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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Brad Cicciarelli, Louisiana Tech University; Timothy Reeves, Louisiana Tech University; Catherine Hendricks Belk, Clemson University; Marisa K. Orr, Clemson University

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NSF Grantees Poster Session

Student Preparedness for Chemical Engineering Curricula.” Chemical Engineering Education, 52(3): 181-191 (2018).[17] Cicciarelli, B.A., Sherer, E.A., Martin, B.A., and Orr, M.K., "From Assessment to Research: Evolution of the Study of a Two-Day Intervention for ChemE Sophomores.” 2020 ASEE Virtual Annual Conference, June 2020: Paper ID #30669.[18] Mamaril, N.A., Usher, E.L., Li, C.R., Economy, D.R. and Kennedy, M.S. “Measuring Undergraduate Students’ Engineering Self‐Efficacy: A Validation Study,” Journal of Engineering Education, 105(2), 366-395 (2016).[19] LAESE survey instrument developed as part of Assessing Women in Engineering (AWE) project: www.aweonline.org; NSF Grant #0120642. Marra, R.M. and Bogue, B., 2006

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Betsy Chesnutt Ph.D., University of Tennessee, Knoxville; Daniel Patrick Mountain, University of Tennessee, Knoxville; Courtney June Faber, University of Tennessee, Knoxville

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NSF Grantees Poster Session

section included questions designed to assess participants’ self-efficacywith teaching engineering using 2 constructs: content knowledge self-efficacy and engagementself-efficacy. Content knowledge self-efficacy measured participants’ self-efficacy as it relates toknowledge about engineering, while engagement self-efficacy measured participants self-efficacy with engaging students in engineering practices [9],[10].A total of 41 students enrolled in 5 different VolsTeach courses completed the survey. The mostcommon majors among the survey participants were mathematics (41%) and biology (20%),although many STEM fields, including engineering, were represented. 61% of the participantswere either third or fourth year students, while 39% were first or

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Michael D. Johnson, Texas A&M University; Amarnath Banerjee, Texas A&M University; Bimal P. Nepal, Texas A&M University; Glen Miller

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NSF Grantees Poster Session

outcomes [14, 15]. In somecases, self-efficacy is seen as a significant predictor of academic outcomes [16-18]. However,just as in other areas, a universal measure of self-efficacy is not appropriate to determine ethicsself-efficacy [19, 20]. Some domain specific self-efficacy scales include general engineering [21]and software engineering [22]. This work presents a survey instrument that attempts to measureethical self-efficacy.Whereas a general self-efficacy instrument would contain questions such as, “I can alwaysmanage to solve difficult problems if I try hard enough” or “I can solve most problems if I investthe necessary effort” [23], an instrument related to the design domain would include questionssuch as “I can identify a design need

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Weihang Zhu, University of Houston; Peter Weber

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NSF Grantees Poster Session

Efficacy Scale (TSES) survey is a set of questionnaires developed byTschannen-Moran at College of William and Mary and Woolfolk Hoy at the Ohio State University[4]. It is designed to help people gain a better understanding of the kinds of things that createdifficulties for teachers in their school activities. Similarly, teachers are asked to indicate theopinion about each question by marking from 1 to 9. There are two forms of this survey. The longform has 24 questions and the short form has 12 questions. These questions measure efficacy inStudent Engagement, Instruction Strategies, and Classroom Management. TSES has been used inmany teachers’ self-efficacy studies. 2.2 Bandura’s Instrument Teacher Self-efficacy Scale Bandura’s instrument on

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NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarah Lynn Orton P.E., University of Missouri, Columbia; Fan Yu, University of Missouri, Columbia; Lisa Y. Flores, University of Missouri, Columbia

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NSF Grantees Poster Session

students' engineering social cognitions (self-efficacy and outcomeexpectations), this paper investigates students' confidence in their ability to learn andtheir instructor's ability to teach across 6 engineering courses. A group of 6 facultyformed a learning community focused on improved teaching strategies for their classes.The faculty chose selected strategies and implemented them in their classes. Surveysasked students to rank their confidence level in "their ability to learn" the specific classmaterial and the instructor's "ability to teach" the class material using a sliding bar scalefrom 0-100. Surveys were conducted before and after the improvements to the teachingstrategies at both the beginning and end of the semesters. The results of the

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Betul Bilgin, The University of Illinois, Chicago; Hasiya Najmin Isa; Emily Seriruk; Cody Wade Mischel

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NSF Grantees Poster Session

employed instruments for self-efficacyand engineering identity, and conducted interviews with focus groups. To measure the impact,qualitative and quantitative methods are used. This content analysis helped the project teamidentify challenges, difficulties, and gains of adopting this approach to the engineering programand provide an appraisal of student outcomes, including cognitive and affective responses. In thisposter, the project team will share their results from Fall 2021 semester.Major ActivitiesTo understand the impacts of the intervention on self-efficacy and engineering identity,contemporary industry-relevant problems were designed, introduced to the targeted course,instruments for self-efficacy and engineering identity were developed and

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Debapratim Ghosh, University of Illinois, Urbana - Champaign; Samuel Harford; Houshang Darabi, The University of Illinois, Chicago; Jennifer R. Amos, University of Illinois, Urbana - Champaign

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NSF Grantees Poster Session

engineeringstudents at two Midwest universities, the University of Illinois at Urbana Champaign and theUniversity of Illinois at Chicago. The goal is to gain a comprehensive understanding of theinformation sources and decision-making strategies used by these students, with the hope ofimproving the major selection process for all students.Theoretical FrameworkThe study is rooted in the Social Cognitive Career Theory (SCCT), which posits that students'evolving career interests are shaped by their self-efficacy expectations. This theory has beensupported by multiple research studies, which have established a positive correlation betweenself-efficacy and career interests. [2][3][4]. SCCT asserts that self-efficacy acts as a driving forcefor career choice.To

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Sarah Lynn Ferguson, Rowan University; Christopher J Winkler, Rowan University; Kara P. Ieva; Marjorie Blicharz, Rowan University; Theresa E. Cann; Ashley Elmes

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NSF Grantees Poster Session

), Salvadorian (onestudent), and Mixed (one student). Additionally, 17% of respondents noted they were of Hispanicor Latino origin or descent. Of the total sample, 52% identified as Male, 45% identified asFemale, and 2% as Non-Binary, with 1 student preferring to not identify their gender for thestudy.A. Data Collection Data collection for the study took place at two points in time, pre and post intervention.Pre-intervention data collection included a student demographic survey recording studentrace/ethnicity, gender, etc. Measures of science interest (Science Motivation Questionnaire II;[18]), career decision self-efficacy (Career Decision-Making and Self-Efficacy Brief Decisionalscale; [15]), and knowledge of engineering technician careers

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Jan Edwards, College of Lake County; Ana Karen Pizano, College of Lake County; Bradford C. Petersen, College of Lake County

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NSF Grantees Poster Session

psychosocial construct values forFeelings of Inclusion, Coping Self-Efficacy, and Belonging Relative to Community are nearlyidentical (standard deviation of .04 or less) from spring of 2020 through spring of 2022. The labfocused skill efficacy for Design and Experimental skills, also maintained steady average valueswith a standard deviation of .04 or less. These values imply, that for the students who completedthe survey, the sudden switch to a virtual format was successful in supporting these constructs.Table 2. Constructs measured in surveys to date Construct Average value of mean per semester (S.D

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Lea K. Marlor, University of Michigan; Cynthia J. Finelli, University of Michigan; Michael J. Prince, Bucknell University; Jenefer Husman, University of Oregon; Matthew Charles Graham; Ariel Chasen, University of Texas, Austin

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NSF Grantees Poster Session

active learning activities. Finally, they were asked about the barriers that theyfaced when trying to implement active learning in their classrooms. Instructor and student surveys were aligned so that we could learn how student andinstructor perceptions are comparable for each individual class. The student survey asked abouttheir instructor’s use of active learning and if their instructor used different strategies forimplementing active learning. Additionally, we measured the student response to active learningincluding their affective and behavioral responses. Finally, we asked questions about theirfeelings of belongingness in their STEM classes as well as their self-efficacy in these courses.Preliminary Findings To understand

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Andrea Ramirez-Salgado, University of Florida; Tanvir Hossain; Tamzidul Hoque; Swarup Bhunia, University of Florida; Mary Jo Koroly; Bradford Davey; Pavlo Antonenko, University of Florida

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NSF Grantees Poster Session

for the games included in the curriculum. Figure 1. Example of the hardware settingTheoretical FrameworkWe developed a conceptual framework for the PICABOO hardware curriculum that reflected ourteam’s shared vision for the structure and the outcomes of our curriculum. Specifically, we aimto promote engineering identity and persistence by gamifying the learning experience to fostersituational interest [7] and to support students’ self-efficacy for engineering [8]. Additionally,educators' self-efficacy also influences their confidence in teaching hardware concepts [9]. Therelationships between these theoretical foundations are illustrated in Fig. 2 and are incorporatedinto the design and development of the modules

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Janna Jobel, University of Massachusetts, Lowell; Yanfen Li, University of Massachusetts Lowell; Hsien-Yuan Hsu, University of Massachusetts, Lowell

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Diversity, NSF Grantees Poster Session

. Dr. Hsu received his PhD in Educational Psychology from Texas A&M University and has a background of statistics education. He works closely with researchers in STEM to pursue high quality of STEM education for future researchers. He is currently participating in an NSF-funded grant (#1923452) to spearhead research into middle school students’ digital literacies and assessment. Recently, Dr. Hsu has received a seed grant at UML to investigate how undergradu- ate engineering students’ digital inequalities and self-directed learning characteristics (e.g., self-efficacy) affect their learning outcomes in a virtual laboratory environment during the COVID-19 pandemic. Dr. Hsu’s research interests include advanced

Conference Session

NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Marisol Clark-Ibanez, California State University, San Marcos

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Diversity, NSF Grantees Poster Session

on nine semesters of Fab Friday programming, a total of 107 Fab Friday participantscompleted the Fab Friday Student Satisfaction Survey designed to provide recommendations forprogrammatic improvement. We measured three major areas: skill building, learning computerscience, and teamwork. In addition, we administered the Glynn et al. (2011) Science MotivationQuestionnaire (SMQ) [9]. The SMQ provides scores on 5 domains: Career motivation (anextrinsic motivation for learning CS to secure a good career), Grade motivation (an extrinsicmotivation for learning CS in order to achieve good grades), Self-determination (an individual’sbeliefs in their personal control over learning CS), Self-efficacy (an individual’s confidence intheir ability to learn

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bret N Lingwall, P.E., South Dakota School of Mines and Technology; Andrea E Surovek, P.E., South Dakota School of Mines and Technology; Roni Reiter-Palmon

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NSF Grantees Poster Session

accreditation cycle. Baltimore, MD: ABET. 11. Coelho, G.L.D.H., Hanel, P.H.P, & Wolf, L.J. (2018). The Very Efficient Assessment of Need for Cognition: Developing a Six-Item Version. Assessment, online first, 1-16. 12. Cropley, D. H. (2015). Creativity in Engineering: Novel solutions to complex problems, San Diego, CA: Academic Press. 13. Cropley, D. H. and Cropley, A. J. (2016). Promoting creativity through assessment: A formative CAA tool for teachers, Educational Technology Magazine, 56:6, pp. 17-24 14. Karwowski, Maciej & Lebuda, Izabela & Wisniewska, Ewa. (2018). Measuring Creative Self-efficacy and Creative Personal Identity. The Journal of Creativity and Problem Solving. 28. 45-57. 15

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Douglas Charles Williams, University of Louisiana, Lafayette; aimee barber

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NSF Grantees Poster Session

a lack of preparedness of elementary teachers to confidentlyteach science and engineering. Smith [8] reported 77% of elementary teachers felt well preparedto teach reading/language arts compared to 31% for science and only 3% for engineering.Coppola [9] found engaging teacher candidates (TCs) in engineering mini-units withschool-based field experience significantly improved engineering pedagogical contentknowledge and dispositional self-efficacy. Web and LoFaro [10] found that TCs’ self-efficacy forteaching engineering was increased by including experiences in various courses rather thanshort-term exposure in a single methods course.Overview of the ChangeMaker K-12 ModelChangeMaker K-12 learning path is divided into a series of four

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Paul M. Yanik, Western Carolina University; Chip W Ferguson, Western Carolina University; Andrew Ritenour, Western Carolina University; Wendy Cagle; Scott Rowe, Western Carolina University

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Diversity, NSF Grantees Poster Session

. Scholarship recipients will be linked throughcohort teaming sessions with campus resources, local industry partners and experts, and facultymentors, to propose, critique, select, develop, and implement commercially viable technologyproducts. The novel approach to engineering education developed through this project will serveto enrich the creative potential of new graduates in technical fields and expand small businesscreation and employment, both of importance to growth regions where there may be fewer largecorporate employers. Key dimensions of those who exhibit entrepreneurial thinking include agrowth mindset, a regular practice of creativity, and high personal self‐efficacy. Withentrepreneurism seen as an enabling force to overcome employment and

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Gary P. Halada, Stony Brook University; Lisa Ospitale, Stony Brook University

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Diversity, NSF Grantees Poster Session

engineering education with a focus on emerging technology systems in thecontext of applications and societal impact. We do this through a program of faculty-mentoredmultidisciplinary research, professional development, and exposure to real-world issues thatreflect the impact of nanotechnology on society, the business community, human health, and theenvironment. This approach also supports self-efficacy, multidisciplinary team-building,understanding the broader impacts of technology, and building the skills necessary for researchand lifelong learning.Overall, the key goals are:1. To provide an exciting and productive research experience for each fellow.2. To create a small cohort of students, who share common goals, that supports the developmentof

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Erica Cline; Menaka Abraham; Sarah Alaei; Heather Dillon, University of Washington, Tacoma; Joyce Dinglasan-Panlilio; Jutta Beneken Heller; Zaher Kmail; Seung-Jin Lee, University of Washington, Tacoma; Eva Yihua Ma; Marc Nahmani; Amanda K Sesko; Ka Yee Yeung

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NSF Grantees Poster Session

increases persistence in STEM fields, particularly among URM students[28]–[30], and increases students’ sense of self-efficacy [30]–[33], science identity [34],academic skills [32], and views of the nature of science [33], with distinct benefits forunderrepresented populations [31], [35], [36].These benefits are more substantial for research projects that last multiple years [37], which isfacilitated when students can engage in early research experiences. CUREs are common vehiclesfor introducing early stage students to research [37]. Because they are often highly structured –incorporating journal clubs, lectures, and group work – CUREs provide more support forstudents who have less experience and improved opportunities to develop conceptual skills

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Robin A.M. Hensel, West Virginia University; David A. Wyrick PE, CPEM, West Virginia University

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Diversity, NSF Grantees Poster Session

of the engineering workforce [1], [2]. AcES has endeavored to attract, support andretain through graduation talented, but underprepared (non-calculus-ready) first-time, full-timeengineering and computing undergraduate students from underrepresented populations byimplementing established, research-based student success and retention strategies. During theseven (7) years of NSF funding, this program has served 71 students and supported 28 studentswith renewable S-STEM scholarships.Past research used surveys and individual and focus group interviews to measure AcES scholars’feelings of institutional inclusion, engineering self-efficacy and identity, and assessment of theirown development of academic and professional success skills [1], [2

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NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hilda Cecilia Contreras Aguirre, New Mexico State University; Nicole Delgado, New Mexico State University; Luis Rodolfo Garcia Carrillo, New Mexico State University

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Diversity, NSF Grantees Poster Session

to interactwith peers and creates a hostile climate for women and other minorities, who are more likely tocommunicate and work collaboratively. Participants of ROLE are not alienated from thesecontexts and the following assertions in Table 1 prove the need to develop self-efficacy to beable to navigate Engineering: Table 1. Participants’ opinions on navigating Engineering Strongly Undecided Disagree/Strongly Assertions Agree/ Agree Disagree I am able to work effectively on my own. 94% - 6% I am able to manage my time effectively. 81% 13% 6% I am

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Lisa Shatz, Benjamin Franklin Cummings Institute of Technology; Nicole P. Pitterson, Virginia Tech; Helen Zhang, Boston College

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Diversity, NSF Grantees Poster Session

studentsfrom these schools are underrepresented minority students with financial need.The objective of PtoBP: to have Scholars show higher retention/persistence rates. Specifically, to have a90% second-year retention rate, and a 90% five-year graduation rate; and to have at least half of thePtoBP Scholars intern in power engineering and work in power engineering.Key Program FeaturesPtoBP dovetails well with BFCIT’s EE program, that strives to provide support to its students who tendto be low-income students from underrepresented groups. To that end, the EE program incorporatesactivities and infrastructure that promote conditions for student success in STEM fields such as: mathcompetency [1, 2, 3], self-efficacy [2, 4], met financial need [5, 6

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Cassandra M Birrenkott, South Dakota School of Mines and Technology; Jon J Kellar, South Dakota School of Mines and Technology; Michael West, South Dakota School of Mines and Technology; Jesse Herrera

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Diversity, NSF Grantees Poster Session

longitudinal changes in the self-efficacy of undergraduatestudents studying engineering. The LAESE undergraduate instrument has been tested andvalidated on male and female engineering students. The LAESE questions will be administeredeach fall to determine if self-efficacy increases as they progress through school.The second section was based on the questions in the Clance Imposter Phenomenon Scale [54].The Clance Impostor Phenomenon Scale was designed to measure the concept that individualsare successful by external standards but have an illusion of personal incompetence. Thequestions assess components of the phenomenon such as ideas about self-doubt and achievingsuccess by chance.The third section asked questions about the student’s advisors

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NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Manuel A. Jimenez, University of Puerto Rico Mayaguez; Luisa Guillemard, University of Puerto Rico, Mayaguez ; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez ; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez ; Nayda G. Santiago P.E., University of Puerto Rico, Mayaguez ; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez ; Pedro O. Quintero; Anidza Valentin, University of Puerto Rico, Mayaguez ; Nelson Cardona-Martinez, University of Puerto Rico, Mayaguez ; Sonia M. Bartolomei-Suarez, University of Puerto Rico, Mayagüez

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Diversity, NSF Grantees Poster Session

modelintegrated elements from Lent's Social Cognitive Career Theory (SCCT) [7] and Tinto'sDeparture model [8] into a hybrid structure aimed at boosting success metrics among LIATS.Figure 1 reproduces the structure of interventions underpinned by the L-CAS model [9]. Figure 1: LIAT college access and success model [9].L-CAS activities followed a longitudinal path consonant with student development, withobjectives ranging from boosting their sense of belonging and self-efficacy beliefs to propellingthem into actions and immersing them into real-life contexts [10]. Context scenarios targeted thedevelopment of collaborations and interactions in communities of practice that led students todevelop practical skills for becoming future

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NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Zhaoshuo Jiang, San Francisco State University; Xiaorong Zhang, San Francisco State University; Fatemeh Khalkhal; Jenna Wong, San Francisco State University; David Quintero, San Francisco State University; Yiyi Wang, San Francisco State University; Wenshen Pong, P.E., San Francisco State University; Robert Petrulis

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Diversity, NSF Grantees Poster Session

education andbuild capacity for student success. This project will use a data-driven and evidence-based approachto identify the barriers to the success of underrepresented minority students and to generate newknowledge on the best practices for increasing students’ retention and graduation rates, self-efficacy, professional development, and workforce preparedness. Three objectives underpin thisoverall goal. The first is to develop and implement a Summer Research Internship Programtogether with community college partners. The second is to establish an HSI Engineering SuccessCenter to provide students with academic resources, networking opportunities with industry, andcareer development tools. The third is to develop resources for the professional

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Linda DeAngelo, University of Pittsburgh; Allison Godwin, Purdue University, West Lafayette ; Erica M. McGreevy, University of Pittsburgh; Eric Trevor McChesney, University of Pittsburgh; Kevin R. Binning, University of Pittsburgh; Natascha Trellinger Buswell, University of California, Irvine; Christian D. Schunn, University of Pittsburgh; Charlie Díaz, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Kevin Jay Kaufman-Ortiz, Purdue University, West Lafayette ; Beverly Conrique, University of Pittsburgh; Maricela Bañuelos, University of California, Irvine; Carlie Laton Cooper, M.Ed., University of Georgia; Anne-Ketura Elie, University of Pittsburgh; Rachel Kelly Forster, University of Pittsburgh; Brianna Julia Gonzalez, University of Pittsburgh ; Danielle Vegas Lewis, SUNY Fredonia ; Heather Lee Perkins, University of Illinois, Urbana - Champaign; Nelson O. O. Zounlomè

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Diversity, NSF Grantees Poster Session

recruitment procedures, we asked faculty members to fill out a pre-survey regardingtheir attitudes towards student development, their self-efficacy for supporting student success, theirpedagogical choices, and their perceptions of barriers to implementing the intervention alongsideits efficacy. Six engineering faculty completed the survey, all of whom were willing to implementthe intervention in their course. Unfortunately, the lack of response from uninterested facultyprevents us from characterizing the differences between this population and those willing toimplement the intervention. These differences remain a subject of future research. Due to the smallsample size (n = 6) tests of statistical significance were considered inappropriate and no

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Holly M Golecki, University of Illinois, Urbana Champaign; Elizabeth Ann McNeela, University of Illinois, Urbana Champaign; Thomas Tran, University of Illinois, Urbana-Champaign; Karin Jensen, University of Michigan

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Diversity, NSF Grantees Poster Session

joining MechE and EE majors [6]. Girls,however, are not participating in pre-college robotics at the same rate as boys [7]. An analysis of pre-college extracurricular activities and their mapping to engineering majors showed that traditionaldisciplines, such as MechE and EE, had more students tinkering with electrical or mechanicalcomponents outside of school prior to entering college[8]. When girls are not part of extracurricularrobotics programs, they miss vital opportunities to develop tinkering self-efficacy. If we can attract moregirls to participate in pre-college robotics, we may open a pathway for these students to developattitudes and self-beliefs that lead them to join majors with lower representation of women [6].Critical Engineering

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NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Chris S. Hulleman, University of Virginia; Delaram A Totonchi, University of Virginia; Joshua Davis, University of Virginia; Michelle Francis, University of Virginia; Emma Huelskoetter; Yoi Tibbetts, University of Virginia

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Diversity, NSF Grantees Poster Session

Motivation and Learning, K. A. Renninger and S. E. Hidi, Eds. Cambridge: Cambridge University Press, 2019, pp. 617–644.[10] L. T. Hu, and P. M. Bentler, “Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives,” Structural Equation Modeling: A Multidisciplinary Journal, vol. 6, no. 1, pp. 1-55, 1999.[11] M. Guan, and J. So, “Influence of social identity on self-efficacy beliefs through perceived social support: A social identity theory perspective,” Comm. Studies, vol. 67, no. 5, pp. 588–604, Oct. 2016.[12] C. S. Hulleman et al., “Making connections: Replicating and extending the utility value intervention in the classroom,” J. of Ed. Psych., vol

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2023 ASEE Annual Conference & Exposition

Authors

Yiyi Wang; Stephanie Claussen, San Francisco State University; Xiaorong Zhang, San Francisco State University; Fatemeh Khalkhal

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Diversity, NSF Grantees Poster Session

them as diversity tokens. They emphasized the importance of social and structuralsupport to promote self-efficacy and retention for women of color. The bearings of thoseidentities cut across other interactional experiences, such as teamwork, in which students wereexpected to assert themselves and navigate unfamiliar team dynamics.Teamwork was often studied through the lens of student behaviors. Using an educationalanthropologist approach, Tonso (2006a) studied how the campus culture (categorized by studenttypes – nerds, Greeks, and academic achievers) influenced teamwork in an engineering collegeof a state-funded university in the Midwest. By observing team behaviors in situ, Tonso foundthat non-design engineering classes promote social

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NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eduardo Santillan-Jimenez, University of Kentucky; Carissa B. Schutzman, Ph.D., University of Cincinnati; Keren Mabisi; Apala Biswas, University of Cincinnati

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NSF Grantees Poster Session

, graduate research, etc.) aims to prepare graduate students fora workforce – in academia, industry, government, or nonprofits – that requires transdisciplinaryproblem solving both locally and globally.Results of Cohort 1 are reported here since the data set includes all three time points, specificallypre-survey to follow-up survey. When comparing Cohort 1 trainee baseline and follow-upresults, all four subscales within the Research Self-efficacy scale showed statistically significantincreases. Cohort 1 trainees reported statistically significant positive changes inConceptualization (mean change=15.6; p<0.001), Implementation (mean change=14.2; p<0.01),Early Task (mean change=9.8; p<0.05), and Presenting the Results (mean change=15.5;p<

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NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hannah D Budinoff, The University of Arizona; Edward J. Berger, Purdue University, West Lafayette; Jannatul Bushra; Ann Shivers-McNair

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Diversity, NSF Grantees Poster Session

, such as involvement in makerspaces, can lead to increases inengineering self-efficacy and can provide opportunities for students’ to be recognized asengineers, potentially promoting the development of their engineering identity. However,participation in makerspaces is not necessarily equal across all student groups, with the potentialfor white, man-dominated cultures of engineering to be replicated in makerspaces, preventingstudents from marginalized groups from feeling welcome or participating. Earningmicrocredentials and digital badges in makerspaces has the potential to encourage participationand provide a means for recognition. The goal of this two-year project (funded by NSF’s PFE:Research Initiation in Engineering Formation program) is