Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mehdi Lamssali, North Carolina Agricultural & Technical State University; Olivia Kay Nicholas, RAPID; Alesia Coralie Ferguson, North Carolina A&T State University; Andrea Nana Ofori-Boadu, North Carolina Agricultural and Technical State University; Angela M. White, NC A&T State University

Tagged Topics

Diversity

Tagged Divisions

Student

. Her current research interests, publications, and presentations give attention to racial identity, science identity, science self- efficacy, metacognition, and STEM achievement of African American students. As a strong advocate for the participation of African American females in STEM, Dr. White continuously engages in discourse and research that will promote greater access to STEM-related opportunities and recognition of African American females. American c Society for Engineering Education, 2021 Faculty Perceptions of STEM Student and Faculty Experiences During the COVID-19 Pandemic: A Qualitative Study (WIP)Abstract The recent

Conference Session

Diversity and Two-year Colleges part 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Claire L. A. Dancz, Clemson University; Elizabeth A. Adams, Fresno City College; Carol Haden, Magnolia Consulting, LLC; Yushin Ahn; Karen Willis, Fresno City College; Deanna Craig, Clemson University

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Diversity

Tagged Divisions

Two-Year College

.). (2014). Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations. Routledge.[6] Townsend, B. K., & Wilson, K. B. (2009). The academic and social integration of persisting community college transfer students. Journal of College Student Retention: Research, Theory & Practice, 10(4), 405-423.[7] Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge university press.[8] Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Harvard Business Press.[9] Pajares, F. (1996). "Self-efficacy beliefs in academic settings." Review of educational

Conference Session

Professional Formation and Career Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Samantha Ruth Brunhaver, Arizona State University; Benjamin David Lutz, California Polytechnic State University, San Luis Obispo; Nathan E. Canney, Taylor Devices, Inc.

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Diversity

Tagged Divisions

Liberal Education/Engineering & Society

perceptions of both the organization and the individual [61]. Researchestimates that a failure to empower employees in their work costs U.S. businesses up to $550billion annually [62]. The interaction between value incongruence and empowerment is criticalbecause it highlights a space where engineers might experience tensions that their engineeringeducation makes them ill-equipped to address [24] [38]. Notably, Chatman [63] postulates that aperson can successfully overcome potential adverse effects caused by person-organization valueincongruence—and even influence the organization’s values to be more like their own—if theyfeel empowered (i.e., perceive themselves as having self-efficacy and control) over the situation.We argue that these tensions

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Lucian Alexander P.E., Texas A&M University-Kingsville; Breanna Michelle Weir Bailey P.E., Texas A&M University-Kingsville; Rajashekar Reddy Mogiligidda, Texas A&M University-Kingsville; Mahesh Hosur, Texas A&M University-Kingsville; David Hicks, Texas A&M University-Kingsville; Michael Preuss, Exquiri Consulting, LLC

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Diversity

Tagged Divisions

First-Year Programs

., and Lents, N.H. (2017). “Cultivating minorityscientists: undergraduate research increases self-efficacy and career ambitions forunderrepresented students in STEM.” J. Research in Science Teaching, 54(2), 169-194.18. Wao, H. O., Lee, R. S. & Borman, K. (2010). Climate for retention to graduation: Amixed methods investigation of student perceptions of Engineering departments and programs.Journal of Women and Minorities in Science and Engineering, 16, 293-318.19. Perrin, J., “Features of Engaging and Empowering Experiential Learning Programs forCollege Students,” Journal of University Teaching and Learning Practice, 11(2), 2014, article 2.https://ro.uow.edu.au/jutlp/vol11/iss2/2/.20. National Center for Education Statistics. (2019

Conference Session

Student Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Shaffer Brown, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Student

Graduate Training Program on Teaching Self Efficacy,” Natl. Teach. Educ. J., vol. 4, no. 2, pp. 49–56, 2011.[15] F. Nasser-Abu Alhija and B. Fresko, “Graduate teaching assistants: how well do their students think they do?,” Assess. Eval. High. Educ., vol. 43, no. 6, pp. 943–954, 2018.[16] C. Graham and C. Essex, “Defining and ensuring academic rigor in online and on-campus courses: Instructor perspectives.,” in Annual Proceedings of Selected Research and Development [and] Practice Papers Presented at the National Convention of the Association for Educational Communications and Technology, 2001, pp. 330–337.[17] J. S. Boman, “Graduate student teaching development: Evaluating the effectiveness of training in

Conference Session

CoNECD Session : Day 2 Slot 1 Technical Session 3

Collection

2021 CoNECD

Authors

Amy Kramer P.E., Ohio State University; Emily Dringenberg, Ohio State University

Tagged Topics

CoNECD Paper Submissions, Diversity

the interviews over a three-day period in private conference rooms at the high schoolduring the participants’ regularly scheduled science or engineering courses. The teacher, amember of the research team, was aware of which students participated in the interviews,however, to protect participant confidentiality, we did not share any interview data with theteacher until after the semester had ended. Our interview protocol was developed with questionsto collect data about 1) students’ beliefs about the nature of intelligence (i.e., fixed versus growthmindset), 2) science self-efficacy, 3) career aspirations, 4) views on the gender gap in STEM,and 5) students’ beliefs about smartness. In this paper, we focus on the data collected from theportion

Conference Session

Track: Collegiate - Technical Session 1

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

David Jones, University of Nebraska, Lincoln; Sohrab Asgarpoor, University of Nebraska, Lincoln; Jen Skidmore, University of Nebraska, Lincoln; Lance C. Pérez, University of Nebraska, Lincoln; Trish Wonch Hill; Michael Loehring; Emily Griffin Overocker, University of Nebraska, Lincoln

Tagged Topics

Collegiate, Diversity

, decision making, and self-efficacy will be monitored through a mixed methodsassessment including a follow up quantitative survey and an ethnographic interview. The researchquestions of the project are as follows: 1. Does participation of alternately admitted students in student success programs increase student persistence in engineering programs from semester 1 to semester 2 and from year 1 to year 2? 2. What aspects of student success programs are valued most highly by alternately admitted students in encouraging their success in Engineering? 3. For alternately admitted students who do not participate in student success programs, what factors discourage their participation and what out-of-college programs do

Conference Session

CEED Technical Session: High-Impact Makerspaces, Transitioning from Co-op to School and Service Research

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alexandra Longo, American Society for Engineering Education; Brian Yoder, American Society for Engineering Education; Rocio C. Chavela Guerra, American Society for Engineering Education; Rossen Tsanov, American Society for Engineering Education

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

several characteristics shared by all. Barrett, et. al (2015), Forest, et.al (2014), and Wilczynski (2015) all noted the sense of community embraced by universitymakerspaces, exhibited by an environment conducive to collaboration between students. There iscurrently a need for a baseline to study university makerspaces, their best practices, and thespecific ways that they can benefit engineering education. Morosz, et. al (2015) posited thatMaking activities in university makerspaces can improve retention and encourage broaderparticipation in engineering, noting that “there is a strong relationship between the amount ofengineering experiences and engineering design self-efficacy,” a quality which has been shownto increase retention among

Conference Session

Maker Spaces in Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Carolyn Keller, University of Wisconsin, Platteville ; Jodi F. Prosise, University of Wisconsin, Platteville; Philip J. Parker P.E., University of Wisconsin, Platteville

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

people with different skillsets ascompared to laboratories, creating an environment with greater social interaction. Morocz et al(2015) found that influence of peers can decrease anxieties around making because makerspacescan function to level the playing field by modeling different degrees of comfort with differentmaking processes. Further, Bandura’s theory posits that the social interactions can increasestudents’ self-efficacy. Having shared and communal making opportunities dissipates fearsaround making and increases student confidence in the process [1].Engineers in many disciplines are most effective when, in addition to technical knowledge intheir field, they have enhanced knowledge of the capabilities of processes such as milling,welding

Conference Session

Construction Division Technical Session 4: Capstone, Safety and Beyond

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dorail F. Porter, Associated General Contractors; Andrea Nana Ofori-Boadu, North Carolina A&T State University

Tagged Topics

Diversity

Tagged Divisions

Construction Engineering

opportunities can foster or hinder belongingness and identity development [7].Consistently, education researchers are investigating questions associated with students’ self-identification as professionals in their field of study. Factors such as gender, career goals, careerexposure, and academic success are predictors of this self-identification [9]. Vocational interests,occupational self-efficacy, occupational prestige are closely associated with each other, and withschool, leisure, and actual engagement in corresponding activities [10]. Career identity has beenlinked with career development [6]. The lack of adequate training, time, and incentives couldcreate tension with truly recognizing and forming professional identity. It is important that

Conference Session

Diversity and Inclusion: Concepts, Mental Models, and Interventions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Megan Keogh, University of Colorado, Boulder; Malinda S. Zarske, University of Colorado, Boulder; Janet Y. Tsai, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

pursuingengineering degrees [5-6]. This is particularly true for women in STEM [7-8]. Of the womenwho do graduate with an engineering degree, many seek jobs outside of the engineering industrymore often than their male counterparts. Many reports indicate that women leave engineeringjobs in part because of low self-confidence in their technical abilities. A study published by theAmerican Sociological Review shows that women express and feel less professional roleconfidence than men when in engineering [9]. This study, along with others, affirm that womenin engineering careers often have lowered self confidence in their technical competencies even ifthey persisted through getting an engineering degree [9-10]. Lowered self-efficacy coupled withan extra pressure

Conference Session

Technical Session 13: Digital Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sang Myong Yim, United States Military Academy; Christopher J. Lowrance, United States Military Academy; Eric M. Sturzinger, United States Military Academy

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

quitting, suggesting that the most pertinent information should appear in the first half ofthe video.Wu et al. investigated the key factors of student learning satisfaction in a blended e-learningenvironment, where instruction consisted of a mix of face-to-face and online education. 9 Theyargued that a blended learning environment has the potential to maximize the best advantages ofboth instructor-driven and online education. Using questionnaire data, they discovered thatcomputer self-efficacy, system functionality, content feature, and interaction all impact a student’sexpectations, learning climate, and satisfaction of a course.Lim et al. looked at the differences in learning outcomes and student perceptions betweenstudents enrolled in two

Conference Session

Curricular Advancements in ECE

Collection

2019 ASEE Annual Conference & Exposition

Authors

Heath Joseph LeBlanc, Ohio Northern University; Khalid S. Al-Olimat P.E., Ohio Northern University; Muhammad Ajmal Khan, Ohio Northern University; Firas Hassan, Ohio Northern University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

positive and significantrelationship with workplace learning and job performance [4]. Entrepreneurially mindedengineers are not just the entrepreneurs with engineering degrees; they are able to fill both theroles of traditional staff engineers as well as leadership roles within organizations [5].The set of teaching and learning strategies that aim to support the KEEN 3Cs framework for EMis referred to as Entrepreneurially Minded Learning (EML) [6]. Oftentimes, EML builds onactive pedagogies, such as Project-Based Learning (PBL), and focuses holistically onopportunity recognition, stakeholder awareness, discovery, and value creation [7]. There arethree entrepreneurial learning domains EML targets: affective factors (such as self-efficacy,intention

Conference Session

Faculty Development Round Table

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alexandra Coso Strong, Florida International University; Meagan R. Kendall, University of Texas, El Paso; Gemma Henderson, University of Miami; Ines Basalo, University of Miami

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Constituent Committee

engineers than non-HSIs [6]. Focusing efforts atthese institutions has the potential to increase representation of the Latinx population inengineering.Faculty play a critical role in educational change efforts and within the day-to-day support ofstudents’ self-efficacy and self-regulated learning behaviors [7], [8]. For Latinx students, inparticular, faculty support is a key factor in student retention [9]. Faculty support students byserving as role models and mentors, which if maintained, particularly outside the classroom, cancontribute to higher student satisfaction and persistence to graduation [10].Within engineering programs at HSIs, and engineering programs more broadly, instructional,non-tenure track faculty comprise nearly 14% of the

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robert C. Martin, Texas A&M University; Cynthia Lang, Texas A&M University; Sin-Ning Cindy Liu, Texas A&M University; Carolyn L Sandoval, University of California, San Diego; Mindy Bergman, Texas A&M University; Jeffrey E. Froyd, Ohio State University

Tagged Topics

Diversity, NSF Grantees Poster Session

belonging and academic integration (expectations students havefor positive student-faculty interactions are met), positively relates to self-efficacy [4], [16]. ForURM students within STEM fields, insufficient support systems, stereotype internalization, andexperiencing racism and isolation have been recognized as elements that influence attrition [17].Working to improve the climate within undergraduate engineering programs can address thesefactors and may lead to improvements in the retention of women and URM students. Insummary, it is important that instructors are aware of these potential barriers to success, attunedto how students are experiencing learning in their classrooms, and address issues that contributeto a chilly classroom climate

Conference Session

Size, Civility, and the Classroom Culture: Setting Class Tone with a Student-centered Perspective

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cheryl Allendoerfer, University of Washington; Denise Wilson, University of Washington; Melani Plett, Seattle Pacific University; Rebecca A Bates, Minnesota State University, Mankato; Tamara Floyd Smith P.E., Tuskegee University; Nanette M Veilleux, Simmons College

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

Paper ID #16220Student Perceptions of Faculty Support: Do Class Size or Institution TypeMatter?Dr. Cheryl Allendoerfer, University of Washington Dr. Allendoerfer is a Research Scientist in the College of Engineering at the University of Washington.Dr. Denise Wilson, University of Washington Denise Wilson is a professor of electrical engineering at the University of Washington, Seattle. Her research interests in engineering education focus on the role of self-efficacy, belonging, and other non- cognitive aspects of the student experience on engagement, success, and persistence and on effective methods for teaching

Conference Session

Multidisciplinary First-year Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tanya Kunberger P.E., Florida Gulf Coast University; Chris Geiger, Florida Gulf Coast University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

. Educational areas of interest are self- efficacy and persistence in engineering and development of an interest in STEM topics in K-12 students.Dr. Chris Geiger, Florida Gulf Coast University Chris Geiger is an Associate Professor and Chair of the Department of Bioengineering in the U.A.Whitaker College of Engineering at Florida Gulf Coast University. He received his M.S and Ph.D.degrees in Biomedical Engineering from Northwestern University in 1999 and 2003, respectively,and his B.S. in Chemical Engineering from Northwestern University in 1996. Page 26.799.1 c American Society for

Conference Session

New Engineering Educators Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Cheryl Allendoerfer, University of Washington; Rebecca A. Bates, Minnesota State University, Mankato; Tamara Floyd Smith, Tuskegee University; Melani I. Plett, Seattle Pacific University; Nanette M. Veilleux, Simmons College; Mee Joo Kim, University of Washington

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

Paper ID #13326Go Team! The Role of the Study Group in Academic SuccessDr. Denise Wilson, University of Washington Denise Wilson is a professor of electrical engineering at the University of Washington, Seattle. Her research interests in engineering education focus on the role of self-efficacy, belonging, and other non- cognitive aspects of the student experience on engagement, success, and persistence.Dr. Cheryl Allendoerfer, University of Washington Dr. Allendoerfer is a Research Scientist in the College of Engineering at the University of Washington.Prof. Rebecca A Bates, Minnesota State University, Mankato

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rosalyn Hobson Hargraves, Virginia Commonwealth University; LaChelle Monique Waller, Virginia Commonwealth University

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

• University students’ perceptions • Students • TeachersPopulation • Parents and caregivers • Principals • Constructivism (Constructionism, Guided Inquiry, CommunitiesInforming Theory of Practice) • Self-efficacy • National and State Mathematics, Science and TechnologyStandards Addressed • Massachusetts Technology/Engineering Page 26.625.3Several examples measured how informal STEM educational

Conference Session

Identity and Engineering: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette; Gerhard Sonnert, Science Education Department, Harvard-Smithsonian Center for Astrophysics; Philip Michael Sadler, Harvard Smithsonian Center for Astrophysics

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

; Philadelphia, PA, 2014.35. Jones, M. G.; Howe, A.; Rua, M. J. Sci. Educ. 2000, 84, 180–192.36. Wang, J.; Werner-Avidon, M.; Newton, L.; Randol, S.; Smith, B.; Walker, G. J. Pre-College Eng. Educ. Res. 2013, 3, 2.37. McIlwee, J. S.; Robinson, J. G. Women in engineering: Gender, power, and workplace culture; SUNY Press, 1992.38. Modell, M.; Reid, R. C. Thermodynamics and its Applications; Prentice-Hall Englewood Cliffs, NJ, 1974.39. Richardson, A. L. Tinkering self-efficacy and team interaction on freshman engineering design teams; ProQuest, 2008.40. Eccles, J.; Harold, R. Teach. Coll. Rec. 1993, 94, 568–587.41. Eshach, H. J. Sci. Educ. Technol. 2007, 16, 171–190.42. Mau, W.-C. Career Dev. Q. 2003, 51, 234–243.43

Conference Session

Dissecting the Nuances that Hinder Broad Participation in Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rajeev K Agrawal, North Carolina A&T University (Tech); Myron L. Stevenson, North Carolina A&T State University; Clay Gloster Jr, North Carolina A&T University (Tech)

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

conditions have on students’ education, we hope to better understandand highlight the circumstances that are preventing an increase in STEM diversity in NorthCarolina. We propose increasing the number of ethnic minority educators, improve culturaltraining for educators by implementing cultural relational teaching methods into standardcurriculum including more hands-on instruction, a redistribution of financial resources to statepublic educational institutions, including higher education, based on need instead of population.We believe these changes have the potential to increased interest and self-efficacy in math andscience for underrepresented minority students of North Carolina.I. Introduction The US Department of Commerce reports employment in

Conference Session

Electrical and Computer Division Technical Session 13

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brian K. Dean, Oakland University; Osamah A. Rawashdeh, Oakland University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

Underrepresented Racial Groups,” Journal of Research in Science Teaching, Vol. 51, No. 5, 2014, pp. 555-580. 7. A. Carpi, D.M Ronan, H.M. Falconer, and N.H. Lents, “Cultivating Minority Scientists: Undergraduate Research Increases Self-Efficacy and Career Ambitions for Underrepresented Students in STEM,” Journal of Research in Science Teaching, vol 52, no. 2, 2017, pp. 169-194. 8. R. Taraban and R. Logue, “Academic Factors that Affect Undergraduate Research Experiences,” Journal of Educational Psychology, vol. 104, no. 2, 2012, pp. 499-514. 9. J. Vianden, “What Matters in College to Students: Critical Incidents in the Undergraduate Experience,” Journal of Student Affairs Research and Practice, vol. 52 no. 3

Conference Session

Interest & Identity

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mary Ann Jacobs, Manhattan College; Zahra Shahbazi, Manhattan College

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

’ academic and non-academic performances.Research13 indicates that students who engage in these types of learning experiences showpositive attitudes toward learning itself, collaborative behavior, and team communication.Students’ interests, self-confidence, and self-efficacy developed especially when the tasks relatedto real-world experiences. Eighty-five percent of the students strongly agreed or agreed that theworkshops helped them understand the work of engineers, and 78% reported the workshophelped them think like engineers. More than half the students reported that the workshop madethem think that they may want to become engineers. Additionally, 81% reported they learnedsome new engineering ideas they did not know before the workshop.Another

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rachel McCord Ellestad, University of Tennessee, Knoxville; David J. Keffer, University of Tennessee, Knoxville; Jennifer Retherford P.E., University of Tennessee, Knoxville; Chris Wetteland, University of Tennessee at Knoxville; Mary kocak, University of Tennessee at Knoxville; Travis Griffin, University of Tennessee, Knoxville

Tagged Topics

Diversity, NSF Grantees Poster Session

of First Generation Community College Students," Community College Review, vol. 26, no. 4, pp. 3-22, 1999/04/01 1999.[15] W. C. Lee and H. M. Matusovich, "A Model of Co-Curricular Support for Undergraduate Engineering Students," Journal of Engineering Education, vol. 105, no. 3, pp. 406-430, 2016.[16] M. Meyer and S. Marx, "Engineering Dropouts: A Qualitative Examination of Why Undergraduates Leave Engineering," Journal of Engineering Education, vol. 103, no. 4, pp. 525-548, 2014.[17] J. A. Raelin, M. B. Bailey, J. Hamann, L. K. Pendleton, R. Reisberg, and D. L. Whitman, "The Gendered Effect of Cooperative Education, Contextual Support, and Self-Efficacy on Undergraduate Retention

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nelson S. Pearson, University of Nevada, Reno; Justin Charles Major, Purdue University, West Lafayette (College of Engineering); Allison Godwin, Purdue University, West Lafayette (College of Engineering); Adam Kirn, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Relationship Between Self- Efficacy and Retention in Introductory Physics,” J. Res. Sci. Teach., vol. 49, no. 9, pp. 1096–1121, 2012.[21] B. Rienties and D. Tempelaar, “Turning Groups Inside Out: A Socail Network Perspective,” no. November, 2017.[22] M. L. Loughry, M. W. Ohland, and D. J. Woehr, “Assessing Teamwork Skills for Assurance of Learning Using CATME Team Tools,” 2014.[23] Y. Benjamini and Y. Hochberg, “Controlling the False Discovery Rate: A Practical and Powerful Approach to Multiple Testing,” J. R. Stat. Soc., vol. 57, no. 1, pp. 289–300, 1995.[24] A. Dinno, “Nonparametric Pairwise Multiple Comparisons in Independent Groups Using Dunn ’ s Test,” Stata J., vol. 15, no. 1, pp. 292–300, 2015.[25] C. Smith and S

Conference Session

First-year Programs Division Postcard Session 1: Retention and Student Success Strategies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth R. Kurban, University of Maryland, College Park; Paige E. Smith, University of Maryland, College Park; Kurubel Belay, University of Maryland

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

representation bygender and by race (Gleason, Boykin, Johnson, Bowen, Whitaker, Micu, & Slappey, 2010;Raines, 2012). For example, the work of Ackermann (1990; 1991), Cabrera et al. (2013), Garcia (1991),Kezar (2000), Strayhorn (2011) and Walpole et al. (2008) document the impacts of first-yearsummer bridge programs on students’ transition into college. In particular, these scholars notethat such programs can positively impact the academic, social, and personal development ofunderrepresented student populations (Ackermann, 1990; Garcia, 1991; Strayhorn, 2011). Inaddition to impacting these areas of student development, first-year summer programs canpositively influence students self-efficacy and sense of belonging (Cabrera et al., 2013; Stolle

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jacqueline Ann Rohde, Purdue University; Lisa Benson, Clemson University; Geoff Potvin, Florida International University; Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

inform ways that students evaluate their belongingness in engineering, as well asways in which educators can help their students feel like they belong.IntroductionBelongingness typically describes a sense of community or affinity towards a certain group, asexpressed by an individual. In this article, we use the term to represent an individual’s judgementof whether they feel welcomed and wanted in engineering. Stronger feelings of belongingnessresult in higher self-efficacy [1], engagement [2], and ability [3]. Conversely, a lack ofbelongingness has been identified as one of the top reasons that students leave a university [4, 5].Belongingness is imbued throughout a student’s educational experience, at both the classroomand university levels [1

Conference Session

Around the Water Cooler: Ideas and Issues in Civil Engineering Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cassandra J. McCall, Virginia Tech; Marie C. Paretti, Virginia Tech; Lisa D. McNair, Virginia Tech; Ashley Shew, Virginia Tech; Denise Rutledge Simmons P.E., University of Florida; Courtney Zongrone, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

. 371–395, 2010.[10] C. C. Samuelson and E. Litzler, “Community Cultural Wealth: An Assets-Based Approach to Persistence of Engineering Students of Color,” J. Eng. Educ., vol. 105, no. 1, pp. 93–117, 2016.[11] D. Malicky, “A literature review on the under-representation of women in undergraduate engineering: Ability, self-efficacy, and the ‘chilly climate,’” in Proceedings of the 2003 American Society for Engineering Education Annual Conference, 2003.[12] T. C. Dennehy and N. Dasgupta, “Female peer mentors early in college increase women’s positive academic experiences and retention in engineering,” Proc. Natl. Acad. Sci. U. S. A., vol. 114, no. 23, pp. 5964–5969, 2017.[13] K. L. Tonso, “Engineering

Conference Session

Student Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Student

. Pers. Assess., vol. 90, no. 3, pp. 261– 269, 2008.[36] R. Day and T. D. Allen, “The relationship between career motivation and self-efficacy with protégé career success,” J. Vocat. Behav., vol. 64, no. 1, pp. 72–91, 2004.[37] J. J. VanAntwerp and D. Wilson, “Difference between engineering men and women: How and why they choose what they do during early career,” in 2015 ASEE Annual Conference and Exposition, 2015.[38] N. A. Fouad, R. Singh, K. Cappaert, W. Chang, and M. Wan, “Comparison of women engineers who persist in or depart from engineering,” J. Vocat. Behav., vol. 92, pp. 79–93, 2016.[39] M. Brouwer, “Q is accounting for tastes,” J. Advert. Res., vol. 39, no. 2, pp. 35–39, 1999.[40] G. W. K

Conference Session

Pre-college Engineering Education Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Annmarie Elizabeth Hoch, Tufts University; Karen Miel, Tufts University; Merredith D. Portsmore, Tufts University; Rebecca Deborah Swanson, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

recorded during their classroom activities, and alsointerviewed about their participation at the end of the semester. The recorded and transcribedinterviews are the primary sources of data for this paper. During the semi-structured one-on-oneinterviews, students were asked approximately 20 questions regarding interest, identity, self-efficacy, and their relationship to their undergraduate ambassadors. These interviews typicallylasted 10 - 20 minutes. In this study, we focus on two questions asked, in which students ratedtheir enjoyment and perceived success in engineering: 1) Think about yourself doing engineeringin STOMP. On a scale of 1 to 10, with 1 being the lowest and 10 being the highest, how much doyou like doing engineering? and 2) Think