Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

John D. Carpinelli, New Jersey Institute of Technology; Angelo J. Perna, New Jersey Institute of Technology; Linda S Hirsch, New Jersey Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

graduate studies, their engineering skills self-efficacy, andtheir level of school-related self-confidence23. An alumni version of the AGSS has also beendeveloped24.The McNair program recruits rising juniors majoring in the STEM fields that are classified asminorities or being from populations underrepresented in higher education. All students musthave a minimum grade point average of 3.2 (on a 4.0 scale) and must be highly motivated topursue an advanced degree upon completion of their undergraduate programs.Participation in the McNair program begins in the summer between students’ sophomore andjunior years. A competitive application process is used to select up to ten students for eachcohort. Students first participate in a 10-week summer

Conference Session

Student Division Early Introduction to Engineering Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ashley Evanoski-Cole, Colorado State University; Kimberly Catton P.E., Colorado State University; Bert Vermeulen, Colorado State University; Jamison Taylor Bair, Colorado State University; Thomas H. Bradley, Colorado State University

Tagged Divisions

Student

performance and attitudes towards theengineering core courses of math, physics, and chemistry are also important in understandingstudent retention.6,13 Confidence in math and science has been identified as one of the mostimportant factors in first-year students who are retained in engineering.5,14In addition to the many factors influencing students to persist in engineering, there are alsonumerous and often overlapping factors that affect a student’s decision of what engineeringmajor to study. Students will be more likely to choose a STEM major if they have higherconfidence in their academic abilities.15 In particular, it has been long known that self-confidence and self-efficacy in math is an important factor in choosing and persisting in a

Conference Session

ELOS Technical Session 4 - Design, Participation, and Projects

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anu Osta, Rowan University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies Division (DELOS)

early 1960s1,2 as a popular strategy, demonstrating itseffectiveness in engaging students with the learning process. Initially introduced within a reformpedagogy known as 'guided inquiry3 ', active learning unfolds in three phases: exploration,invention, and application. Research suggests that this pedagogical approach substantiallyenhances students' conceptual understanding when compared to traditional teaching methods4,5,6. 1Encouraging engineering faculty to incorporate active learning strategies, in classroominstruction is common. There is a necessity to explore self-efficacy at various academic levels tounderstand variations among different populations. At the same time, further research is

Conference Session

Educational Research and Methods Division (ERM) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Luis Delgado Jr., Penn State; Catherine G. P. Berdanier, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

, vol. 37, no. 4, pp. 391–400, Jun. 2014, doi: 10.1016/j.adolescence.2014.03.003.[26] Trochim, Donnelly, and A. Kanika, Research Methods: The Essential Knowledge Base, 2nd edition. Boston, MA: Cengage Learning, 2015.[27] S. Zappe, S. Cutler, S. Spiegel, J. Blacklock, and D. Jordan, “Development of Self- Efficacy and Mindset Scales for Advanced Manufacturing and Data Sciences,” In ASEE annual conference exposition, 2022.[28] E. Muraki, “INFORMATION FUNCTIONS OF THE GENERALIZED PARTIAL CREDIT MODEL,” ETS Research Report Series, vol. 1993, no. 1, Jun. 1993, doi: 10.1002/j.2333-8504.1993.tb01538.x.[29] G. N. Masters, “A rasch model for partial credit scoring,” Psychometrika, vol. 47, no. 2, pp. 149–174, Jun. 1982, doi: 10.1007

Conference Session

Programming Education 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Chi Yan Daniel Leung, zyBooks, A Wiley Brand; Joe Mazzone, zyBooks, A Wiley Brand; Efthymia Kazakou, zyBooks, A Wiley Brand; Chelsea Gordon, zyBooks, A Wiley Brand; Alex Daniel Edgcomb, zyBooks, A Wiley Brand; Yamuna Rajasekhar, zyBooks, A Wiley Brand

Tagged Divisions

Computers in Education Division (COED)

‭had on programming labs’ completion. Such analysis may compare courses where hints were provided‬ ‭and courses where hints were not provided for the same problems, including controls for other confounds,‬ ‭such as different instructors, course offerings, student demographics, and more. Future work may also‬ ‭evaluate student self-efficacy, including a student's belief that the hint system impacted that student's‬ ‭self-efficacy.‬‭Conclusion‬‭ dvanced zyLabs includes many powerful features, for students and instructors, including‬A‭industry-standard IDEs, highly-customizable development environment and tools, Linux machine’s‬ ‭desktop, collaborative environments, and more. Nonetheless, each metric of student usage was about the‬

Conference Session

Research Methods I: Developing Research Tools and Methods

Collection

2016 ASEE Annual Conference & Exposition

Authors

Julie Thomas, University of Nebraska - Lincoln; Nicole M. Colston, Oklahoma State University; Tyler Ley P.E., Oklahoma State University; Beverly DeVore-Wedding, University of Nebraska - Lincoln; Leslie R. Hawley, University of Nebraska - Lincoln; Juliana Utley, Oklahoma State University; Toni Ivey, Oklahoma State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

persistence in an academic area is primarily influenced by twothings: expectancy for success and subjective task value. It has been a relatively consistentfinding that expectation for success (confidence or self-efficacy) will predict children’sachievement, while subjective task value (usefulness or enjoyableness) will predict children’spersistence and selection in any given subject.20In one application, Simpkins et al.21 explored the relationship between students’ interest andpersistence in science classes and students’ interest and understanding of science careers.Researchers concluded science activity predicted expectancy and subjective task value (confidentstudents also considered science careers) and proposed that exposure might increase

Conference Session

DEED Melange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Libby Osgood P. Eng, Dalhousie University and University of Prince Edward Island; Clifton R Johnston P.Eng., Dalhousie University

Tagged Divisions

Design in Engineering Education

. R., & Lee, H. S. (2010). Measuring engineering design self-efficacy. Journal of Engineering Education, 99(1), 71-79.6 Zoltowski, C. B., Oakes, W. C., & Cardella, M. E. (2012). Students’ ways of experiencing human-centered design. Journal of Engineering Education, 101(1), 28-59.7 Charyton, C. et al. (2011). Assessing creativity specific to engineering with the revised creative engineering design assessment. Journal of Engineering Education, 100(4), 778-799.8 Schilling, W. W. (2012). Effective assessment of engineering design in an exam environment. Proceedings from the 2012 ASEE Conference.9 Sobek, D. K. (2002). Preliminary Findings from Coding Student Design Journals. Proceedings from the 2002 ASEE Conference.10 Nesbit, S

Collection

ASEE-NE 2022

Authors

James Accuosti, University of Bridgeport

Tagged Topics

Diversity

questions regarding school leaders’readiness, self-efficacy, attitudes and beliefs which measure how leaders establish a STEMenvironment; administrators have power which is why they have a significant effect on STEMprogram success. It also would help to have science teachers who hold PhDs to bring researchskills to the classroom[49].ConclusionThis paper discusses three broad but effective components of a secondary-school STEMframework: Demographics, Career Planning, and School Atmosphere. The identified factors,while not a complete core, provide a solid external framework for developing an effective STEMprogram without regard to curriculum, standards or focus. While the literature on workforcecompetencies and leveraging skillsets related to STEM

Conference Session

Statics Fanatics 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Luke Fredette, Cedarville University; Michael Kennedy, Cedarville University

significant statistical variation in (craft sticks) materialproperties, geometric limitations due to the material dimensions, and subsequent deviations fromtruss theory. The variations and emerging discrepancy between the design model and thephysical structure being constructed undermined students’ confidence in the analysis taught inclass, evidenced by a predominance of heuristic failure load predictions rather than predictionsdirectly resulting from the analysis.The authors made some fundamental changes to the competition materials and rules, seeking toimprove the educational impact of this project for the 2021-22 school year. First, a closercorrespondence to theory should increase student self-efficacy in engineering analysis broadly atthis early

Conference Session

First-Year Programs Division Technical Session 1: Student Success Boot Camps, Summer Bridge Programs, and Living Learning Communities

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lauren Griggs, Pennsylvania State University; Catherine Cohan, Pennsylvania State University; Carmen Vanderhoof, Pennsylvania State University; Aaron Mattingly, Pennsylvania State University; Tonya Peeples, Pennsylvania State University

will we meet the needs of participants as they arise, 3) Howwill we create a sense of belonging, 4) How will we provide space and opportunity for buildingconfidence and self-efficacy, and 5) How will we provide tools for self-reflection andpreparation? With these questions in mind, we were able to differentiate and articulate goals atdistinct time points in the program related to participant orientation, week-to-week experiences,and end of program aspirations, as well as project ahead to identify ideal outcomes forparticipants' future semesters and beyond. Each week during the program, we met as a full staffand were able to go back to our list of goals and discuss what had been accomplished, what wewere able to measure, and make iterative

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Linda DeAngelo, University of Pittsburgh; Allison Godwin, Purdue University at West Lafayette (COE); Kevin Binning; Natascha Buswell, University of California, Irvine; Jennifer Cribbs, Oklahoma State University; Erica McGreevy, University of Pittsburgh; Christian Schunn, University of Pittsburgh; Anne-Ketura Elie, University of Pittsburgh; Kevin Kaufman-Ortiz, Purdue University at West Lafayette (COE); Beverly Conrique, University of Pittsburgh; Carlie Cooper, University of Georgia; Danielle Lewis; Jacqueline Rohde, Purdue University at West Lafayette (COE)

Educ., vol. 7, no. 1, pp. 1–25, 2020.[6] K. Whitcomb, “Investigating Gender Differences in Course Relationships, Self-Efficacy, and Identity in Physics and Promoting Equity in Learning Outcome,” University of Pittsburgh, 2020.[7] Z. Y. Kalender, E. Marshman, C. Schunn, T. Nokes-Malach, and C. Singh, “Damage caused by women’s lower self-efficacy on physics learning,” Phys. Rev. Phys. Educ. Res., vol. 16, no. 1, 2020.[8] S. Chen et al., “Am I a science person? A strong science identity bolsters minority students’ sense of belonging and performance in college,” Personal. Soc. Psychol. Bull., vol. 47, pp. 593–606, 2021.[9] M. C. Murphy, C. M. Steele, and J. J. Gross, “Signaling threat: How situational cues affect women

Conference Session

International Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Homero Murzi, Virginia Polytechnic Institute and State University; Tahsin Chowdhury, Virginia Polytechnic Institute and State University; Lloyd Morris, Virginia Tech Department of Engineering Education; Jose Torero

have been proven to positively impact learning and improvestudents' academic experiences [1], [2]. Accordingly, the field of engineering education hasworked on ways to promote students' motivation, engagement and ultimately promote sense ofbelonging in engineering students [3], [4]. Furthermore, sense of belonging has been directlylinked to successful academic outcomes, including persistence, self-efficacy, and perceptions oftechnical competence [5]–[7]. Therefore, engineering students need to have different systems inplace to support and complement their formal education in engineering classrooms to promotebelonging.According to Allendoerfer et al. [8], those systems come together when students have formalincoming cohorts in classrooms and

Conference Session

Design in Engineering Education Division (DEED) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yanko Kranov; Robert T. Bailey P.E., Loyola University Maryland; Suzanne Keilson, Loyola University Maryland

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

understanding thatmay be necessary for success in senior design without more prior exposure. Finally, it has beenreported that involvement in makerspaces, whether in a voluntary or class required settingsignificantly helped students' motivation and confidence (engineering design self-efficacyscores) [7]. This course was therefore intended to provide increased exposure to a variety ofmaker skills with an anticipated boost in self-efficacy leading to greater success in theirformation as engineers.Additional pedagogical foundation for this approach is to be found. There is experience with thepositive results from robotics competitions across many ages and formats. For example, theTrinity College Fire-Fighting Home Robot Contest promotes skills of design

Conference Session

Software Engineering Division (SWED) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Stephanos Matsumoto, Olin College of Engineering

Tagged Divisions

Software Engineering Division (SWED)

-related fields, and further courses inall areas of STEM build on foundational programming knowledge taught in CS1. Accordingly,previous research has largely focused on assessing CS1 courses using relatively traditionalapproaches such as concept inventories [5], retention rates [6], or student perceptions of thecourse [7]. In addition to quantitative evaluations, there have been efforts to qualitatively evaluatestudent experiences in CS1-style courses, such as their self-efficacy [8] or struggles [9].Unfortunately, there is considerably less research on the development of knowledge and skillsrelevant to professional programmers, such as code quality, and the existing research seems toindicate that these skills are not priorities in CS1 courses [10

Conference Session

International Division Technical Session 5: COVID-19 Pandemic Lessons and Best Practices

Collection

2022 ASEE Annual Conference & Exposition

Authors

Arianna Cooper, Florida International University; Trina Fletcher, Florida International University

Engineers (NSBE). © American Society for Engineering Education, 2022 Powered by www.slayte.comCOVID-19 and U.S. Higher Education: The Realities of Undergraduate International STEMStudents’ ExperiencesWORK IN PROGRESS - STUDENT PAPERAbstract Higher Education is the fifth largest service export sector in the United States, with international students contributing $17.7 billion to the U.S. economy each year. There is a plethora of reasons why students migrate to the U.S. to further their education, including but not limited to: (1) increasing their chances for long-term success and increasing self-efficacy; (2) supporting their family through educational

Conference Session

Assessment in Laboratory and Project-based Courses: Experimentation and Laboratory-oriented Studies Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nebojsa I. Jaksic, Colorado State University, Pueblo

Tagged Topics

Diversity

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

pair that had finished the lab andone that has not) and placing them into the same breakout room in Zoom. Of course, before doingthis, both pairs consent to help or receive help. The student pairs that finished their lab early arerequired to help other student pairs. The same two-step approach of creating a PL environmentand then a PPPL environment is implemented in both lab design projects.Since self-reflections are determined to be important components of experiential learning [2-4],and positive self-reflections are significant components of the self-efficacy theory [9], studentswere required to include two self-reflection paragraphs in their lab reports to close the experientiallearning feedback loop. The open-ended questions asked of each

Conference Session

First-year Programs: Computation in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Krista M. Kecskemety, Ohio State University; Ada Barach, Ohio State University; Connor Jenkins, Ohio State University; Serendipity S. Gunawardena, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

. Studentsenter the first-year engineering courses with a wide range of prior programming experience andstudents also have different self-efficacy when it comes to their programming skills. At the end ofthe first-year program, it is the intent that students have a similar level of ability when it comes tothe basic programming fundamentals that are assessed in this concept inventory. While there are 2different course tracks, honors and standard, students still should be gathering similar baselineknowledge in concepts assessed in the concept inventory. However, the honors course teaches anadditional course-worth of programming knowledge so it may be expected that they wouldperform better on the assessment. Additionally, it is not intended for this

Conference Session

Pre-College Engineering Education Division Technical Session 11

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sara Willner-Giwerc, Tufts University; Miela Efraim, Tufts University; Chris B. Rogers, Tufts University

Tagged Divisions

Pre-College Engineering Education

that bring students together to solve engineering challenges and engage inrobot battles have grown in popularity over the last 20 years [1]. With the increase in availableeducational robotics technologies (such as LEGO robotics, VEX Robotics, micro:bit, and othertools) robotics competitions have become ubiquitous in most school communities around theworld [2].These competitions have been shown to have positive learning outcomes for those whoparticipate [3,4]. Specifically, research into robotics competitions has shown that they positivelyimpact the development of: (1) problem solving skills, (2) self efficacy, (3) computationalthinking, (4) creativity, (4) collaboration, and (5) motivation [1]. Additionally, online and inperson robotics

Conference Session

Undergraduate Track - Technical Session VII

Collection

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

Authors

Carlotta A. Berry, Rose-Hulman Institute of Technology; Janice Fenn, Rose-Hulman Institute of Technology

Tagged Topics

Diversity, Undergraduate Education

the results of the study in context, the authors conducted a literature review of related workon the study of women and URM students in STEM programs. The primary focus was on thechallenges and the causes for success and failure. Allen-Ramdial & Campbell [1] state thatisolation is one of the biggest challenges faced by URM students in STEM fields. One way tosolve this challenge and promote diversity in education is to achieve a critical mass. Unfortunately,this may not be quickly remedied in most environments, thus other intermediary options must beembraced. Isolation may diminish self-efficacy and re-affirm the negative stereotype of the lackof suitability of URM students for STEM study. The presence of peers has been shown to have

Collection

2018 ASEE Zone IV Conference

Authors

Ryan Carroll, Canada College; Brian Carrozza, Canada College; Yardley Ordonez, Canada College; Edgar Sanchez, Canada College; Andres Lee, San Francisco State University; Amelito G Enriquez, Canada College; Wenshen Pong P.E., San Francisco State University; Xiaorong Zhang, San Francisco State University; Hamid Mahmoodi, San Francisco State University; Zhaoshuo Jiang P.E., San Francisco State University; Cheng Chen, San Francisco State University; Hao Jiang, San Francisco State University; Kwok Siong Teh, San Francisco State University

benefits of research opportunities for undergraduate students includingincreased student engagement in their education [1-3], enhanced research and laboratory skills,improved academic performance [1-5], increased student self-efficacy [6,7], and increasedunderstanding and interest for their discipline [1-4,8]. These studies also show that early andmultiple exposures to undergraduate research experiences offer the greatest benefit. Developingsuccessful research programs is particularly challenging in community colleges, most of whichdo not have on-going research programs. Establishing collaborations between researchuniversities and community colleges is key to engaging students in research early in college.In 2015, Cañada College, a federally

Conference Session

ETD Accreditation and Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michael Johnson, Texas A&M University

Tagged Divisions

Engineering Technology

engineering degree through student design competition as added value. Considerations and viability. Journal of Engineering Design, 27 (8), 568-589.[6] Seth, D., Tangorra, J. & Ibrahim, A., (Year). Measuring undergraduate students' self- efficacy in engineering design in a project-based design courseed.^eds. Frontiers in Education Conference (FIE), 2015. 32614 2015. IEEEIEEE, 1375-1382.[7] Jones, B.D., Epler, C.M., Mokri, P., Bryant, L.H. & Paretti, M.C., (2013). The effects of a collaborative problem-based learning experience on students' motivation in engineering capstone courses. Interdisciplinary Journal of Problem-based Learning, 7 (2), 33-71.[8] Welch, R.W. & Estes, A.C., (Year). Project-based

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Scott Steinbrink, Gannon University; Karinna M Vernaza, Gannon University; Barry J Brinkman, Gannon University; Theresa Vitolo, Gannon University; Adam Finn Nogaj, Gannon University

Tagged Topics

NSF Grantees Poster Session

methods attempted to improve retention. The majorcauses of attrition are reported to be (1) an unwelcoming academic climate, (2) conceptualdifficulty with core courses, (3) lack of self-efficacy or self-confidence, (4) inadequate highschool preparation, (5) insufficient interest or commitment to engineering or a change in careergoals, or (6) racism or sexism within the field. The SEECS program already has programmaticfeatures which address three of these stated attrition factors, namely (1), (3), and (5).Furthermore, the selection of students for participation in SEECS in part eliminates factor (4).SEECS does, however, suffer attrition related to factor (2), conceptual difficulty in foundationalcourses. In particular, the SEECS faculty members

Conference Session

Technical Session 1c

Collection

2017 Pacific Southwest Section Meeting

Authors

Alvaro Monge, California State University, Long Beach; Panadda Marayong, California State University, Long Beach; Shadnaz Asgari, California State University, Long Beach; Birgit Penzenstadler; Praveen Shankar, California State University, Long Beach

Tagged Topics

Diversity, Pacific Southwest Section

engineering programs atCSULB and the career possibilities these programs lead to. The workshops included pre and postsurveys to measure the impact of the activities and of student interest in the disciplines. Thesurveys are still being transcribed from their paper form and the team will analyze the results at alater time.IV. RetentionThe retention strategy, designed to help promote self-efficacy and professional development, usesa two-pronged approach: a) creating modules for implementation within several first-yearintroductory courses in engineering and computing that promote a deep understanding of careeroptions and strengthen problem solving abilities, and b) holding a series of faculty and staffdevelopment workshops focused on understanding

Conference Session

College-Industry Partnerships Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bobbi J. Spencer, Texas State University; Vedaraman Sriraman, Texas State University; Kimberly Grau Talley P.E., Texas State University; Araceli Martinez Ortiz, Texas State University

Tagged Divisions

College Industry Partnerships

effort which involved early (summer semester sophomore year)internships are outlined in Sriraman, et al. [3]. However, research indicates that retention inengineering is connected to the development of engineering identity [4]. Thus, while earlyinternships contribute to student retention, the underlying mechanism that is at work resulting inimproved retention is engineering or professional identity development that occurs during theinternship experience. More broadly speaking, Bandura [2] has argued that an individual’s levelof motivation and actions are more closely based to what they believe than on what is objectivelythe case [5]. Thus, cognitive factors such as self-efficacy share a connection with identitydevelopment.Definitions of

Conference Session

Tricks of the Trade II

Collection

2009 Annual Conference & Exposition

Authors

Edward Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

… he has a Ph.D.! Or, ifthe TA is an international graduate student, they assume, All international students are good atscience. But if they see another undergraduate who can explain the work to them, they realize,Hey, if she can do the problem, so can I! Such a TA is a “peer model,” and peer models areeffective in promoting “self-efficacy,” the belief that, by performing in a certain manner, one canachieve certain goals.There is also an advantage to hiring the best student you can find who has taken the course fromyou. This is because that student understands the material as you have taught it, and thus isbetter able to answer student questions on your lectures and assignments. As a TA, (s)he is alsoqualified to grade papers; if the student’s

Conference Session

Student Division Diversity and Persistence Related Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

James Blake Gegenheimer, STEP; Charles Algeo Wilson IV, Louisiana State University; Adrienne Steele, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University

Tagged Divisions

Student

as standardizedtest scores, such as the ACT, seem to be the best indicators of academic preparation. Persistswere found to also be more likely to use services and programs such as SI (9). One of the mostimportant psychological factors that affect persistence is self-efficacy, or the confidence astudent has in their own academic abilities (10, 11, 12). One study found that a student’s academicpreparation was not correlated to his belief that they would pass the course (9). High self-efficacycan lead students to perform better than expected as compared to their peers with similar testscores. Along with confidence is how a student sees their own academic abilities with respect totheir peers (9, 11). If a student feels that their prerequisite

Conference Session

First-year Programs Division: Student Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ann-Marie Vollstedt, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

designed to help preparestudents for university life. In order to facilitate the program and help students get involved inthe campus community, they are placed on a “pack” with five of their peers. Each pack is guidedby a “pack leader” who is a successful engineering student that acts as a mentor to the newstudents throughout their freshmen year. Having a peer mentor can aid in new students adjustingto campus life [9], [17]. Additionally, studies have shown that positive role models and socialsupport can impact the level of confidence and self-efficacy that students have in their ability tocomplete an engineering degree [18].MethodsParticipantsBoot camp participants were recruited through the Provost’s office and at various College ofEngineering

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Urmi Ghosh-Dastidar, New York City College of Technology and the City University of New York; Diana Samaroo, New York City College of Technology and the Graduate Center of the City University of New York; Armando Dominguez Solis; Sandie Han, New York City College of Technology

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

area of drug discovery, therapeutics and nanomaterials.Dr. Armando Dominguez SolisDr. Sandie Han, New York City College of Technology Sandie Han is a Professor of Mathematics at New York City College of Technology. She has extensive experience in program design and administration, including administrative responsibilities as the chair of the math department, Computer Science program coordinator, high school program coordinator, as well as PI on the U.S. Department of Education MSEIP grant and Co-PI on the NSF-S-STEM grants. She has several publications on the theory and practice of Self-Regulated Learning, Mathematics Self-Efficacy, PLTL. Her work in Self-Regulated Learning and self-efficacy has won the 2013 CUNY

Conference Session

Interest & Identity

Collection

2019 ASEE Annual Conference & Exposition

Authors

Abigail Clark, Ohio State University; Rachel Louis Kajfez, Ohio State University

Tagged Divisions

Pre-College Engineering Education

succeed, ortheir self-efficacy, is a major limiting factor for identity development [25], [26].Unique in the research around middle and high school engineering identity is an investigation ofthe background factors that predict engineering students’ engineering identity and success factorswithin an aerospace engineering program [27]. This study examined 98 aerospace engineeringstudents’ backgrounds through both qualitative and quantitative measures. Both the qualitativeand quantitative data indicated the importance of pre-college engineering experiences on thedevelopment of an engineering identity. The authors stated that “we found that takingengineering classes in high school or middle school significantly increases the development of

Conference Session

Community Engagement Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cynthia Helen Carlson P.E., Ph.D., Merrimack College; Anne Pfitzner Gatling, Merrimack College; Katherine Marie Donell

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

primarily designed and implemented byMerrimack College’s STEM Education majors – college students studying to be STEM teachersat the elementary and middle school level. The engineering students therefore support the STEMEducation majors and the local youth.Through participation in this program, engineering majors practice their technical skills, discoverthat they HAVE technical skills, and practice their communication skills at the same time -developing higher self-efficacy and seeing the community’s need for the skills they already have.Meanwhile, middle school students are mentored by college students, gaining insight into what itwill take to be on that path, and being inspired to take up a career in STEM. Finally, STEMEducation majors provide