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A Mixed Methods Analysis of Goals and the Impact of Peer Mentoring for Participants in the WISE Honors Program

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2019 ASEE Annual Conference & Exposition


Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

October 19, 2019

Conference Session

Women in Engineering Division Technical Session 3

Tagged Division

Women in Engineering

Tagged Topic


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Paper Authors


Jennifer A Gatz Stony Brook University Orcid 16x16

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Public STEM education teacher of AP Biology and AP Research for Patchogue-Medford School District. Ph.D. in Science Education from Stonybrook University, 2017. Research affiliate at Stony Brook University's Institute for STEM education evaluating persistence, motivation, social and academic integration of women in science and engineering at the undergraduate level.

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Angela M. Kelly Stony Brook University Orcid 16x16

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Angela M. Kelly is an Associate Professor of Physics and the Associate Director of the Science Education Program at Stony Brook University, New York. She attended La Salle University, Philadelphia, Pennsylvania, where she received her B.A. degree in chemistry, and completed her M.A. and Ph.D. degrees in science education (2000 and 2006, respectively) and her Ed.M. degree in curriculum and teaching (2007) at Teachers College, Columbia University, New York. She is the recipient of the SUNY Chancellor’s Award for Excellence in Teaching (2016); the Provost’s Faculty Recognition Award for Excellence in Scholarship and Research from Lehman College, City University of New York (2010); and the Outstanding Teaching Award from Teachers College, Columbia University (2006). Her research has been rooted in a commitment to equity in precollege and university science and engineering.

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Monica F. Bugallo Stony Brook University Orcid 16x16

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Monica Bugallo is a Professor of Electrical and Computer Engineering and Faculty Director of the Women In Science and Engineering (WISE) Honors program at Stony Brook University. She received her B.S., M.S, and Ph. D. degrees in computer science and engineering from University of A Coruna, Spain. She joined the Department of Electrical and Computer Engineering at Stony Brook University in 2002 where she is currently a Professor. Her research interests are in the field of statistical signal processing, with emphasis on the theory of Monte Carlo methods and its application to different disciplines including biomedicine, sensor networks, and finance. In addition, she has focused on STEM education and has initiated several successful programs with the purpose of engaging students at all academic stages in the excitement of engineering and research, with particular focus on underrepresented groups. She has authored and coauthored two book chapters and more than 150 journal papers and refereed conference articles.

Bugallo is a senior member of the IEEE, serves on several of its technical committees and is the current chair of the IEEE Signal Processing Society Education Committee. She has been part of the technical committee and has organized various professional conferences and workshops. She has received several prestigious research and education awards including the award for Best Paper in the IEEE Signal Processing Magazine 2007 as coauthor of a paper entitled "Particle Filtering," the IEEE Outstanding Young Engineer Award (2009), for development and application of computational methods for sequential signal processing, the IEEE Athanasios Papoulis Award (2011), for innovative educational outreach that has inspired high school students and college level women to study engineering, the Stony Brook University Hispanic Heritage Month (HHM) Latino Faculty Recognition Award (2009), and the Chair of Excellence by the Universidad Carlos III de Madrid-Banco de Santander (Spain) (2012).

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Mastery vs. performance oriented goals may elicit different motivational patterns and reasons behind approach, engagement, and integration in achievement activities and learning environments. This study examined the freshmen learning environment for N = 60 female members of the Women in Science and Engineering (WISE) Honors program at a large Northeastern university to explore the impacts of a formal peer mentoring program on goal setting and achievement. Competency, task values, and achievement goals were measured by a survey adapted from Assessing Women and Men in Engineering (a = .77). A multiple regression analysis was used to predict achieving success in their major career from leisure time spent with women in STEM majors, having many friends studying in their discipline, confidence in completing a science/engineering degree, impact of high school coursework, and not having to give up extracurricular activities. The multiple regression was significant, F(5,48) = 9.82, p < .001, adj. R^2 = .45, with significant contributions from social structures, competency in prior course work, and continued involvement in extracurricular activities. Qualitative analysis of goals revealed that 55% reported mastery related goals, and 29% responded with a performance-based approach. 70% of responses reported having social goals related to relationships, with 57% of responses indicating academic based goals for increased knowledge, opportunities, and successful completion of degrees. Findings indicate that the majority of goals were mastery oriented which may promote retention of female undergraduates in science and engineering majors.

Gatz, J. A., & Kelly, A. M., & Bugallo, M. F. (2019, June), A Mixed Methods Analysis of Goals and the Impact of Peer Mentoring for Participants in the WISE Honors Program Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--31970

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