Conference Session

Action on Diversity - Supporting Students at Multiple Levels

Collection

2017 ASEE Annual Conference & Exposition

Authors

Autumn Turpin, Stanford University; Kai Jun Chew, Stanford University; Helen L. Chen, Stanford University; Beth Rieken, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

ASEE Diversity Committee, Diversity

– the Engineering Majors Survey (EMS) developed by the National ScienceFoundation (NSF)-funded National Center for Engineering Pathways to Innovation (Epicenter)and a survey developed by BRAID. Additional items were also created to explore issues andquestions not addressed by the EMS and BRAID instruments.The Engineering Majors Survey (EMS) (Gilmartin, et al., 2017) draws upon psychologicaltheories of career choice to ask students about their "innovation self-efficacy", their expectationsfor the outcomes of innovative behaviors, their innovation interests, and their goals around doinginnovative work in their early careers. Designed to measure a comprehensive range ofundergraduate learning experiences that may influence students' beliefs about

Conference Session

Action on Diversity - Disability Experiences & Empathy

Collection

2017 ASEE Annual Conference & Exposition

Authors

Yvette Pearson Weatherton, Rice University; Renae Danielle Mayes, Ball State University; Carol Villanueva-Perez, Ball State University

Tagged Topics

ASEE Diversity Committee, Diversity

mathematics (STEM) disciplines, and engineering inparticular. These include systemic as well as personal barriers.An institution’s culture and climate are among several systemic barriers that exist to impedesuccessful matriculation of students with disabilities, particularly in engineering. Researchershave found engineering and law faculty members “were significantly less willing to provideaccommodations” than their counterparts in other academic units. Reluctance and negativeattitudes serve to foster environments that are counter to diversity and inclusion.Studies have shown that incorrect estimates of self-efficacy are among personal barriers thathinder student success. Some students with disabilities tend to have lower academic self-efficacy than

Conference Session

Action on Diversity - Institutional Change & Perspectives on Diversity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

ASEE Diversity Committee, Diversity

taxonomy of motivation theorieswhich captures the breadth of motivation in educational research. Eccles and Wigfield groupedtheories into four categories 1) expectancy (e.g., belief about the difficulty of a task and a person’sability to perform it successfully); 2) reasons for engagement; 3) integrating expectancy and valueof a task; and 4) integrating motivation and cognition. This systematic review found that over halfof the articles found did not have a specified framework for their study. Of the papers that used aframework, three were most prevalent including Bandura’s self-efficacy construct68, Deci andRyan’s self-determination theory69, and Eccles and Wigfield’s expectancy-value theory70. Self-efficacy is one’s belief in his or her ability

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

Action on Diversity - Engineering Workforce & Faculty Training

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sevinj Iskandarova, James Madison University; Oris Griffin, James Madison University

Tagged Topics

ASEE Diversity Committee, Diversity

toperform successfully to achieve the best outcomes, especially in a culturally diverseenvironment.Encouragement from a mentor, supervisor or peer may also increase a faculty member’s ownconfidence, until the new faculty member can create his or her own mastery experiences and feelcompetent in them. Achieving positive outcomes also requires that educational institutions focuson faculty members’ motivation when they are having trouble working in a diverse group.Through encouragement, all faculty members in the educational institution might achievesuccess increasing their self-efficacy in the work environment. The goal of this research is toweave together ideas and strategies that will enhance cross-cultural communications and buildteam cohesiveness