Conference Session

Continuing Professional Development Division (CPD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mary Grace Golden, Purdue University ; Emeline Anne Ojeda-Hecht, Purdue University ; Savannah Meier, Purdue University ; Eric Holloway, Purdue University; Jennifer S. Linvill, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

careerdevelopment, was founded by Robert Lent, Steven Brown, and Gail Hackett [21]. The theory isbased on Bandura’s general social cognitive theory and self-efficacy theory [22], [23]. Bandura[24] describes self-efficacy as dependent on four main factors: personal performanceaccomplishments, vicarious learning, social persuasion, and physiological and affective states.SCCT draws on Bandura’s theories to argue that interests develop from outcomes expectationsand self-efficacy and acknowledges the dynamic nature of interests and expectations asindividuals have new experiences [25]. SCCT is often utilized to understand “why people chooseand persist in their career paths” [26, p. 4]. Additionally, SCCT considers both environmentaland individual factors that

Conference Session

Continuing Professional Development Division (CPD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Oyinkansola Aladeokin, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Adekemisola Olufunmilayo Asahiah, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Hannah Abedoh, Morgan State University

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

significant increase in self-efficacy of the participants in the development of STEM education manuscripts. There was a 67%increase in academic publications among graduate students. The dominant theme in the qualitativeinvestigation was the "supportive and collaborative environment." Insufficient time managementpresents a barrier. Additionally, through the writing accountability group structure, there was asignificant increase in trainees’ scholarship productivity. Faculty advisers and administrators canprioritize writing groups as a cost-effective and impactful intervention to enhance academicproductivity. Further research is required to identify the most effective implementation strategies;however, integrating a writing collaboration approach seems

Conference Session

Continuing Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Arsalan Ashraf, Virginia Polytechnic Institute and State University; Bailey Kathryn McOwen, Virginia Polytechnic Institute and State University; Emad Ali, Virginia Polytechnic Institute and State University; Dayoung Kim, Virginia Polytechnic Institute and State University

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

," Journal of Civil Engineering Education, vol. 148, no. 4, p. 04022007, 2022.[19] E. Kiliç-Çakmak, "Learning strategies and motivational factors predicting information literacy self-efficacy of e-learners," Australasian Journal of Educational Technology, vol. 26, no. 2, 2010.[20] C. S. Doyle, "Outcome Measures for Information Literacy within the National Education Goals of 1990. Final Report to National Forum on Information Literacy. Summary of Findings," 1992.[21] The Association of College and Research Libraries, "Information Literacy CompetencyStandards for Higher Education," p. 20, 2000. [Online]. Available: https://alair.ala.org/server/api/core/bitstreams/ce62c38e-971a-4a98-a424-7c0d1fe94d34/content.[22