Conference Session

Entrepreneurship & Engineering Innovation Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gunther Rameseder, Stanford University; Sheri Sheppard, Stanford University; Maximilian Reithmann MR, Celonis; Eric Reynolds Brubaker, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

gap, we explore a sample of 5,819 undergraduate engineering students froma survey administered in 2015 to a nationally representative set of twenty-seven U.S. engineering schools. Weidentify how individual background measures, occupational learning experiences, and socio-cognitive measuressuch as self-efficacy beliefs, outcome expectations, and interest in innovation and entrepreneurship affect students’entrepreneurial career focus. Based on career focus, the sample is split into “Starters” and “Joiners” where Startersare students who wish to start a new venture and Joiners are those who wish to join an existing venture. Resultsshow the demographic, behavioral, and socio-cognitive characteristics of each group. Findings suggest that

Conference Session

Motivation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue Polytechnic Institute; Nathan Mentzer, Purdue University, West Lafayette (College of Engineering); Jiawei Zhang, Purdue University, West Lafayette (College of Engineering); Rebecca Kramer, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. Educational environments whichleverage these interests may be better able to attract and retain female students 9.Figure 1. Percentage of degrees awarded to women in engineering disciplines. Adapted from Yoder, B.L. (2014). Engineering bythe numbers. Retrieved from American Society for Engineering Education's College Profiles website:https://www.asee.org/papers-and-publications/publications/14_11-47.pdf.Tinkering Self-EfficacySelf-efficacy is an individual’s self-perceived ability to accomplish a goal or task 12. Self-efficacy is a domain specific measure—for example being confident in my ability to jump acertain distance says nothing of my confidence for gardening—with predictive relationships torelevant outcomes like motivation, effort, and

Conference Session

First-Year Programs Division (FYP) - WIPS 2: Advising & Mentoring

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sophia T. Santillan, Duke University; Linda P. Franzoni, Duke University; Stacy L. Tantum, Duke University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

.” American Educational Research Journal, vol. 29, no. 3, pp. 663–676, 1992.[7] N. A. Mamaril, E. L. Usher, C. R. Li, D. R. Economy, and M. S. Kennedy, “Measuring Undergraduate Students’ Engineering Self-Efficacy: A Validation Study.” Journal of Engineering Education, vol. 105, no. 2, pp. 366–395, 2016.[8] B. W. Smith, J. Dalen, K. Wiggens, E. Tooley, P. Christopher, and J. Bernard, “The Brief Resilience Scale: Assessing the Ability to Bounce Back.” International Journal of Behavioral Medicine, vol. 15, no. 3, pp. 194—200, 2008.Appendix A: Survey InstrumentPart 1: Please read the following 12 statements regarding advising functions and select the mostrelevant response option from the 6-point scale in the drop-down box to indicate

Conference Session

Technical Session 13 - Paper 4: Promoting First-Semester Persistence of Engineering Majors with Design Experiences in General Chemistry Laboratory

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Corey Payne, University of Florida; Kent J. Crippen, University of Florida

Tagged Topics

CoNECD Paper Sessions, Diversity

identifying as URM,we sought to answer the following research question: What impact does use of the career-forward curriculum have on self-efficacy, identity as an engineer and commitment to anengineering career, and in particular, for students identifying as female or URM?For our purposes it is important to clearly define how the terms persistence and commitment areconceptualized and measured, both of which are consistent with the Mediation Model ofResearch Experience (MMRE) [5], which served as the theoretical framework. Commitment isdefined as the student’s willingness to persist towards a specific long-term goal, in this case anengineering career and was measured as an outcome variable through a set of items that loadeddirectly to the construct

Conference Session

Engineering Design Graphics Division (EDGD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Aaron C. Clark, North Carolina State University at Raleigh; Erik Schettig, North Carolina State University at Raleigh; Jeremy V. Ernst, Embry-Riddle Aeronautical University - Worldwide; Daniel P. Kelly, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Engineering Design Graphics Division (EDGD)

. Students access the active learning modules through an online learning managementsystem. Modules consist of ten units that engage students through relatable examples andpractices of foundational principles and applications of engineering graphics. The team took self-efficacy and academic success measurements, which were then analyzed using paired t-tests. Results support previous findings that there are significant differences in self-efficacyand academic success, including students' mental rotation abilities, when instructors providesupplemental materials. The data also supports that students at risk of non-matriculation benefitfrom the combination of active learning modules and additional video tutorials in the realms ofself-efficacy

Conference Session

Research to Practice: STRAND 5 Other Topics in K-12 Engineering Education.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shaobo Huang, South Dakota School of Mines and Technology; Cassandra M Birrenkott, South Dakota School of Mines and Technology; Marius D Ellingsen, South Dakota School of Mines and Technology; Mark David Bedillion, South Dakota School of Mines and Technology; Karim Heinz Muci-Kuchler, South Dakota School of Mines and Technology

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Figure 1. Team of students trying to complete one of the tasks (picking up an object formthe bottom of the water tank and bringing it to the surface) of the design competition.Metric developmentThere is a need for specific metrics to measure the impact of outreach activities on high schoolstudents’ attitudes toward STEM disciplines. Meta-analysis of the literature on students’transition from secondary to post-secondary education reveals the following measures as theprimary factors that impact students’ perspectives of STEM disciplines 8-9, 20-24. Self-efficacy: The belief that one can persist in STEM disciplines, overcome obstacles, stress and failures, and achieve competencies to fulfill the requirements of a STEM curriculum

Conference Session

First-Year Programs Division (FYP) - Technical Session 10: Identity & Belonging 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Syahrul Amin, Texas A&M University; Miriam Marie Sanders, Texas A&M University; Aaron E. Kidd, Texas A&M University; Karen E. Rambo-Hernandez, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

within thefirst two weeks of class and the post-survey was administered two weeks before final exams.MeasuresThere were three items measuring outcome expectations for engineering adapted from Lent et al.[13], six items measuring intentions to stay in engineering adapted from Lent at al. [13], threeitems measuring self-efficacy adapted from Lent et al. [13], and five items measuringengineering identity adapted from Chemers et al. [33] & Estrada et al. [34]. Table 1 provides thesample survey items for all four surveys used in this study. Table 2 provides the summary ofdescriptive statistics of continuous predictors and categorical variables. The Cronbach’s alphacoefficients across all subscales were also estimated with values ranging from 0.85

Conference Session

CEED Paper Session 1: Using Co-Op and Internships to Improve Diversity, Retention, Learning, and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katelyn Elizabeth Gunderson, Rochester Institute of Technology; Margaret B. Bailey P.E., Rochester Institute of Technology ; Joseph A. Raelin, Northeastern University; Jamie Ladge; Robert Garrick, Rochester Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

support services could impact retentionrates for both male and female students. Self-efficacy, defined as the perceived degree of self-confidence a person feels towards their ability to complete a given task 2, was predicted toexplain why participation in cooperative education improves retention in engineering fields. Theprior study discussed three main measures of self-efficacy for engineering students; academicself-efficacy, work self-efficacy, and career self-efficacy. Academic success was shown toenhance an individual’s self-efficacy in this area while cooperative education was the maininfluence on work self-efficacy for students who participate in these programs and finally, allforms of self-efficacy were enhanced by academic support.3The

Conference Session

CoNECD Session : Day 3 Slot 1 Technical Session 3

Collection

2021 CoNECD

Authors

Casey Lynn Haney, Purdue University at West Lafayette (COE); Claudio Freitas, Purdue University at West Lafayette; Gregory John Gage, Backyard Brains; Jennifer Deboer, Purdue University at West Lafayette (COE)

Tagged Topics

CoNECD Paper Submissions, Diversity

, unlike the other measures, there was much more room forgrowth. However, there was no significant change detected. Thus, we cannot conclude that thelab kit and curriculum relate to self-beliefs.Table 4. Self-Efficacy results (N = 39) Initial Change Mean: 3.17 Change Mean = 0.17 Standard Deviation: 1.16 Change Standard Deviation =1.40 Conclusion and Future Directions Overall, the lab kit and neuroscience curriculum were most successful in the area ofimproving science aspirations for diverse students. Additional changes need to be made in futureiterations to the curricular materials

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Melissa Lynn Morris, West Virginia University; Robin A. M. Hensel, West Virginia University; Joseph Dygert, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

administered X X X MSLQ X X X X XThe GRIT survey is a questionnaire consisting of 12, 5-point Likert scale (1 = not gritty to 5 =very gritty) questions that were developed by Angela Duckworth from the Department ofPsychology at the University of Pennsylvania. [23]. Duckworth has identified grit as a unique trait,defining it as “perseverance and passion for long term goals” [22].During the first-year, students’ academic self-efficacy has been directly related to academicperformance [10]. Among other things, the LAESE survey measures a student’s academic self-efficacy. The LAESE survey instrument is a validated instrument developed via the NSF

Conference Session

First-year Programs Division Technical Session 16: That Important Decision - Which Engineering Major?

Collection

2015 ASEE Annual Conference & Exposition

Authors

Frank Blubaugh, Purdue University; Joyce B. Main, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Using asimilar approach of measuring cultural consumption and preferences by proxy, we examinestudent music genre preference  as  a  potential  mediating  factor  in  engineering  students’  disciplinechoice.We situate our examination in the context of self-efficacy, which has been shown to have asignificant impact on student behavior, including major choice. Self-efficacy, the belief in one'sabilities, plays a central role in the achievements of individuals throughout their careers.Differing levels of self-efficacy has been documented to impact student behavior from academicachievement to the success in a job search.2 Furthermore, self-efficacy has been shown to have asignificant impact  on  students’  decisions  to major in engineering

Conference Session

NSF Grantees Poster Session

Collection

2021 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

]. Students who ultimately leave engineeringbefore their second year often begin their engineering journey with unrealistic views of theirability and the difficulty of the journey. Typically, they underestimate the demands of the major(and career) and overestimate their ability to succeed in the major with little extra effort [2], [3],[5]. This paper compares pre- and post-measures of characteristics believed to be influential orrelated to academic success and student retention in STEM fields for three cohorts (2017, 2018,and 2019) of the AcES program.2.0 MethodologyThree survey instruments: the Grit assessment [6], [7], the Longitudinal Assessment ofEngineering Self-Efficacy (LAESE) survey [8], [9], and the Motivated Strategies for

Conference Session

Assessment of Student Learning and Skills

Collection

2019 ASEE Annual Conference & Exposition

Authors

William H. Guilford, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

measured using the 36-item “Engineering design self-efficacy instrument” [12] – that is, whether students feel: 1. Able, and 2. Motivated to engage in certain engineering design tasks, whether they will be 3. Successful in doing so, and how 4. Apprehensive they would be in performing such tasks. These tasks included: 1. Conduct engineering design 6. Prototype the solution 2. Identify a need 7. Test a design 3. Conduct research 8. Communicate 4. Develop solutions 9. Iterate the process 5. Select the best design A three-level Likert scale was

Conference Session

ERM Technical Session 7: Learning and Research in Makerspaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lee Michael Martin, University of California, Davis

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Development, vol. 72, pp. 187-206, 2001.[9] M. K. Ponton, J. H. Edmister, L. S. Ukeiley, and J. M. Seiner, "Understanding the Role of Self- Efficacy in Engineering Education," Journal of Engineering Education, vol. 90, pp. 247-251, 2001.[10] A. R. Carberry, H. S. Lee, and M. W. Ohland, "Measuring engineering design self‐efficacy," Journal of Engineering Education, vol. 99, pp. 71-79, 2010.[11] T. D. Fantz, T. J. Siller, and M. A. Demiranda, "Pre-Collegiate Factors Influencing the Self-Efficacy of Engineering Students," Journal of Engineering Education, vol. 100, pp. 604-623, 2011.[12] H. M. Matusovich, R. A. Streveler, and R. L. Miller, "Why Do Students Choose Engineering? A Qualitative, Longitudinal Investigation of

Conference Session

Student Experiences and Development – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Maham A Godil, Purdue University West Lafayette; Jennifer Deboer, Purdue University at West Lafayette (COE); Dhinesh Balaji Radhakrishnan, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

in our courses to see students' attitudes towardengineering and analyze the engineering course progress.As the assessment team (authors), we develop new learning models and assessment methodsspecifically tailored to the LED program. These methods allow us to measure the effectivenessof the program in promoting engineering understanding and attitudes among students. Byanalyzing the results of our assessments, we provide instructors and researchers with valuableinsights into how the LED program can be improved and how it compares to other engineeringeducation programs. We are particularly interested in examining the influence of the LEDprogram on students' self-determination, motivation, and self-efficacy, as these factors haveshown to be

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Debapriyo Paul, Texas A&M University; Bimal P. Nepal, Texas A&M University; Michael Johnson, Texas A&M University

Tagged Topics

Diversity, NSF Grantees Poster Session

summerresidential program geared towards providing high school teachers with insights into the latest inmanufacturing research. The goal was to improve their beliefs and attitudes regarding STEMeducation so that they would feel more capable to impart similar technical information to theirstudents.The next section of this paper (Literature Review) provides an overview of several paperspublished in the area of teaching self-efficacy, its relationship with STEM education, and theinstruments that have been used for its measurement. The Research Design section describes indetail the methodology and instruments used for the purpose of this study. The Data Analysissection provides a description of the data used for this study and the results of the

Conference Session

Innovation and Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Beth Rieken, Stanford University; Mark Schar, Stanford University; Shauna Shapiro, Santa Clara University; Shannon Katherine Gilmartin, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

-item “embracing” subscale of the CEI-II, measuring “a willingness toembrace the novel, uncertain, and unpredictable nature of everyday life” (p. 955). Respondentsindicate how they “generally feel and behave” on each item on a five-point Likert-type scalefrom 1=“Very slightly or not at all” to 5=“Extremely”. The variable “mindful attitude” is createdby averaging the four CEI-II items for each respondent. The mindful attitude items are only onthe EMS 2.0 survey.3.1.3 Measuring Innovation Self-Efficacy (ISE) and Engineering Task Self-Efficacy (ETSE)We measure both Innovation Self-Efficacy (ISE) and Engineering Task Self-Efficacy (ETSE) inthe EMS. All self-efficacy items were measured on a 5-point Likert-type scale from 0=“Notconfident” to 4

Conference Session

CoNECD Session : Day 3 Slot 3 Technical Session 2

Collection

2021 CoNECD

Authors

Sophia Lauren Plata, University of Southern California; Indhira María Hasbún, Florida International University ; Mauro Rodriguez Jr., California Institute of Technology; Dora Louise Renaud, Society of Hispanic Professional Engineers

Tagged Topics

CoNECD Paper Submissions, Diversity

captured by SHPE’s long-term NRP throughout the year.While several internal components of McCormick’s model have been validated, NILA’scurriculum serves as a unique opportunity to measure self-efficacy, a challenging aspect tomeasure [47-50], and validate in the context of Hispanic STEM professionals.Figure 2. McCormick’s Social Cognitive Model of Leadership [38], reproduced with permission from the publisher.3. SHPE’s Leadership and Chapter Programming Mapping to McCormick’s Model3.1 NILA’s Curriculum Mapped to Leader Cognitions Figure 3 shows the concept mapping of NILA’s 2019 curriculum to the leader cognitionportion of McCormick’s model [48]. Following the OGSM model presented in Section 2.1,NILA’s objective is captured by McCormick’s

Conference Session

Women in Engineering Division (WIED) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Macarena Becerra-Cid; Monica Quezada-Espinoza, Universidad Andres Bello, Santiago, Chile; Maria Elena Truyol, Universidad Andres Bello, Santiago, Chile

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

29 8.8 Total 328 100.0B. SurveyThe measurement instrument was built out of other investigations having a similar purpose tothat of this work [6, 22-26]. This version of the instrument included more statements thatenabled further probing on student sense of belonging, in its various aspects, such as social,academic and general interactions within the institution; given that the other investigationsplaced their emphasis on items more related to other factors, such as self-efficacy, identity,attitudes, behavior, among others, and secondly, with fewer probing on items relating to asense of belonging. During the survey validation process, a Cronbach's Alpha of 0.878 wasattained

Conference Session

Minorities in Engineering Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lisa Y. Flores, University of Missouri; Rachel L. Navarro, University of North Dakota; Heather Hunt, University of Missouri; Hang-Shim Lee, Konkuk University ; Patton O. Garriott, University of Denver

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

, and White men and women engineering majors enrolled at 11 partnerinstitutions (6 HSIs and 5 PWIs). All Latinx and White engineering majors enrolled at thepartner institutions in the 2014-2015 academic year were invited to participate in an onlinesurvey, which included measures (see Table 1 for a list of all measures with citations, totalnumber of items, and internal consistency reliabilities) to assess demographic data, engineeringlearning experiences, engineering perceived supports, engineering perceived barriers,engineering self-efficacy, engineering positive outcome expectations, engineering negativeoutcome expectations, engineering interests, engineering academic satisfaction, engineeringacademic engagement, engineering persistence

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Wonki Lee, Purdue University, West Lafayette; Jeffrey F. Rhoads, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; Jennifer Deboer, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

their learning [1], [2]. TheMSLQ is one of the most extensively used scales designed to assess self-regulated learning [3].Pintrich and colleagues developed the MSLQ [2] to measure three components (motivation,metacognition, and behavior) of self-regulated learning [2]. It has been widely validated anddeployed in university engineering education settings. The MSLQ has two parts: Motivation and Learning Strategies. Motivation scales arecomposed of three dimensions (value, expectancy, and affective) with 31 items subdivided intosix subscales: intrinsic goal orientation, extrinsic goal motivation, task value, control beliefs,self-efficacy for learning and performance, and test anxiety. The learning strategies scalemeasures two dimensions

Conference Session

Innovations in Curriculum, Projects, and Pedagogy in Aerospace Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Chadia A. Aji, Tuskegee University; M. Javed Khan, Tuskegee University

Tagged Topics

Diversity

Tagged Divisions

Aerospace

3 © American Society for Engineering Education, 2019 2019 ASEE 126th National Conferencethought processes on the white board, working out problems, using “Jeopardy” style games forreviewing the concepts, etc. The post-class work included graded homework problems tostrengthen the concepts.The Motivation Strategies for Learning Questionnaire (MSLQ) [55] was administered to thestudents of the intervention and control groups to measure the five dimensions (a) Self efficacy,(b) Intrinsic value, (c) Test anxiety, (d) Cognitive strategy use, and (e) Self-regulation. Students’perceptions of the flipped classroom were determined with a Flipped Classroom survey. Theseinstruments had a 5-point

Conference Session

Educational Research and Methods Division (ERM) Technical Session 14

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cory Lam, University of Washington; Denise Wilson, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

following the COVID-19 pandemic) andremote (during the pandemic) learning settings in mechanical and electrical and computerengineering. Variables representing expectancy, value, and predictors of expectancy and valuewere integrated into hierarchical linear models to understand their influence on cognitiveengagement and to explore whether or not the expectancy-value model was stable over time inthe engineering education context. Consistent with expectancy-value theory, our results indicatedthat expectancy (measured by self-efficacy) and value (as measured by intrinsic and utility value)positively and significantly predicted cognitive engagement for all time periods. Previousacademic achievements as measured by overall GPA was also consistent across

Conference Session

Educational Research and Methods Division (ERM) Technical Session 12

Collection

2024 ASEE Annual Conference & Exposition

Authors

Matthew Bahnson, Purdue University; Eric Trevor McChesney, University of Pittsburgh; Carlie Laton Cooper, University of Georgia; Allison Godwin, Cornell University; Linda DeAngelo, University of Pittsburgh; Kevin R. Binning

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

differences in these relationships by studentrace and gender. The model includes engineering identity as directly predicted by self-efficacy,interest, and sense of belonging. Sense of belonging is likewise predicted by self-efficacy andinterest, generating additional indirect influences on engineering identity. Finally, a sense ofbelonging is further predicted by cross-racial and cross-gender belonging experiences. The strongrelationships between measures provide insight into the potential for interventions to improveengineering identity in early career engineering students. Future work to analyze the longitudinalchange in measures and identity in association with the intervention will further demonstratevariable relationships. Results provide

Collection

2021 Fall ASEE Middle Atlantic Section Meeting

Authors

Ashley Lytle, Stevens Institute of Technology; Alexander John De Rosa, Stevens Institute of Technology (School of Engineering and Science); Frank T Fisher, Stevens Institute of Technology (School of Engineering and Science)

Tagged Topics

Diversity

; Tutwiller, 2017; Komarraju, Swanson, & Nadler, 2014). AmongSTEM students, self-efficacy predicts engagement, recruitment, and retention of STEM students(Lent et al., 2003; Wang, 2013).STEM self-efficacy is often measured using a modified 5-item scale originally created byMidgley et al. (2000) as a measure of academic self-efficacy. Participants answer on a 1(Strongly Disagree) to 7 (Strongly Agree) scale with sample items that include: “I can do almostall the work in my STEM classes if I don’t give up” and “I am certain I can figure out how to dothe most difficult class work in STEM.” This scale has been used in recent empirical workcharacterizing how psychosocial variables influences STEM outcomes (Lytle & Shin, 2020; Shinet al., 2016

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Azadeh Bolhari, University of Colorado Boulder; Angela R. Bielefeldt, University of Colorado Boulder; Richard W Saxton, University of Colorado Boulder; Anvie Gowrishankar, University of Colorado Boulder; Maya Leizerovich, University of Colorado Boulder; Shane Gavney, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

conducted in a single junior-level course for environmentalengineering students. The innovation self-efficacy of participants was measured using a surveythat included items from the Very Brief Innovation Self-Efficacy scale (ISE.6), the InnovationInterests scale (INI), and the Career Goals: Innovative Work scale (IW). The drawings wereanalyzed for Artistic Effort (AE) and Creative Work (CW) by engineering and art evaluators,respectively. The ISE survey results were compared with the AE and CW scores and thecorrelations with travel, gender, and multilingualism on creativity attributes were explored. Astrong correlation between CW scores and AE scores was observed. A negative correlationbetween CW and ISE.6 was found. The CW scores were significantly

Collection

2023 ASEE Annual Conference & Exposition

Authors

Robert Petrulis; Sona Gholizadeh, University of South Carolina; Ed P Gatzke, University of South Carolina

Tagged Topics

Diversity

belonging and self-efficacy items were adapted from a study on the self-efficacy of women engineering students and a dissertation (Marra et al., 2009; Jordan, 2014). Identity, teamwork self-efficacy, and community involvement items were adapted from a study that investigated how underrepresented students’ self-efficacy and identity impact their science career commitment (Chemers et al, 2011). Items about college life experience were adapted from the National Survey of Student Engagement (Kuh et al., 2011). The six factors we measured are as follows: ● Self-efficacy: Confidence in the participant’s own ability to complete a degree and succeed in an engineering or computing career. ● Sense of belonging: Feeling part of the engineering or

Conference Session

Best In DEED

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eric Reynolds Brubaker, Stanford University; Vikas Rammohan Maturi, Stanford University; Barbara A. Karanian, Stanford University; Sheri Sheppard, Stanford University; David Beach, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

in making—in tinkering, infiguring things out, in playing with materials and tools” [8, p.528]. Recent studies found thatstudents involved in hand-on design and making exhibited increased motivation, self-efficacy,expectations of success, and interdisciplinary awareness [9-12]. Further work is underway todevelop scales that measure belonging in makerspaces [13] and maker identity [14]. Finally,research has begun to uncover barriers to equity in makerspaces, including ways in which theyare gendered [15-17] and the learning strategies employed by women who make [18]. This study aims to better understand how much and under what conditions students aretransformed through hands-on experience designing and making`. We examine a

Conference Session

Undergraduate Track - Technical Session VII

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Kasi Kiehlbaugh, University of Arizona; Paul Blowers, University of Arizona

Tagged Topics

Diversity, Undergraduate Education

interventions and scale up across the College of Engineering. Page 1 of 8The ApproachAlthough we arrived at a set of scalable and cost-effective interventions through iterativeexperimentation in the classroom, each of the interventions are grounded in three well-understoodaffective learning categories—belongingness, self-efficacy, and metacognition.Extensive measurements show a correlation between student persistence and feeling connected toothers—their sense of belongingness [19] – [21]. Students who feel disconnected from their peers,major, or institution will often leave; this is particularly true for women, transfer students, andunderrepresented minorities [22], [23]. While many studies measure

Conference Session

Educational Research and Methods Division (ERM) Technical Session 13

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel E. Durham, Notre Dame of Maryland University; Michael L. Falk, The Johns Hopkins University; Alexis Daniels, The Johns Hopkins University; Allison Reigel, The Johns Hopkins University; Alisha Nicole Sparks, The Johns Hopkins University; Margo K. Williams, The Johns Hopkins University; Emily J Yanisko, American University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

design was used where schools were assignedto either treatment or control conditions. Students in treatment schools accessed algebra-for-engineering modules, STEM-professional role model videos, and field trips, while students incontrol schools accessed role model videos and field trips only. Surveys measuring math self-efficacy, and STEM interest, outcome expectations, and choice goals were completed byparticipants in both conditions at the beginning and end of two separate program years, 2021-22and 2022-23. Across both years, quantitative results suggest some positive effects of BOASTparticipation, particularly for STEM choice goals, but benefits depend upon student participationlevels. Qualitative data offer student voice around prior