Conference Session

Entrepreneurship & Engineering Innovation Division – Entrepreneurship Education in New Contexts

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark M. Budnik, Valparaiso University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

trainingorganization.Results22 undergraduate engineering students participating in the 2014 semester-long class participatedin pre- and post-class surveys. As mentioned above, self-efficacy has been shown to be anexcellent tool for measuring students for our key objectives. Figure 5 shows the results of the2014 semester-long class in comparison to the 2011, 2012, and 2013 fieldtrip classes and thecontrol group. Table 4 summarizes the improvements in the student survey’s following theclasses. Table 5 shows the standard deviation for each question and year. No, Not at All Yes, Definitely 3.4

Conference Session

FPD V: Gender and Engineering Education: A Panel Discussion and Workshop

Collection

2011 ASEE Annual Conference & Exposition

Authors

Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Debbie Chachra, Franklin W. Olin College of Engineering; Caitrin Lynch, Olin College of Engineering; Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering; Lynn Andrea Stein, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs, Women in Engineering

faculty in 2003. Her current research interests are twofold: as well as her research in biological materials (cur- rently focused on bioderived plastics synthesized by bees), she also researches the engineering student experience, including persistence and migration, differences by gender, and the role of self-efficacy in project-based learning. In 2010, she received an NSF CAREER Award in support of her research on engineering education.Caitrin Lynch, Olin College of Engineering Caitrin Lynch is an Associate Professor of Anthropology at Franklin W. Olin College of Engineering. Her research concerns gender, work, aging, and globalization, with a focus the United States and Sri Lanka. She is the author of the book

Conference Session

Lessons Learned through Community Engagement of Engineering Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michael Robert Foster, George Fox University; Gary E. Spivey, George Fox University

Tagged Divisions

Community Engagement Division

. Page 25.1058.12References[1] Coyle, E. J., Jamieson, L. H., & Oakes, W. C. (2006). EPICS: Engineering Projects in Community Service.International Journal of Engineering Education, 21(1).[2] Coyle, E. J., Jamieson, L. H., & Oakes, W. C. (2006). Integrating Engineering Education in Community Service:Themes for the Future of Engineering Education. Journal of Engineering Education, Jan 2006.[3] https://engineering.purdue.edu/EPICS/Resources/Forms/design_process_docs.html.[4] Carberry, A. R., Lee, H., & Ohland, M. W. (2011). Measuring Engineering Design Self-Efficacy. Journal ofEngineering Education, 99(1), 71-79.[5] Carberry, A. R., & Swan, C. W. (2011). Developing an Instrument to Measure the Impact of Service onTechnical and

Conference Session

Attracting Young MINDs

Collection

2004 Annual Conference

Authors

Suzanne Berliner-Heyman; Nicole Koppel; Rosa Cano; Siobhan Gibbons; Howard Kimmel

andwomen in engineering suggests that proper counseling and perceived barriers by adultsand peers to career attainment play an important role in career planning and possiblypersistence and should be considered in any intervention to gender inequity in careerssuch as engineering16.It has become recognized that successful outcomes should show increased knowledgeabout engineering careers and more positive attitudes to engineering in students17-20. Aspart of our activities a survey has been developed with attitudinal scales to measure highschool students’ attitudes towards engineers and engineering as a possible career, theirengineering skills self-efficacy and their level of academic self-confidence, theiracademic history as well as a measure of

Conference Session

Educational Research and Methods Division (ERM) Technical Session 21

Collection

2024 ASEE Annual Conference & Exposition

Authors

Trevion S. Henderson, Tufts University; Collette Patricia Higgins, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

relationships.The research represents a preliminary analysis of data examining the role of students’ socio-academic relationships in their learning in undergraduate science and engineering education. Thebroader study also examines sociocognitive influences, such as self-efficacy beliefs andacademic adjustment, in students’ socio-academic experiences. While findings from thispreliminary analysis appear to undermine research that has consistently documentedunderrepresented minorities (URM) students’ negative experiences in STEM classroomsbroadly, and within engineering classrooms specifically, we intend to analyze these andadditional data using social network analysis, which we believe may be better suited forunderstanding students’ socio-academic

Collection

2024 CIEC

Authors

Sarah (Yin Yin) Tan; Song-Lin Yang; David Labyak

in S-STEM Engineering Technology Scholars (ETS) program, may face challengesin academic and career advancement. These challenges often stemmed from feelings ofunpreparedness, lower self-efficacy, and a reduced feeling of inclusion, compared to their peersin the same honors program. However, little research has integrated both objective andsubjective approaches, to assess and compare academic success between transfer students in theETS program and their traditional engineering transfer counterparts.This study focuses on examining whether participation in the Engineering Technology Scholars– IMProving Retention and Student Success (ETS-IMPRESS) program, designed to supportunderrepresented students in engineering technology (ET) fields

Collection

2001 Annual Conference

Authors

Ifte Choudhury

of peer tutoring. Human Learning, 2, 39-47 (1983).5. Sherman, L W. Cooperative learning in post secondary education: Implications from social psychology for activelearning experiences. Paper presented at the annual meeting of the American Educational Research Association(1991).6. Griffin, B. W. & Griffin, M. M. The effects of reciprocal peer tutoring on graduate students’ achievement, testanxiety, and academic self-efficacy. The Journal of Experimental Education, 65, 197-209 (1997).7. Gartner, A. J. & Riessman, F. Tutoring helps those who give, those who receive. Educational Leadership, 52, 58-60 (1994).8. Kohler, F. W. & Greenwood, C. R. Effects of collateral peer supportive behaviors within the classwide peertutoring program

Conference Session

Design in Engineering Education Division: Student Empathy & Human-centered Design

Collection

2019 ASEE Annual Conference & Exposition

Authors

Anas Chalah, Harvard University; Fawwaz Habbal, Harvard University; Michael Raspuzzi, Harvard University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

”, Self-efficacy beliefs of adolescents 5, 307–337.http://web.stanford.edu/dept/psychology/bandura/pajares/014-BanduraGuide2006.pdf[11] Barr, D. A.; & Burke, J. R. (2013). “Using confidence-based marking in a laboratory setting: A tool for student self-assessment and learning.”The Journal of chiropractic education, 27(1), 21. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3604960/[12] Carberry, A.; Lee, H. & Ohland, M. (2010), “Measuring engineering design self-efficacy”, Journal of Engineering Education 99 (1), 71–79.http://www.ceeo.tufts.edu/documents/journal/carberry_lee_ohland.pdf[13] Fantz, T.; Siller, T. & Demiranda, M. (2011), “Pre-Collegiate Factors Influencing the Self-Efficacy of Engineering Students”, Journal ofEngineering

Conference Session

Engineering Physics and Physics Division (EP2D) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Oluwapemiisin Gbemisola Akingbola, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Frank Efe, Morgan State University; Hannah Abedoh, Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Physics and Physics Division (EP2D)

] illustrates the concept of engagement as a complex interplay between social contextsand individual experiences. Engagement is portrayed as a consequence and a predictor ofsignificant academic, social, and emotional outcomes. In this conceptualization, engagementbecomes a crucial factor influencing the causal relationships between students’ individualexperiences and their behaviors in school and beyond [17].Figure 1: The Various Aspects of Student Engagement [16]As opined by Bandura [18], one activity cannot fully address the complex chain of the cognitiveprocesses that make up motivation. Self-efficacy, or the conviction that one can bring aboutpositive results through one’s own decision-making is a key motivator [19]. Self-efficacy affectspeople’s

Conference Session

ENT Division Technical Session: Assessment Tools and Practices

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

William J. Schell IV P.E., Montana State University; Agnieszka Kwapisz, Montana State University ; Kregg Aytes, Montana State University; Scott E. Bryant, Montana State University; Brock J. LaMeres, Montana State University; Elizabeth B. Varnes, Montana State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

-curricular [11]), and applications in specific courses, both traditional engineering[12] and those with a more specific EML focus [13].Outside of these more application-oriented areas, there have been workshops to contextualizewhat entrepreneurial education should look like in engineering [14], comparisons betweenengineering and business students’ interest in entrepreneurship [15], and exploration of thepredictors of entrepreneurial self-efficacy [16]. In addition, there is a rapidly growing literatureexamining the development of instruments to measure various conceptualizations ofentrepreneurial mindset in engineering students [8, 17-21]. What seems to be lacking in any ofthese studies is an investigation of the alignment between these measures and

Collection

2023 ASEE Midwest Section Conference

Authors

Kristine Q. Loh; Moumita Dasgupta

specified andnot inquiry-based, the students’ main goal is to complete the lab as soon as possible and ignorediscrepant results to finish quickly [9], [10]. The scaffolded completion of this table guided thedevelopment of critical thinking skills and gave the non-STEM students a framework for how tocheck for discrepant results in the future. This visual representation can also reduce scienceanxiety and increase self-efficacy, as seeing small differences between the measured andtheoretical mass could confirm that the students were completing the experiment correctly. Uponcompleting the table for the 100 g mass, the students then repeated these steps for the 500 gmass. An example of a student group’s results is shown in Figure 3

Conference Session

Women in Engineering Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Chaoyi Wang; Michael Frye, University of the Incarnate Word

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

,manufacturing, construction technology, aviation technology, and automotive technology [5].Moreover, Latinos, as the largest ethnic or racial minority group in the United States, suffer froma greater gender gap in STEM careers (more men than women) compared with Asians andAfrican Americans [6], [7]. These gender gaps in STEM interest and STEM-related careerssignal the need for broadening the participation of women and students of color in STEM fields[8]. There is mounting evidence of the impact of STEM enrichment programs on changingstudents’ attitudes toward STEM subjects, stimulating the interests of K-12 students, influencingstudents’ self-efficacy, improving retention for STEM in schools, and expanding students’ senseof STEM career options

Conference Session

CoNECD Session : Day 3 Slot 3 Technical Session 3

Collection

2021 CoNECD

Authors

Lizabeth L. Thompson, California Polytechnic State University, San Luis Obispo; Tonatiuh Rodriguez-Nikl P.E., California State University, Los Angeles

Tagged Topics

CoNECD Paper Submissions, Diversity

literature has identified a wide range of factors that determine whether a community will be resilient. These include (with examples relative to this work), infrastructure (computing and internet), financial (wealth and employment), human and cultural (academic family expectation, food security), social (support networks), political (college governance), and the mental outlook of individuals (Patel, et al, 2017, NASEM, 2019). Resilience has been studied at scales ranging from individuals to broader communities, which highlights both internal and external supporting factors. Internal factors reside inside an individual agent and may be characterized by such psychological traits and skills as optimism, creativity, spirituality, humor, self-efficacy

Conference Session

Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Damji Heo Stratton, Purdue University; Saira Anwar, Purdue University, West Lafayette (College of Engineering); Muhsin Menekse, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

, B. and Schunk, D. (1989). Self-Regulated Learning and Academic Achievement: Theory, Research, and Practice. New York: Springer-Verlag.18. Elliot, A. J. and Murayama, K. (2008). On the Measurement of Achievement Goals: Critique, Illustration, and Application. Journal of Educational Psychology, 100(3), pp. 613-628.19. Elliot, A. J. (1999). Approach and Avoidance Motivation and Achievement Goals. Educational Psychologist, 34(3), pp. 169-189.     9  20. Boud, D., Keogh, R. and Walker, D. (1985). Promoting reflection in learning. Reflection: Turning experience into learning, 18-40.21. Zimmerman, B. J. (2000). Self-Efficacy: An Essential Motive to

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Anita Patrick, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin; Carolyn Conner Seepersad, University of Texas, Austin

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

(enjoyment) (Matusovich,Streveler, & Miller, 2010). More work on this construct in engineering education canhelp us better understand interest and its relationship to identity and persistence.Engineering performance/competence is also important to measuring engineeringidentity. For instance, Jones, Osborne, Paretti, and Matusovich (2014) found a positiverelationship between perceived ability and identity. As this area of research progresses,clear distinctions should be made between performance/competence and other similarconstructs in the literature such as self-efficacy. The significance of recognition in themodels of engineering identity points to a type of support that may be critical toengineering identity development. For example, role

Conference Session

Mechanical Engineering Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Barbara Sabine Linke, University of California, Davis; Ian C. Garretson, University of California, Davis; Fahad M. Jan, University of California, Davis; Lee Michael Martin, University of California, Davis; Mohamed M. Hafez, University of California, Davis

Tagged Divisions

Mechanical Engineering

capabilities, will be assessed through self-report surveys. Students’ evaluation of theclass (course quality, self-report of learning, etc.) will be assessed through standard end of courseevaluation questions. In addition, they will complete pre and post measures of on theirperceptions of the value of engineering (the intrinsic value subscale of Li et al., 2008) andengineering design self-efficacy (Carberry, Lee, & Ohland, 2010). Table 2: Evaluation plan Evaluation Question Instruments Analysis/Timeline Do students learn Classroom Classroom measures will be analyzed specific course content measurements (tests, formatively, during the course, to assess

Conference Session

Energy Conversion and Conservation Technical Session 2: Enhancing Energy-Related Education with Student Design Projects

Collection

2022 ASEE Annual Conference & Exposition

Authors

Leon Liebenberg, University of Illinois at Urbana - Champaign; Taylor Tucker, University of Illinois at Urbana - Champaign

]. However, self-regulation is strongly influenced by external factors such as the learningenvironment, instructor and instruction, modeling, and peer interaction [9]. Effective self-regulation requires not only the provision of clear instruction and explicitmodeling of possible solutions and problem-solving strategies, but also designing a learningenvironment conducive to such learning [10]. The level of self-regulation depends on the extentof the learner’s knowledge within the subject domain [9]. A key facet of self-regulation is self-efficacy, which requires the knowledge and use ofspecific learning strategies and performance self-monitoring [11]. Thus, self-efficacy indicateslearners’ belief in their innate ability to achieve

Conference Session

Faculty Development Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tina Zecher, Northern Arizona University; Fethiye Ozis, Carnegie Mellon University

behaviors communicate agenuine investment in students’ personal and academic well-being, and they demonstrate awillingness to connect and work with their students [10],[11]. The second dimension includes aprofessor’s encouragement of questions and discussions as well as a student’s general feelingsabout the class.Rapport between professors and students is identified as promoting engagement [12]; motivationand satisfaction [8]; grades [13]; self-efficacy, i.e. a belief in one’s capabilities [14],[15];student success [16]; and, performance, persistence and retention in engineering [17],[18]. Onthe other hand, lack of such connection has been observed to contribute to loss of motivation andengagement [19], hence negatively impacting self-efficacy [20

Conference Session

NSF Grantees Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Robert Culbertson, Arizona State University; Michael Oehrtman, Arizona State University; Janice Meyer Thompson, Arizona State University; Josh Gardner, Arizona State University; Christopher Mehrens, Arizona State University; Dale Baker, Arizona State University; Stephen Krause, Arizona State University

number of NSF projects including a Bridging Engineering and Education and a current TPC program. She has been a faculty member in science curriculum and instruction and has taught and developed courses in assessment, equity, and bridging engineering and education. She has been involved in the development of innovative science teaching curricular activities and is a co-PI of an NSF TPC project that is providing community college science teachers with authentic science inquiry and writing experiences. She is contributing to the effective formative and summative assessment of self-efficacy and learning of students in the course, which is critical in structuring of the Frets, Flutes, and

Conference Session

First-year Programs Division Technical Session 3: Diversity and Multicultural Influences in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Ryan J Meuth, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

course offered in Fall 2014 collaborating on designing, building, andtesting autonomous waste sorters. Teams from one section of 38 mechanical, aerospace, electrical,and chemical engineering students are paired with those of the other section with 43 computerscience, informatics, software engineering, computer systems engineering, industrial engineering,and engineering management students. While the teams from each section focus on differentaspects of the design, inter-disciplinary collaboration and system integration is required for asuccessful final product.The impact of this experience on students’ knowledge and self-efficacy of the engineering designprocess, their technical communication skills, and teamwork has been measured. A

Conference Session

NSF Grantees Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Robert Culbertson, Arizona State University; Dale Baker, Arizona State University; Janice Meyer Thompson, Arizona State University; Christopher Mehrens, Arizona State University; Stephen Krause, Arizona State University

co-editor of the Journal of Research in Science Teaching. She has experience in the evaluation of a number of NSF projects including a Bridging Engineering and Education and a current TPC program. She has been a faculty member in science curriculum and instruction and has taught and developed courses in assessment, equity, and bridging engineering and education. She has been involved in the development of innovative science teaching curricular activities and is a co-PI of an NSF TPC project that is providing community college science teachers with authentic science inquiry and writing experiences. She is contributing to the effective formative and summative assessment of self-efficacy

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

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

financial difficulty. Prior research has acknowledged that HC socializes students to conform to thestatus quo [21]. Within this largely middle-class, straight, White, able-bodied, and malediscipline, the status quo perpetuates gendered values (HC), such as masculinity,objectivity, and autonomy through messages embedded in institutional and instructionalways [32].HC in engineering Individuals process and respond to HC by recognizing it (awareness), processingit (emotions), deciding what they can do about it (self-efficacy), and acting (self-advocacy) [2], [4]–[7], [9], [11], [12]. Previous research characterized individuals’responses to HC into three categories: 1) minimal/no action, 2) negotiating self, and 3)changing the environment

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Selyna Perez Beverly, University of Wisconsin-Madison; Donald L. Gillian-Daniel

Tagged Topics

Diversity

Tagged Divisions

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

Arbor. Her dissertation studied the effects of instruction in engineering classrooms on women’s socioemotional outcomes including sense of belonging, engineering self-efficacy, and desire to remain in engineering.Donald L. Gillian-Daniel Don Gillian-Daniel (he/him) engages higher education and disciplinary and professional society audi- ences in learning how to use more equitable and inclusive professional practices (e.g., teaching, advising, research mentoring, colleagueship, and leadership). He has worked locally, nationally, and internation- ally, and consulted with universities, National Science Foundation-funded initiatives, as well as national non-profits. Don is the inaugural director of Professional

Conference Session

First-Year Programs: Monday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tammy VanDeGrift, University of Portland; Sherry Liao, University of Portland

Tagged Divisions

First-Year Programs

designed to assist students with self-efficacy beliefs and personal goals.At this University all engineering and computer science students take an introduction toengineering course that covers the engineering process, teamwork, communication skills, thedifferent branches of engineering, ethics, and co-curricular and extracurricular opportunities.Section sizes are ~30 students, so students can build community with peers and their professor.The professor of the Introduction to Engineering course is the academic advisor for his/her set ofstudents. Students declare or confirm their major by the end of the first semester. Resources tohelp students choose a major include laboratories, advisor meetings, student panels, a semester-long team project

Conference Session

Women in Engineering Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Renee M. Desing, Ohio State University; Rachel Louis Kajfez, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

interactive relationship withindividual characteristics and situational conditions [20]. The individual characteristics of careermotivation theory are identified as (1) career identity, which is the relationship between one’scareer and identity, including the desire for upward mobility; (2) career insight, which is theperceptions of oneself and the organization, and how these perceptions are related to careergoals; and (3) career resilience, which is the resistance to career disruptions in less than optimalwork environment conditions, including self-efficacy, risk taking, and dependency [20]. Thesituational conditions include support for career development, opportunities and rewards,structure for goal setting, organizational flexibility, competitive

Conference Session

Best Zone Papers

Collection

2003 Annual Conference

Authors

Mary Anderson-Rowland

products not built,in design not considered, in constraints not understood, in processes not invented.7 The word“engineering” is not normally associated with “creativity.”7 There is a lack of diversity inengineering (few women and underrepresented minorities) due to a wrong opinion of whatengineering really is. 7 A second major theme in the review of literature on the reasons for the lack of women inengineering is that women’s self-efficacy for pursuing science and engineering careers tends tobe low as a result of lack of information to build self-efficacy.6 Self-efficacy is one’s beliefabout how well she or he can perform a given task or behavior.8 Self-efficacy is built throughfour sources of information: past performance accomplishments (in

Conference Session

Training and Mentoring of Graduate Teaching Assistants

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mary Lynn Brannon, Pennsylvania State University, University Park

Tagged Divisions

Graduate Studies

constructive feedback to the observed teacher on his/her performance.Assessment data was collected in the form of a pre and post perceptions of learning survey.Students’ comments on how the peer learning project had helped them to understand andrecognize themselves as teachers and build self-efficacy are described in this paper, along withassessment results, course materials, the assignment rubric, and survey instruments. Challenges Page 25.1436.2experienced with the project are also discussed. Individuals who are involved with teaching GITsor using peer learning in their courses will be interested in this paper.PurposeA valuable skill for graduate

Conference Session

Engineering Design Graphics Division (EDGD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Erik Schettig, North Carolina State University; Aaron C. Clark, North Carolina State University ; Jeremy V. Ernst, Embry-Riddle Aeronautical University

Tagged Divisions

Engineering Design Graphics Division (EDGD)

communication ofdesign information through technical sketching and computer-aided design (CAD)constraint-based solid modeling. Such an engaging course intends to enhance students’spatial visualization, modeling ability, and self-efficacy in applying related tools in thefuture. This sample consists of students who each enrolled in one semester from a totalof three semesters of participating students exposed to components of student-centeredlearning between the Spring of 2018 and Spring of 2019. The course consists of up to60 students per section. The data for this study comes from an NSF IUSE study measuring student self-efficacy in 3D modeling and academic success, including course grades and spatialvisualization skills [5]. The sample size is

Conference Session

Track 7: Technical Session 3: Latine STEM Doctoral Students' Perceptions Regarding Doctoral Mentoring Relationships - A Qualitative Study

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Dilara Yaya-Bryson Ph.D., University of North Carolina at Charlotte; Lisa R Merriweather, University of North Carolina at Charlotte

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

engineering technology fields, with Latine faculty representing only 4% of theoverall faculty [33].Although studies show that having faculty mentors from similar backgrounds enhances theoutcomes for doctoral students, low faculty representation inevitably sets the stage for cross-cultural mentoring in the STEM doctoral context [4], [6], [19], [23], [24]. Cross-culturalmentoring occurs when mentees and mentors come from different cultural or racial backgrounds,in which cases racially and ethnically minoritized doctoral students are more likely to benefitfrom individualized support and guidance academically and emotionally for completion of thedoctoral program and develop self-efficacy as a scholar [4], [6], [19], [23], [24]. In a case studyby Sangiago

Conference Session

MECH - Technical Session 9: Advanced Mechanical Engineering Topics

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel Mok, Massachusetts Institute of Technology; Cong Li, Massachusetts Institute of Technology; Benita Comeau, Massachusetts Institute of Technology; Emily Welsh, Massachusetts Institute of Technology; Nicholas Xuanlai Fang, University of Hong Kong; John Liu, Massachusetts Institute of Technology

Tagged Divisions

Mechanical Engineering Division (MECH)

wereadapted from the Motivated Strategies for Learning Questionnaire (MSLQ) [37, 38], to measureattitudes associated with learning. In this survey, the learner is asked to rate statements on a 7-point Likert scale (1 - “not at all true of me” to 7 - “very true of me”). The students rated their at-titudes toward intrinsic goal orientation, which is associated with a student’s perception that theyshould participate in the learning task because it is challenging, arouses their curiosity, and forcomplete understanding of the material. Further, the students rated their motivation to reengagewith the material and their fear of making mistakes. Finally, the survey also asked the students torate several self-efficacy constructs, where they are asked to judge