Conference Session

Experimentation and Laboratory-Oriented Studies Division (DELOS) Technical Session 5: Lab Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nick A. Stites, University of Colorado Boulder; Micaela Valentina Bara, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

Experimentation and Laboratory-Oriented Studies Division (DELOS)

] concluded that a fully-flipped statistics course for engineers enabled more personalizedlearning and instruction than a partially-flipped classroom. A study led by Motamedi [19]indicated that a flipped and “modified instructor-guided” pedagogy for a data analysis coursefor engineers yielded higher computational understanding and theoretical and statistical self-efficacy than a problem-based learning approach. However, problem-based learning tended toresult in higher self-efficacy for using data analysis software. Similarly, Huang et al. [20]found that students in a project-based learning intervention were more likely than those in anonline course to talk about the connection between statistics and their disciplines but notthemselves. They posited

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brock J. LaMeres, Montana Engineering Education Research Center; Jessi L. Smith, Montana State University

Tagged Topics

Diversity, NSF Grantees Poster Session

). “The role of interest in understanding the career choices of female and male college students,” Sex Roles, vol. 44, pp. 295-320. 2001.National Academy of Engineering. (2004). “The Engineer of 2020: Visions of Engineering in the New Century,” National Academies Press, Washington, D.C, 2004.Ponton, M. K., Edmister, J. H., Ukeiley, L. S. & Seiner, J. M. (2001). “Understanding the role of self- efficacy in engineering education,” Jnl of Engineering Education, vol. 90, no. 2, pp. 247-251, 2001.Priniski, S. J., Hecht, C. A. & Harackiewicz, J. M. (2017). “Making Learning Personally Meaningful: A New Framework for Relevance Research,” The Jnl of Experimental Education, vol. 86, no. 1, October 18, 2017

Conference Session

Women in Engineering Division (WIED) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

and co-moderated a Birds of a Feather session at SIGSCE 2022 virtually entitled: Mentoring a Women in Computing Club: The Good, The Bad and The Ugly. Dr. Villani presented a paper at ASEE 2022 in Minneapolis, MN entitled: Designed A (Re)Orientation Program for Women Computing Students at a Commuter College and Measuring its Effectiveness. Fall 2023 a paper entitled: An Early Measure of Women-Focused Initiatives in Gender-Imbalanced Computing programs were presented at CCSC Eastern Conference. Dr. Villani has been a Grace Hopper Scholarship reviewer, Dr. Villani was awarded the Chancellor’s Award for Teaching Excellence in 2013. Prior to joining FSC, Dr. Villani had a fifteen-year Computer Consulting Career in the

Conference Session

The Best of First-Year Programs Division

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jan DeWaters, Clarkson University; John C. Moosbrugger, Clarkson University; Pankaj Sharma, Clarkson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

online at http://caeeaps.stanford.edu/phpESP/admin/manage.php.[20] LAESE (Longitudinal Assessment of Engineering Self-Efficacy) survey versions 3.0 (copyright 2006) and 3.1 (copyright 2007), which are products of AWE (Assessing Women and Men in Engineering), available online at www.aweonline.org.[21] DeVellis, R. F. (1991). Scale Development: Theory and Applications. Newbury Park, California: Sage Publications.[22] Armstrong, J.B., and Impara, J.C. (1991). The impact of an environmental education program on knowledge and attitude. Journal of Environmental Education, 22(4):36-40.[23] Barrow, L. H., and Morrisey, J. T. (1987). Ninth-grade students' attitudes toward energy: A comparison between Maine and New Brunswick. Journal of

Conference Session

Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise Rutledge Simmons PE, Virginia Tech; Chosang Tendhar, Virginia Tech; Rongrong Yu, Virginia Tech; Eric A. Vance, Virginia Tech; Catherine T. Amelink, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. Amelink is the Director of Graduate Programs and Assessment in the College of Engineering Virginia Page 26.506.1 Tech and affiliate faculty in the Department of Engineering Education and the Department of Educational Leadership and Policy Studies at Virginia Tech. c American Society for Engineering Education, 2015 Developing the Postsecondary Student Engagement Survey (PosSES) to Measure Undergraduate Engineering Students’ Out-of-Class Involvement    Abstract    A large body of literature focuses on the importance of student involvement in all aspects ofcollege for achieving

Conference Session

Measuring the Impact of Community Engagement on Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew Siniawski, Loyola Marymount University; Sandra G. Luca, Loyola Marymount University; Jeremy S. Pal, Loyola Marymount University; Jose A. Saez, Loyola Marymount University

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Diversity

Tagged Divisions

Community Engagement Division

StudentsAbstractFirst-year engineering students at Loyola Marymount University (LMU), a primarily liberal artsprivate undergraduate institution, can participate in service-learning projects through anengineering living-learning community. In addition, service-learning projects were recentlyoffered at LMU for first-year engineering students not participating in this living-learningcommunity. The impact of service-learning on students’ engineering design self-efficacy andengineering learning outcomes were assessed. An instrument was adapted from a combination ofpreviously validated instruments that measure engineering design self-efficacy and interventionalimpacts on technical and professional engineering learning outcomes. The instrument alsoincludes a

Conference Session

Addressing Diversity Issues in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anna Marbella Camacho, Cañada College; Denise Hum, Cañada College

Tagged Topics

Diversity

Tagged Divisions

Two Year College Division

capability to complete specific tasks or goals) a self-efficacy instrument was administered as part of the pre- and post-program surveys. Studentswere asked 18 of the 34 question Mathematics Self Efficacy Scale developed by Nancy Betz andGail Hackett to measure student self-efficacy related to math both at the very beginning of MathJam and again on the last day of the program. The questions related to math tasks that studentsmight encounter in day-to-day life. The analysis of the responses is shown in Table 8. Overall,students in STEM math classes increased their math self-efficacy. It is important that studentsbelieve in their capacity to complete math tasks because “there is evidence linking STEMattrition to such attitudinal factors as motivation

Conference Session

Graduate Student Writing and Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Juan M. Cruz, Virginia Tech; Mayra S. Artiles , Virginia Tech; Holly M. Matusovich, Virginia Tech; Gwen Lee-Thomas, Quality Measures LLC; Stephanie G. Adams, Old Dominion University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

intended to imply a degree of severity or sequential progression. The first obstacle categorywas the task of writing the dissertation. Students facing this obstacle were commonly in the veryfinal stages and described experiencing ‘writer’s block’ or inability in expressing their researchresults in writing. The second category was students who believed they lacked motivation.These students expressed a lack of self-efficacy in being able to commit to the work necessary tocomplete the degree. They described often procrastinating because they no longer wanted toconduct the research (or related activities), and in more advanced cases, inability to communicateclearly with the doctoral advisor. The third category was students that struggled in

Conference Session

Continuing Professional Development Division (CPD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mary Grace Golden, Purdue University ; Emeline Anne Ojeda-Hecht, Purdue University ; Savannah Meier, Purdue University ; Eric Holloway, Purdue University; Jennifer S. Linvill, Purdue University

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Diversity

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

careerdevelopment, was founded by Robert Lent, Steven Brown, and Gail Hackett [21]. The theory isbased on Bandura’s general social cognitive theory and self-efficacy theory [22], [23]. Bandura[24] describes self-efficacy as dependent on four main factors: personal performanceaccomplishments, vicarious learning, social persuasion, and physiological and affective states.SCCT draws on Bandura’s theories to argue that interests develop from outcomes expectationsand self-efficacy and acknowledges the dynamic nature of interests and expectations asindividuals have new experiences [25]. SCCT is often utilized to understand “why people chooseand persist in their career paths” [26, p. 4]. Additionally, SCCT considers both environmentaland individual factors that

Conference Session

Examining "Big" Data

Collection

2015 ASEE Annual Conference & Exposition

Authors

Issam Wajih Damaj, American University of Kuwait; Ashley Ater Kranov, Washington State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #12549A Framework for Measuring the Sustainability of Academic Programs in theTechnical Fields: Initial Validity Study FindingsDr. Issam Wajih Damaj, American University of Kuwait Dr. Issam W. Damaj (Ph.D. M.Eng. B.Eng.) is an Associate Professor of Computer Engineering at the American University of Kuwait (AUK). He is the Chairperson of the Department of Electrical and Computer Engineering. His University service experience is focused around assessment, quality assur- ance, program development, accreditation, and institutional effectiveness. His research interests include hardware/software co-design

Conference Session

Mental Health of Graduate Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Jane Bork, University of Michigan; Joi-lynn Mondisa, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

literature points to aspects of the student’s social environment, such as feelings ofconnectedness, a sense of belonging, social self-efficacy, and social support, influencingstudents’ reported mental health measures in addition to lasting academic impacts. It is stillunclear, however, to the extent which of these concepts are present in current surveys used toassess graduate student mental health. The research question guiding this study is, Whatunderlying factors are important when looking at the mental health of science, engineering, andmathematics graduate students?This study will look specifically at the Healthy Minds Study (HMS), conducted by the HealthyMinds Network (HMN): Research on Adolescent and Young Adult Mental Health group, to tryand

Conference Session

Pathways to Success in STEM through Computer Science and Making

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alicia Nicki Washington, Winthrop University; Shaefny Grays, North Carolina State University ; Sudipta Dasmohapatra, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

Computer Science Education. 6. Goode, J. 2008. Computer science segregation: Missed opportunities. The Voice. 4(2). 7. Graham, J. M., & Caso, R. (2002). Measuring engineering freshman attitudes and perceptions of their first year academic experience: The continuing development of two assessment instruments. In the Proceedings of the 32nd Annual Frontiers in Education Conference. 8. Gushue, G.V. and Whitson, M.L. (2006). The relationship among support, ethnic identity, career decisions and self-efficacy, and outcome expectations in African-American high school students. Journal of Career Development, 33(2), 112-124. 9. Hilpert, J. C., Stump, G., & Husman, J. (2010). Pittsburgh engineering

Conference Session

The Best of Computers in Education Division (COED)

Collection

2024 ASEE Annual Conference & Exposition

Authors

Phyllis J. Beck, Mississippi State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

formative times in their computing education [6, 8]. There have been many attempts at developing novel approaches to support various aspects of programming metacognition, improve self-efficacy, and provide automated feedback and assessment for students in introductory programming courses [5, 6, 8]. Programming metacognition can be broadly defined as how students think about programming and the problem-solving strategies they employ to achieve a goal when given a programming task [9]. However, most of these methods have yet to be successfully scaled and applied in the classroom. Previous studies suffer from issues such as being too small, difficult to validate or replicate, and software that is not shared or is abandoned

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Navid Yaghoubisharif, Oregon State University; Shane A. Brown P.E., Oregon State University; Natasha Mallette P.E., Oregon State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

influencing the self‐efficacy beliefs of first‐year engineering students,” J. Eng. Educ., vol. 95, no. 1, pp. 39–47, 2006.[2] M. W. Ohland, S. D. Sheppard, G. Lichtenstein, O. Eris, D. Chachra, and R. A. Layton, “Persistence, engagement, and migration in engineering programs,” J. Eng. Educ., vol. 97, no. 3, pp. 259–278, 2008.[3] J. J. Appleton, S. L. Christenson, D. Kim, and A. L. Reschly, “Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument,” J. Sch. Psychol., vol. 44, no. 5, pp. 427–445, 2006.[4] J. L. Meece, P. C. Blumenfeld, and R. H. Hoyle, “Students’ goal orientations and cognitive engagement in classroom activities.,” J. Educ. Psychol., vol. 80, no. 4, p. 514, 1988.[5] R

Conference Session

Analysis of Feedback Loops, Understanding the Impact of a LSAMP Scholar Program, Sustainable and Equitable Infrastructure, and Indigenous Innovators

Collection

2023 ASEE Annual Conference & Exposition

Authors

Martha Lucia Cano-Morales, Rowan University; Michael Corey Weinberg; Eduardo Rodriguez Mejia; Juan M. Cruz, Rowan University; Gwen Lee-Thomas, Quality Measures, LLC; Holly M. Matusovich, Virginia Tech; Mayra S. Artiles, Arizona State University; Abimelec Mercado Rivera, Arizona State University; Stephanie G. Adams, University of Texas at Dallas

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

of the relationship between the student and the student’s advisor andthe support received from this advisor. Some of these factors are productivity, self-efficacy, andcommitment. The second category, Student experience, grouped the factors related to theExpectancy Value Theory [8], such as the perceived cost, the intrinsic and extrinsic motivation,and the sense of belonging. The Faculty-Student interaction refers to factors that come from thefaculty professors, besides the advisor. The latter category includes factors such as receivingadvice, mentorship, or special attention from a professor. Finally, the academic support categoryincluded factors that are related to the institution, for example, participation in research projectspreviously

Conference Session

Assessing Hard-to-Measure Constructs in Engineering Education: Assessment Design and Validation Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Madison E. Andrews, University of Texas at Austin; Priyadarshan N. Patil, University of Texas at Austin

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Articles which did not focus on McConnell and Dickerson (2017) Engineering undergraduate engineering students consider student arguments about or undergraduate engineering subject the function of external structures matter. on animals for survival. The subjects are fourth-grade students. Examine Process Articles which examined the process Purzer (2011) studied student rather than of argumentation, rather than the arguments, self-efficacy and Product products of argumentation (e.g. a individual student achievements. writing

Conference Session

Track 5: Technical Session 2: Revisiting Assessment Tools Used to Measure the Impact of Summer Program Interventions on Perceptions and Interest in Engineering Among Underrepresented Pre-College Students – A Work in Progress

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Zeynep Ambarkutuk, Virginia Polytechnic Institute and State University; Jesika Monet McDaniel, Virginia Tech Department of Engineering Education; Cynthia Hampton Ph.D., Virginia Polytechnic Institute and State University; Kim Lester, Virginia Polytechnic Institute and State University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

as theSTEM-CIS (STEM Career Interest Survey) [15] tool measures self-efficacy and interest inSTEM classes and careers. The surveys included a pre-survey before arriving on campus, asurvey at the end of week 1 and week 2 to capture feedback on specific activities, and a post-survey at the end of BETA. All surveys were available via QR code for mobile devices. Thepost-surveys include whether students found material in the individual program sessions relevantto their goals, contained new knowledge, and presented in a learning-conducive way. The surveyof activities spanned departments in engineering [16].Additionally, we conducted pre- and post-camp focus groups. These focus groups involvedmeeting with a groups of 12-15 students in a room

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mayra S. Artiles Ph.D., Arizona State University; Juan M. Cruz, Rowan University; Sarah Anne Blackowski, Virginia Polytechnic Institute and State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Stephanie G. Adams, University of Texas at Dallas; Gwen Lee-Thomas, Quality Measures LLC

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

Attrition: Lessons from Four Departments. The Journal of Higher Education, 76(6), 669–700. https://doi.org/10.1080/00221546.2005.11772304Holbrook, A., Shaw, K., Scevak, J., Bourke, S., Cantwell, R., & Budd, J. (2014). PhD candidate expectations: Exploring mismatch with experience. International Journal of Doctoral Studies, 9, 329–346.Holloway-Friesen, H. (2019). The Role of Mentoring on Hispanic Graduate Students’ Sense of Belonging and Academic Self-Efficacy. Journal of Hispanic Higher Education, 153819271882371. https://doi.org/10.1177/1538192718823716Jaeger, A. J., Mitchall, A., O’Meara, K. A., Grantham, A., Zhang, J., Eliason, J., & Cowdery, K. (2017). Push and pull: The influence of race

Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Angela Harris, Stanford University; Robert J. Witt, University of Wisconsin - Madison; Robert Rice, University of California - Merced; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

) and have shown that self-expansion can have many benefits includingsharing of resources and greater self confidence. We call this “closeness,” and have used Aron’sscale to measure student closeness to “others” in the engineering classroom – Professor, TA, LabGroup, Classroom and Friend. A total of 571 complete observations were obtained at threeuniversity locations among students enrolled in the local equivalent course, Introduction to SolidMechanics or Statics. Classroom sizes varied from Large (~400 students) to Medium (125-150students) to Small (75-90 students).Results show that closeness plays an important role in classroom performance, particularly incombination with mechanics self-efficacy (or personal confidence in your mechanics

Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nora Honken, University of Cincinnati; Patricia A Ralston, University of Louisville; Thomas Tretter, University of Louisville

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

impacted by his/her competency, self-efficacy, andtheir perceived level of control over the task31. Weiner32 states that expectancy will be lower ifthe individual’s perceived ability is low or his/her perceived difficulty of the task is high. Healso states that if an individual assumes that conditions will remain the same and that his pastsuccess was due to ability, he will anticipate success in another similar task. Since manystudents measure success by GPA, first semester GPA was used as a measure of expectancy inthe current study. Further support for using GPA to measure expectancy is given in the literaturereview section.Value Value is related to the incentive or gain from doing or completing a task31. Eccles andWigfield31 list four

Conference Session

Technical Session IV

Collection

2018 FYEE Conference

Authors

Christopher McComb, Pennsylvania State University, University Park; Catherine G.P. Berdanier, Pennsylvania State University, University Park; Jessica Dolores Menold, Pennsylvania State University, University Park

Tagged Topics

Diversity, FYEE Conference Sessions

], [16] and scales have beendeveloped in a myriad of fields. With respect to engineering design in particular, Carberry, Lee,and Ohland [17] validated a scale for design self-efficacy that measures student’s self-efficacy,motivation, outcome expectancy, and anxiety across the breadth of activities involved in thedesign process. The correlation between skill and self-efficacy in first-year engineering designcourses is typically studied outside of an assessment context; however, we posit that self-efficacymeasures embedded within open-ended design challenges can add insight into the developmentof students’ skills, both as perceived by the students and as assessed by engineering instructors.To investigate this proposition, this paper presents an

Conference Session

NSF Grantees: S-STEM 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robin A.M. Hensel, West Virginia University; Joseph Dygert, West Virginia University; Melissa Lynn Morris, University of Nevada - Las Vegas

Tagged Topics

Diversity, NSF Grantees Poster Session

surveys provide a quantitative measure of students’ GRIT, general self-efficacy,engineering self-efficacy, test anxiety, math outcome efficacy, intrinsic value of learning,inclusion, career expectations, and coping efficacy. Qualitative data from the focus group andindividual interview responses are used to provide insight into the quantitative survey results.Surprisingly, a previous analysis of the 2017 cohort survey responses revealed that students wholeft engineering had higher baseline values of GRIT, career expectations, engineering self-efficacy, and math outcome efficacy than those students who retained. Hence, the 2018 cohortsurvey responses were analyzed in relation to retention and are presented along with qualitativeresults to provide

Conference Session

Data-informed Approaches to Understanding Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Harrison Douglas Lawson, Michigan State University; Amalia Krystal Lira, Michigan State University ; Alexandra A. Lee, Michigan State University; Minhye Lee, Daegu National University of Education; Lisa Linnenbrink-Garcia, Michigan State University; S. Patrick Walton, Michigan State University; Daina Briedis, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

(7.5%), Latinx (4.8%), Asian (20.9%), Multiracial (2.2%), Alaska Native (0.2%), andNative Hawaiian or Other-Pacific Islander (0.1%). The surveyed students included both studentsenrolled in engineering majors and students who, at one point, were engineering majors but wereno longer enrolled in engineering.Measures: Academic Self-efficacy. Five questions measured engineering self-efficacy [19]. Theresponses were recorded using a 5-point Likert-type scale. These measures were collectedannually over four years (T1 ⍺ = .87, T2 ⍺ = .90, T3 ⍺ =.91, and T4 ⍺ =.90). A sample item forengineering self-efficacy is “I’m certain I can master the content in the engineering-relatedcourses I am taking this semester.” Prior Achievement. Prior

Conference Session

Materials Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicole Johnson-Glauch, California Polytechnic State University; Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo; Trevor Scott Harding, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Materials

methods.Quantitative methods consisted of pre- and post- course surveys to measure changes in students’levels of self-efficacy beliefs. Self-efficacy was measured with a 17-item validated instrumentcommonly used to measure general self-efficacy [22]. We used the Shapiro-Wilks test to verifythe normality of the data before conducting a paired t-test to determine the effect of the actionplan assignment on students’ self-efficacy. We used a p value of 0.05 as our basis for statisticalsignificance for both tests. In our survey, we also included six demographics questions such asethnicity, gender, socio-economic status, transfer student status, and employment status.Qualitative methods consisted of a content analysis of the students’ finalized “Action Plan

Conference Session

Mathematics Division Technical Session 4: Assessing Success in Mathematics Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rebecca Ann George, University of Houston; Weihua Fan, University of Houston; Daijiazi Tang, University of Houston

Tagged Topics

Diversity

Tagged Divisions

Mathematics

during which the surveys were administered.MeasuresThe survey consists of (a) section of demographic information and (b) section of questions onself-beliefs in success (academic self-efficacy and subjective values), academic engagement(efforts and persistence), learning climate, and achievement emotions (enjoyment, anxiety,hopeless, shame, and anger before, during, and after class). In (a) section, the demographicitems measure students’ gender (male= 0, female =1), age, race, major, academic year, andself-reported GPA. The (b) section includes 98 Likert-scaled items from 1 (strongly disagree)to 5 (strongly agree) and from 1 (not at all true of me) to 7 (very true of me). All Likert-scaled items were adapted from existing research [9]. Some

Conference Session

Pre-College Engineering Education Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Latanya Robinson, Florida International University; Adam Kirn, University of Nevada, Reno; Candice Guy-Gaytán, BSCS Science Learning; Joshua Alexander Ellis, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

instrumentality in the motivationliterature [2]. Both of the frameworks in this study measure different aspects of students' beliefsabout their abilities in math and engineering and are utilized as they can shift due to educationalexperiences [20], [21]. The operationalization of these constructs, along with our population andstudy design, are outlined below.Research QuestionBy building off the body of available literature about student mathematics and the role ofengineering in fostering positive beliefs, we sought to implement an integrated engineering,science, and mathematics unit and answer the following research question:How do 5th-grade students' mathematics and engineering self-efficacy and perceived usefulnessfor abstract mathematics concepts

Conference Session

Track 5: Technical Session 1: Evaluating the five pillars of a Summer Bridge Program and their influence on participants' intentions to complete an engineering degree

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Lorena Benavides-Riano, Mississippi State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

-efficacy(general, design, and experimental), the Achievement Goal Questionnaire (AGQ), and itemsfrom the Longitudinal Assessment of Engineering Self-Efficacy (LAESE) were applied.Participation in SBP showed statistically significant differences in items that measured self-efficacy, academic readiness, sense of belonging, and knowledge about university life andindustry. However, goal orientation and career expectations did not exhibit changes. Resultssupport that the current five-pillar structure effectively promotes student success and persistencein engineering degrees for first-year students at Mississippi State University.Introduction In the United States, educational efforts aim to increase enrollment in 2- or 4-yearinstitutions right

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tobin N. Walton, North Carolina A&T State University; Robin Guill Liles, North Carolina A&T State University

Tagged Topics

Diversity, NSF Grantees Poster Session

increases in short and long-term student learning are mediated by experiences thathelp students identify needs and develop design solutions (i.e., developmentally instigativebehaviors). These experiences in turn enhance students’ valuation of engineering, beliefs aboutcapabilities, and identification as an engineer; motivating future behaviors. Like a cyberneticsystem then [29], these processes repeat and are self-regulating. Several basic hypotheses will beused to assess both the validity of the scales used to measure engineering values, self-efficacy,and identity and the plausibility of this theoretical framework. Students who engage in moreengineering related activities (e.g., attending an engineering conference, facilitated study group,or

Conference Session

Design in Engineering Education Division: Design Mental Frameworks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jenni Buckley, University of Delaware; Amy Trauth, University of Delaware; Sara Bernice Grajeda, University of Delaware; Dustyn Roberts P.E., Temple University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

significantly higher self-efficacy for tinkering and engineering applications than females. (2) Students from majority groups (i.e., White or Asian) would report significantly higher self-efficacy for tinkering and engineering applications and higher self-confidence in math and science than those from underrepresented minority groups (non-White, non- Asian).MethodsWe developed and validated a composite survey that merged items from the APPLES instrument[6,10,14], which focuses on self-confidence in interpersonal skills, problem solving, and mathand science theory, with an established but unvalidated instrument [15] that measures self-efficacy in “tinkering” – that is, prototyping and modeling – and the application of

Conference Session

Educational Research and Methods Division (ERM) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kenneth West, University of Florida; Bruce Frederick Carroll, University of Florida; Jinnie Shin, University of Florida; Kent J. Crippen, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

supportprocess[2]. Outcomes include improvements in student self-efficacy and ultimately in studentpersistence to remain in the major[3]. The Mediation Model of Research Experiences (MMRE)empirically established engineering self-efficacy, teamwork self-efficacy, and identity as anengineer as mediating, person-centered motivational psychological, processes that transmit theeffect of programmatic support activities into an increased commitment to an engineeringcareer[4]–[8]. For the current work, we speculate that students with low measures of engineeringself-efficacy, teamwork self-efficacy, or engineering identity are good candidates for proactiveadvising intervention. Additional measures of non-cognitive and affective attributes may alsoprovide