given topic increases your self-efficacy in thatspace.The second article presented a case study focused on a Latina CS transfer student (Juliet)attending a Hispanic Serving Institutions, who almost left CS due to “ability hierarchies” sheperceived within her introductory CS course [43]. Ability hierarchies are

Conference Session

Women in Engineering Division (WIED) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Monica Stephens, Spelman College; Tiffany Renee Oliver, Spelman College; Pamela M Leggett-Robinson, PLR Consulting

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

pursuit of STEM careers. Example, “I can see myself in a STEM career.” 5. Intent to persist - Student intention to persist is highly indicative of actual persistence. Intent to persist can be examined in a temporal manner, looking at short-term, degree attainment, and long-term commitment [31]. Example, “I intend to attend graduate school in STEM.” 6. Self Awareness - Self Awareness represents the extent to which one can identify and articulate personal values and professional values, accurately assess strengths and limitations, and view challenges with a growth mindset. Self- awareness plays a critical role in how students learn and develop as STEM professionals [32]. 7. Self-Efficacy - Perceived self

Conference Session

Design in Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

April A. Dukes, University of Pittsburgh; Lucille A. Sowko, University of Pittsburgh School of Nursing; Mark Gartner, University of Pittsburgh; Brandon Joseph Barber, Sawnson School of Engineering University of PIttsburgh; Renee M. Clark, University of Pittsburgh

Tagged Divisions

Design in Engineering Education

, which may be influencedby an intense design experience, such as the BioE senior design project described in this paper.Thus, a post survey is planned for the end of the spring 2019 semester to measure potentialchanges in self-efficacy following student completion of the interdisciplinary teamworkexperience over the two semesters. Additionally, at that time, changes in students’ competenciesin collaboration will be assessed using the Interprofessional Collaborative CompetencyAttainment Survey Instrument [18]. This is a 21-question survey instrument that examinesstudents’ pre-class and post-class collaborative competencies in the following interprofessionalcore competency areas [19]: communication, collaboration, roles and responsibilities

Conference Session

Engineering Physics and Physics Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Genaro Zavala, Tecnologico de Monterrey and Universidad Andres Bello; Angeles Dominguez, Tecnologico de Monterrey and Universidad Andres Bello

Tagged Topics

Diversity

Tagged Divisions

Engineering Physics and Physics

-efficacy and the students’ interests wereadapted from [3]. The remaining items were adapted for middle school students from a surveythat had been previously used to assess engineering students’ perceptions towards physics andmathematics [4, 5]. Each item asked the students to rank their perceptions of each of the STEMdisciplines that they encountered in middle school (mathematics, physics, chemistry, biology,and computer science). This paper presents only the results of the students’ perceptions ofphysics. Table III details the 13 items that the students answered. TABLE III 13-ITEM TEST OF SELF-EFFICACY, INTEREST, AND PERCEIVED RELEVANCE OF PHYSICS # Statement about physics 1 I am very good at physics. 2

Conference Session

Engineering Social and Human Ethical Impacts

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mark L. Bourgeois, University of Notre Dame

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

General Self-Efficacy Scale (NGSES) The NGSES measures the student’s attitude towards their own sense of efficacy.13 Forexample, it tries to capture how easily they may give up or how persistent they see themselves asbeing, and whether they see themselves as someone who usually succeeds or not, or who seeksout challenges or not. A sense of self-efficacy is critical to moral development, because it iscritical to actually following through with moral actions. A person who has a keen sense ofethics will not be an effective ethical actor unless he or she also has a sense that his or her actionscan make a difference and unless he or she will have the perseverance to follow through evenwhen obstacles are encountered. We see the Self-efficacy

Conference Session

Student Learning and Assessment I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michele Miller, Michigan Technological University; Anna Pereira, University of California, Berkeley; Benjamin Mitchell, Michigan Technological University

Tagged Divisions

Mechanical Engineering

engineering attitude survey (EAS1), inaddition to the MAT and PEQ1. In the following spring, students completed an altered attitudesurvey, EAS2, and the MAT. EAS1 was the Pittsburgh Freshmen Engineering AttitudeSurvey.15 EAS2 was a modified shorter version of EAS1. EAS1 questions with low correlation toMAT were removed. Six questions were added from a tinkering self-efficacy questionnaire tobetter capture differences in hands-on self-efficacy.16 In total the EAS2 was shortened to 35questions. Table 11 shows the attitude questions with the most significant differences betweenmale and female students. Note that the male student responses on average reflect moreconfidence in and enjoyment of hands-on activities