Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jane Gage Stout, Computing Research Association; Neslihan Burcin Tamer, Computing Research Association

Tagged Topics

Diversity, NSF Grantees Poster Session

women, and how those stereotypic beliefs are related to engagement in computingacross time. Our research took place over the course of a year, and involved two time points of datacollection. During the first time point, we measured women’s stereotypic beliefs about gender aptitudein computing, as well as their self-conceptions in computing (i.e. self-efficacy, belonging, andidentification with computing). One year later, we measured women’s self-conceptions again, as well aswhether women had participated in collaborative learning activities during the past year. We thengauged the link between stereotype endorsement and self-conceptions, and whether that link wassevered among women who had participated in collaborative learning. We expected that

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sandra Loree Dika, University of North Carolina, Charlotte; Miguel A. Pando, University of North Carolina, Charlotte; Brett Tempest, University of North Carolina, Charlotte

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Diversity, NSF Grantees Poster Session

achievement and engineering interest [33,34]. Self-efficacyfigures prominently in Social-Cognitive Career Theory (SCCT) [7] to explain achievement andcareer-related choices. The authors of the theory suggest that contextual factors are particularlyinfluential for underrepresented groups, and have successfully employed the theory to understandengineering interest and goals [35,36,37], adjustment [38], satisfaction [39], and persistence [40] amongcollege engineering students. Other researchers have employed the framework to understandpersistence of ethnic minority women in engineering [41,42].Marra and colleagues [43] developed the Longitudinal Assessment of Engineering Self-Efficacy(LAESE) to measure self-efficacy, feelings of inclusion, and outcome

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anthony Hernandez, California State University Los Angeles; Pearl Chen, California State University, Los Angeles; Christine C. Clemmons, California State University, Los Angeles; Jianyu Jane Dong, California State University, Los Angeles

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Diversity, NSF Grantees Poster Session

impact ofcollaborative project-based learning (CPBL) on the self-efficacy of traditionally underrepresented minoritygroups in electrical engineering courses with the support of NSF. The project goals include: 1) Improve theunderstanding of the factors that affect the self-efficacy of minority student groups in Engineering; 2) Developbetter ways to measure the impact of collaborative learning in the developmental stages of the student learningprocess in addition to the learning outcomes; 3) Design a more effective instructional system that integratescommunity inquiry to boost the self-efficacy of underrepresented minority students.Since 2013, the research effort has produced interesting results that allowed us to better understand the

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kimberly Grau Talley P.E., Texas State University, San Marcos; Araceli Martinez Ortiz, Texas State University, San Marcos; Clara Novoa, Texas State University, San Marcos; Vedaraman Sriraman, Texas State University, San Marcos

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Diversity, NSF Grantees Poster Session

. Instead, the researchers are customizing a University Seminar (US 1100) section, whichis an introduction to the university freshman seminar course, specifically for engineering andengineering technology majors while exploring research questions related to the development ofstudent design self-efficacy. This paper presents this work in progress including preliminaryresults from pre- and post-project engineering design self-efficacy measures of the initial cohort,lessons learned, and plans for future work.BackgroundThe Texas State STEM Rising Stars project is using a three-sided organizing framework, asshown in Figure 1, to guide the interventions and its associated research plan. This framework isbased upon Swail’s geometric model for student

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susan Mary Romanella, Texas State University; Clara Novoa, Texas State University, San Marcos

Tagged Topics

Diversity, NSF Grantees Poster Session

workforceonce they have arrived.Self-efficacy, grit, and leaning in; are these the keys that distinguish female students who willthrive in ECS not only as college students but also as career professionals? Arguably, Bandura,Duckworth, and Sandberg were a perfect storm of women’s empowerment theories. In ourSPARK assessments, we decided to quantify the first two items and qualitatively assess how –and if – our students were “leaning in”.In addition to measuring self-efficacy, we administered surveys to assess the students’ grit,perseverance, ambition, problem-solving abilities, resilience, self-confidence, and GPAs. Weincluded questions about their satisfaction with the various SPARK activities we organizedthroughout the years. We also asked open ended

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aditya Johri, George Mason University; Lori C. Bland, George Mason University; Stephanie Marie Kusano, University of Michigan

Tagged Topics

Diversity, NSF Grantees Poster Session

decisions. Identifying the decision making behaviors ofparticipating and non-participating students can also help uncover barriers to entry ofextracurricular engineering activities, particularly any barriers affecting underrepresented groupsof engineering students.Another topic for investigation is self-efficacy trends as they relate to extracurricularparticipation. Self-efficacy development was an emerging construct of this study, however sinceself-efficacy was not intentionally investigated for this study, a sufficient understanding of self-efficacy as it relates to extracurricular participation was limited by the research design of thisstudy. Future work should focus primarily on self-efficacy theory and measurement. A possibledirection of this

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kent J. Crippen, University of Florida; Chang-Yu Wu, University of Florida; Treavor Boyer, University of Florida; Trisha de Torres; Maria Korolev, University of Florida; Philip J. Brucat, Department of Chemistry / University of Florida

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Diversity, NSF Grantees Poster Session

. Students used the same 5-pt. Likert-type scale to rate theiragreement with items such as: 1) I consider several ways to solve the problem before I answerand 2) I know how well I did after solving the problem.Results Across the two courses, 530 students consented to participation and served as ourresearch sample. In addressing the research questions, comparisons of changes within-subjectsfrom pre to posttest were assessed via paired t-test. Between groups comparisons involved ananalysis of covariance (ANCOVA) with the pretest values for each measure as the covariate. For the first semester course, the treatment group had initially higher levels of self-efficacy, confidence in their math and science abilities, prior exposure to project

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California; Maja J. Mataric, University of Southern California

Tagged Topics

NSF Grantees Poster Session

theirteachers’ participation in the RET programs. Students gained science and engineeringknowledge, increased their science interest and motivation, and demonstrated gains in scienceliteracy as well. Introduction and program needThere is a growing national concern over decreases in science achievement in middle and highschool. Paired with it are challenges associated with workforce declines in STEM-relatedcareers. In response, in a recent PCAST report1 recommendations for recruitment of scienceand engineering students and corresponding recommendations for increased attention to strategicSTEM-related instruction and teacher professional development have emerged. A significantchallenge facing urban science teachers is a low sense of self-efficacy in

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katherine C. Chen, California Polytechnic State University, San Luis Obispo; Lizabeth T Schlemer, California Polytechnic State University, San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Emily E Liptow, California Polytechnic State University; Jaclyn Duerr, California Polytechnic State University, San Luis Obispo; Helene Finger P.E., California Polytechnic State University, San Luis Obispo; Jeffrey Boncan Cabanez, California Polytechnic State University, San Luis Obispo

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Diversity, NSF Grantees Poster Session

academic excellence. Through the formation of posses and similar cohort programs,universities have been able to successfully aid underrepresented students with their adjustmentinto the academic and social culture of the university.2 The NSF S-STEM program at RobertMorris University is one such academic center where the implementation of a cohort modelsuccessfully helped student self-efficacy and academic progress.3 While the PEEPS at Cal Polydoes not employ alternative admissions models to admit or identify cohort members, our termand acronym, “PEEPS,” captures the idea of a “posse,” “family” or “my peoples” as a group thatsupports and cares for one another.Our primary goal is to recruit, retain, and graduate academically talented, financially

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andrea M. Ogilvie P.E., Virginia Tech; David B Knight, Virginia Tech Department of Engineering Education; Maura J. Borrego, University of Texas, Austin; Arturo A Fuentes, University of Texas, Rio Grande Valley; Patricia A. Nava, University of Texas, El Paso; Valarie E. Taylor, Texas A&M University

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Diversity, NSF Grantees Poster Session

adaptation of theLaanan-transfer students' questionnaire,13,14,15 a survey from the NSF-funded Prototype toProduction study,16 and Measuring Constructs of STEM Student Success Literacy: CommunityCollege Students’ Self-Efficacy, Social Capital, and Transfer Knowledge.17,18 For a fulldescription of the survey development process, steps that were put into place to support constructvalidity, and individual campus customization procedures, please see our work in progress paperfrom the 2015 Frontiers in Education (FIE) Conference titled Transfer Student Pathways toEngineering Degrees: A Multi-Institutional Study Based in Texas.19 Table 1. Project four-year institutions and partner community colleges. Four-Year Institution

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California

Tagged Topics

Diversity, NSF Grantees Poster Session

college personnel and students in both educationalvenues. Forty-one interviews were conducted with 10+ at each CC site during the first semesterof our research. These data, along with a careful review of documents and websites availablefrom each CC and applicable higher education literature as a comparison informed therefinement of the CPPI which was developed, and tested in our previously described STEMcommunity college study.3The Refined College Pedagogical Practice Inventory (CPPI-R): Refinement, testing, and use ofthe CPPI has been informed by measurement research of educational psychologicalresearchers.31 Specifically, the inventory was initially designed with the intent of enabling us toexplore relationships among the dependent and

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Margaret Pinnell, University of Dayton; Melissa Rose Taylor, University of Dayton; Ahsan Mian, Wright State Unviersity; Sandra M Preiss, Dayton Regional STEM Center; Leanne Petry, Central State University; M. Suzanne Franco

Tagged Topics

NSF Grantees Poster Session

Efficacy and BeliefInstrument or STEBI during the first week of the program and again in December of 2015.34Both the MTEBI and STEBI collect information about the teachers’ self-efficacy and expectedstudent outcomes.34 For the 2015 cohort changes in the Math and Science teachers’ self-efficacyand expected student outcomes were not significant at the 0.05 level.Results of the evaluations obtained as of January 2016 were mapped to the detailed programobjectives and are summarized below. Recommendations for adjustments are included at the endof each objective summary.Objective A: Teach engineering concepts to over 1,000 K-12 students over the project period,including students from schools with a significant minority population: Participants

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jacqueline Fleming Ph.D., National Action Council for Minorities in Engineering

Tagged Topics

Diversity, NSF Grantees Poster Session

engineering; what it takes to be successful inthe engineering program; and their advice to incoming minority students. A fourth questionasked for their assessment of the effectiveness of seven academic support program components.Major student responses were coded for thematic content or tabulated and then entered intoregression equations against four measures of achievement, including students’ GPA, longevityin the program, average SAT/ACT scores of minority students in the school of matriculation, andtheir school's effectiveness in graduating minority students as assessed by 6-year graduationrates. Responses positively associated with achievement indices were then factor analyzed toisolate common clusters associated with success in engineering

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Catherine McGough, Clemson University; Justine Chasmar, Clemson University; Adam Kirn, University of Nevada, Reno

Tagged Topics

NSF Grantees Poster Session

part of a study of outcomes of STEMliving/learning communities13. Refinements to the survey include adding items related to goalorientation, which emerged from the analysis of interview data. We have also added a section onproblem solving self-efficacy, a student attribute that we theorize will be important in connectingstudent motivation and problem solving and which will serve as an outcome for the structuralequation model we will be building.The purpose of this paper is to outline two major areas within the project that address each of theresearch questions, including initial qualitative studies to identify and characterize factors thatare relevant to engineering student motivation, and quantitative studies to develop and test theMAE survey

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tanya Kunberger P.E., Florida Gulf Coast University; Laura Frost, Florida Gulf Coast University; Jackie Greene, Florida Gulf Coast University

Tagged Topics

Diversity, NSF Grantees Poster Session

-environmental engineering. Educational areas of interest are self- efficacy and persistence in engineering and development of an interest in STEM topics in K-12 students.Dr. Laura Frost, Florida Gulf Coast University Laura Frost is the Director of the Whitaker Center for STEM (Science, Technology, Engineering, and Mathematics) Education and Professor of Chemistry at Florida Gulf Coast University. The Whitaker Center serves as a regional hub for expertise and leadership in STEM education reform across all lev- els of education including professional development for STEM faculty. Dr. Frost is actively engaged in reforming STEM education through inquiry-based teaching and evidence-based practice and has demon- strated increased

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sam Kelly-Quattrocchi, University of Washington; Denise Wilson, University of Washington; Rachel Roberts, University of Washington School of Environmental and Forest Sciences; Rachel Yonemura, The University of Washington

Tagged Topics

Diversity, NSF Grantees Poster Session

, and others. 81% of the population was male and 19% was female. Noattempt to oversample women or minorities was made in collecting this sample. 8.2% of thesample were freshman or sophomores, 59% were juniors, and 33% were seniors (including fifthyear seniors).C. InstrumentsThe questions analyzed in this study were included in a survey that included basic demographicsand affective indicators including self-efficacy, task value, belonging, and job values that maymediate or otherwise influence the way in which the primary indicators grow and evolve over theundergraduate years. The primary indicators included various measures of sustainability values(e.g. social responsibility, consumer responsibility), and five short answer questions related