Asee peer logo
Displaying results 2191 - 2220 of 3607 in total
Conference Session
Mathematics Division Technical Session 2: Poster Presentations
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
MiKyla Jean Harjamaki, Playful Learning Lab; Annmarie Thomas, University of St. Thomas; Krista Schumacher, University of St. Thomas; Abby Bensen, University of St. Thomas; Emma Michelle Monson, University of St. Thomas
Tagged Divisions
Mathematics
emphasizes are the time the band wants something to occur and the speed thecamera must be recording at. This spreadsheet is included in the guides paired with “The OneMoment” music video in order to connect real-world use of mathematics to the classroom. Thisshows students that math is applicable in different careers, including the music industry. Byallowing students to approach math in this way, self-efficacy for students who feel less confidentin their mathematical capabilities can increase [2]. The OK Go Sandbox educator and student guides that pair with “The One Moment”music video explore the topics of spreadsheets, analytical and theoretical data, frame rate, andslow motion. This guide is designed for students in grades 9-12 and covers
Conference Session
Computers and Learning
Collection
2013 ASEE Annual Conference & Exposition
Authors
Hoda Baytiyeh, American University of Beirut
Tagged Divisions
Computers in Education
?" Research in Higher Education, Vol. 42, no. 1, pp. 87-102.14. Peng, H., C.C Tsai, and Y.T. Wu. (2006). "University Students' Self-Efficacy and Their Attitudes toward the Internet: The Role of Students' Perceptions of the Internet." Educational Studies, Vol. 32, no. 1, pp. 73-86.15. Tsai, C.C, S.S Lin, and M.J. Tsai. (2001). "Developing and Internet Attitude Scale for High School Students." Computers and Education, Vol. 37, pp. 41-51.16. Gay, L. R., G. E. Mills, and P. Airasian. (2006). Educational Research, Competencies for Analysis and Applications. Upper Saddle River, New Jersey: Pearson Prentice Hall.17. Baytiyeh, Hoda, and Mohamad Naja. (2012). "Identifying the Challenging Factors in the Transition from
Conference Session
Communication, Professional Development, and the Engineering Ambassador Network
Collection
2013 ASEE Annual Conference & Exposition
Authors
Catherine Talbot; Michael Alley, Pennsylvania State University, University Park; Melissa Marshall, Pennsylvania State University, University Park; Christine Haas, Worcester Polytechnic Institute; Sarah E Zappe, Pennsylvania State University, University Park; Joanna K. Garner, Old Dominion University, Norfolk, Virginia
Tagged Divisions
Liberal Education/Engineering & Society
mechanical engineering undergraduate students" in ASEE Annual Conference and Exposition, Conference Proceedings (0-87823-241-9, 978-0-87823-241-3).[13] Olds, Suzanne A. (2003). "Designing an outreach project that trains both future faculty and future engineers". ASEE Annual Conference Proceedings (0190-1052), p. 4233.[14] Mieke Schuurman, Michael Alley, Melissa Marshall, Chris Johnstone, and Sarah Zappe (2008, June). The effect of a targeted speech communication course on the public speaking self-efficacy of engineering undergraduates. Proceedings of the 2008 ASEE National Conference. Pittsburgh, PA: American Society of Engineering Educators.[15] National Academy of Engineering (2008). Changing the
Conference Session
Educational Research and Methods Division (ERM) Technical Session 11
Collection
2024 ASEE Annual Conference & Exposition
Authors
Ean H. Ng, Oregon State University; Ganapathy S. Natarajan, University of Wisconsin, Platteville; Ingrid Scheel, Oregon State University; Chukwudiebube Atagbuzia, Oregon State University; Nathan Mast, University of Wisconsin, Platteville
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods Division (ERM)
retention, as well as methods to improve NTS outcomes.Several studies focus on the pedagogy of NTS [26], [27].Factors affecting NTS persistence, completion, attrition, or retentionExisting studies have identified factors that affect NTS persistence, completion, attrition, orretention, that may be categorized as social factors, academic performance factors, demographicfactors, inter-role conflicts, and academic and social integration.Social factors refer to emotional and behavioral influences from another person including but notlimited to family members, classmates, and friends. Social factors affect NTS retention byinfluencing NTS self-efficacy and motivation in completing college [11]. As support orencouragement increases, student’s perception of
Conference Session
Faculty Development Division (FDD) Technical Session 3
Collection
2023 ASEE Annual Conference & Exposition
Authors
Camila Olivero-Araya, The Ohio State University; Julie P. Martin, The Ohio State University; Micah Organ
Tagged Topics
Diversity
Tagged Divisions
Faculty Development Division (FDD)
. High. Educ., vol. 33, no. 5, pp. 297–315, Mar. 2009, doi: 10.1007/s10755-008-9084-x.[10] S. Kobayashi, B. W. W. Grout, and C. Ø. Rump, “Interaction and learning in PhD supervision – a qualitative study of supervision with multiple supervisors,” vol. 8, no. 14, pp. 13–25, Mar. 2013.[11] N. C. Overall, K. L. Deane, and E. R. Peterson, “Promoting doctoral students’ research self-efficacy: combining academic guidance with autonomy support,” High. Educ. Res. Dev., vol. 30, no. 6, pp. 791–805, Oct. 2011, doi: 10.1080/07294360.2010.535508.[12] K. G. Rice, H. Suh, X. Yang, E. Choe, and D. E. Davis, “The advising alliance for international and domestic graduate students: Measurement invariance and implications for academic
Conference Session
Pre-College Engineering Education Division (PCEE) Technical Session 6: Engineering in the Home
Collection
2023 ASEE Annual Conference & Exposition
Authors
Peter N. Knox, University of Vermont; Amber Simpson, State University of New York at Binghamton; Adam V. Maltese, Indiana University-Bloomington
Tagged Topics
Diversity
Tagged Divisions
Pre-College Engineering Education Division (PCEE)
]. In turn, the nature of this engagement mayimpact children’s levels of self-efficacy in a task or concept, subsequently influencing theirinterest or perseverance in learning [13].Failure, Frustration and LearningSan Juan and Murai [21] note that frustration and failure are not synonymous. Rather, they arerelated constructs, with failure or perceptions of failure often developing into emotionalresponses such as frustration or dissatisfaction [22]. While both frustration and failure are oftenviewed as negative emotions or responses [23], [24], both can be catalysts for motivation orframed to support more positive cognitive-affective states [25], [26]. Experiences withfrustration while learning can shape an individual’s level of motivation and
Conference Session
Action on Diversity - Institutional Change & Perspectives on Diversity
Collection
2017 ASEE Annual Conference & Exposition
Authors
Mayra S Artiles, Virginia Tech Department of Engineering Education; Raeven Carmelita Waters; Ashley R Taylor, Virginia Polytechnic Institute and State University; Karis Boyd-Sinkler, Virginia Tech; Sarah Anne Blackowski, Virginia Tech; Cynthia Hampton, Virginia Tech; Amy Hermundstad Nave, Virginia Tech; Benjamin David Lutz, Virginia Tech; Walter C. Lee, Virginia Tech
Tagged Topics
ASEE Diversity Committee, Diversity
sample, we noticed aroughly equal split of qualitative and quantitative data. Among the quantitative data sources, themost common data collection tool utilized was surveys administered either in the classroom,online or at an intervention. These surveys most often contained a Likert-type Scale andmeasured different aspects of student performance, such as self-efficacy and grit, or usedquestions from preexisting surveys such as mentor evaluation forms. Other forms of quantitativeinformation came from archival data from school records such as retention rates, completionrates, representation information, job placement rates, as well was individual studentperformance (in the forms of GPA, SAT and ACT scores, among others).Qualitative data came from a
Conference Session
FPD IV: Innovative Curriculum Elements of Successful First-year Courses
Collection
2012 ASEE Annual Conference & Exposition
Authors
Brian M. Argrow, University of Colorado, Boulder; Beverly Louie, University of Colorado, Boulder; Daniel W. Knight, University of Colorado, Boulder; Nathan E. Canney, University of Colorado, Boulder; Suzana Brown, University of Colorado, Boulder; Adam J. Blanford, University of Colorado, Boulder; Corrina Ladakis Gibson, University of Colorado, Boulder; Eric Donnelly Kenney
Tagged Divisions
First-Year Programs
least to you, and why?”; “Recall Majors EssayAssignments #1 and #2, will the chats that you had with classmates impact your decision foryour major choice? How?”; “Have you made a major choice? Why or why not?”By Week 6 most first-year students have received grades for the first set of calculus, physics, andchemistry exams. For some students, their first exam scores in these basic science and mathcourses are their first taste of the reality of college-level academic expectations, and it is wellknown that this is when many students choose to leave the College, who might otherwise besuccessful given the time to develop strategies for academic success and self-efficacy.5,6Recognizing this critical juncture in the students’ first year, the plenary
Conference Session
Women in Engineering Division (WIED) Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Ahjah Marie Johnson, University of Cincinnati; Samieh Askarian Khanamani, University of Cincinnati; Mark Okoth Onyango, University of Cincinnati; Whitney Gaskins, University of Cincinnati
Tagged Topics
Diversity
Tagged Divisions
Women in Engineering Division (WIED)
to students'performance in campus environment [7]. Essentially, how students perceive the culture withinSTEM and their belonging within that culture is not contingent but does correlate with facultysupport through interactions during their academic careers [8]. As a result of this correlation,students describe feelings such as hostility and lack of caring when characterizing the instructor-student relationship [9]. Report from previous studies shows that there is still negative form ofinteraction between faculty and students like discrimination from instructors [10]. This reckoninghas allowed scholars to conclude that there is a beneficial connection between facultyrelationships and student’s self-efficacy and their persistence in STEM
Conference Session
Impacts on K-12 Student Identity, Career Choice, and Perceptions of Engineers
Collection
2014 ASEE Annual Conference & Exposition
Authors
Cheryl Carrico P.E., Virginia Tech; Holly M. Matusovich, Virginia Tech; Marie C. Paretti, Virginia Tech; Matthew Arnold Boynton PE P.E., Virginia Tech
Tagged Divisions
K-12 & Pre-College Engineering
Page 24.890.4activities.”(p. 17) Within SCCT, interest items typically address interests in activities that relateto the career and consider the age and experience appropriate level for the participants, i.e. highschool versus college. In addition, interests can be assessed as a continuum, for example, fromstrongly dislike to strongly like an activity. SCCT posits that interests directly influence careergoals and are mediated by one’s self-efficacy (perceived ability to perform a task or negotiate anobstacle) and outcome expectations (e.g. consequences of trying a career choice).Environmental, or contextual, influences are divided into background (distal) and proximalwithin SCCT. The background context is modeled as an eventual influence of
Conference Session
ERM: Systematic Reviews!
Collection
2022 ASEE Annual Conference & Exposition
Authors
Ethan Geheb, University of Maine; Asli Sezen-Barrie, University of Maine; Karissa Tilbury
list consists of 4 parent code categories and 21 child codes. The firstparent code, Conceptualizations of Engineering as a Discipline (CED), includes topicsspecifically related to the discipline of engineering. This includes engineering concepts,practices, skills, and ways of thinking. The second parent code, Student Characteristics andOutcomes (SCO), includes topics describing student characteristics and their relation toengineering or STEM topics. Examples include student identity development within STEM,conditional effects of STEM coursework on student learning outcomes or future major/careerchoices, and student attitudes related to STEM topics or activities (self-efficacy, motivation). Thethird parent code, Teacher’s Sensemaking of
Conference Session
Computers in Education Division Technical Session 9: Pedagogical Tools
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Dylan Keifer Finch, Virginia Tech; Stephen H. Edwards, Virginia Tech
Tagged Topics
Diversity
Tagged Divisions
Computers in Education
. R. Lee, "Effects of an examiner’s positive and negative feedback on self- assessment of skill performance, emotional response, and self-efficacy in Korea: a quasi- experimental study," BMC medical education, vol. 19, no. 1, p. 142, 2019.[9] Wikipedia contributors, "Pedagogical agent," Wikipedia, The Free Encyclopedia, 21 December 2019. [Online]. Available: https://en.wikipedia.org/wiki/Pedagogical_agent. [Accessed 2 January 2020].[10] Wikipedia contributors, "Chatbot," Wikipedia, The Free Encyclopedia, 26 December 2019. [Online]. Available: https://en.wikipedia.org/wiki/Chatbot. [Accessed 2 January 2020].[11] J. Weizenbaum and others, "ELIZA---a computer program for the study of natural language communication between
Conference Session
Advancing Research on Engineering Leaders’ Confidence, Careers, and Styles
Collection
2019 ASEE Annual Conference & Exposition
Authors
Serhiy Kovalchuk, University of Toronto; Qin Liu, University of Toronto; Cindy Rottmann, University of Toronto; Mike Klassen, University of Toronto; Jamie Ricci, Indspire; Doug Reeve P.Eng., University of Toronto; Emily Moore P.Eng., University of Toronto
Tagged Topics
Diversity
Tagged Divisions
Engineering Leadership Development
, 2002, p. 110). In the context of this study, the expectancy-value theorypredicts that students’ motivation to develop and practice leadership will be influenced by theirperceived level of importance of, and their subjective competency in, this skill. Understandingstudents’ perceived importance of leadership ability and their confidence in it can therefore shedlight on their motivation to develop and practice this skill (Chan et al., 2017).In the expectancy-value theory, expectancies can also be understood in terms of self-efficacy, inthat “an individual’s beliefs about their abilities influence their motivation to engage in relatedlearning activities” (Chan et al., 2017, p. 303). In other words, students’ perception of theircompetency in
Conference Session
Engineering in the Middle Grades
Collection
2010 Annual Conference & Exposition
Authors
Christine Schnittka, University of Kentucky; Michael Evans, Virginia Tech; Brett Jones, Virginia Tech; Carol Brandt, Virginia Tech
Tagged Divisions
K-12 & Pre-College Engineering
approach in Studio STEM applies the “dual-space model” 21 of thedesign studio which allows youth to clarify the content of the problem and its relational context,both essential to a design-based approach.Motivation and BelongingnessAlthough teachers often claim that students are interested in and enjoy the use of innovative Page 15.1138.4technology and engineering-design projects, there is little empirical evidence to demonstrate howsuch projects affect student motivation in science and math. The data gathered from this projectrelate to constructs in the expectancy-value, self-efficacy, and interest theories.Expectancy-Value Model of
Collection
2011 Pacific Southwest Section Meeting
Authors
Shoba Krishnan; Ruth Davis; Marco Bravo; Melissa Gilbert
  182 Somewhat True, A Little True and Not True”. Items were organized around three constructs: 1. Self-Efficacy in STEM Learning (e.g., I am good at using technology) 2. Knowledge of STEM ideas (e.g., I know about the engineering design process) 3. Attitudes toward STEM Learning (It is fun to learn about science, technology and engineering)The survey was administered before and after the implementation of the intervention. Theclassroom teacher administered the survey and coded each student name before submitting thesurveys to the research team. At the onset of the intervention, student sense of self-efficacy in doing STEM wasstronger than their knowledge about or attitudes toward STEM dispositions as seen in Table 1.At post
Conference Session
Pre-College Engineering Education Division (PCEE) Technical Session 7: Partnerships Making It Real! II
Collection
2023 ASEE Annual Conference & Exposition
Authors
Janna Jobel, University of Massachusetts Lowell; Adam St. Jean, University of Massachusetts Lowell
Tagged Topics
Diversity
Tagged Divisions
Pre-College Engineering Education Division (PCEE)
underrepresented populations in engineering whohad an interest in STEM fields and would benefit most from hands-on experience and student-ledinquiry. The goal was to increase self-efficacy in vulnerable populations. Teachers identified apossible participant pool of 50 students. 24 students decided to participate, 88% fromunderrepresented populations. In the first week, students met on AMSA’s campus to developteam-work capacity and plan what prosthetic prototype they would like to 3D print to respond toan issue or problem they identified within the field of prosthetics. In the second week, they wentto the university’s campus and 3D printed their design. They also created posters and developedtheir final presentation for friends and family. The
Conference Session
NSF Grantees Poster Session
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Christina Grigorian, California Polytechnic State University, San Luis Obipso; Michelle Kerfs, California Polytechnic State University, San Luis Obispo; Jocelyn Paula Gee, California Polytechnic State University, San Luis Obispo; James M. Widmann, California Polytechnic State University, San Luis Obispo; John Chen P.E., California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo
Tagged Topics
NSF Grantees Poster Session
structure of the Brief Self-Control Scale: Discriminant validity of restraint and impulsivity. Journal of Research in Personality, 46(1):111-115, 2012.[4] Baumeister, R. F., Heatherton, T. F., & Tice, D. M. (1994), Losing control: How and why people fail at self-regulation. San Diego, CA, US: Academic Press.[5] Feldmann, S. C., and Martinez-Pons, M., (1995), The relationship of self-efficacy, self- regulation, and collaborative verbal behavior with grades, Preliminary Findings, Psychological Reports, 77:971-978.[6] McCrae, R. R., and John, O. P., (1992), An introduction to the five-factor model and its applications, Journal of Personality, 60(2):175-215.[7] Duckworth, A. L., Peterson, C., Matthews, M. D
Conference Session
Engineering Education Research in K-12
Collection
2011 ASEE Annual Conference & Exposition
Authors
Karen A. High, Oklahoma State University; Melanie C. Page, Oklahoma State University; Julie Thomas, Oklahoma State University
Tagged Divisions
Educational Research and Methods, K-12 & Pre-College Engineering
). Unlocking the clubhouse: Women in computing. Cambridge: MIT Press.8. Dweck, C.S. (2007). Is math a gift? Beliefs that put females at risk. In S.J. Ceci & W.M. Williams (Eds.),Why aren’t more women in science? Top researchers debate the evidence (pp. 47-55). Washington, DC: American Psychological Association.9. Pajares, F. (2005). Gender differences in mathematics self-efficacy beliefs. In A.M. Gallagher, & F. Pajares (Eds.), Gender differences in mathematics: An integrative psychological approach (pp. 294-315). New York: Cambridge University Press.10. Fryberg, S.A., Markus, H.R., Oyserman, D., & Stone, J.M. (2008). Of warrior chiefs and Indian princesses: The psychological consequences of American Indian mascots
Conference Session
Integrating Liberal Education and Engineering
Collection
2017 ASEE Annual Conference & Exposition
Authors
Ravi T. Shankar, Florida Atlantic University; Diana Mitsova, Florida Atlantic University; Alka Sapat, Florida Atlantic University; David J. Terrell, Florida Atlantic University
Tagged Topics
Diversity
Tagged Divisions
Liberal Education/Engineering & Society
gender and ethnic differences in STEM participation (Eccles, 2005). Theyhypothesized that educational, vocational and avocational choices would be most directly relatedto person’s expectations for success and the value they attach to the available options. TheEccles’ theory suggests that choices to engage in activities are shaped by both competence andvalue beliefs. Competence is about acquiring skills and applying them. Competence beliefs havebeen studied more widely than value beliefs among K-12 and engineering students. They aremostly based on the self-efficacy theory (Bandura, 1977). Self-efficacy is enhanced by positivefeedback, better performance, and social comparisons. Value beliefs, on the other hand, have notbeen that well studied
Conference Session
NSF Grantees Poster Session
Collection
2019 ASEE Annual Conference & Exposition
Authors
Gisele Ragusa, University of Southern California
Tagged Topics
Diversity, NSF Grantees Poster Session
been sparse research conducted on non-traditional collegestudents, and in particular those who have career paths in engineering and science. It is howeveruseful to note the important work of Rosenbaum and his colleagues who have studied suchstudents.18 These researchers determined that in general, community colleges performed poorlyin terms of providing out-of-class support to their non-traditional students. Our study measures,build upon the work of Deil-Amen, Rosenbaum and colleagues in addition to our pilotcommunity college engineering and science study that informed this research design.What must be better understood about community college support for studentsCommunity colleges have taken on a “demand absorbing” role, which includes
Conference Session
Faculty Perspectives of Active Learning, Inequity, and Curricular Change
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Jeremy Grifski, Ohio State University; Emily Dringenberg, Ohio State University; Dira Melissa Delpech, Ohio State University
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods
Conference Session
ERM: Engineering Identity: (Identity Part 1)
Collection
2022 ASEE Annual Conference & Exposition
Authors
Kelsey Scalaro, University of Nevada, Reno; Indira Chatterjee, University of Nevada, Reno; Derrick Satterfield, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Jeffrey Lacombe, University of Nevada, Reno; Mackenzie Parker, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno
, 2012.[9] J. C. Major, A. R. Carberry, and A. N. Kirn, “Revisiting a Measure of Engineering Design Self- Efficacy*,” Int. J. ofEngineering Educ., vol. 36, no. 2, pp. 749–761, 2020.[10] E. Wenger, Communities of Practice Learning: Meaning, and Identity. Cambridge University Press, 1998.[11] J. R. Morelock, “A systematic literature review of engineering identity: definitions, factors, and interventions affecting development, and means of measurement,” Eur. J. Eng. Educ., vol. 42, no. 6, pp. 1240–1262, Nov. 2017.[12] S. L. Rodriguez, C. Lu, and M. Bartlett, “Engineering identity development: A review of the higher education literature,” Int. J. Educ. Math. Sci. Technol., vol. 6, no. 3, pp. 254–265, 2018.[13
Collection
2022 ASEE Annual Conference & Exposition
Authors
Ameerah Muhsinah, Iowa State University of Science and Technology; Lotfi Ben, University of North Texas
. Typical undergraduate students are, however, not prepared for the ambiguity ofthe industry 1 . The lack of self-confidence makes them resistant to take opportunities andlead projects, and their capabilities are sometimes below the expectations of theemployers 2 . Self-confidence, aka self-efficacy, perceived ability, and perceived competence,is a measure of one’s belief in their ability to successfully execute a specific activity 3,4,5 .According to Bandura, the outcomes that people expect depend heavily on theirself-confidence that they can perform the skill 5 .Self-confidence was considered a critical factor that impacts undergraduate students’abilities in programming 6,7 . For instance, Heggen and Meyers 2 studied students’ confidencebefore
Conference Session
NSF Grantees Poster Session
Collection
2018 ASEE Annual Conference & Exposition
Authors
Amelito G. Enriquez, Canada College; Nicholas Langhoff, Skyline College; Erik N. Dunmire, College of Marin; Thomas Rebold, Monterey Peninsula College
Tagged Topics
Diversity, NSF Grantees Poster Session
microcontroller board.More details on the Introduction to Engineering curriculum and the results of its implementationare described by Langhoff, et al. [4]. The curriculum has been successful in enhancing students’identity as engineers as indicated by pre- and post-program surveys. The course also showssuccess in increasing students’ self-efficacy and skills needed to succeed in college, as well asprovide insight into the university transfer process and academic pathway post-transfer. As aresult, students expressed increased self-efficacy in succeeding in their courses and increasedability to cope with and overcome doing poorly on a math exam.Engineering GraphicsThe online Engineering Graphics course developed through CALSTEP is a four-unit course
Conference Session
Women in Engineering Division Technical Session 1
Collection
2018 ASEE Annual Conference & Exposition
Authors
Henriette D. Burns, Washington State University, Vancouver; Sean Palmer Marquardt Rice, Washington State University, Vancouver
Tagged Topics
Diversity
Tagged Divisions
Women in Engineering
United States National Science Foundation (NSF) because the problems of the future weredeemed to be complex and required interdisciplinary study. Others think STEM was coined byNASA as SEM with the “T” added because it sounds better.Because this complexity is pervasive at every stage, most STEM research is focused on oneaffective construct (such as motivation, attitude, interest, self-efficacy) in a single STEM area[12]-[15]. And consequently, few if any instruments exist to capture STEM as multi-constructsand none in multiple STEM areas [16]. Currently few existing instruments fully capture thebreadth and complexity of the STEM disciplines. For example, in 2012, Minner, Ericson, Wuand Martinez [17] reported half of the cognitive assessment
Conference Session
FPD 7: First-Year Engineering Courses, Part II: Perceptions and Paradigms
Collection
2013 ASEE Annual Conference & Exposition
Authors
Thalia Anagnos, San Jose State University; Burford J. Furman, San Jose State University; Ping Hsu, San Jose State University; Patricia R Backer, San Jose State University
Tagged Divisions
First-Year Programs
) because this is the first engineering class students take andis prerequisite to all other engineering classes. Impacts outside ENGR 10 include participating ina variety of student success programs at University A, such the summer two-week project-basedengineering orientation program (EXCEED), the engineering learning and living community(CELL), or the MESA engineering program for underrepresented students. The survey did notexplore the impact of pre-college pre-engineering programs. Students are also impacted by mathand science courses they are taking, their academic advising, and student clubs they participatein. The top two factors students reported are both related to self-efficacy: ‘my personalabilities/talents “fit” the requirements in
Conference Session
Women in Engineering Division (WIED) Technical Session 1 - Women in Computing
Collection
2024 ASEE Annual Conference & Exposition
Authors
Ilknur Aydin, Farmingdale State College, SUNY, New York; Mary V Villani, Farmingdale State College, SUNY, New York; Lisa Cullington, Sacred Heart University
Tagged Topics
Diversity
Tagged Divisions
Women in Engineering Division (WIED)
”will be tracked and compared with the men in the computing degree programs to demonstrate theimpact of the initiatives of women students’ academic performance in addition to theirperception of ASC.References[1] Borg, A. 50/50 by 2020 [Video]. YouTubehttps://www.youtube.com/watch?v=3nImg8vPUe4[2] https://anitab.org/braid, Sources: BRAID Beacon school chairs, publicly reported data, andreport on Beacon school rate of change by Kaitlin Splett, UCLA.[3] M. Klawe, “Increasing female participation in computing: The Harvey Mudd Collegestory”. Computer, 2013, 46(3), 56–58. https://doi.org/10.1109/MC.2013.4[4] M. Bong, E. M. Skaalvik, “Academic Self-Concept and Self-Efficacy: How Different AreThey Really?”, Educational Psychology Review, 2003, 15(1), 1
Conference Session
Cultivating Community, Wellness, and Character Development
Collection
2024 ASEE Annual Conference & Exposition
Authors
Stephanie Butler Velegol, Penn State University; Katharine Getz, Penn State University; Mechteld Veltman Hillsley, Penn State University
Tagged Topics
Diversity
Tagged Divisions
Chemical Engineering Division (ChED)
achievement in engineering. Journal of Educational Psychology.Zabriskie, C., R. Henderson, and J. Stewart. 2018. “The Importance of Belonging and Self-Efficacy in Engineering Identity.” AERA Open, January. https://par.nsf.gov/biblio/10058182-importance- belonging-self-efficacy-engineering-identity. 12Does endorsement of masculine ideals predict sense of belonging and identity over performance and peer interactions?Appendix A:Questions from each of the five instruments used in this paper in the order presented here. Allquestions had a 7-point Likert scale. Strongly Somewhat
Conference Session
Track 6: Technical Session 2: Enhancing the Cultural Competence of K-12 STEM Teachers through a Global Research Experience
Collection
2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors
Margaret Pinnell, University of Dayton; Leanne Petry, Central State University; Kelly Bohrer, University of Dayton; Kellie Schneider, University of Dayton; Marjorie Langston Langston; Elizabeth Generas
Tagged Topics
CoNECD Paper Sessions, Diversity
that exist in K-16 education: (1) the underrepresentation of Blacks and Hispanicsreceiving science and engineering bachelor’s degrees, and (2) disparities in K-12 STEMeducation and student achievement among different demographic and socioeconomic groups andgeographic regions (National Science Foundation, 2022).The challenge of increasing the number of students interested in pursuing STEM, particularlystudents from excluded identities, is complex and multifaceted, and includes both externalfactors such as access to experiences and educational opportunities, and intrinsic psychologicalfactors such as identity, self-efficacy, sense of belonging and value perception (Allen, 2022;Anderson & Ward, 2014; Collins, 2018; Kricorian, Seu, Lopez
Conference Session
Educational Research and Methods Division (ERM) Technical Session 12
Collection
2024 ASEE Annual Conference & Exposition
Authors
Alyndra Mary Plagge, Trinity University; Emma Treadway, Trinity University; Jessica E. S. Swenson, University at Buffalo, The State University of New York; Danielle Francine Usinski, University at Buffalo, The State University of New York
Tagged Divisions
Educational Research and Methods Division (ERM)
]. In this work, weemploy an identity framework consisting of four sub pillars: competence, performance, interest,and recognition taken from the work of Carlone and Johnson [6], Hazari [5], and Godwin [4].The first sub pillar, competence, is the ability [6] or belief in one’s ability [5] to understand math,science, or engineering content. In some instances, competence could be combined withperformance. In these cases it could be measured by looking at self-efficacy beliefs and taskattainment [4]. Performance is the ability or belief in the ability to do things related to math,science, and engineering. Students could show performance through having the skills to performscientific practices and task attainment, such as, getting good grades [6