Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joseph A. Raelin, Northeastern University; Margaret B. Bailey, Rochester Institute of Technology ; Jerry Carl Hamann, University of Wyoming; Rachelle Reisberg, Northeastern University; David L. Whitman P.E., University of Wyoming; Leslie K. Pendleton, Virginia Tech

Tagged Divisions

College Industry Partnerships

enrolled at four major universities: NortheasternUniversity, Rochester Institute of Technology, Virginia Polytechnic Institute and StateUniversity, and the University of Wyoming. It examines the effect of demographiccharacteristics, cooperative education, contextual support, and three dimensions of self-efficacyand their change over time on retention. It is based on a pathways model that links contextualsupport and cooperative education and other forms of student work experience to self-efficacy asa basis for retention in college and in the engineering major. As a longitudinal study, itincorporates measures at three time periods during the students’ academic experience: theirsecond, third, and fourth years.The original data pool constituted all

Conference Session

Redefining Manufacturing Education Practices

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sarah Zappe, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University; Sam Spiegel, Colorado School of Mines; Jenifer Blacklock, University of Colorado Boulder; Deb Jordan, Colorado School of Mines; Francisco Garcia, Colorado School of Mines

Paper ID #38004Development of Self-Efficacy and Mindset Scales forAdvanced Manufacturing and Data SciencesSarah E Zappe (Assistant Dean for Teaching and Learning; Director of theLeonhard Center) Dr. Sarah Zappe is an educational psychologist specializing in applied educational testing and measurement. She is the Director of the Leonhard Center for the Enhancement of Engineering Education at Penn State and Assistant Dean of Teaching and Learning in the College of Engineering. She holds an affiliate faculty position in the Educational Psychology Department at Penn State. Sarah is widely recognized for her expertise

Conference Session

New Teaching Methods in Mechanics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sarah L. Billington, Stanford University; Sheri D. Sheppard, Stanford University; Robert C Calfee, Graduate School of Education, Stanford University; Peggy C. Boylan-Ashraf, Stanford University

Tagged Divisions

Mechanics

time. The developed web-based exercises are for a one-week segment on freebody diagrams and include video clips with opportunities for students to apply concepts boththrough multiple choice questions and interactive exercises. Class time during this week isdevoted to additional hands-on exercises with some supplemental lecture content. Pilot datahave been collected and results are reported on both the quantitative and qualitative information.Quantitative data include measures of performance on concept inventory questions and exams, aswell as self-efficacy data. Qualitative information includes individual homework and in-classwork as well as in-class pair work. In addition to presenting initial findings from our research,we will discuss how

Conference Session

Student Attitudes and Perceptions

Collection

2009 Annual Conference & Exposition

Authors

Barbara Masi, MIT

Tagged Divisions

Educational Research and Methods

afundamentals-focused math and science freshman curriculum. A second goal was todevelop students’ self-efficacy in a range of abilities associated with engineeringincluding design, problem solving, innovation, communication, teamwork, application offundamental engineering and math concepts, teamwork, and being able to consider socialimpacts in technology in design. A third goal was to examine impact of different types ofsubjects by gender. The final goal was to discern if any gains in self-efficacy weresustained over time.An engineering self efficacy survey tool was developed for this study, with an expandedset of engineering self efficacy measures, that permit a more nuanced portrait of theimpact of different types of engineering curricular

Conference Session

Educational Research and Methods Division (ERM) Technical Session 27

Collection

2024 ASEE Annual Conference & Exposition

Authors

Aturika Bhatnagar, New Jersey Institute of Technology; Prateek Shekhar, New Jersey Institute of Technology; Jeffrey Stransky, New Jersey Institute of Technology

Tagged Divisions

Educational Research and Methods Division (ERM)

disparities between engineers’ practices and their micro- and macroethics. Dr. Stransky is passionate about developing innovative educational interventions that measurably enhance students’ skills and competencies. https://orcid.org/0000-0002-4247-4322 ©American Society for Engineering Education, 2024 Exploratory Factor Analysis of Students’ Entrepreneurial Self-efficacy: Implications for Survey ValidationINTRODUCTIONHuman skills can take on a variety of forms as they evolve. These various functional domainsrequire unique knowledge and abilities. Given no one can embody all knowledge and abilities,one's perceptions of their efficacy in various activity domains vary one’s efficacy belief

Conference Session

Civil Engineering Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ghulam H. Bham, University of Alaska, Anchorage; Dan Cernusca, Missouri University of Science & Technology

Tagged Divisions

Civil Engineering

suchfactors and make changes according to these findings. However, in our case, the tested onlinemodules were not strongly tied to a significant grading measure. Therefore we decided to useself-efficacy as an indicator for students’ learning outcomes. Along with the fact that thisvariable was proved in prior research as being a strong proxy for students’ learning outcomesanother advantage of using self-efficacy is the fact that it is easy to measure using a self-reporting survey. Therefore, for each cycle of implementation we measured these variables andmade changes that reduced the complexity and increased students’ self-efficacy. Most of thesechanges are likely to be valid in other cases of initial implementations of a new online learningmodule

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Johanna Milord, University of Missouri - Columbia; Fan Yu, University of Missouri - Columbia; Sarah Lynn Orton P.E., University of Missouri - Columbia; Lisa Y. Flores, University of Missouri - Columbia; Rose M. Marra, University of Missouri - Columbia

Tagged Topics

NSF Grantees Poster Session

data set measures students’ social cognitions over the course of theSpring 2020 semester in a set of 8 engineering courses using the same group of students beforeand after the unexpected transition to remote learning.BACKGROUNDThis study seeks to determine if the sudden transition to remote learning impacted students’engineering self-efficacy and outcome expectations. If these social cognitions were impacted,then student’s performance, persistence, and approach/avoidance behavior may also be impacted.To understand the basis of the study, the following section reviews the relevant background onsocial cognitions.Social CognitionsBandura’s [2, 3] social cognitive theory postulates that the social cognitions of self-efficacy andoutcome

Conference Session

Women in Engineering Division Technical Session 9

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susan J. Ely, University of Southern Indiana

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

retainingwomen engineering students? Do the virtual measures foster the same levels of self-efficacy inwomen engineering students as the previously offered face-to-face interactions? Do womenengineering students feel additional isolation from their peer group and perhaps question theircareer path when faced with an increased amount of online presence and the removal of criticalprograms aimed at increasing retention?While it is impossible to know the long-term impact on women engineering students due to thepandemic, it is possible to measure the immediate change in self-efficacy, sense of belonging andconfidence in program of study. This study measured changes in self-efficacy, belonging andconfidence of undergraduate women engineering students at a

Conference Session

Motivation, Attitudes, and Beliefs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue Polytechnic Institute; Nathan Mentzer, Purdue Polytechnic Institute; Rebecca Kramer-Bottiglio, Yale University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Black college oruniversity. Carrico and Tendhar [17] also reported evidence of a significant correlation betweenstudents’ self-efficacy, interest, and goals to pursue engineering. While these two studies usedifferent variables to approximate students’ choice, the predictive utility of self-efficacy andinterest is strengthened when the variables are used together.Using this lens of parallel measures, this paper analyzes the content and year one implementationresults of a 9th-grade design curriculum intended to grow students’ self-efficacy, interest, andcareer choice for engineering. Following our research team’s year-long curriculum developmentprocess, we have now been involved in the implementation process of soft robot design lessonsas they

Conference Session

Design in Engineering Education Division (DEED) - Research Investigations in the Context of Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Samantha Butt, University of Toronto; Elizabeth DaMaren, University of Toronto; Alison Olechowski, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

in their capabilities of using CAD software. Therefore, there iscurrently a lack of research investigating how students develop self-efficacy in relation to CADprior to their undergraduate degree.As there currently does not exist a validated scale to measure CAD self-efficacy, in this paper,we explore the related concepts of undergraduate engineering students’ initial 3D Modeling andEngineering Design self-efficacy before formal CAD instruction at the university level.Bandura’s Theory of Self-Efficacy suggests there are four main sources of self-efficacy: masteryexperiences, social persuasion, vicarious experiences and physiological states [1]. Therefore, weaim to answer the question: “What prior CAD learning experiences influence

Collection

2010 ASEE Zone 4 Conference

Authors

A.M. Vollstedt; E. L. Wang

scales, oneshould make sure they are measuring self efficacy, or belief in one‟s capability, not self esteem,which is belief in one‟s self. The standard method for constructing a self efficacy survey is toask individuals to rate their belief in their ability to perform a specific task. Subjects rate theirefficacy on a likert scale that ranges from zero or no confidence to 100 or high confidence.Cognition is the process of knowing, applying knowledge, and changing preferences. There aretwo popular methods for measuring cognitive levels including Perry‟s Model and King andKitchener‟s Reflective Judgment (RJ) model. Both models are similar in classification althoughPerry‟s model contains two extra positions at the higher end of the scale 6, 7

Conference Session

FPD IX: Research on First-Year Programs and Students, Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Rachelle Reisberg, Northeastern University; Joseph A. Raelin, Northeastern University; Margaret B. Bailey, Rochester Institute of Technology; Jerry Carl Hamann, University of Wyoming; David L. Whitman, University of Wyoming; Leslie K. Pendleton, Virginia Tech

Tagged Divisions

First-Year Programs

allengineering students have some form of work experience, though not necessarily provided bytheir colleges. Contextual support was measured as the support provided to students in their firstyear through a number of mechanisms, in particular, financial aid, mentors, advisors, family,friends, teachers, profession, campus life, and living-learning communities.This paper first presents the background, conceptual framework, and methodology of the study.Next, we describe the results to date regarding the effect of contextual support, in conjunctionwith descriptive measures of respondent demographics, on self-efficacy. We then conclude byreviewing significant findings of the study thus far and describe future plans of this ongoingstudy of pathways to

Conference Session

Pre-College Engineering Education in the Formal Classroom

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cara N. Morton, Washington State University; Kira J. Carbonneau, Washington State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

small groups (60 min total). Results from the Repeated-Measures Analysis of Variance (RM-ANOVA) demonstrated that participants reported higherperceived ability to engage in scientific learning processes (d = .17) and in science learningbehaviors (d = 0.15). Both theoretical and practical implications are discussed.Objective Self-efficacy is the judgement an individual makes regarding their ability to performvarious tasks and this judgement is domain and task specific (Bandura, 1977, 1982). Since theway in which people act, think, and feel, is a direct reflection of their own beliefs in theircapabilities, learners’ beliefs promote both engagement and learning (Linnenbrink & Pintrich,2003), as well as long-term achievement (Parker

Conference Session

Design in Engineering Education Division: Design Mental Frameworks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joanna Tsenn, Texas A&M University; Heather S. Lewis, Texas A&M University; Astrid Layton, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

help students develop a high level of design self-efficacy, the belief in one’s ability to complete engineering design tasks. Engineers problem-solve by practicing design tasks. As a result, design self-efficacy is a critical component of asuccessful engineer [1]. Preparing students to become successful engineers, in both industry andacademia, therefore demands that design tasks be taught to a level where students may obtainself-efficacy [2, 3]. The importance of design tasks has also been acknowledged by theAccreditation Board for Engineering and Technology (ABET). This work seeks to measure theimpact of different variables on design self-efficacy, based on the specific project experiences ofthe students at the end of their two-semester

Conference Session

Degree Pathways and Cocurricular Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Baker A. Martin, Clemson University; Marisa K. Orr, Clemson University; Rachel McCord Ellestad, University of Tennessee at Knoxville

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Tech. Her research interests include the impact of metacognitive and self-regulated learning development on engineering student success, particularly in the first year. c American Society for Engineering Education, 2020 Impact of Self-Efficacy and Outcome Expectations on First-Year Engineering Students’ Major SelectionAbstractDeciding on a major is one of the critical decisions first-year students make in theirundergraduate study. Framed in Social Cognitive Career Theory, this work investigatesdifferences between measures of self-efficacy and outcome expectations by students intending topursue different engineering majors. Our results show that tinkering self-efficacy

Collection

2019 ASEE Midwest Section Conference

Authors

Muhammad Khan; Mohamed Ibrahim

grades in a course utilizing PBL strategy?InstrumentationThe instrumentations used for this study consisted of a demographic survey and a self-efficacyassessment survey. The self-efficacy survey comprised of twenty 10-level Likert scale questionsdesigned to assess students’ self-belief in their ability to use the skills learned during the course. Demographic Survey  The demographic survey was to collect information about the students’ makeup such as gender, ethnicity, learning style, GPA, and familiarity with the use of technology. Self-Efficacy Survey  This survey was designed to measure the self-efficacy of students about their ability to perform a specific task at a designated level in accordance with

Collection

2000 Annual Conference

Authors

Asad Yousuf

of the study conducted to explore the extent to which variablessuch as career self-efficacy beliefs, math-SAT scores, high school GPA and vocational interestcould predict the academic performance of the students enrolled in Computer Science andEngineering Technology programs.The participants (N=125) included in the statistical analyses consisted of 85 males and 40females. These participants completed measures of self-efficacy and expressed vocationalinterests in technical fields using a three-part instrument, referred to as the Science andEngineering Career questionnaire (SEC).The results of the study provides the information needed in the process of translating self-efficacy theory into a practical model/tool useful for counselors and

Conference Session

Maker Spaces within the University

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ricardo Jose Morocz; Bryan Levy, Georgia Institute of Technology; Craig Forest, Georgia Institute of Technology; Robert L. Nagel, James Madison University; Wendy C Newstetter, Georgia Institute of Technology; Kimberly Grau Talley P.E., Texas State University; Julie S Linsey, Georgia Institute of Technology

Tagged Divisions

Design in Engineering Education

for students to developtheir design self-efficacy, ability to innovate, and creativity in design.This paper focuses on characterizing university maker space’s users and non-users in terms oftheir engineering design self-efficacy. The results presented in this paper are part of alongitudinal study and will be used to measure the impact of these unique learning environmentson the students’ engineering design self-efficacy over time. To have a clear definition betweenmaker space users and non-users, a survey was developed and implemented to capture astudent’s level of participation. Concurrently, a survey instrument designed by Carberry et al.(2010) was used to gather the student’s engineering design self-efficacy scores. Both surveyswere used

Conference Session

Fundamental: K-12 Students' Beliefs, Motivation, and Self-efficacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cameron Denson, North Carolina State University; Jennifer Buelin-Biesecker, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

engaged in an engineering designchallenge that produced a physical and/or working model. Images of the resultingmodels, technical drawings, and poster presentation materials were displayed on awebsite which was accessed by a team of nine independent expert raters. Creativeoutcomes were evaluated using a web-based version of the CAT as measured by theexpert raters. Online survey software featuring a series of Likert-type scales was used forratings. The raters viewed project images on larger computer screens and used iPads toinput their assessments. Student participants also completed a self-reporting creative self-efficacy inventory scale. Using nonparametric bivariate correlation researchersinvestigated the relationship of creative outcomes and

Conference Session

The Impact of Curriculum on the Retention of Women Students

Collection

2007 Annual Conference & Exposition

Authors

Rose Marra, University of Missouri; Barbara Bogue, Pennsylvania State University; Kelly Rodgers, University of Missouri; Demei Shen, University of Missouri

Tagged Divisions

Women in Engineering

. Page 12.1262.1© American Society for Engineering Education, 2007 Self Efficacy of Women Engineering Students: Three Years of Data at U.S. InstitutionsAbstract This paper describes the results of three years of engineering self-efficacy datacollected from engineering students at five institutions across the U.S. Results indicate that whilestudents show positive progress on some self–efficacy and related subscales, they show adecrease on isolation subscale from the first to second measurement period. It is also notable thatthere are almost no gender differences and that self efficacy seems to be related to participationin extracurricular activities and student plans to persist in the

Conference Session

Mathematics Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mary Katherine Watson, The Citadel; Tara Hornor, The Citadel; William J. Davis P.E., The Citadel; Simon Thomas Ghanat P.E., The Citadel

Tagged Divisions

Mathematics

Paper ID #34797Impacts of Mentoring on Math and Leadership Self-Efficacy Among CivilEngineering StudentsDr. Mary Katherine Watson, The Citadel Mary Katherine Watson is currently an Associate Professor of Civil and Environmental Engineering at The Citadel. She holds BS and MS degrees in Biosystems Engineering from Clemson University and a PhD in Environmental Engineering from The Georgia Institute of Technology. She enjoys, and has invested significantly, in the development of her undergraduate students, serving as past faculty advisor for numerous student groups. Dr. Watson is passionate about improving access to

Conference Session

New Learning Paradigms II

Collection

2010 Annual Conference & Exposition

Authors

Chandra Austin, Utah State University

Tagged Divisions

Educational Research and Methods

has confidence in his orher ability to engage in occupational and educational decision making 17. Career decision self-efficacy, which was originally defined by Taylor and Betz 18, is measured in terms of self-appraisal, occupational information, goal selection, planning, and problem-solving 19. Qualityexploration of career development is the basis for career decision self-efficacy 16. Research hasused the Social Cognitive Career Theory (SCCT)20 and outcome expectations to predictbehavioral influences in careers. Ojeda et al. 21 reported that high levels of confidence are relatedto positive career behaviors and outcomes. Thus, there is no debate that behavior stronglyinfluences career decision self-efficacy. The interest comes when one

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bruce D. DeRuntz, Southern Illinois University - Carbondale; Harvey Henson, Southern Illinois University - Carbondale; Tom Withee, Goshen Education Consulting Inc.; Olivia Hood, Leadership Development Program

Tagged Topics

NSF Grantees Poster Session

first step in leadership development. By their responses they have shown an accurateself-awareness, honesty, and self- discipline. They have demonstrated that they can lead themselves.GrowthStudent’s growth of their leadership was examined through instruments that measured theirLeadership Self-Efficacy (LSE) and Motivation to Lead (MTL). LDP students showed the mostimprovement in efficacy after one year of the program. Similarly, LDP students’ motivationappear to remain consistent throughout the program.Combining this with results from the control group, suggest that LDP students come into theprogram with higher motivation than their peers but develop higher efficacy because of theprogram. Future surveys will incorporate a retrospective pre

Conference Session

Retaining Women Engineering Students

Collection

2010 Annual Conference & Exposition

Authors

Rachelle Reisberg, Northeastern University; Margaret Bailey, Rochester Institute of Technology; Carol Burger, Virginia Tech; Jerry Hamann, University of Wyoming; Joe Raelin, Northeastern University; David Whitman, University of Wyoming

Tagged Divisions

Women in Engineering

-efficacy through the impact of contextual support.Self-efficacy was assessed through three measures – work, career, and academic – signifying the Page 15.1223.3confidence that students have in succeeding within the workplace, within their chosenengineering career, or in the classroom, respectively. Contextual support was measured as thesupport provided to students through a number of mechanisms, in particular, financial aid,mentors, advisors, family, friends, teachers, profession, campus life, and living/learningcommunities.This paper will present the survey methodology, the results to date regarding the effect of genderon self-efficacy through

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joanna Tsenn, Texas A&M University; Daniel A. McAdams, Texas A&M University; Julie S Linsey, Texas A&M University

Tagged Topics

NSF Grantees Poster Session

be increased by learning additionalmaterial concerning the specific goals and being motivated towards success8. Higher self-efficacy leads to higher achievement behaviors.Self-efficacy assessments are difficult to create because they need to have a precise measurementconsistent with the criteria tasks in order to maximize the influence of self-efficacy as apredictive power1. Validation of an instrument is important because it is used as a justificationof the adequacy of the measured values9, 10. Carberry et al. developed a self-efficacy instrumentto study people’s self-efficacy towards engineering design tasks and proved three sources ofvalidity: content, criterion-related, and construct2.Carberry’s instrument examines four task-specific

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Azadeh Bolhari, University of Colorado Boulder; Shelby Tillema, University of Colorado Boulder

(CGIW) wasadministered to measure students’ shift in: 1) Innovation Self-Efficacy, 2) Innovation Interests,and 3) Innovative Work. The results generated from this survey showed the students’ increase ininnovation self-efficacy as a result of the design of K-12 STEM projects. The findings will haveimplications for assisting engineering educators to adopt futuristic designs into their engineeringcurricula, understand how to encourage innovation self-efficacy in students for their futurecareers, and understand how student projects focused on teaching promote innovation self-efficacy.Keywords: Innovation Self-Efficacy, K-12 STEM projects, environmental engineering,augmented realityIntroductionEducation for innovation in engineering is a central

Conference Session

Computing & Information Technology Division Technical Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joshua Levi Weese, Kansas State University; Russell Feldhausen, Kansas State University; Nathan H. Bean

Tagged Divisions

Computing & Information Technology

language Scratch (2009)26 as a tool in order to seedCT and CS concepts in both institute participants and pre-service teachers. We also describe aself-efficacy instrument used to measure STEM experiences, 21st century learning skills, andCT. The importance of this research is to discover whether or not past STEM activities andexperiences will transfer to student self-efficacy in CT, as well as develop a method fordelivering and measuring CT skills in the K-12 environment.BackgroundVisual based programming tools have become largely popular due to their ease of use forbeginner programmers in not only K-12, but also higher education. These block-basedprogramming languages have made their way into many STEM outreach programs in order totrain both

Conference Session

Minorities in Engineering Division(MIND) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Azadeh Bolhari P.E., University of Colorado Boulder; Angela R. Bielefeldt, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

. Identification of our neurodivergent studentassets can then motivate the degree to which that engineering program requires adaptation tosupport these students, such as cohorts, space/dorms, etc. Beyond this, it also gives insights tohow interactions with others may affect the confidence and self-efficacy of neurodiverse studentsin the major, particularly as interventions are designed and deployed. Low self-efficacy has beenlinked to low retention rates in programs, particularly for Students of Color, so a measurement ofsocial capital, as an example, is a way for a program to address issues in retention and alignopportunities for students of color with goals of improving relations and confidence.LimitationsIt is uncertain how students self-defined

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Megan McSpedon, Rice University; Margaret Beier, Rice University; Brittany Bradford, Rice University; Michael Wolf

perceptions of STEM self-efficacy. STEM self-efficacy, or students’ belief in their ability to execute the actions necessary to perform within theSTEM domain, can impact both goal setting (e.g., the desire to attain a STEM degree) and goalstriving (e.g., the efforts taken towards earning a STEM degree).STEM self-efficacy was captured three times each during four successive cohorts of students’first year of college (i.e., fall of freshman year, early spring of freshman year, and after the endof the freshman spring semester). For students who participated in the RESP program, STEMself-efficacy was additionally captured at a T0 in the summer before the RESP program began.STEM self-efficacy was measured using an eight-item measure from the Motivated

Conference Session

Myths About Gender and Race

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy E. Slaton, Drexel University

Tagged Divisions

Liberal Education/Engineering & Society, Minorities in Engineering, Women in Engineering

attempts to correct minority underrepresentation in the engineering disciplines,educational researchers, cognitive psychologists, and scholars in related fields have since the1980s developed many studies centered on the notion of student self-efficacy. 1-6 These studiesseek to measure the degree to which under-represented minority or otherwise marginalizedstudents experience a sense of self-confidence or feeling that they are able to counter "barrierconditions." Those conditions might include discrimination or other challenging social andintellectual situations encountered in college. While such studies are certainly preferable to adenial of differences between minority and majority experiences, they intentionally or otherwisesupport the notion