Conference Session

Session 8 - Track 2: Resistance to advocacy around hidden curriculum in engineering

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Victoria Beth Sellers, University of Florida; R. Jamaal Downey; Idalis Villanueva Alarcón, University of Florida

Tagged Topics

CoNECD Paper Sessions, Diversity

examine the resistance toadvocacy efforts, which hinders increased representation, participation, and belonging inengineering. We did not initially plan to explain why individuals resist advocacy efforts, yet ourongoing research into self-efficacy and self-advocacy around HC messages in engineeringpositioned us to examine individuals’ resistance to advocacy. Our previous HC research hasfocused on women [9], undergraduate and graduate students [7], and faculty members [17] inengineering who utilize their self-efficacy to understand and cope with negative HC messages.Since this past research focused on individuals’ strategies, we have not considered theexperiences of individuals who are resistant to self-advocacy, or advocacy for others

Conference Session

Educational Research and Methods Division (ERM) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Autumn R. Deitrick, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

Small and Big-C creativity in Poland,” The International Journal of Creativity &Problem Solving, vol. 19, pp. 7-26, 2009.[45] J. C. Kaufman and R. A. Beghetto, “Beyond big and little: The four c model ofcreativity,” Review of general psychology, vol. 13, no. 1, pp. 1-12, 2009.[46] M. Karwowski, I. Lebuda, and E. Wiśniewska, “Measuring creative self-efficacy andcreative personal identity,” The International Journal of Creativity & Problem Solving, 2018.[47] P. Tierney and S. M. Farmer, “Creative self-efficacy development and creative performanceover time,” Journal of applied psychology, pp. 96, no. 2, 2011.[48] A. Bandura, Social foundation of thought and action: A social cognitive theory, EnglewoodCliffs, NJ: Prentice-Hall, 1986.[49] T

Conference Session

Accountability and Stewardship

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tamecia R. Jones, North Carolina State University; Chrystal S Johnson; Siddika Selcen Guzey, Purdue University

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

researcherswill address alignment of data formats to the research questions. The research team will be usingthe Civic Assessment Survey Instrument with pre-, mid-, and post-field tests to assess the impactof the curricula.FUTURE RESEARCH: PILOT STUDYAfter the curriculum is completed, we will conduct a pilot study for 40 teachers (20 treatment, 20control), totaling about 800 students. The Expectancy-Value-Cost for Professional Developmentscale (EVC-PD)[9] will be used to gauge teacher motivation to implement modules. The teamwill measure effect of modules on student civic purpose, knowledge and skill, empathy and self-efficacy. After the curriculum is implemented in classrooms, we will measure if the interventionsupports academic success as measured by

Conference Session

Graduate Studies Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Audrey Rorrer, University of North Carolina at Charlotte; David K. Pugalee, University of North Carolina at Charlotte; Praveen Ramaprabhu, University of North Carolina at Charlotte; Mesbah Uddin, University of North Carolina at Charlotte; Harish P. Cherukuri, University of North Carolina at Charlotte; Terry Xu, University of North Carolina at Charlotte; Deep Prajapati, University of North Carolina at Charlotte

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

developed to capture studentbeliefs in their academic and professional abilities, with the following constructs of interest: Self-Efficacy scales developed specifically for engineering [11] and for entrepreneurship [12];Innovation scales to measure creativity, teamwork, initiative and networking [13]. Additionaltracking includes participation in Bootcamps, use of Ventureprise Center Modules, and attainmentof Entrepreneurship Certificates, along with learning outcomes measures within each.Formative evaluation measures such as pulse-check polls, are deployed periodically amongstakeholders: faculty advisors rate the approach, students rate their experiences, and projectleaders and Advisory Board members provide pulse checks about the process, progress

Conference Session

Topics in Computing and Information Technologies I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Jianjun Yin, Jackson State University; Yanhua Cao, Jackson State University

Tagged Topics

Diversity

Tagged Divisions

Computing & Information Technology

cooperation scaffolding might hinder students’ cooperation inlearning. The impacts of scaffolding on students' learning dispositions measured by MSLQ 23 wereexamined by comparing results between the post-test and the pre-test in terms of size effect, asshown in Table 10. According to the comparison, Group B enjoyed the increase in self-efficacy, intrinsic value, cognitive strategy use and self-regulation, but suffered intensified testanxiety. Group C, similar to Group D, experienced increase in self-efficacy and reduced testanxiety, but failed to develop in intrinsic value cognitive strategy use and self-regulation.However, Group D enjoyed the boldest increase in self-efficacy and largest decrease in testanxiety, but they suffered the largest

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ursula Nguyen, University of Texas at Austin; Catherine Riegle-Crumb

], [17]. Young people’sconsideration of entry into an engineering major has been studied extensively and linked tostudent sociodemographic and academic factors [18], [19], [20]. In one study, researchers foundthat advanced science course-taking positively predicted students’ likelihood of deciding tomajor in STEM fields [21]. Moreover, researchers have linked students’ attitudes and beliefs totheir intentions to major in engineering [15], [21], [22]. To illustrate, one longitudinal study onundergraduate students found that their self-efficacy was positively related to their decision tomajor in engineering [23]. In another longitudinal study, the researchers noted a significantassociation between adolescent girls’ counter-stereotypic beliefs

Conference Session

Educational Research and Methods Division (ERM) Technical Session 12

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hank Boone, University of Nevada, Las Vegas; Danxu Wang, University of Nevada, Las Vegas; Emma Regentova, University of Nevada, Las Vegas; Venkatesan Muthukumar, University of Nevada, Las Vegas; SJ Kim, University of Nevada, Las Vegas; Jonathan Hilpert, University of Nevada, Las Vegas

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

in today will be important for my future goals”. Interest wasdefined as interest in the subject material. An example of Interest is “I found fulfillment in doingengineering ”.Self-perceptions and definitions were operationalized as students’ personal and social attributeswhile learning. Two underlying factors were used to measure self-perception and definitions:Self-efficacy (3 items; α= .83; ω=.86) and Self-concept (3 items; α= .73; ω=.78) [26-28]. All self-perceptions and definitions questions were listed in one block with the following prompt “Pleaseconsider how confident you were today in the camp”. Self-efficacy was defined as students’ self-assessment in solving content related problems. An example of Self-efficacy is “I

Conference Session

Broadening Participation through Access, Equity, Inclusion in ECE

Collection

2023 ASEE Annual Conference & Exposition

Authors

Praveen Meduri, California State University, Sacramento; Mohammed Eltayeb, California State University, Sacramento; Milica Markovic, California State University, Sacramento

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

greater sense of belonging to discipline, self-efficacy, and career readiness; particularly for under-represented minority (URM) students [3].However, such active-learning experiences are usually offered late in their engineering degree(e.g., senior-capstone projects) rather than early and often throughout the curriculum. Mostredesign efforts to address this issue typically focus on single, or multiple but disjointed gatewaycourses [4]. An example of a critical path in the Electrical and Electronic Engineering (EEE)department at Sacramento State is shown in Figure 1.Figure-1: Example curriculum path in the EEE major, showing long engineering pre-requisite chains called critical-paths. Courses shown in Bold, shaded, are redesigned as a part of the

Conference Session

WIED: Analysis, Challenges, Success, and Impacts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Heather Orser; Ella Swanson-Hysell, University of St. Thomas

engineering disciplines each academic year.This analysis found that the number of female faculty may account for some of the increase inenrolled female students; however, the data available is insufficient to prove it.Understanding the causes of higher-than-expected enrollment requires continued assessment ofthe composition of the student body and an approach to assessing the less tangible reasonsbehind our success to date. From prior work [9, 10], factors such as self-efficacy and recognitionof capability are important for those women who persist in engineering. Future work todetermine the cause of higher-than-expected enrollment include assessing self-efficacy andrecognition. These assessments could help shed more light on the reason for higher

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Esther Tian; Daniel Showalter; Tara Kishbaugh; Scott Barge

international consulting projects. While at MIT, his dissertation research and collaborative research with institute colleagues focused on domain-specific self-efficacy in engineering entrepreneurship, and on the impact of project-based pedagogies on persistence in engineering among undergraduate students. He served as Director of Institutional Research at Goshen College for five years before coming to EMU in 2016. © American Society for Engineering Education, 2022 Powered by www.slayte.com STEM Scholars Engaging in Local ProblemsAbstract Eastern Mennonite University received a 5-year S-STEM award for their STEM ScholarsEngaging in Local

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gary P. Halada, Stony Brook University; Lisa Ospitale, Stony Brook University

Tagged Topics

Diversity, NSF Grantees Poster Session

engineering education with a focus on emerging technology systems in thecontext of applications and societal impact. We do this through a program of faculty-mentoredmultidisciplinary research, professional development, and exposure to real-world issues thatreflect the impact of nanotechnology on society, the business community, human health, and theenvironment. This approach also supports self-efficacy, multidisciplinary team-building,understanding the broader impacts of technology, and building the skills necessary for researchand lifelong learning.Overall, the key goals are:1. To provide an exciting and productive research experience for each fellow.2. To create a small cohort of students, who share common goals, that supports the developmentof

Conference Session

Computing and Information Technology Division (CIT) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

David Zabner, Tufts University; Trevion S Henderson, Tufts University

Tagged Divisions

Computing and Information Technology Division (CIT)

phase, we now conduct weekly reviews of rules notebooksto understand patterns of misunderstanding, using these and other observations to responsively developlater class activities. In the conceptualization and investigation phases, during which we offer students previously gener-ated code examples, learning activities now include guided questions pointing students to explore specificconcepts (e.g., syntax, data structures, error messages) as well as to report on their understanding of thoseconcepts in open ended responses. Our future work will continue to study the results of applying this pedagogical strategy. We willcollect more data, including surveying students to measure self-efficacy and other indicators of studentaffect and collect

Conference Session

WIED: Analysis, Challenges, Success, and Impacts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Roberta Rincon, Society of Women Engineers; Erin Carll; Emily Knaphus-Soran, University of Washington

career pathways in thesefields, stronger relationships with engineering professionals, and greater self-confidence in mathand science.The Phase III pilot program included six virtual networking events, three in spring 2021 andthree in fall 2021. The aim of the networking program was to (1) provide more information aboutcareer pathways, (2) strengthen interpersonal relationships, networking, and mentorship, and (3)boost confidence through connections with same-gender STEM experts to counteractstereotypes.Research QuestionsThe questions guiding the evaluation of the intervention were: 1. Does the STEM networking intervention increase community college women’s motivation, self-efficacy, and confidence in engineering and computer science? 2

Collection

2022 ASEE - North Central Section Conference

Authors

Matthew Cavalli, Western Michigan University; Anetra Grice, Western Michigan University

first semester, one near the start of the term and one nearthe end. Questions related to two aspects of the Big Five personality inventory(Conscientiousness and Openness to Experience), as represented by the International PersonalityItem Pool9, were included. The survey also contained questions about mindset, self-direction,and student self-efficacy (e.g., confidence in eventually graduating). Results of the start-of-semester survey have been presented elsewhere18,19. The purpose of this work is to compareresponses to the end-of-semester surveys with those from the start of the term as well as toinvestigate correlations from the end-of-term responses with subsequent student retention.Experimental Methods/Materials/Project ApproachFor both the

Conference Session

Cooperative and Experiential Education Division Technical Session 1 - Skill and Competency Development through the Co-op Experience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine M. Ehlert, Clemson University; Marisa K. Orr, Clemson University

Tagged Divisions

Cooperative and Experiential Education

Engineering Education, 2020 Understanding How Co-op Students View their LearningAbstractThis research paper discusses student perspectives on learning while on co-op and suggests waysto improve co-op experiences for students. Successful outcomes of co-op, like graduating withhigher GPAs [1], [2], having an easier time transitioning into full-time work [3], or beginningwith higher starting salaries [2], [4] have been discussed in the past, however, little is formallydocumented on the ways in which co-op provides these benefits. These benefits could be realizedthrough many different pathways which may include students improving technical and/orprofessional skills, refining their identity, and increasing their self-efficacy, among

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Madeleine F. Jennings, Texas State University; Kimberly Grau Talley P.E., Texas State University; Shaunna Fultz Smith, Texas State University; Araceli Martinez Ortiz, Texas State University

Tagged Topics

NSF Grantees Poster Session

integration). At her free mobile makerspace for K-12 students and teachers, The MAKE Lab (http://themakelab.wp.txstate.edu), she is currently researching how recurring experiences with these design-based technologies impact visual spatial skills, self-efficacy, and positive attitudes toward failure (e.g. persistence in the face of obstacles; reconceptualization of failure as a paradigm for creative learn- ing) with teachers and K–12 students. These concepts are also part of her research as Co-Director of Bobcat Made, which is the collaborative university makerspace.Dr. Araceli Martinez Ortiz, Texas State University Araceli Martinez Ortiz, PhD., is Research Associate Professor of Engineering Education in the College of

Conference Session

The Impact of Engineering Disciplines

Collection

2008 Annual Conference & Exposition

Authors

Venetia Dover, Howard University; Dawn Williams, Howard University; Lorraine Fleming, Howard University; Viara Quinones, Howard University

Tagged Divisions

Women in Engineering

explores the differences between male and female students and primarily seeks tounderstand: Is gender or academic discipline most influential in students’ perception of theirability to cope with the challenges associated with pursuing a post baccalaureate degree?Overview of Social Cognitive Career TheoryThe theoretical framework guiding this study is Social Cognitive Career Theory. An extensionof Bandura’s general social cognitive theory6, this theory postulates that three social cognitivemechanisms are essential to career development: self efficacy beliefs, outcome expectations, andgoal mechanisms7. This paper utilizes 2 major concepts of this theory: self efficacy beliefs andgoal mechanisms. Bandura asserts that self efficacy beliefs are

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ning Fang, Utah State University; Oenardi Lawanto, Utah State University; Kurt Henry Becker, Utah State University - Engineering Education

Tagged Topics

NSF Grantees Poster Session

in a variety of STEM fields and were fromeither 4-year or 2-year institutions. Among the eight REU students, five were females and threewere males.REU Research ProjectsThroughout the 10-week summer program, REU students conducted four research projects,including 1) developing a self-regulation survey instrument for problem solving in engineering;2) studying students’ meta-cognitive strategies when learning engineering with computersimulation and animation; 3) studying students’ self-efficacy, perception of engineering, andengineering interest in the context of Mathematics Engineering Science Achievement (MESA)22 ; and 4) developing an instrument for exploring engineering design knowing and thinking.These four projects are briefly described

Conference Session

Pre-College Engineering Education Division Technical Session 20

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sandra B. Nite, Texas A&M University; Devyn Chae Rice; Rayan Tejani, Allen Academy

Tagged Divisions

Pre-College Engineering Education

. Socialcognitive career theory developed by Xeuli Wang (2013) is the basis of the study. According tothis model, an individual’s decision to choose a STEM major is affected by a variety of highschool experiences, determined largely by prior mathematics success. Those experiences areimportant in determining the individual’s goals and interests. In other words, an individual’sbackground and participation in certain activities affect their learning experiences, andsubsequently their self-efficacy, and eventually their career choices. A survey about influenceson their decisions to major in engineering was completed by 251 students at a major researchuniversity. Possible influences were categorized by type (e.g., informal activities/camps, formalschooling

Conference Session

Mathematics Division Technical Session 3

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jeremiah J. Neubert, University of North Dakota; Deborah Worley, University of North Dakota; Naima Kaabouch, University of North Dakota; Mohammad Khavanin, Professor of Mathematics at University of North Dakota

Tagged Divisions

Mathematics

, easily implemented method for augmenting Calculus Iand II with Engineering content through the use of modules and peer mentors. The programeliminated the need for a significant time commitment from engineering faculty, institutionalchanges or modifications of existing calculus curriculum. The objective of this paper is toevaluate the impact of the program on student learning, self-efficacy, and student connectednessto engineering. The impact was measured using data gathered through a structured recordreview, student surveys, and focus groups. Presentation of the collected data is followed with adiscussion of its meaning and suggestions for improving the program.Augmenting Calculus with Engineering ContentThe stated objective of the program

Conference Session

Best Zone Paper Competition

Collection

2009 Annual Conference & Exposition

Authors

Shane Brown, Washington State University; Cara Poor, Washington State University

Tagged Divisions

Council of Sections

interviews indicates that the programis valued highly by students and improves learning and self-efficacy. For example, more than80% of students in these ICPT classes agreed with the statement “I wish my other courses usedpeer tutors.” Tutors appear to be motivated by the benefits of helping other students withoutfinancial reimbursement. WSU’s ongoing ICPT program can act as a model for otheruniversities, demonstrating the potential of peer tutoring to transform engineering education.IntroductionThe quality of the classroom experience for engineering undergraduates has the potential toimpact both retention of engineering students and student preparation for the workforce. Studentswho leave engineering often cite poor teaching as one of the primary

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Daniel Knight, University of Colorado, Boulder; Beverly Louie, University of Colorado, Boulder; Jordan Michelle Hornback, University of Colorado at Boulder

Tagged Divisions

First-Year Programs

First-Year Engineering Projects CoursesFirst-Year Engineering Projects Courses (FYEP) courses have been found to produce significantretention gains. [1] Investigation is on-going into the reasons driving theses retention gains.Possible reasons include the development of self-efficacy, involvement in learning communities,the bolstering of professional identity, project-based learning and the unique set of skillspossessed by the teacher of the FYEP course. The present study investigates the last of thesereasons, the impact of the FYEP teacher on the course experiences that lead to retention.At a flagship western state university, the retention in engineering of seventeen cohorts ofstudents is found to be significantly greater for those who have

Conference Session

First-Year Programs Division WIPS 3: Courses and Curricula

Collection

2024 ASEE Annual Conference & Exposition

Authors

Petra Bonfert-Taylor, Dartmouth College; Vicki V. May P.E., Dartmouth College

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

concepts Compare students who took HCE courses with those on the concepts than students on standard prerequisite pathway. the standard prerequisite pathway.4. Sense of Correlate self-efficacy and perceptions as measured by the Key activities, support belonging adapted version of the Longitudinal Assessment of mechanisms, and programs Engineering Self-Efficacy survey (AWE, 2009) to activities, identified. support mechanisms, and programs that students participated in (self-report and tracking of certain programs such as First-Year Summer

Conference Session

Gender Perceptions and Girls in K-12 Engineering and Computer Science

Collection

2014 ASEE Annual Conference & Exposition

Authors

Suzanne L. Berliner -Heyman, New Jersey Institute of Technology; Rosa M. Cano, NJIT; John D. Carpinelli, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; Linda S. Hirsch, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

programs47.Increased self-efficacy is important for continued learning and persistence when learningbecomes more complex or students have difficulty. A classroom environment that supportscollaboration and positive interactions among students is also important. Unfortunately,insignificant changes in objective measures of students’ learning and attitudes toward STEM areoften found with high-achieving students such as those who attend enrichment programs35-36, 46and in a case like this suggest there may be no academic benefit to single-single programs. Morequalitative measures of changes in students’ cognitions and/or perceptions that more adequatelycapture these types of latent measures are necessary. Preceptions of Engineers through DrawingsPrevious

Conference Session

First-Year Programs Division Technical Session 5: Identity & Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elizabeth Zanin Flanagan, Clemson University; Karen A. High, Clemson University

Tagged Divisions

First-Year Programs Division (FYP)

given a survey at the beginning and end of the semester for a pre andpost-assessment. Students also complete written reflections after each lesson. Student surveyresults from the Fall 2023 cohort are used for this analysis.Survey items There are three factors from Godwin [7] on Engineering Identity: Recognition, Interest,and Performance/Competence, all previously defined. There are four factors of empathy fromHess et al. [8] based on the work of Davis’s [25] Interpersonal Reactivity Index (IRI):interpersonal self-efficacy, emotional regulation, perspective taking, and empathic concern.Interpersonal self-efficacy is defined as “the ability to successfully interact with others, includingothers who may have perspectives that diverge from

Conference Session

First-Year Programs Division Technical Session 11: Program Descriptions and Learning Analytics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joan Tisdale, University of Colorado Boulder; Angela Bielefeldt, University of Colorado Boulder; Laura MacDonald, University of Colorado Boulder; Carlo Salvinelli, University of Colorado Boulder

evaluate student interest and motivationtoward sustainability and 11-point rating items on confidence/self-efficacy. Student perceptionon sustainability was found to differ by: course, discipline, gender, major, student previousknowledge, and student general interests. Within each course, impactful factors include thelearning objectives, quantity of sustainability inclusion and method of delivery. A given courseis not the sole determining factor of students’ awareness of sustainability, but it can have aneffect. Sustainability can look different across engineering disciplines, and each area and methodof incorporating sustainability has its own place, value, and impact.Introduction and Background “Development can be considered sustainable if it

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

John Reap, Virginia Tech; Holly M. Matusovich, Virginia Tech; Rachel A. Louis, Virginia Tech

Tagged Divisions

First-Year Programs

opportunity to complete thechallenges and others were not. In all cases, participation in challenges was voluntary. Weimplemented a pre/post survey design using the Motivated Strategies for Learning Questionnaire(MSLQ), a reliable and valid survey instrument designed to assess motivation in college courses.The MSLQ contains sub-scales for a variety of motivation constructs including goal orientations,task values, and self-efficacy. Though posttest response rates proved too low to yieldstatistically significant comparisons, quantitizing responses from open-ended qualitative datayielded meaningful results. In particular, our study shows the importance of providingchallenges that are of an appropriate difficulty level for the students based on their

Conference Session

Women in Engineering Division Technical Session 8

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kerry Meyers, University of Notre Dame; Victoria E. Goodrich, University of Notre Dame; Taylor Maida, University of Notre Dame; Simran Moolchandaney, University of Notre Dame; Gabrielle Tanjuatco, University of Notre Dame; Caroline Lubbe, University of Notre Dame

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

. Shen and B. Bogue, “Women Engineering Students andSelf‐ Efficacy: A Multi‐ Year, Multi‐ Institution Study of Women Engineering Student Self‐Efficacy” Journal of Engineering Education, pp. 27-38, Jan. 2009.[9] J. Gill, R. Sharp, J. Mills and S. Franzway, “I still wanna be an engineer! Women, educationand the engineering profession” European Journal of Engineering Education, vol. 33 ED-4, pp.391-402, Aug. 2008.[10] C. E. Brawner, M. M. Camacho, R. A. Layton, R. A. Long, S. M. Lord, M. W. Ohland, M.H. Wasburn, “Race, Gender, and Measures of Success in Engineering Education” Journal ofEngineering Education, vol. 100, pp. 225-252, April 2011[11] M. C. Smith, J. Rhee and B. Wei “Women in Engineering: Promoting Identity Explorationand Professional

Conference Session

Multidisciplinary Learning Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lynn Albers, Hofstra University; Edward H. Currie, Hofstra University; David M. Rooney, Hofstra University; Robyn Alma, Hofstra University; Travis Chen Shen, Hofstra University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

graduate, or professionalschool. He also found positive correlations between research involvement and a broad range ofself-reported growth measures and satisfaction with many aspects of an educational experience.(Astin, 1994)” They further reported that students, and faculty, overwhelmingly find it to be apositive experience. [5]To assess that the ASPiRe program creates a similar positive impact, a Likert Survey was createdto assess self-efficacy and confidence. Several surveys, such as the Longitudinal Assessment ofEngineering Self-Efficacy [LAESE] and the Pittsburgh Freshman Engineering Attitude Survey[PFEAS] were researched to establish preliminary questions to assess self-efficacy and confidence.[2] The former was the primary influence for

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kuldeep S. Rawat, Elizabeth City State University; Robin Renee Mangham, Elizabeth City State University; Orestes Devino Gooden, Elizabeth City State University; Elton L. Stone, Elizabeth City State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

Surveys, Dimensions of Success (DoS) Observation tool, pre/post topic self-efficacy, and survey student interviews. The results showed that engineering design activitieshad a positive impact on attitude towards STEM learning and careers. Integration ofengineering design principles, student demographics and evaluation instruments and resultsare discussed in this paper.IntroductionEngineering is a natural platform for the integration of science, technology, engineering, andmathematics (STEM) content into K-12 classrooms, while sparking creativity amongst youngminds. Research around effective learning in K-12 classrooms demonstrates that anengineering approach to identifying and solving problems is valuable across all disciplines.Educators and