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A Measure of Affect toward Key Elements of Engineering Professional Practice

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Conference

2017 ASEE Annual Conference & Exposition

Location

Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2018

Conference Session

Engineering Identity

Tagged Division

Educational Research and Methods

Page Count

18

Permanent URL

https://peer.asee.org/27476

Download Count

38

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Paper Authors

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Anita D. Patrick University of Texas, Austin

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Anita Patrick is a STEM Education doctoral student and Graduate Research Assistant in the Department of Mechanical Engineering and College of Liberal Arts at UT Austin's Population Research Center. She received her BS in Bioengineering from Clemson University where she tutored undergraduate mathematics and science courses, and mentored undergraduate engineering majors. Prior to coming to UT, she independently tutored K12 and undergraduate mathematics and science. Her research interests include engineering education, identity and equity. Address: Engineering Training Center II (ETC) 204 East Dean Keeton Street Austin, TX 78712 Email: apatrick@utexas.edu

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Nathan Hyungsok Choe The University of Texas, Austin

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Nathan (Hyungsok) Choe is a doctoral student in STEM education at UT Austin. His research focuses on the development of engineering identity in graduate school and underrepresented group. Nathan holds a master's and bachelor's degree in electrical engineering from Illinois Tech. He also worked as an engineer at LG electronics mobile communication company.

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Luis L. Martins University of Texas, Austin

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Luis L. Martins is a Professor and Chair of the Department of Management at the McCombs School of Business at the University of Texas at Austin, where he also holds the Herb Kelleher Chair in Entrepreneurship, the Juanita Dreibelbis Fellowship in Business and a Provost’s Teaching Fellowship. He received his Ph.D. in management and organizational behavior from the Leonard N. Stern School of Business at New York University. His research examines the cognitive underpinnings of various individual, group, and organizational phenomena in work organizations, primarily using cognition and identity theories.

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Maura J. Borrego University of Texas, Austin

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Maura Borrego is Associate Professor of Mechanical Engineering and Curriculum & Instruction at the University of Texas at Austin. She previously served as a Program Director at the National Science Foundation, on the board of the American Society for Engineering Education, and as an associate dean and director of interdisciplinary graduate programs. Her research awards include U.S. Presidential Early Career Award for Scientists and Engineers (PECASE), a National Science Foundation CAREER award, and two outstanding publication awards from the American Educational Research Association for her journal articles. Dr. Borrego is Deputy Editor for Journal of Engineering Education. All of Dr. Borrego’s degrees are in Materials Science and Engineering. Her M.S. and Ph.D. are from Stanford University, and her B.S. is from University of Wisconsin-Madison.

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Meagan R. Kendall University of Texas, El Paso

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Dr. Meagan R. Kendall received her PhD from The University of Texas at Austin where her research focused on the design of a low-cost, volume adjustable prosthetic socket. Now an Assistant Professor at The University of Texas at El Paso, she is helping develop a new Engineering Leadership Program to help students to bridge the gap between traditional engineering education and what they will really experience in industry. Her research interests span the areas of engineering education, biomechanics, and product design methodology.

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Carolyn Conner Seepersad University of Texas, Austin

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Associate Professor of Mechanical Engineering

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Abstract

Identity, or how people choose to define themselves, is emerging as an attractive explanation for who persists in engineering. Many studies of engineering identity build off of prior work in math and science identity, emphasizing the academic aspects of engineering. However, affect towards professional practice is also central to engineering identity development. This paper describes the methods used to create a new survey measure of individuals’ affect toward elements of engineering practice. We followed the item generation, refinement, and instrument validation steps required for psychometric validation of a new survey measure. We generated items deductively using the literature on engineering professional skills and practice and inductively based on interviews with practicing engineers, engineering graduate students, and engineering undergraduate students. We blended the inductively and deductively derived item lists to create a list of initial items for the measure. We circulated this list of items to a set of engineering and professional identity experts to establish face validity and made modifications based on their feedback. The final list included 34 items. These 34 items were administered in a questionnaire survey in the fall of 2016 to 1465 engineering undergraduates in three majors at two institutions. We conducted an exploratory factor analysis (EFA) and established internal consistency using Cronbach’s alpha on a subset of the analytical sample data (n=384). The resulting factors fit our a priori assumption of the factors theorized to characterize affect towards engineering professional practice. Using the remaining data (n=904), we conducted a confirmatory factor analysis on the reduced set of items resulting from EFA. The results indicate an emergent factor structure for affect towards elements of engineering practice.

Patrick, A. D., & Choe, N. H., & Martins, L. L., & Borrego, M. J., & Kendall, M. R., & Seepersad, C. C. (2017, June), A Measure of Affect toward Key Elements of Engineering Professional Practice Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/27476

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