Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Jennifer I Clark, Montana State University - Bozeman; Bryce E. Hughes, Montana State University - Bozeman

Tagged Topics

Diversity, Works In Progress

thebottom notes the contribution of the Figure 1: How Self-Efficacy Theory Nests intoChronosystem (Time). Bioecology Theory In a qualitative approach this framework allows a shift in perspective. Bandura [13]presents the sources of self-efficacy as individual influences working together in developing aperson's ability to develop confidence, the top 4-part circle in Figure 2. Measuring sources ofself-efficacy in student academic development in STEM disciplines are found in work by Loo etal. [28], Usher et al. [29], and Mamaril et al. [30]. Their work quantitatively describes theamount of influence self-efficacy sources have in student confidence in their ability to besuccessful with challenging STEM

Conference Session

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

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

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

Tagged Topics

CoNECD Paper Sessions, Diversity

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

Collection

ASEE Middle Atlantic 2022 Fall Conference

Authors

Stephanie Zegers, Elizabethtown College ; Sara A. Atwood, Elizabethtown College

Tagged Topics

Diversity

environment as an intern/co-op”(Atwood et.al, 2021). However, only 41.5% of historically marginalized populations completedan internship (Atwood et.al, 2021) by graduation. Similarly, only 47.6% of first-generationstudents completed an internship (Atwood et.al, 2021). Lack of internship or co-op can lead tounderemployment and significantly less lifetime earnings. Lack of internship also could beattributed to the student’s lack of social capital. According to NACE, first-generation studentsreceive lower salary offers compared to their continuing-generation counterparts (Eismann,2016). Additionally, self-efficacy is crucial for the individual’s ability to complete a task(Huang, 2003).MethodsHaving explicit instruction around communication skills

Conference Session

Equity and Ethics in Engineering-I

Collection

2022 ASEE Zone IV Conference

Authors

Agnes Germaine d'Entremont P.Eng., University of British Columbia, Vancouver; Jennifer Pelletier, University of British Columbia

Tagged Topics

Conference Submission, Diversity

otherwise need to provide. All supervisors saidthey would participate in the program again.Program supportsWhile we intended to measure any changes in self-efficacy and belonging in research betweenthe CREATE-U and non-CREATE U students, few summer research students completed bothpre- and post-surveys. There were similar changes in research self-efficacy between the twogroups, but a larger range of change in research belonging (Figure 4). This could possibly beinfluenced by CREATE-U students being different from the more common identities in their labplacement in ways that affected their experience of belonging (e.g. gender, cultural background).Figure 4: Pre-post survey results on self-efficacy in research and belonging in research fromCREATE-U (n

Collection

2022 ASEE Illinois-Indiana Section Conference

Authors

Rashmi Deodeshmukh, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

the focus on the educational interface [6]. Kahu’s frameworkof student engagement identifies four main factors that influence a student’s experience with theintervention and the success of the intervention. These are self-efficacy, emotions, belonging, andwellbeing. These factors are not independent of each other e.g. self-efficacy is related to self-confidencein one’s academic abilities and also affects, emotions, belonging, and wellbeing of the student and theirperception towards a particular field of study. Belonging is also key as it brings down psychologicalbarriers for a young woman when she sees herself associated with the institution.This study is dual faceted with the intent to instill confidence in students, and expose students to

Collection

2022 ASEE Gulf Southwest Annual Conference

Authors

Alisha M. Bailey, Southern Methodist University; Alain Mota, Southern Methodist University; Kristine Reiley, SMU, Caruth Institute for Engineering Education

Tagged Topics

Diversity

redesign process of theengineering camps. As we continue to strive to support Black and Latinx females, the diversityof our camp counselors will seek to align to our camp attendees. We will continue to enrich theexperiences of the attendees by exposing them to STEM undergraduate and graduate studentsthat connect to their ethnic and cultural background. The goal is for undergraduate and graduatestudents to facilitate the informal learning experiences for the summer camp participants. Theintentional hiring of camp counselors will also be matched by intentional professionaldevelopment that will give a baseline understanding of the facilitation of the camp content toalso address increase self-efficacy, value, and STEM and Engineering identity

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

Technical Session 8 - Paper 5: Cultivating Inclusivity: A Systematic Literature Review on Developing Empathy for Students in STEM Fields

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Stephanie Jill Lunn, Georgia Institute of Technology; Cristi L. Bell-Huff, Georgia Institute of Technology; Joseph M LeDoux, Georgia Institute of Technology

Tagged Topics

CoNECD Paper Sessions, Diversity

Publications where the primary focus of Publications where the primary focus of the the research was K-12 students, faculty, research was undergraduate or graduate students practicing clinicians or non-college or university students Research was conducted in the United States or Research specific to a university outside of the in Canada United States or Canada Focus of publication is empathy, component of Focus of publication is not empathy, and if it empathy described by the framework, or which includes empathy is more about measuring mention how to develop/foster/imbue empathy empathy than its development or learning Include

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

Equity and Ethics in Engineering-II

Collection

2022 ASEE Zone IV Conference

Authors

Jonathan Verrett P.Eng., University of British Columbia, Vancouver; Tasnia Naim Anika, University of British Columbia, Vancouver

Tagged Topics

Conference Submission, Diversity

, Oxford, UK, pp. 4424–4429.[11] W. C. Lee, H. M. Matusovich, and P. R. Brown, “Measuring underrepresented student perceptions of inclusion within engineering departments and universities,” Int. J. Eng. Educ., vol. 30, no. 1, pp. 150–165, 2014.[12] D. S. A. Hofacker, “Diversity and Inclusion in the Engineering Workplace: A Call for Majority Intentionality to Increase Career Self-Efficacy,” p. 10, 2014.Appendix A : Semi-structured interview format and questions[Land acknowledgement, introduction, safe space acknowledgement, review of consent form andinterview recording]Demographic Question:1. What is your gender identity?2. How would you describe your background/race/ethnicity?Interview Questions3. Please describe your role in

Conference Session

Technical Session 12 - Paper 1: Creating Pathways for Success and Engagement for Women in Engineering

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Jalonda Nakay Thompson, University of Tennessee at Knoxville; Anne Skutnik, Tickle College of Engineering; Jamie Baalis Coble, University of Tennessee at Knoxville; Anahita Khojandi, University of Tennessee at Knoxville; Angelica M Palomino, University of Tennessee at Knoxville; Veerle Keppens, University of Tennessee at Knoxville; Ozlem Kilic, University of Tennessee at Knoxville

Tagged Topics

CoNECD Paper Sessions, Diversity

Attrition Reason Women Leave Engineering [15, p. 7] Input Output 1. Lack of self-confidence and engineering self-efficacy Black Box[10] 2. Lack of pre-college experience and knowledge in engineering 3. Curricular focus, pedagogy, and climate in engineering 4. Lack of female peers and role models 5. Gender and societal issues Dropout

Conference Session

Technical Session 10 - Paper 3: Bridging the STEM Gender Gap through Women-focused Outreach

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Isabel A Boyd, University of Tennessee, Knoxville; Anne Skutnik, Tickle College of Engineering Academic and Student Affairs, University of Tennessee Knoxville ; Jalonda Nakay Thompson, University of Tennessee at Knoxville; Marcel Brouwers, University of Tennessee, Knoxville

Tagged Topics

CoNECD Paper Sessions, Diversity

 –something also mentioned frequently in the survey responses– which is arguably the most powerful reason to avoid something. 16 Preliminary Takeaways Pull factors • Women tend to pursue engineering when they experience positive feelings about their abilities (self-efficacy) and have positive role-models and programs that foster their individual growth Push factors • Women tend to struggle with their choice to pursue engineering when they feel like family members are not supportive or that engineering may hinder their future family goals

Conference Session

Innovation In Teaching - II

Collection

2022 ASEE Zone IV Conference

Authors

Harly Ramsey, University of Southern California; Yee Lan Elaine Wong

Tagged Topics

Conference Submission, Diversity

assigned texts and interactions with each other and projectleaders in a workshop environment. The assigned texts opened up discussions of studentexpectations about entering the professional world; students were also taught fundamentalinterview techniques and given the opportunity to practice them with each other. This dualfocus—philosophical and practical—was intended to enrich students’ ability to thoughtfullyinterview the alumni and promote self-efficacy. Each student met with project leaders threetimes: for an introductory meeting to explain the concept of Vision Venture and to learn about thestudents’ personal goals for their participation; for a workshop discussion of assigned readingsand a lesson on semi-structured interview skills; and for

Conference Session

Technical Session 13 - Paper 2: Program: A focused, 5-year effort to increase the number of African American, Hispanic/Latino(a), Native American (AHLN) 7th-grade students who are academically prepared to take algebra

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Virginia Lynn Booth-Womack, Purdue University at West Lafayette (COE); Saundra Johnson Austin, University of South Florida; Renee Serrell Gibert, Purdue University; Carol S Stwalley P.E., Purdue University at West Lafayette (COE); Lesley M Berhan, The University of Toledo; Tamara Markey, Purdue University, Minority Engineering Program; Cynthia Murphy-Ortega, Chevron Corporation

Tagged Topics

CoNECD Paper Sessions, Diversity

an after-school program, engage parents, and provide gender and ethnic-matchedmentors and role models in hopes to positively impact participant self-efficacy (Mitcham et al., 2012).With buy-in from the principal, solicitation emails were provided to principals about the Algebra by 7thGrade. The university-based team developed recruitment activities that ranged from attending introductionof teacher nights, attending school-wide math nights already planned, and pizza dinners for targetedfamilies. The top three schools were invited to participate in the inaugural Ab7G. They were given firstpriority for enrollment and each school was given 10 seats until the priority deadline. After the priority

Conference Session

Technical Session 5 - Paper 5: The Impact of Prior Programming Experience on Computational Thinking in First-Year Engineering Experience.

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Noemi V Mendoza Diaz, Texas A&M University; Deborah A. Trytten, University of Oklahoma; Russ Meier, Milwaukee School of Engineering; Janie M Moore, Texas A&M University

Tagged Topics

CoNECD Paper Sessions, Diversity

thebasics of engineering computational thinking [15] [16] [17]. Other institutions use a direct-to-major admission strategy and vary in how much computing is introduced in the first year.Regardless of admission type, white males continue to receive most of the engineering degrees inthe United States [18]. Factors including technology access, pre-university course access,classroom dynamics, societal stereotypes, social support, cultural relevancy, academic advising,and self-efficacy affect how women and underrepresented minorities prepare for and experiencethe first-year engineering classroom [5] [19] [20] [21] [22] [23] [24]. Computational thinkinginteracts with these existing factors.The participants that we discuss in detail in the Results and