Conference Session

Using Teams, Seminars & Research Opportunities for Retention

Collection

2006 Annual Conference & Exposition

Authors

De'Jeune Antoine, Xavier University of Louisiana; Mica Hutchison, Purdue University; Deborah Follman, Purdue University

Tagged Divisions

Women in Engineering

“moderate,” 61 to 80 to “frequent,” and over 80 to “intense” feelings. Though both self-efficacy and IP account for a great number of studies in education andpsychology, we are unaware of any studies that have looked at both simultaneously.Interestingly, many of the factors measured by Clance’s scale suggest strong ties to self-efficacytheory. Feelings that successes cannot be repeated, for example, may be tied to students’assessments of their mastery experiences when they are forming their efficacy beliefs. Inaddition, students’ comparisons of their capabilities to those of their peers are vicariousexperiences which are also significantly influential on efficacy beliefs. In the case of an IPsufferer, the negative feelings associated with

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Deeksha Seth; Gabriel Carryon; James Tangorra

knowledge and skills thatcould be deciphered by the instructor, teaching assistants (TA) and the customers. Theinstructors and TAs used rubrics to standardize grading and assessment of students’ skills. Thefocus of this paper is on the “learning and innovation skills” listed under the P21 framework.These skills are further decomposed into: creative thinking, problem-solving, andcommunication and collaboration skills. So the assessment described herein will focus on waysto assess these three attributes.The assessment instrument was structured with three themes: self-efficacy in engineering design,understanding of the engineering design process, and communication and collaboration skills.The self-efficacy questionnaire was structured for students to

Conference Session

Educational Research and Methods Division (ERM) Technical Session 21

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah A. Wilson, University of Kentucky; Ava Kay Huth, Iowa State University of Science and Technology; Sara Xochilt Lamer, University of Kentucky; Joseph H. Hammer; Matthew Whitwer, University of Kentucky

Tagged Divisions

Educational Research and Methods Division (ERM)

theoretical framework to identify the beliefs that mostaccurately predict behavior. In December 2021, a survey was conducted in the first-yearengineering program at a large public university with a predominantly White population (n = 452).The self-report survey instrument included measures of mental health help-seeking intention,attitude, perceived norm, personal agency, and outcome beliefs guided by the IBM. Respondentsexhibited high scores on scales measuring their attitude towards seeking help, perceived control,and self-efficacy. This suggests that, on average, first-year engineering students had positiveperceptions of their seeking help, felt in control of their decisions to seek help, and were confidentin their ability to seek help. Students

Collection

2008 ASEE Midwest Section Conference

Authors

Dan Cernusca; Douglas R. Carroll

with a range from 1 forstudents using 100% percent Webex taped lectures, to 5 for students participating 100% in face-to-face lectures.Based on the findings from the previous semester, for F07 semester we kept the attendance typemeasure, dropped the MecMovies measure, and included a measure of students’ self- efficacyadapted from the validated scale of Self-Efficacy for Learning with Self-Paced, Online Training2 .The attendance type was a self- reported measure potentially biased by the tendency of studentsto offer acceptable answers. A strong negative correlation between the attendance type and self-efficacy then would be an acceptable indicator of a low bias risk for the attendance measure.That is, a high level of self- efficacy for learning

Conference Session

Student Success, Learning Strategies, and Retention in the Aerospace Industry

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chadia A. Aji, Tuskegee University; M. Javed Khan, Tuskegee University; Ana M. Tameru, Tuskegee University

Tagged Topics

Diversity

Tagged Divisions

Aerospace

research. c American Society for Engineering Education, 2020 Innovative Learning Strategies to Engage Students CognitivelyAbstractThe role of cognitive engagement in promoting deep learning is well established. This deeplearning fosters attributes of success such as self-efficacy, motivation and persistence. However,the traditional chalk-and-talk teaching and learning environment is not conducive to engagestudents cognitively. The biggest impediment to implementing an environment for deep learningsuch as active-learning is the limited duration of a typical class period most of which isconsumed by lecturing. In this paper, best practices and strategies for cognitive engagement ofstudents in the classroom are

Conference Session

Design Pedagogy and Curriculum 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Timothy F. Wheeler, Pennsylvania State University, University Park; Mary Lynn Brannon, Pennsylvania State University, University Park

Tagged Divisions

Design in Engineering Education

) and analysis of the students’ final project reports at the endof the senior capstone course . The instruments have been developed and tested with theassistance of an assessment expert and measurement expert from the teaching and learningcenter in the College of Engineering. The development of the assessment plan began with apilot of the 200-level course in the Fall 2011 semester and will continue through the 2013-2014 academic year. After that, the assessments will be incorporated routinely into the courseactivities.The comprehensive assessment plan includes several pre-post surveys that target confidence,professional identity, self-efficacy, and also gather demographic information and provideinformation for formative improvement of the

Conference Session

ET Peripherals

Collection

2018 ASEE Annual Conference & Exposition

Authors

Osazuwa John Okundaye Jr, Texas A&M University; Mathew Kuttolamadom, Texas A&M University; Malini Natarajarathinam, Texas A&M University; Sharon Lynn Chu, Texas A&M University; Francis Quek, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

://teilab.tamu.edu c American Society for Engineering Education, 2018 Motivating STEM Participation through a “Making as Micro- Manufacture (M3)” ModelAbstractThe objective of this paper is to outline a new model for motivating STEM participation anddeveloping self-efficacy among high-schoolers, and to detail the major implementation activitiesinvolved, preliminary impressions/results, and lessons learned.In this model titled, “Making as Micro-Manufacture (M3),” high-variability low-volumeproducts were manufactured in real-world settings and for a real-life purpose. The modelcombined “Making” with engineering concerns attendant to manufacturing at micro scales (tensto hundreds of parts) along with

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2010 Annual Conference & Exposition

Authors

Elsa Head, Tufts University; Adam Carberry, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

-teachercollaboration can provide teachers with the expertise and tools necessary to overcome lowconfidence, which may inhibit their ability and willingness to teach these topics.5For the purposes of this paper, we will be examining aspects of STOMP regarding K-12teachers’ acquisition of STEM content knowledge. We will specifically look at engineering andtechnology, which are the most recent additions to the Massachusetts’ Curriculum Frameworks.2We will take a closer look at the three-phase model that governs the program and the roles of theK-12 teacher. We will also investigate how this program affects teacher self-efficacy,perceptions, and interest regarding the teaching of engineering and technology.Theoretical FrameworkTo ensure that teachers gradually

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Doris J. Espiritu, Wilbur Wright College; Bridget Eileen O'Connell, Wilbur Wright College; David Potash, Wilbur Wright College

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

including the Society of Women Engineers (SWE), the Society of Hispanic Professional Engineers (SHPE), the Society of Asian Scientists and Engineers (SASE), the National Society of Black Engineers (NSBE) and nine times Outstanding Chapter Awardee, the American Chemical Society-Wright College Chapter. Doris promotes collaboration between K-12 schools, other community colleges, 4-year institutions, non-profit organizations, and industries. Doris’ current research is to design and implement practices that develop Community of Practice (CoP), Professional Identity, and Self-Efficacy to increase diversity in Engineering and Computer Science and to streamline transfer from community colleges to 4-year institutions.Bridget

Collection

2025 ASEE -GSW Annual Conference

Authors

Thomas Franklin Hallmark, Texas A&M University

analysis of 216 studies, we examineAI's potential to enhance engagement, conceptual understanding, and skill development infoundational engineering courses. Using a theoretical framework that integrates Cognitive LoadTheory (CLT), Self-Efficacy Theory (SET), and Situated Learning Theory (SLT), we analyzeimplementation strategies, outcomes, and barriers across diverse institutional contexts. Meta-analyses indicate that AI-enhanced active learning approaches can increase student performanceby 0.47 standard deviations and reduce failure rates by up to 55% compared to traditional 2methods (Freeman et al., 2014). However, challenges including high implementation costs,insufficient faculty training, and

Conference Session

M2C: Learning by Design 2

Collection

2019 FYEE Conference

Authors

Jonathan R. Brown, Ohio State University; Irina Kuznetcova, The Ohio State University; Ethan Kirk Andersen; Nick H Abbott; Deborah M. Grzybowski, Ohio State University; Christopher Douglas Porter, The Ohio State University Department of Physics

Tagged Topics

Diversity, FYEE Conference - Paper Submission

students’ learning if it is not integrated in the classroombased on sound educational theories [27], [31].We aimed to ensure student engagement and learning by promoting self-efficacy, one’s beliefthat one can successfully complete a specific task [32], [33], because it helps determine whetherstudents engage with tasks, persist when they face difficulties, and finish tasks. Masteryexperiences (actually performing a task and succeeding) can increase self-efficacy [34],especially when they are built on achieving proximal goals - smaller tasks that are almostguaranteed to be completed successfully. Since self-efficacy is domain-specific [35], wehypothesized that low visuospatial self-efficacy could be one of the main reasons of whystudents disengage

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Oleksandr Kravchenko, Old Dominion University; Konstantin Cigularov, Old Dominion University; Phillip Dillulio, Old Dominion University

Tagged Divisions

Educational Research and Methods

individual needs and concerns.” All school demands were measured on a 5-point Likert-type scale. While different variables had different response options, for all school demands a higherscore indicated a greater perceived demand. Personal resources. Personal resources were measured with five variables consisting often items. The personal resources of mastery goal orientation, performance approach goalorientation, self-esteem, and academic self-efficacy, and self-efficacy to graduate with anEngineering degree were each measured with two items. For example, mastery goal orientationwas measured with the items “I want to learn as much as possible from my ODU classes” and “Idesire to completely master the material presented in my ODU classes

Conference Session

ERM: Diversity, Equity, and Inclusion

Collection

2022 ASEE Annual Conference & Exposition

Authors

Blaine Pedersen, Texas A&M University; Karen Rambo-Hernandez, Texas A&M University

Bandura’s [9] social cognitive theory, stating that motivation isgoal-directed behavior. Behaviors are produced and sustained by the anticipated consequences ofone’s actions (outcome expectations; OEE), a person’s judgment of their ability to attain theirgoals (self-efficacy; SE), and their career-oriented interests [9], [10]. Pertinent to the career-oriented goals people set is the degree to which they feel their values are congruent with theirwork, which is an aspect of outcome expectations [11]. Further, the effect of outcomeexpectations on career-oriented goals is expected to be mediated by students’ career-relevantinterests.Figure 1. Path diagram of the Social Cognitive Career Theory.In the seminal work establishing the SCCT, Lent et al. [11

Conference Session

Design Assessment

Collection

2018 ASEE Annual Conference & Exposition

Authors

Martina Margaret Moyne, University College Dublin; Maxwell Herman, Harvard University; Conor Walsh P.E., Harvard University; Donal Padraic Holland, University College Dublin

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

’ conceptual understanding ofengineering concepts [13-15]. Other tools collect intermittent peer evaluations [16], andstudent self-efficacy in design skills [17]. However, these tools do not give a direct measureof students’ design process learning, nor do they collect the process-related data needed foreducators to investigate the effect of the students’ experiential learning of design processes.There are also instructor self-efficacy tools that cover general teaching tasks [18], specificacademic areas such as science [19] and the teaching of design engineering within STEM andthird level education [20, 21]. However, these tools are only intended to measure instructors’perception of their own teaching abilities and cannot provide a direct measure of

Conference Session

Systems Engineering Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Karim Heinz Muci-Kuchler, South Dakota School of Mines and Technology; Mark David Bedillion, Carnegie Mellon University; Shaobo Huang, South Dakota School of Mines and Technology; Cassandra M Birrenkott, South Dakota School of Mines and Technology; Marius D Ellingsen, South Dakota School of Mines and Technology; Walelign Messele Nikshi, South Dakota School of Mines and Technology; John Ziadat, South Dakota School of Mines and Technology

Tagged Divisions

Systems Engineering

for engineers who understand the fundamentals ofsystems engineering. This paper has presented an effort to improve mechanical engineeringstudents’ systems engineering skills through the redesign of a sophomore design course. Studentswere exposed to primers and case studies that covered essential steps in the systems engineeringprocess and completed a semester-long project that required integration of various subsystems.The effectiveness of the intervention was assessed through a newly designed systems thinkingskills survey and through a course satisfaction survey. Students showed a statistically significantimprovement in self-efficacy for all measured skills, but showed a statistically significant gainover the control group only for the skill

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aditya Johri, George Mason University; Lori C. Bland, George Mason University; Stephanie Marie Kusano, University of Michigan

Tagged Topics

Diversity, NSF Grantees Poster Session

decisions. Identifying the decision making behaviors ofparticipating and non-participating students can also help uncover barriers to entry ofextracurricular engineering activities, particularly any barriers affecting underrepresented groupsof engineering students.Another topic for investigation is self-efficacy trends as they relate to extracurricularparticipation. Self-efficacy development was an emerging construct of this study, however sinceself-efficacy was not intentionally investigated for this study, a sufficient understanding of self-efficacy as it relates to extracurricular participation was limited by the research design of thisstudy. Future work should focus primarily on self-efficacy theory and measurement. A possibledirection of this

Conference Session

Student Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stefanie A. Hotchkiss, Undergraduate Research Assistant; Kimberly Grau Talley P.E., Texas State University; Michelle Londa, Texas State University; Austin Talley P.E., Texas State University

Tagged Topics

Diversity

Tagged Divisions

Student

, is crucial to manifesting interest in a subject or domain [4, 2] and, asresearch shows, contributes significantly to self-efficacy [4]. By capitalizing on methods toincrease students’ sense of belonging and confidence in STEM majors, more students could beattracted to pursue STEM degrees [4]. Recent trends in welcoming makerspaces into educationalenvironments suggests that makerspaces provide a domain in which interest and creativity ispropagated. This work-in-progress study hypothesizes that by implementing a universitymakerspace that welcomes a representative population through non-verbal, physical cues,increased feelings of belonging and self-efficacy can be achieved. However, a tool is needed toevaluate stereotypes and ambient belonging

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

George Tan, Texas Tech University; Luke LeFebvre, University of Kentucky; Tim Dallas, Texas Tech University; Changxue Xu, Texas Tech University; Jnev Biros

engineering students were expected to work with first-year medical students todevelop innovative solutions for clinical problems. Faculty members from both institutes servedas mentors for student projects. The education objectives are twofold: (1) to develop the criticalthinking skills and independent research ability by solving engineering problems throughauthentic projects, and (2) to increase students’ non-cognitive learning outcomes such ascommitment and engagement with engineering, communication (writing and presentation skills),self-efficacy, and teamwork in a multidisciplinary environment. The first class of this biomedical innovation course started in the fall of 2021. The completeteaching plan comprises two consecutive courses in fall and

Collection

Middle Atlantic ASEE Section Spring 2021 Conference

Authors

Andrew R. Sloboda, Bucknell University

added context on student perceptions orperformance, leaving the question of advantages and disadvantages of context-rich problemsopen.Thus, this study investigates student self-efficacy and performance on a problem-solving taskpresented in both context-poor and context-rich versions to see if additional context impairsstudent problem-solving effectiveness. This work builds on an earlier study [11] that did notconsider performance aspects. Student self-efficacy is assessed through self-reported ratings ofability to connect the problem to prior knowledge and confidence in ability to solve the problem.Student performance is assessed by whether the problem is solved correctly and how long ittakes to arrive at a solution.MethodologyFourth-year

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Lezotte, Rowan University; Harriet Hartman, Rowan University; Stephanie Farrell, Rowan University; Tiago R. Forin, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

present its results, and discusssuggestions for improvement.Literature reviewEngineering Students with Disabilities: Because disability is not always visible and becausecollege students must self-identify as disabled, it is difficult to know the true number ofengineering students with disabilities. This section will review literature about students withdisabilities’ commitment to the engineering major and career, their extracurricular engagement,their feelings of self-efficacy in engineering, and their perceptions of “otherness.”Commitment to the engineering major and career: According to the National Science Foundation[8], students with disabilities enroll in undergraduate science and engineering fields at similarrates to their non-disabled

Conference Session

Postcard Session: Experiential Learning as a High-Impact Student Experience

Collection

2018 ASEE Annual Conference & Exposition

Authors

Glenda D. Young Collins, Mississippi State University ; Reuben F. Burch V, Mississippi State University

Tagged Divisions

Cooperative and Experiential Education

, goals, and actions. We will leverage the framework by deeming the internship as the learning experience thatshapes interns’ self-efficacy and outcome expectations related to working in a data analyticsand/or sports industry career post-graduation. Levering the SCCT framework, we have designedour assessments to explore student beliefs as well as contextual (and environmental) variables byexploring the supervisor’s perspective. Figure 1. Social Cognitive Career Theory [12]Assessment methods To capture the individual student experience as well as the organizational context, we aredeveloping an assessment plan to measure changes in student learning and perceptions, as well ascollect data on program elements, including

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kent J. Crippen, University of Florida; Chang-Yu Wu, University of Florida; Treavor Boyer, University of Florida; Trisha de Torres; Maria Korolev, University of Florida; Philip J. Brucat, Department of Chemistry / University of Florida

Tagged Topics

Diversity, NSF Grantees Poster Session

. Students used the same 5-pt. Likert-type scale to rate theiragreement with items such as: 1) I consider several ways to solve the problem before I answerand 2) I know how well I did after solving the problem.Results Across the two courses, 530 students consented to participation and served as ourresearch sample. In addressing the research questions, comparisons of changes within-subjectsfrom pre to posttest were assessed via paired t-test. Between groups comparisons involved ananalysis of covariance (ANCOVA) with the pretest values for each measure as the covariate. For the first semester course, the treatment group had initially higher levels of self-efficacy, confidence in their math and science abilities, prior exposure to project

Conference Session

Track 1: Technical Session 1: Fostering Tomorrow's Black STEM Entrepreneurs: Insights from an Innovative STEM Program Promoting Equity-Centered Entrepreneurship

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Ebony Omotola McGee, The Johns Hopkins University; Shelly Engelman, The Johns Hopkins University; Binh Chi Bui, The Johns Hopkins University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

undergraduate studentsin STEM and inform the development of tailored interventions through the STEM-RAEE program.With the overarching goal of fostering diversity, equity, and inclusion in the engineering andcomputing professions, our research aims to empower racially minoritized students to leveragetheir STEM knowledge for entrepreneurial success and community impact. We employed anonline survey instrument, integrating constructs from empirically validated scales inentrepreneurship literature, to gather insights from 86 undergraduate STEM majors enrolled at twoHBCUs in the Southern region of the United States. The survey assessed various factors, includingintent to pursue entrepreneurship, self-efficacy in entrepreneurship, role models

Conference Session

Installing & Assessing Technology Literacy Courses

Collection

2006 Annual Conference & Exposition

Authors

John Krupczak, Hope College; Greg Pearson, National Academy of Engineering; David Ollis, North Carolina State University

Tagged Divisions

Technological Literacy Constituent Committee

thisproject, as one of the goals of this project is to demonstrate to students all of the benefits thatwill accrue to those who learn about technology.Self-Efficacy: Self-efficacy measures students’ beliefs about their ability to achieve onschool-learning tasks. If students feel competent and empowered to succeed in school, theywill have high scores on self-efficacy. This measure also is particularly important for thisproject, as one of the goals is to increase students’ belief that science and technology learningare tasks that they can complete. This will be particularly important to students in this class,as many of them will be elementary school teachers. If the preservice teachers can develop asense of technological self-efficacy, they can

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach

Tagged Divisions

Continuing Professional Development

Likert 31 Adulthood Emerging Adulthood (IDEA) 31 Outcomes Self-Efficacy Engineering Design Self-Efficacy Likert 9 Instrument 41 Groupings Demographic Questions Varied 14 Total 105 ItemsThe expectancy-value is measured using the Engineering Expectancy and Value Scale (EEVS).The instrument is composed of 9 Likert-type items developed by Eccles and Wiggfield 42

Conference Session

The Best of Computers in Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jayma Koval, Georgia Institute of Technology; Diley Hernandez, Georgia Institute of Technology; Tom McKlin; Douglas Edwards, Georgia Institute of Technology; Rafael A. Arce-Nazario; Joseph Carroll-Miranda; Isaris Rebeca Quinones Perez, University of Puerto Rico, Rio Piedras; Lilliana Marrero-Solis; Jason Freeman, Georgia Institute of Technology; Taneisha Lee Brown; Pascua Padro; Stephen Garrett; Analia E. Rao; Marion Usselman, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

] and measured to what extent students felt included,valued and respected. We used this scale with the purpose of exploring students’ sense ofbelongingness, specifically in CS, and modified the items to include “in computing.” Adefinition of computing was also included, “Computing is defined as doing things like making anapp, coding, fixing a computer or mobile device, creating games, making digital music, etc.”Sample questions then asked students to indicate the extent to which they agreed with statementssuch as, “I feel comfortable in computing” and “Compared with most other students at myschool, I know how to do well in computing.”Self-Efficacy: Self-efficacy captures students’ beliefs that they can accomplish designated tasks[38] related to

Collection

ASEE Zone 1 Conference - Spring 2023

Authors

Zhiqing Lu; Herschel Pangborn; Katie Fitzsimons

-cost components. Table shows all components in thefinal kit. Comparing with the existing kits, we reduce the modified kit cost about 30% (a reductionof approximately $70USD), and the consolidation reduced the shipping cost by two-thirds.AssessmentTo assess the impact of cross-curricular use of an electronics kit on Mechanical Engineeringstudents. We developed a 6-point Likert Scale pre and post survey based on measures developedby Mamaril et al [20] to evaluate students’ self-efficacy in prototyping, coding, and engineeringskills. The complete pre and post surveys are in Appendix 3 and 4, respectively. The collecteddata is treated as ordinal data, and a Wilcoxon signed rank test is used to analyze paired data. Thecorrelation between students

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Manuel Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Sonia M. Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Carla López del Puerto, University of Puerto Rico, Mayaguez Campus; Pedro O. Quintero, University of Puerto Rico, Mayaguez Campus; Nelson Cardona-Martínez, University of Puerto Rico, Mayaguez Campus

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

shapeinterventions aimed at impacting SCCT factors and studying their effect on LIATS success.Success in our case is defined by the student ability to complete an engineering degree within133% of the nominal program time and inserting into the grad school or the engineeringworkforce during the first-year post-graduation. Metrics to measure students’ advancementtowards such a goal include retention, time-to-graduation, completion rates, and post-graduationchoices.The main question driving this research is: How effective is the L-CAS model at improvingengineering LIATS success as a consequence of developing awareness of their career paths,improving self-efficacy beliefs, developing leadership skills, and going through a sequence ofcourses designed to develop

Conference Session

Architectural Engineering Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Laura Jun Chee Yong, Pennsylvania State University; Linda M Hanagan P.E., Pennsylvania State University; Allison Godwin, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

Tagged Divisions

Architectural Engineering

Through After-School STEM Activities. Journal of Science Education and Technology, 25(6), 889–897. https://doi.org/10.1007/s10956-016-9643-3[10] Gibbons, M. M., & Borders, L. D. (2010). A measure of college-going self-efficacy for middle school students. 234–243.[11] U.S. Department of Education. Institute of Education Sciences, National Center for Education Statistics. (2019). Digest of Education Statistics, 2019. Retrieved February 20, 2021, from https://nces.ed.gov/programs/digest/d19/tables/dt19_219.57.asp?refer=dro.asp[12] Roeser, R. W., & Lau, S. (2002). On academic identity formation in middle school settings during early adolescence: A motivational-contextual perspective. In T. M. Brinthaupt & R. P

Conference Session

International Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christopher Joseph Lombardo, Harvard School of Engineering and Applied Sciences; Daniela Faas, Harvard University; Avinash Uttamchandani, Harvard SEAS; Evelyn Lynn Hu, SEAS Harvard

Tagged Topics

Diversity

Tagged Divisions

International

(pre = 63.33 ± 5.77, post = 83.33 ± 5.77). There areno significant differences between the majors (Mechanical Engineering n = 4, Applied Math n =1, Electrical Engineering n = 2).Lastly, students were asked whether they changed their views of pursuing graduate degrees aftergraduation. There is no significant difference between the pre-self-efficacy measures andchanges in views towards graduate school, F (2,7) = 0.48, p > 0.789. This may indicate that self-directed opportunities during the undergraduate curriculum can be viewed as supplemental, butnot necessarily as a way to introduce graduate research habits. Since the students were notworking with any graduate students. Figure 3 shows students’ self-efficacy scores before andafter