Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Steven Magluilo; Abdullah Konak; Sadan Kulturel-Konak; Ivan Esparragoza; Gul E. Okudan Kremer

follow the link to complete theassessment. When the student opens the emailed link, they are brought to the assessment pageshown in Figure 5. The assessment rubric includes three parts: the self-assessment survey(Figure 5-(a)), peer assessment survey (Figure 5-(b)), and comments section (Figure-(c)). Theself- assessment survey allows the student to evaluate their own performance and gives theinstructors the ability to see how each student can improve. The self-assessment survey mainlyintends to measure student interest and self-efficacy. The peer assessment survey allowsstudents to rate their teammates’ performance and allows both the instructor and the student tosee how their performance was and what they could do better. Similar to the peer

Conference Session

Internship, Co-Op, and Professional Development Programs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Austin Barnes, Institute for Scientist and Engineer Educators; Tamara Ball, University of California, Santa Cruz; Christine R. Starr, University of California, Santa Cruz; Scott Seagroves, The College of Saint Scholastica; Kauahi Perez, University of Hawaii, Manoa; Lisa Hunter, University of California, Santa Cruz

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

, inclusion and self-efficacy from thelearning sciences in a suite of program components designed to advance students into STEMcareers. Unlike many research experience programs, Akamai accepts students from diversebackgrounds with a wide range of GPAs and early in their college years, when they are most atrisk of leaving STEM - 56% are lower division students upon acceptance. Akamai also providessupport for mentors to instill inclusive, collaborative mentoring practices and to ensure mentorscan effectively prepare interns for integration into the 21st century workplace. To date, Akamaihas paired over 350 STEM undergraduates representing the full diversity of the islands includingmany groups traditionally underrepresented in the STEM workforce such as

Conference Session

Graduate Studies Division (GSD) Technical Session 9: Lessons Learned from Engineering Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Saadeddine Shehab, University of Illinois, Urbana-Champaign; Joshua E Katz, University of Illinois, Urbana-Champaign; Emma Kirby, University of Illinois, Urbana-Champaign; Marcia Pool, University of Illinois, Urbana-Champaign; Yuting W. Chen, University of Illinois, Urbana-Champaign; Blake Everett Johnson, University of Illinois, Urbana-Champaign

Tagged Divisions

Graduate Studies Division (GSD)

. Sigmon, “Service-Learning: three principles,” Synergist, 1979.[25] S. DeChenne, L. Enochs, and M. Needham, “Science, Technology, Engineering,and Mathematics Graduate Teaching Assistants Teaching Self-Efficacy,” Journal of theScholarship of Teaching and Learning, vol. 12, pp. 102–123, Jan. 2012. 17

Conference Session

Mechanical Engineering: DEI, Flipped Classrooms

Collection

2022 ASEE Annual Conference & Exposition

Authors

Frederic-charles Krynen, Stanford University; Shima Salehi, Stanford University; Carl Wieman

.[21] C. J. Ballen, C. Wieman, S. Salehi, J. B. Searle, and K. R. Zamudio, “Enhancing diversity in undergraduate science: Self-efficacy drives performance gains with active learning,” CBE—Life Sciences Education, vol. 16, no. 4, ar56, 2017.[22] D. L. Schwartz, J. M. Tsang, and K. P. Blair, The ABCs of how we learn: 26 scientifically proven approaches, how they work, and when to use them. WW Norton & Company, 2016.[23] D. M. Belenky and T. J. Nokes-Malach, “Motivation and transfer: The role of mastery-approach goals in preparation for future learning,” Journal of the Learning Sciences, vol. 21, no. 3, pp. 399–432, 2012.[24] S. Salehi, C. J. Ballen, G. Trujillo, and C. Wieman, “Inclusive Instructional

Conference Session

Chemical Engineering Division (ChED) Technical Session 3: Work-in-Progress Part 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Temileye Omopariola Ibirinde; Adebayo Iyanuoluwa Olude, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi, P.E., Morgan State University; Niangoran Koissi, Morgan State University; Krishna Bista; Neda Bazyar Shourabi, Pennsylvania State University, Berks Campus; Frank Efe; Jumoke 'Kemi' Ladeji-Osias, Morgan State University

Tagged Divisions

Chemical Engineering Division (ChED)

related to each construct. The MLSQ measures two different scales, motivation and learningstrategy. The motivation scale measures intrinsic and extrinsic goals together with the task value, whichassesses students’ goals, their belief in their ability to succeed in chemistry and their anxiety about achievingtheir desired test scores in chemistry. The learning strategy assesses students’ management of differentresources. The Litman and Spielberger curiosity assessment instruments were used to measure students’ levelof curiosity, self-efficacy, task value, learning strategies and test anxiety (Table 1).Table 1: MLSQ Table Item/Scale Sample Question Code Intrinsic Goal In a class like

Conference Session

Pre-College: Teacher Impact on Student Mastery

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marissa H. Forbes, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Denise W. Carlson, University of Colorado, Boulder

Tagged Divisions

Pre-College Engineering Education Division

education researchers have long grappled with impact questions (in the ASEEconference archives alone, “impact” is mentioned in 568 titles; “measuring impact” is in 24titles), and proposed various study-specific methods to probe impact. In one study, for example,student impact of project-based service learning (PBSL) was described through engineeringcollege retention, participation by underrepresented students, fulfilment of ABET learningoutcomes, and enhanced student preparation to practice engineering design.16 Another study thatfocused on measuring the impact of infusing entrepreneurship across engineering curriculumused measures of self-efficacy and locus of control.17 Student attitudes towards math and sciencewere used to measure the impact of

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lisa Huettel, Duke University; Michael R. Gustafson II, Duke University; Joseph C. Nadeau, Duke University; David E. Schaad, Duke University; Michael M. Barger, Duke University; Lisa Linnenbrink-Garcia, Michigan State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

cognitive psychology and neuroscience.14-174.1. Assessment StrategyWe adopted the following assessment strategy:Student Motivation. To examine how the EGC framework influences student motivation andsubsequent academic achievement, we assess students’ perceived competence in andinterest/value for engineering. Perceived competence was measured using the 5-item self-efficacy scale from the Patterns of Adaptive Learning Survey (PALS).18 A sample item includes‘I’m certain I can master the skills taught in my engineering courses.’ Personal interest wasassessed using an 8-item scale developed by Linnenbrink-Garcia and colleagues.19 Sample itemsinclude ‘Engineering is exciting to me’ (enjoyment) and ‘Engineering is practical for me toknow’ (value). Finally

Conference Session

Assessing Teaching and Learning

Collection

2003 Annual Conference

Authors

S. Michael Kilbey; Richard Rice; Scott Husson; Graham Harrison; Douglas Hirt; David Bruce; Charles Gooding; Debi Switzer

Learning goal orientation 0.74 0.00* Self Efficacy for Learning 0.46 0.01 Control of Learning 0.39 0.02 Metacognitive Self-regulation 0.43 0.01 Intellect 0.73 0.00* Elaboration 0.48 0.00* Critical Thinking 0.50 0.00* Task Value 0.61 0.00* Attitude toward chemical

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Jennifer Vernengo, Rowan University; Mary Staehle, Rowan University; Jennifer Kadlowec, Rowan University; Tom Merrill, Rowan University; Robi Polikar, Rowan University; Johannes Strobel, Purdue University, West Lafayette

Tagged Topics

NSF Grantees Poster Session

bioengineering plans employedEvaluators their bio- concentration concentration Measurement ofFunding from medical # of students en- Increase secondary Self efficacy forNSF courses rolling into single students under- STEM and Career Workshop courses of the standing and inter- aspirations (for sec- material for concentration est in STEM ca- ondary and post- secondary # of students reers secondary students) school teach- Improved and Plan to replicate or

Conference Session

Bart's Big Plan: Engaging High Schoolers in Engineering Adventures ... Ay Caramba!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jialing Wu, Vanderbilt University; Nicolas Leger, Florida International University; Stacy S Klein-Gardner, Vanderbilt University

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

. Emiola-Owolabi, “Understanding the Anchors Associated with Secondary School Students’ Engineering Design Experiences”.[2] T. D. Fantz, T. J. Siller, and M. A. DeMiranda, “Pre-Collegiate Factors Influencing the Self-Efficacy of Engineering Students,” J. Eng. Educ., vol. 100, no. 3, pp. 604–623, Jul. 2011.[3] M. A. Benitz, this link will open in a new window Link to external site, and Y. Li-Ling, “Bridging Education and Engineering Students through a Wind Energy-Focused Community Engagement Project,” Sustainability, vol. 13, no. 16, p. 9334, 2021, doi: 10.3390/su13169334.[4] N. Léger, S. S. Klein-Gardner, and B. T. Berhane, “Board 178: Teacher Perspectives of Outcomes and Challenges Resulting from Students’ Interactions with

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nathan Hyungsok Choe, The University of Texas, Austin; Maura J. Borrego, University of Texas, Austin; Luis L. Martins, University of Texas, Austin; Anita Patrick, University of Texas, Austin; Carolyn Conner Seepersad, University of Texas, Austin

Tagged Divisions

Educational Research and Methods

Foundation.ReferencesAlexander, C. (2011). Learning to be lawyers: Professional identity and the law school curriculum. Maryland Law Review, 70(2), 465-483.Ampaw, F. D., & Jaeger, A. J. (2012). Completing the three stages of doctoral education: An event history analysis. Research in Higher Education, 53(6), 640-660.Auxier, C., Hughes, F. R., & Kline, W. B. (2003). Identity development in counselors-in- training. Counselor Education and Supervision, 43(1), 25-39.Bieschke, K. J., Bishop, R. M., & Garcia, V. L. (1996). The utility of the research self-efficacy scale. Journal of Career Assessment, 4(1), 59-75.Bowen, W. G., & Rudenstine, N. L. (1992). In pursuit of the Ph. D. Princeton, NJ: Princeton University Press.Brace, N

Conference Session

Educational Research and Methods Division (ERM) Technical Session 6

Collection

2024 ASEE Annual Conference & Exposition

Authors

Syed Ali Kamal, University at Buffalo, The State University of New York; Syeda Fizza Ali, Texas A&M University; Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

part of wellbeing andexplored two dimensions of mental health: psychological illness and emotional wellness. Studiesfocusing on psychological illness focused on mental health conditions such as depression, anxietyand suicidal ideation[26], [27], [28]. Whereas those that emphasized emotional wellness usedconstructs such as sense of belonging, social self-efficacy, social support, and flourishing. Manyshortlisted studies identified under the mental health theme considered both dimensions of mentalhealth to get a complete picture of psychological well-being. For instance, Bork and Mondisa [26], and Bork et al [29] considered both dimensions of mental health encapsulating elements of bothpsychological illness and emotional wellness. Table IV

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

about the significance of mathematics and their self-efficacy in thesubject contributed to greater motivation and achievement in math.Nevertheless, so much more can be learned about how math identity develops and how educatorscan support the development of a positive math identity for all students. [14] examined howacademic motivation influences high school students’ academic achievement. They surveyed1,100 high school students and measured their intrinsic, identified, external, and amotivationaltendencies, along with their GPA and standardized test scores over two years. The results showedthat students who were intrinsically motivated or motivated by personal values and interestsoutperformed those who were motivated by external rewards or

Conference Session

Engineering Professional Development for K-12 Teachers – II

Collection

2007 Annual Conference & Exposition

Authors

Patricia Carlson, Rose-Hulman Institute of Technology; Dale Bremmer, Rose-Hulman Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

makes re-surveying an option for our assessment in the springsemester of 2007, where we intend to measure change scores on attitude, perceived self-efficacy,and enactment as influenced by intensity/frequency of PRISM usage.Descriptive results for each survey item are included in Addendum A. In general, based on theself-report survey, we found that the study strongly supports two of PRISM’s major claims: (1)that PRISM facilitates standards-based teaching and (2) that PRISM aids in the integration ofdigital technologies into the classroom. However, results for our third theme (promotingprofessional development through virtual “meeting rooms”) did not support the claim. In fact,the responses indicated only very weak PRISM efficacy for promoting

Conference Session

Wellness, Readiness, and Thriving

Collection

2024 ASEE Annual Conference & Exposition

Authors

Julianna Gesun, Embry-Riddle Aeronautical University; Rachel Eve Gail Swan, Embry-Riddle Aeronautical University; Bryan Watson, Embry-Riddle Aeronautical University

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

] • Ability to work in team [39], [41], [45], [49] • Problem-solving skills [46], [50] • Communication skills [41], [46], [50] • Achievement-oriented [41], [51] • Sense of purpose and intention [38] • Agency [45] • Self-efficacy [38], [39], [42], [45], [52], [53], [54

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lorelle Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Darnishia Slade, Michigan Technological University; Logan Burley, University of Michigan

Paper ID #38328Recognition of Subtle Bias Tempers Explicit GenderStereotyping Among STEM StudentsDarnishia Lashalle Slade Darnishia Slade-Morris is a PhD student in Michigan Technological University's Applied Cognitive Sciences and Human Factors Program. Her research focus includes self-efficacy, mental toughness, and microaggressions. Darnishia is also the Pavlis Educator and Manager of Global Engagement Programs in the Pavlis Honors College at Michigan Tech. She’s a foodie who enjoys spending time with friends and family as well as impromptu road trips!Logan C Burley Logan is currently working as a project

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Dale Bremmer, Rose-Hulman Institute of Technology; Patricia Carlson, Rose-Hulman Institute of Technology

computer skills level, perceived self-efficacy for using advanced instructional technologies in the classroom, and level of agreement with statements about conditions and policies at the state and local level. In profiling the system over time, we have used four traffic data points to capture incremental growth. Thus, we use these observations primarily as descriptive statistics – a way of determining where we are at any given time. • Cumulative Total Hits: a cumulative measure of traffic for PRISM (the time frame starts on 1 October 2003, the point at which the system had been open to the public for less than a month). • Cumulative Average # Hits per Day: while a good indictor of trends

Conference Session

Technical Session 6 - Paper 3: Practitioners' Reflections on Developing and Implementing Virtual Educational Programming During COVID-19

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Paula Davis Lampley Esq., University of Cincinnati; Whitney Gaskins, University of Cincinnati; Krizia L. Cabrera-Toro

Tagged Topics

CoNECD Paper Sessions, Diversity

effectiveness within four categories, learning achievement, self-efficacy, satisfaction, and climate. Compared to traditional TVLE where the participants are allstudents; our participants range from pre-college to college students, faculty, and staff. AlthoughTVLE was created with students’ learning in mind, the framework applies to all educationalvirtual environments where learning is an integral outcome part of programming.ParticipantsThe research reflects the experiences of four practitioners at the University of Cincinnati Collegeof Engineering and Applied Science (CEAS), a historically white tier-1 research institution. Thepractitioners voluntarily agreed to participate in this research study and to have their recordedexperiences included as part

Conference Session

Women in Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sumaia Ali Raisa, West Virginia University; Karen E. Rambo-Hernandez, Texas A&M University; Reagan Curtis, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

, vol. 103, no. 1, pp. 206–222, 2011, doi: 10.1037/a0020743.[15] M. Syed et al., “The Role of Self-Efficacy and Identity in Mediating the Effects of STEM Support Experiences.” PsyArXiv, Oct. 11, 2018. doi: 10.31234/osf.io/ctr8d.[16] J. Lave, “Situating learning in communities of practice.,” in Perspectives on socially shared cognition., L. B. Resnick, J. M. Levine, and S. D. Teasley, Eds. Washington: American Psychological Association, 1991, pp. 63–82. doi: 10.1037/10096-003.[17] A. Sfard and A. Prusak, “Telling Identities: In Search of an Analytic Tool for Investigating Learning as a Culturally Shaped Activity,” Educational Researcher, vol. 34, no. 4, pp. 14–22, May 2005, doi: 10.3102/0013189X034004014.[18] E. D. Tate

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jean Nocito-Gobel, University of New Haven; Maria-Isabel Carnasciali, University of New Haven; Christopher Martinez, University of New Haven

Tagged Topics

NSF Grantees Poster Session

Scholarship Program.To gain further insight as to whether the scholarship program contributed to students’ persistencein STEM, questions from the PITS assessment survey were included in the ASPIRE EvaluationSurvey. The PITS survey was originally designed to measure the psychological outcomes ofundergraduate research experiences relevant to persistence in STEM. The survey was modifiedfor the ASPIRE Program by excluding two of the components; that is, project ownership contentand scientific community values. Students were asked to rate the extent to which they agreedwith statements pertaining to words that described their experience with the scholarship(emotions); confidence in their abilities to function as an engineer/scientist (self-efficacy

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Linda S. Hirsch, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; John D. Carpinelli, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

highschool teachers with the opportunity to enhance their research skills and their knowledge ofscience and engineering concepts that enables them to integrate cutting-edge science andengineering into their teaching practice through the development of standards-based classroomlessons and learning modules. The program also focused on helping the teachers refine theirinstructional planning skills and providing them with an effective protocol for developingstandards-based lesson plans.Evaluation tools have been developed and/or adapted to measure the impact of the program onteachers’ skills and knowledge, and self-efficacy, as well as classroom impacts on their students’attitudes, skills and knowledge, that have been reported previously2,3. While

Collection

2001 Annual Conference

Authors

Jace Hargis; Anne Donnelly

through a posting on the WEPAN web list, to encourage adequaterepresentation of women engineering student participants. Of the 289 students that participatedin the study, 145 science and engineering majors completed all of the required forms and wereincluded in the data analysis. The drop out rate was expected due to the unsupervised, voluntarynature of the study. Students first completed the following on-line forms; computer attitudesurvey (with demographic questions), a Motivated Strategies for Learning Questionnaire (whichevaluates self-regulated learners and self-efficacy), a verbal comprehension test (a generalindicator of aptitude), an instructional pre-assessment; and an instructional post-assessment(exactly the same as the pre-assessment

Conference Session

Mentoring Minority Students

Collection

2013 ASEE Annual Conference & Exposition

Authors

Christine S Grant, North Carolina State University; Tuere Bowles, NC State University; Olgha Bassam Qaqish, North Carolina State University; Rex E Jeffries, North Carolina State University; Barbara Smith, North Carolina State University

Tagged Divisions

Minorities in Engineering

doctoral students at the Adult Education program at NCSU.Dr. Rex E Jeffries, North Carolina State UniversityMs. Barbara Smith, North Carolina State University Page 23.8.1 c American Society for Engineering Education, 2013 Mentoring Minority Students in Biomedical Engineering: An Engaged ApproachAbstract There is a compelling need for a program that develops self-efficacy inUnderrepresented Minority (URM) students in STEM related fields. To answer this need, aprofessor and lifelong mentor developed the national mentored-leadership initiative program toempower URM

Conference Session

Women in Engineering Division (WIED) Technical Session 1 - Women in Computing

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mary V Villani, Farmingdale State College, SUNY, New York; Ilknur Aydin, Farmingdale State College, SUNY, New York; Lisa Cullington, Sacred Heart University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

Education, 2023. 24(2),125–138.[16] M. Bong, E.M. Skaalvik, “Academic Self-Concept and Self-Efficacy: How Different AreThey Really?”, Educational Psychology Review, 2003, 15(1), 1–40.[17] A. Haktanir, J.C. Watson, H. Ermis-Demirtas, M.A. Karaman, P.D. Freeman, A. Kumaran,A. Streeter, “Resilience, Academic Self-Concept, and College Adjustment Among First-YearStudents,” Journal of College Student Retention: Research, Theory and Practice, 2021, 23(1) pp.161-178[18] A. Sullivan, “Academic self-concept, gender and single-sex schooling,” British EducationalResearch Journal, 2009, 35(2), 259–288.[19] L.J. Sax, M.A. Kanny, T. A. Riggers-Piehl, H. Whang, L.N. Paulson, “But I’m Not Good atMath:” The Changing Salience of Mathematical Self-Concept in Shaping

Conference Session

FPD XI: Assessing First-Year Programs, Experiences, and Communities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Marie C. Paretti, Virginia Tech; Kelly J. Cross, Virginia Tech University

Tagged Divisions

First-Year Programs

or problem-solving tasks) and retention measures. It is also important to note that this category includesassessment related to retention after the first year and to motivation (measured either throughsomewhat generic ‘student satisfaction’ surveys or through established motivation frameworkssuch as expectancy-value or self-efficacy).Assessment related to design and problem-solving practices also took a variety of forms, and inmany instances was linked to retention issues as well as to professional skills such as teamwork.Researchers included assessment related to design process knowledge, confidence in design-related tasks, and project outcomes.Beyond these two core issue, researchers reported localized assessment efforts around a numberof

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Jennifer Vernengo, Rowan University; Tom Merrill, Rowan University; Jennifer Kadlowec, Rowan University; Mary M. Staehle, Rowan University; Robi Polikar, Rowan University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

biomedical # of students enrol- concentration Measurement ofFunding from courses ling into single Increase secondary Self efficacy forNSF Workshop courses of the con- students under- STEM and Career material for centration standing and inter- aspirations (for secondary # of students est in STEM ca- secondary and school teach- Improved and new- reers post-secondary

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Ellen Ko, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

capacity to be good at it. Grades bothimplicitly and explicitly signal to students whether they belong within a course or major inaddition to dictating their ability to progress in their career-of-choice. Paradoxically, grades maydetermine whether students can participate in meaningful academic and extracurricularopportunities, high-impact practices that are usually associated with better student academic andcareer outcomes due to their tendency to increase feelings of belonging and self-efficacy[43]–[45].2.3. Grades Reflect Situational FactorsLastly, a growing body of evidence suggests that grades may be best described as a reflection ofa students’ circumstances, the time and resources they currently or historically have had todevote to their

Conference Session

Cohort-Based Postdoctoral Scholars Program, Transforming the National Engineering Education, Defining Accountability, and Evaluating the Low-Stakes Assessment Performance

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jennifer Ocif Love, Northeastern University; Claire Duggan, Northeastern University; Jeffrey Xavier, SageFox Consulting Group; Ami N. Slater; Kenneth Rath

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

some self-efficacy that I can do things that will make change. It also was good to feel like there arepeople that are ready to … make positive differences to Engineering Education…This academyprovided (1) self-efficacy, (2) network, (3) knowledge exchange.”Also in the focus group, when thinking about additional resources or follow-up support theydesired after the academy, Fellows primarily talked about three ideas:1. Mentoring and/or regular meetings to answer questions and ensure steady progress on their projects.2. More information and resources associated with NSF funding.3. Providing their administrator colleagues with workshop materials and other information about the Academy.For approximately half of the Fellows, their next step was

Conference Session

Teaching Tools: Student Experience and Reflection (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Morgan R. Broberg, Purdue University; Jose Capa Salinas, Purdue University; Danielle N. Wagner, Purdue University

Tagged Divisions

New Engineering Educators Division (NEE)

, Jun. 2013, p. 23.98.1-23.98.18. Accessed: Feb. 13, 2023. [Online]. Available: https://peer.asee.org/a-robotics-summer- camp-for-high-school-students-pipelines-activities-promoting-careers-in-engineering-fields[14] R. M. Hughes, B. Nzekwe, and K. J. Molyneaux, “The Single Sex Debate for Girls in Science: a Comparison Between Two Informal Science Programs on Middle School Students’ STEM Identity Formation,” Res Sci Educ, vol. 43, no. 5, pp. 1979–2007, Oct. 2013, doi: 10.1007/s11165-012-9345-7.[15] A. A. Rogers, J. J. Rogers, and J. C. Baygents, “A Longitudinal Evaluation of an AP Type, Dual-Enrollment Introduction to Engineering Course: Examining Teacher Effect on Student Self-Efficacy and Interest

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

K.S.A. Dinesh Kumar, National Institute of Technical Teachers Training and Research, Chennai, India; Janardhanan Gangathulasi, National Institute of Technical Teachers Training and Research, Chennai, India; Shanmuganeethi Velu, National Institute of Technical Teachers Training and Research, Chennai, India

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

Development Programs Amongst Medical School Faculty Members. Journal of Faculty Development, 29(2), 51- 58.26. P. Peciuliauskiene, G. Tamoliune, and E. Trepule, “Exploring the roles of Information Search and Information Evaluation Literacy and pre-service teachers’ ICT self-efficacy in teaching,” International Journal of Educational Technology in Higher Education, vol. 19, no. 1, 2022.27. L. W. Perna, A. Ruby, R. F. Boruch, N. Wang, J. Scull, S. Ahmad, and C. Evans, “Moving through moocs,” Educational Researcher, vol. 43, no. 9, pp. 421–432, 2014.28. Polmear and D. Simmons, ‘A collaborative autoethnography: Examining professional formation and workplace sustainability in discipline-based engineering education research’, in