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2018 ASEE Annual Conference & Exposition

Authors

Debra A. Major, Old Dominion University; Katelyn R. Reynoldson M.S., Old Dominion University; Xiaoxiao Hu, Old Dominion University; Seterra D. Burleson, Old Dominion University; Kristi J. Shryock, Texas A&M University

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an undergraduateengineering program at a large southwestern university. Students were invited to respond toonline surveys using a link sent to their university email address. Participants were surveyedthree times during their first year: prior to entering the engineering program (Survey 1), at theend of their first semester (Survey 2), and at the end of their second semester (Survey 3).Students were given time during summer orientation and during class to complete these surveys.In total, a sample of 2473 participants was used to develop and validate a 5-item engineeringidentity measure, with Surveys 1, 2, and 3 consisting of 1900, 1083, and 481 respondents,respectively.MeasuresEngineering identity and engineering self-efficacy, the belief

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2018 ASEE Annual Conference & Exposition

Authors

Brock J. LaMeres, Montana Engineering Education Research Center; Jessi L. Smith, Montana State University

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). “The role of interest in understanding the career choices of female and male college students,” Sex Roles, vol. 44, pp. 295-320. 2001.National Academy of Engineering. (2004). “The Engineer of 2020: Visions of Engineering in the New Century,” National Academies Press, Washington, D.C, 2004.Ponton, M. K., Edmister, J. H., Ukeiley, L. S. & Seiner, J. M. (2001). “Understanding the role of self- efficacy in engineering education,” Jnl of Engineering Education, vol. 90, no. 2, pp. 247-251, 2001.Priniski, S. J., Hecht, C. A. & Harackiewicz, J. M. (2017). “Making Learning Personally Meaningful: A New Framework for Relevance Research,” The Jnl of Experimental Education, vol. 86, no. 1, October 18, 2017

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2018 ASEE Annual Conference & Exposition

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Tobin N. Walton, North Carolina A&T State University; Robin Guill Liles, North Carolina A&T State University

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increases in short and long-term student learning are mediated by experiences thathelp students identify needs and develop design solutions (i.e., developmentally instigativebehaviors). These experiences in turn enhance students’ valuation of engineering, beliefs aboutcapabilities, and identification as an engineer; motivating future behaviors. Like a cyberneticsystem then [29], these processes repeat and are self-regulating. Several basic hypotheses will beused to assess both the validity of the scales used to measure engineering values, self-efficacy,and identity and the plausibility of this theoretical framework. Students who engage in moreengineering related activities (e.g., attending an engineering conference, facilitated study group,or

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2018 ASEE Annual Conference & Exposition

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Debapriyo Paul, Texas A&M University; Bimal P. Nepal, Texas A&M University; Michael Johnson, Texas A&M University

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summerresidential program geared towards providing high school teachers with insights into the latest inmanufacturing research. The goal was to improve their beliefs and attitudes regarding STEMeducation so that they would feel more capable to impart similar technical information to theirstudents.The next section of this paper (Literature Review) provides an overview of several paperspublished in the area of teaching self-efficacy, its relationship with STEM education, and theinstruments that have been used for its measurement. The Research Design section describes indetail the methodology and instruments used for the purpose of this study. The Data Analysissection provides a description of the data used for this study and the results of the

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2018 ASEE Annual Conference & Exposition

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Robin Tuchscherer P.E., Northern Arizona University; Christine Allison Gray, Northern Arizona University; John Tingerthal P.E., Northern Arizona University; Ron Gray, Northern Arizona University

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designed to positively impact the retention of engineeringmajors in early career engineering courses. We build on prior work in this area through our focuson two important aspects of classroom instruction: classroom community and relevancy. In thistwo-year project, faculty from engineering and science education have teamed together to design,implement, and study a number of interventions related to classroom community and relevancy.As proxies for retention, we used three measures to examine specific constructs: engineeringidentity, engineering self-efficacy, and sense of community. In addition, we used the COPUSobservational protocol to examine instructional differences between treatment and controlcourses.In the first two iterations of the

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2018 ASEE Annual Conference & Exposition

Authors

Kent J. Crippen, University of Florida; Lorelie Imperial, University of Florida; Corey Payne, University of Florida; Chang-Yu Wu, University of Florida; Maria Korolev, University of Florida; Philip J. Brucat, University of Florida

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opportunity for students to practice doing science and form links betweenmacroscopic phenomena and molecular-level interpretations. Moreover, laboratory activities canmotivate students to learn more about chemical concepts [4]. For engineering majors, situatingthese activities in authentic practice strengthens the connection between the domain knowledgeof chemistry and its application in everyday work. Such activities target student retention byfocusing their work on authentic collaboration and learning chemistry in context, whichleverages student interest in order to build personal identity with being an engineer as well as thenecessary self-efficacy for persisting with challenging coursework [5]-[6].In this paper, we present results from usability

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2018 ASEE Annual Conference & Exposition

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Rachel Vitali, University of Michigan; Noel C. Perkins, University of Michigan; Cynthia J. Finelli, University of Michigan

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understanding of engineering dynamics with a collection of 29 questions focused on 14important and/or commonly misunderstood concepts. The results of this survey will evaluatehypothesis (1) that this intervention will increase student conceptual understanding of dynamics.The modified LAESE consists of 45 items designed to measure four subfactors: 1) engineeringself-efficacy, 2) course-specific self-efficacy, 3) intention to persist in the field, and 4) feelingsof inclusion. These items use a Likert-type scale, thus the values were normalized by themaximum value of the question’s scale, and the subfactor scores are computed as the arithmeticmean of the associated normalized item scores. This survey’s results will inform hypotheses (2)-(4) that this

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2018 ASEE Annual Conference & Exposition

Authors

Muhammad Dawood, New Mexico State University; Karen Trujillo, New Mexico State University; Patti Wojahn, New Mexico State University; Melissa J. Guynn, New Mexico State University; Luis Manuel Rangel Jr.; S. M. Yahea Mahbub, New Mexico State University

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spanning 6 decades from engineering programs, Geisingeret al. [8] identified five factors that contribute to poor retention rates in engineering nationwide.These factors include classroom and academic climate; grades and conceptual understanding;self-efficacy and self-confidence; interest and career goals; and race and gender. Of primaryconcern are both discipline-specific skills and knowledge (e.g., mathematics), as well as moregeneral, non-discipline-specific self-efficacy and metacognitive knowledge and skills.Metacognition, often defined as “thinking about thinking,” is primarily about knowing,understanding, monitoring, and controlling one’s cognitive processes, leading to altered andideally more productive behaviors [9] – [13]. The study of

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2018 ASEE Annual Conference & Exposition

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Amy Summerville, Miami University; Brian P. Kirkmeyer, Miami University; Jennifer Blue, Miami University

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possible foci.Next, participants’ self-efficacy was measured with 7 items (alpha = .92), each measured on a 7point scale with Likert response options “Strongly disagree”, “Disagree”; “Somewhat disagree”;“Neither agree nor disagree”; “Somewhat agree”; “Agree”; “Strongly agree”. : “I am doing wellin the course”; “I am doing poorly in the course” (reverse-scored); “I feel like I can successfullycomplete the course with a C or higher”; “I’m not sure that I can pass the course”(reverse-scored); “I’m thinking of dropping the course” (reverse-scored); “It is possible for me tosucceed in this course”; “I’m confident that I can get the grade I want in this course”.Participants were asked to indicate how much they agreed with each statement as they

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2018 ASEE Annual Conference & Exposition

Authors

Jean S. VanderGheynst, University of California, Davis; Colleen Elizabeth Bronner, University of California, Davis; Alin Wakefield, University of California, Davis

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address certain challenges facing first-generation, low-income graduate students. In addition, measures of participants’ self-efficacyrelated to persistence in graduate school improved with participation in the program and changesin self-efficacy were greater than the general population of first-year graduate engineeringstudents. Future efforts will include a refinement of practices and resources creating moresuccessful strategies for increasing numbers of low-income, academically-talentedunderrepresented engineers with graduate degrees in the workforce.IntroductionRecent federal budgets for STEM education are based on the belief that “the United States mustequip students to excel in science, technology, engineering and mathematics to meet the

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2018 ASEE Annual Conference & Exposition

Authors

Rajeev Darolia, University of Kentucky; Cory Koedel, University of Missouri; Joyce B. Main, Purdue University, West Lafayette (College of Engineering)

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Diversity, NSF Grantees Poster Session

based on geography. Engineeringeducation research have largely focused on issues and challenges, such as unsupportive academicenvironments, dissonant cultures; lack of role models; limited student-faculty interactions; andindividual differences in levels of self-efficacy, sense of belonging, and engineering identity [3] –[13]. Some studies have tied high school level factors to participation in engineering. For example,Tyson et al. [14], [15] investigate course-taking in high school and find that more courses highschool math and science courses is associated with majoring in a college STEM field. Other pre-college factors, such as math achievement and levels of self-efficacy also contribute to students’college major choice [5], [10], [16], [17

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2018 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University; Stephen Secules, University of Georgia; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia; Benjamin Okai, Harding University; Kanembe Shanachilubwa, Harding University; Jeremiah Sullins; Shari E. Miller, University of Georgia

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. Turner, J. E., Husman, J., & Schallert, D. L. (2002). The Importance of Students' Goals in Their Emotional Experience of Academic Failure: Investigating the Precursors and Consequences of Shame. Educational Psychologist, 37(2), 79-89. doi:10.1207/S15326985EP3702_3 18. Carberry, A. R., Lee, H., & Ohland, M. W. (2010). Measuring engineering design self-efficacy. Journal of Engineering Education, 99(1), 71-79. 19. Hutchison, M. A., Follman, D. K., Sumpter, M., & Bodner, G. M. (2006). Factors influencing the self- efficacy beliefs of first-year engineering students. Journal of Engineering Education, 95(1), 39-47. doi:10.1002/j.2168-9830.2006.tb00876.x 20. Marra, R. M., Rodgers, K. A

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2018 ASEE Annual Conference & Exposition

Authors

Jing Yan, Nanjing Forestry University; Yujing Nie; Lin Li, Jackson State University; Jianjun Yin, Jackson State University

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Diversity, NSF Grantees Poster Session

exercises. In the lecture time, the instructor focused on the subjectsthat were problems to students from their quiz results and questions raised after groupdiscussion. Then the instructor used question sets for group activities and discussions. Thestudent group discussion was led by the assigned group leaders. Pre- and post-tests wereconducted for the AFL. The survey results were analyzed to compare students’ learningengagement, empowerment, self-efficacy, and satisfaction between the traditional classroomand with the AFL. It was found that the AFL model, by taking advantage of advancedtechnology, is a convenient and professional avenue for engineering students to strengthentheir academic confidence and self-efficacy in Engineering Mechanics by

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2018 ASEE Annual Conference & Exposition

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Jacques C. Richard, Texas A&M University; So Yoon Yoon, Texas A&M University

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commonand uncommon viewpoints from students of different backgrounds to seek out and join suchresearch programs. Another purpose of this study was to gauge the impacts of summer researchexperiences on US and non-US students. The following research questions guided this study: 1. What is the REU impact on the students’ career goals? 2. What is the REU impact on the students’ self-efficacy about making decision about graduate school and success therein? 3. How do the REU participants perceive any changes on their research knowledge, skills, and engineering career path? 4. What is the difference in the impact of the REU between national and international students?II. MethodA. SettingA.1 Objectives of the REU Program

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Authors

Allison Godwin, Purdue University, West Lafayette (College of Engineering); Dina Verdín, Purdue University, West Lafayette (College of Engineering); Brianna Benedict McIntyre, Purdue University; Rachel Ann Baker; Thaddeus J. Milton, Purdue University; Joshua T. Yeggy

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Characterize Latent DiversityOn the survey, we measured multiple aspects of students’ mindsets and affective states usingestablished instruments and newly developed questions from pilot interviews with 12 diversestudents. These students were purposefully sampled to maximize demographic diversity includinggender identity, race, ethnicity, sexual orientation, students with disabilities, and first-generationcollege students. We measured engineering identity, motivation, epistemic beliefs (students’perceptions of engineering as a discipline), personality, and self-efficacy for innovation to namesome of the constructs. We also measured students’ career intentions on this survey. Below, wedescribe the different dimensions that we measured on the survey and

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2018 ASEE Annual Conference & Exposition

Authors

Madeleine F. Jennings, Texas State University; Kimberly Grau Talley P.E., Texas State University; Shaunna Fultz Smith, Texas State University; Araceli Martinez Ortiz, Texas State University

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integration). At her free mobile makerspace for K-12 students and teachers, The MAKE Lab (http://themakelab.wp.txstate.edu), she is currently researching how recurring experiences with these design-based technologies impact visual spatial skills, self-efficacy, and positive attitudes toward failure (e.g. persistence in the face of obstacles; reconceptualization of failure as a paradigm for creative learn- ing) with teachers and K–12 students. These concepts are also part of her research as Co-Director of Bobcat Made, which is the collaborative university makerspace.Dr. Araceli Martinez Ortiz, Texas State University Araceli Martinez Ortiz, PhD., is Research Associate Professor of Engineering Education in the College of

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2018 ASEE Annual Conference & Exposition

Authors

Lisa Shatz, Suffolk University; Kerrie Pieloch, Suffolk University

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groups.Key Program FeaturesThe EE program at Suffolk University has many of the features and support services that researchindicates promote success in engineering students, such as faculty support [1] [2], project-basedlearning that promotes self-efficacy which is a belief in one’s own abilities to succeed [3] [4], asense of community [5] [6], and role models [7] [8].Faculty support Our current students and alumni consistently list faculty support as one of the chiefqualities of the program. For instance, in the last alumni survey, 70% of alumni respondentsgave the EE program a 5 (highest) and 30% gave it a 4 (second highest), in level of academicsupport. In student surveys in response to the question “What are the features of the EE

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2018 ASEE Annual Conference & Exposition

Authors

David B. Knight, Virginia Tech; Walter C. Lee, Virginia Tech; Karl W. Reid, National Society of Black Engineers (NSBE); Monica E. Cardella, Purdue University, West Lafayette (College of Engineering); Morgan M Hynes, Purdue University-Main Campus, West Lafayette (College of Engineering); Cherie D. Edwards, Virginia Tech; Glenda D. Young Collins, Mississippi State University

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differences between sites for the second objective of the project.Next StepsBuilding on what we learned during this baseline year, we are developing adjusted plans ofassessment for SEEK students, mentors, and site leaders. In the forthcoming SEEK cycle,student assessments will continue to measure grade-specific conceptual knowledge, motivation,and self- perception. In addition to these constructs, student collaboration and classroom culturehave been added to the assessment plan. Mentor and site leader experiences are to be examinedthrough a series of research methods that both measure mentor and site leader attitudes andcapture different aspects of their experiences (e.g., motivation, self-efficacy, classroompreparation). These adjustments are the

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2018 ASEE Annual Conference & Exposition

Authors

Jumoke Oluwakemi Ladeji-Osias, Morgan State University; Cindy S. Ziker, SRI International; Clay Gloster Jr., North Carolina A&T University ; Kamal S. Ali, Jackson State University; Derrick Cornell Gilmore, Kentucky State University

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Diversity, NSF Grantees Poster Session

models and mentors who come from similarethnic backgrounds as the students [26] and who may have the potential to promote a sense ofengineering identity, defined as the interface between academic performance, institutionalconnectedness, gender role and mentors in engineering [27]. Ethnically matched mentors androle models have been promoted in an effort to facilitate students’ ability to envision themselvesoccupying these positions, instill a sense of academic self-efficacy [28] and enhance students’academic self-concept in mathematics and science [29].In recent years, there has been strong interest on the impact of personal improvement onperformance in a variety of domains ranging from growth mindsets to growth goals. Growthmindsets focus on an

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2018 ASEE Annual Conference & Exposition

Authors

Lesley Strawderman, Mississippi State University; Rani W. Sullivan, Mississippi State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

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Diversity, NSF Grantees Poster Session

opportunities while reducing the need for external employment. • Increase students’ engineering self-efficacy. • Increase recruitment of aerospace and industrial engineering students. • Encourage students to pursue advanced degrees. • Increase student retention in engineering.The ASPIRE program strengthens and supports students through a program of mentoring,networking, and academic design. The primary features of the program include continuousmentoring of all ASPIRE students by peers, faculty, and industry representatives; four face-to-face interactions with all ASPIRE students, mentors, and faculty per semester; and enrollment incommon courses.A total of 36 undergraduate ASPIRE Fellows will have been directly supported

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2018 ASEE Annual Conference & Exposition

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Nick Lux, Montana State University; Brock J. LaMeres, Montana Engineering Education Research Center; Bryce E. Hughes, Montana State University; Shannon D. Willoughby, Montana State University

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growth. Therefore, this project aligns well with calls to study the designof STEM learning experiences and whether those experiences improve valued outcomes.References[1] E. Towle, J. Mann, B. Kinsey, E. J. O. Brien, C. F. Bauer, and R. Champoux, "Assessing the self efficacy and spatial ability of engineering students from multiple disciplines," in Proceedings Frontiers in Education 35th Annual Conference, 2005, pp. S2C-15.[2] N. Veurink and A. Hamlin, "Spatial Visualization Skills: Impact on Confidence and Success in an Engineering Curriculum," presented at the 2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011. Available: https://peer.asee.org/18591[3] M.-T. Wang and J. Degol, "Motivational Pathways to

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2018 ASEE Annual Conference & Exposition

Authors

Patricia Ann Maloney, Texas Tech University; Bingbing Li, California State University, Northridge; Meng Zhang, Kansas State University; Weilong Cong, Texas Tech University

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Diversity, NSF Grantees Poster Session

techniques and assessment tools will be utilized toassess and improve engineering education at both the undergraduate and K-12 levels throughvaried techniques: i) undergraduate module lesson plans that are scalable to K-12 levels, ii) shortinformational video lessons created by undergraduates for K-12 students with accompanying in-person mentorship activities at local high schools and MakerSpaces, iii) pre- and post-testassessments of undergraduates’ and K-12 participating students’ AM knowledge, skills, andperceptions of self-efficacy, and iv) focus groups to learn about student concerns/learningchallenges. We will also track students institutionally and into their early careers to learn abouttheir use of AM technology

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2018 ASEE Annual Conference & Exposition

Authors

Marc Veletzos, Merrimack College; Mary G. Noonan, Merrimack College; Maureen Walsh Sakakeeny P.E., Merrimack College; Cynthia McGowan, Merrimack College

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integratedinstitutional network of supports that increases students’ self-efficacy, sense of belonging to theirmajor, and belief in the importance of their contributions to society. These are key factors thataffect retention in STEM fields [1]-[7]. The FS2 program is funded by the National ScienceFoundation, is focused on engineering and computer science (CS) majors and is designed toimprove retention and graduation rates. The FS2 program is currently in the fourth and finalacademic year and has engaged 470 first-year engineering and computer science students. Thepaper describes the main challenges in implementing these retention initiatives in a small collegesetting and outlines approaches to overcome these challenges.GoalsThe primary goals of this five year

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2018 ASEE Annual Conference & Exposition

Authors

Jacob R. Grohs, Virginia Tech; Veronica van Montfrans, Virginia Tech; Holly M. Matusovich, Virginia Tech; Gary R. Kirk, Virginia Tech; Cheryl Carrico P.E., Virginia Tech; Andrew L. Gillen, Virginia Tech; Sarah Anne Blackowski, Virginia Tech; Holly Larson Lesko; Tawni Paradise, Virginia Tech

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regarding engineering? RQ 3: How can strategic collaboration between K12 and industry promote a shift in teacher’s conceptions of engineers and increased self-efficacy in building and delivering engineering curriculum? RQ 4: How do stakeholder characteristics, perceptions, and dynamics affect the likelihood of sustainability in strategic collaborations between K12 and industry stakeholders? How do prevailing institutional and collaborative conditions mediate sustainability?To answer these questions, we will collect a variety of qualitative and quantitative data over thelife of the project. In this paper, we present preliminary findings of the first semester of lessonand activity implementation

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2018 ASEE Annual Conference & Exposition

Authors

Derrick James Satterfield, University of Nevada, Reno; Jacqueline Ann Rohde, Purdue University; Miguel Rodriguez, Florida International University; Beverly Ma, University of Nevada, Reno; Jacqueline Doyle; Allison Godwin, Purdue University, West Lafayette (College of Engineering); Geoff Potvin, Florida International University; Lisa Benson, Clemson University; Adam Kirn, University of Nevada, Reno

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. 2. 2006.[8] A. Godwin, “The Development of a Measure of Engineering Identity,” 123rd Am. Soc. Eng. Educ. Annu. Conf. Expo., p. 15, 2016.[9] Z. Hazari, G. Sonnert, P. M. Sadler, and M.-C. Shanahan, “Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study,” J. Res. Sci. Teach., vol. 47, no. 8, p. n/a-n/a, 2010.[10] R. M. Marra, K. A. Rodgers, D. Shen, and B. Bogue, “Women Engineering Students and Self-Efficacy: A Multi-Year, Multi-Institution Study of Women Engineering Student Self- Efficacy,” J. Eng. Educ., vol. 98, no. 1, pp. 27–38, 2009.[11] E. Seymour and N. M. Hewitt, Talking about Leaving: Why Undergraduates Leave the Sciences. Westview

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Authors

Neil A. Knobloch, Purdue University; Levon T. Esters, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette (College of Engineering); Abeera P. Rehmat, Purdue University; Quintana M. Clark, Purdue University, West Lafayette ; Ulyssa Hester, Purdue University; Trinity A. Johnson; Dottie Vollmer, Purdue University; Elizabeth Morgan Alexander, Purdue University

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sources for the secondobjective, teacher professional development includes teacher professional development evaluationquestionnaires, classroom observations, and teacher interviews. Finally, the third objectivefocusing on student development measures from pre- and post- surveys explore students’ intrinsicmotivation, science and math content knowledge, career interests, and self-efficacy. In addition,student interviews and student work associated with MEAs also assist to corroborate objective oneand three. Data is collected over the duration of the project.Anticipated ResultsThe anticipated results of this research project will be four field-tested CR MEAs that can beimplemented to foster students’ career exploration, STEM learning, and community

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2018 ASEE Annual Conference & Exposition

Authors

Hua Li, Texas A&M University, Kingsville; Kai Jin, Texas A&M University, Kingsville; Mohamed Abdelrahman, Arkansas Tech University

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involvement in the REU project. o e. Providing new experiences and expanding personal horizons. o f. Skill development. o g. Improving academic and professional qualifications. o h. Receiving mentoring. o i. Developing self-efficacy.4. ConclusionThe IR-SEED REU site supported by the National Science Foundation's Division of EngineeringEducation and Centers is designed to develop and implement a model environment formultidisciplinary collaborative efforts where research and education are tightly integrated aroundthe different facets of energy research. The IR-SEED REU site is structured to teach studentshow to formulate research questions as well as how to develop and modify research plans

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2018 ASEE Annual Conference & Exposition

Authors

Xiaojing Yuan, University of Houston, College of Technology (CoE & CoT); Heidar Malki, University of Houston, College of Technology (CoE & CoT); Mequanint A. Moges, University of Houston, College of Technology (CoE & CoT)

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recipients, improved self-efficacy, and the retention and graduation rate for scholarship recipients as well as studentsenrolled in the three ET programs in general.2. Transformation of the ET Department Coincide with the Timeline of Seeking NSF S-STEM FundingUniversity of Houston was established as institution of high education (IHE) for working classkids in early twentieth century [5]. Almost a century later, the UH system [6] has grown toinclude four IHEs serving one of the largest metropolitan area in the United States. The flag-shipcampus – University of Houston (UH) – where the ET department locates, identified studentsuccess as one of the four pillars in its mission [7]. In Fall 2017, a new record of 45,000 studentenrolled at UH, with about

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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

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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

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2018 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California

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community and occupational college personnel and students. For ourresearch forty-one interviews were conducted with approximately ten at each community collegesite during the first semester of our research. These data, along with a careful review ofdocuments and websites available from each community college and applicable higher educationliterature as a comparison informed the refinement of the CPPI which was developed, and testedin our previously described STEM community college study.5The Refined College Pedagogical Practice Inventory (CPPI-R): Refinement, testing, and use ofthe CPPI has been informed by measurement research of educational psychologicalresearchers.33 Specifically, the inventory was initially designed with the intent of enabling