Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jae Hoon Lim, University of North Carolina, Charlotte; Patricia A. Tolley, University of North Carolina, Charlotte; Kimberly Warren, University of North Carolina, Charlotte; Peter Thomas Tkacik, University of North Carolina, Charlotte

Tagged Divisions

First-Year Programs

institutions are committed to the intellectual and social growth of students; that is, theyare committed to their education and not just retention.Community BuildingThe ability to successfully adjust to the emotional, cognitive, and social challenges of living onone‟s own for the first time, develop new friends and support networks, examine personal valuesand beliefs, explore various career options, and choose/succeed in a major is dependent on robustself-efficacy.24,25,26,27,28,29,30,31,32,33,34 Self-efficacy is the belief in one‟s ability to organize andexecute courses of action to achieve specific outcomes.24 The rigor of the engineering curriculumaffects self-efficacy appraisals and students‟ choices about persisting in the major, particularlyfor

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Linda DeAngelo, University of Pittsburgh; Allison Godwin, Cornell University; Charlie Díaz, University of Pittsburgh; Eric Trevor McChesney, University of Pittsburgh; Erica McGreevy, University of Pittsburgh; Nelson O. O. Zounlomè, University of Pittsburgh; Kevin Jay Kaufman-Ortiz, Purdue University; Anne-Ketura Elie, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Maricela Bañuelos, University of California, Irvine; Matthew Bahnson, Purdue University; Kevin R. Binning; Natascha Trellinger Buswell, University of California, Irvine; Christian D Schunn, University of Pittsburgh; Beverly Conrique, University of Pittsburgh; Liwei Chen, University of Pittsburgh; Carlie Laton Cooper, University of Georgia; Rachel Kelly Forster, University of Pittsburgh; Danielle V. Lewis, SUNY Fredonia; Jacqueline Rohde, Georgia Institute of Technology

Tagged Topics

NSF Grantees Poster Session

engineering courses. As a part of an NSF IUSE: EDU Program,Institutional, and Community Transformation track grant, this intervention targets women, Black,Latinx, and Indigenous students to support self-efficacy, belongingness, growth mindset, andidentity as avenues to address academic equity gaps that persist in engineering despite increasingenrollment within engineering among these groups. We frame these as equity gaps because theyderive not from any deficit of the students themselves but rather from systemic issues ofmarginalization that make students feel as if they do not belong. The ecological belongingintervention focuses on common engineering-course-specific student experiences of struggle andis delivered by instructors early in the term

Conference Session

2-Year College Division: Students and the Pipeline

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emily Knaphus-Soran, University of Washington; Roberta Rincon, Society of Women Engineers; Alexandra Schaefer, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

qualitative approachprovides a deeper look into dimensions of this experience for women on the transfer pathway andtheir perception of factors contributing to success.Quantitative methodsSurvey data were collected from 414 students aged 18 or older at three community colleges inTexas between April and September 2019. Select demographics of the sample are shown in Table1, more detailed demographic information can be found in Appendix B. The survey capturedinformation on students’ self-efficacy, inclusion, motivation, and confidence in ECS usingpreviously-validated measures from the Longitudinal Assessment of Engineering Self-Efficacy(LAESE) [12] and the Academic Table 1: Demographic characteristics of survey

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nick Lux, Montana State University; Brock J. LaMeres, Montana Engineering Education Research Center; Bryce E. Hughes, Montana State University; Shannon D. Willoughby, Montana State University

Tagged Topics

NSF Grantees Poster Session

growth. Therefore, this project aligns well with calls to study the designof STEM learning experiences and whether those experiences improve valued outcomes.References[1] E. Towle, J. Mann, B. Kinsey, E. J. O. Brien, C. F. Bauer, and R. Champoux, "Assessing the self efficacy and spatial ability of engineering students from multiple disciplines," in Proceedings Frontiers in Education 35th Annual Conference, 2005, pp. S2C-15.[2] N. Veurink and A. Hamlin, "Spatial Visualization Skills: Impact on Confidence and Success in an Engineering Curriculum," presented at the 2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011. Available: https://peer.asee.org/18591[3] M.-T. Wang and J. Degol, "Motivational Pathways to

Conference Session

Track 1: Technical Session 5: Fostering Critical Awareness: Incorporating a Critical Consciousness Framework into Engineering Professional Development

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University

Tagged Topics

2025 CoNECD Paper Submissions

. 12 Scholars & Theories Expanding Critical Consciousness Matthew Diemer Three Alexis Jemal Transformative Components of Critical Potential Consciousness Diemer et al. (2015) expanded upon Transformative potential uses anFreire’s components of CrC (i.e., critical intersectional approach to social analysis reflection & action) by adding critical focusing on both the positions of oppression motivation or political self-efficacy. and privilege as forms of inequity. 13 Scholars & Theories Expanding Critical

Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew J. Ford, Cornell University; Soheil Fatehiboroujeni, Cornell University; Elizabeth Mills Fisher, Cornell University; Hadas Ritz, Cornell University

Tagged Divisions

Educational Research and Methods

. Plak, “College students’ motivation and study results after COVID-19 stay-at-home orders,” preprint, PsyArXiv, Oct. 2020.[11] T. Gonzalez, M. A. de la Rubia, K. P. Hincz, M. Comas-Lopez, L. Subirats, S. Fort, and G. M. Sacha, “Influence of COVID-19 confinement on students’ performance in higher education,” PLoS ONE, vol. 15, p. e0239490, Oct. 2020.[12] P. R. Pintrich, D. A. F. Smith, T. Garcia, and W. J. Mckeachie, “Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (MSLQ),” Educational and Psychological Measurement, vol. 53, no. 3, pp. 801–813, 1993.[13] M. Ford, H. Ritz, and E. Fisher, “Motivation, Self-efficacy, and Student Engagement in Intermediate Mechanical Engineering

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Michael Doran; Leo Denton; Dawn McKinney

fears. Students have been encouraged byThomas Armstrong, who in his work, Awakening Genius in the Classroom,1 declares that alllearners have a great potential for genius and achievement. Armstrong backs up his claim withscientific data, biographical accounts, and educational research. This ability of ordinary peopleto reach extraordinary achievement is also supported by the works of Horn,13 Weisberg,27 andMartinez.16 Moreover, the research of many points to the potential of great learning opportunitieswhich can in a short period of time propel students toward high levels of success.1, 5, 11, 14, 19, 26, 28Through these self-efficacy discussions students in the pilot class were motivated to pursueexcellence. This observation is supported by the

Collection

2020 ASEE North Midwest Section Annual Conference

Authors

Arielle True-Funk, Iowa State University; Cristina Poleacovschi, Iowa State University; Gloria Jones-Johnson; Scott Grant Feinstein; Meghan Berger M.A., LCMHCA, NCC, North Carolina Agricultural and Technical State University

Tagged Topics

Diversity

studentsof color (Samuelson & Litzler, 2016; Yosso et al., 2009). At the individual level, engineeringundergraduates who experience microaggressions may face decreased academic self-efficacy andself-esteem (True-Funk et al., 2020). Additionally, Camacho and Lord (2011) found thatmicroaggressions contributed to a hostile environment within engineering education. Womenwithin male dominate majors like engineering face environments widespread incidents of sexistmicroaggressions (McCabe, 2009). Among Latinx college students, microaggressions have beenassociated with negative persistence attitudes (Hernández & Villodas, 2019). Women in engineering may experience microaggressions due to their gender and racial orethnic identities (Camacho

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2009 Annual Conference & Exposition

Authors

Louis Nadelson, College of Education; Janet Callahan, Boise State University; Pat Pyke, Boise State University; Anne Hay, Boise State University; Cheryl Schrader, Boise State University

Tagged Divisions

K-12 & Pre-College Engineering

. National Research Council (2007). Taking science to school: Learning and teaching science in grades K-8. R. A. Duschl, H. A. Schweingruber, A. W. Shouse (Eds.). Washington, D.C.: The National Academies Press.5. Schoeneberger, M., & Russell, T. (1986). Elementary science as a little added frill: A report of two case studies. Science Education, 70, 519-538.6. Wallace, J., & Louden, W. (1992). Science teaching and teachers’ knowledge: Prospects for reform of primary classroom. Science Education, 76(5), 507- 521.7. Settlage, J., Southerland, S. A., Smith, L. K. & Ceglie, R. (2009). Constructing a doubt-free teaching self: self- efficacy, teacher identity, and science instruction within diverse settings

Conference Session

The Challenges that Two-year College Students Face when Transferring to a Four-year College for Engineering and Engineering Technology Program

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Doris J. Espiritu, Wilbur Wright College- One of the City Colleges of Chicago; Ruzica Todorovic, Wilbur Wright College - One of the City Colleges of Chicago; Natacha Depaola, Illinois Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

, assessment of the HPAT model utilizes admission data (highschool GPA, Math and English placement, and student demographics), transfer GPA, time todegree completion, and graduation rate for determining longitudinal outcomes. These metricsprovide a relatively simple, and more comprehensive, set of leading indicators of longitudinalsuccess that can be measured for each student cohort and compared year-to-year.2.3.2. Qualitative AssessmentThe quality of the program will also be assessed. All students admitted to the HPAT model areexpected to respond to an online survey that addresses belonging and self-efficacy. AppreciativeInquiry [19] will be used for Case Study interviews to continuously improve the model. Studentsare randomly selected for Case Study

Conference Session

Race/Ethnicity Track - Technical Session VI

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Catherine Cohan, Pennsylvania State University

Tagged Topics

Race/Ethnicity

significant association betweenacademic self-efficacy and first-semester grades. It is not known how many weeks a summer bridge program should be to besuccessful (however success is defined) or how many or how few additional supportcomponents during the academic year are necessary to increase retention andgraduation rates. The 11 published summer bridge studies reviewed by Sablan (2014)were stand-alone interventions and not part of larger comprehensive support programs.A stand-alone bridge program may be adequate if the goal is modest, circumscribed,and measured close in time to the conclusion of the bridge program, such as increasingscores on a math-placement exam. However, more long-term and challenging goalssuch as graduation with a STEM

Conference Session

Chemical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Richard L. Zollars, Washington State University; Christopher Hundhausen, School of Electrical Engineering and Computer Science, Washington State University; Derrick Wayne Smith, University of Alabama in Huntsville; Adam Scott Carter, Washington State University

Tagged Divisions

Chemical Engineering

own skills in transforming writteninformation into visual form, without giving them so much aid that the software becomes acrutch. Grounded in the learning theory of Vtogsky, 11 this approach resonates with a rich legacy Page 26.243.3of software scaffolding approaches 12,13 in which learners are initially aided by modifications toproblems that make them initially more doable; the modifications are then gradually removed aslearners gain more skills. ChemProV would, in addition, give students an opportunity for earlysuccess in the material/energy balance class, leading to enhanced learning according to self-efficacy theory. 14In 2008 and 2009

Conference Session

Teams and Teamwork in Design I

Collection

2007 Annual Conference & Exposition

Authors

Oenardi Lawanto, Univ Of Illinois-Urbana Champaign

Tagged Divisions

Design in Engineering Education

, interpretations were made through individual instances as well as throughaggregation of instances until a clearer picture of understanding emerged about the OrangeTeam’s hydraulic bike design process.Instrumentation. Four control-of-self skills were quantitatively measured in this case studythrough motivation scales of the Motivated Strategies for Learning Questionnaire (MSLQ)designed by Pintrich, Smith, Garcia, and McKeachie [12]. The internal reliability coefficients foreach motivational component are high: Intrinsic Goal Orientation (i.e., α = .74), Task Value (i.e.,α = .90), Control of Learning Beliefs (i.e., α = .68), and Self-Efficacy for Learning andPerformance (i.e., α = .93) The scale correlations with the final grade of this test instrument are

Conference Session

Improving Introductory Experiences in Chemical Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Richard L. Zollars, Washington State University

Tagged Divisions

Chemical Engineering

two translations. In creating ChemProV, wewanted to aid the students in building their own skills in transforming written information intovisual form, without giving them so much aid that the software becomes a crutch. Grounded inthe learning theory of Vtogsky,10 this approach is in line with a rich legacy of softwarescaffolding approaches11,12 in which learners are initially aided by modifications to problems thatmake them initially more doable; the modifications are then gradually removed as learners gainmore skills. The tool would, in addition, give students an opportunity for early success in thematerial/energy balance class, leading to enhanced learning according to self-efficacy theory.13In 2008 and 2009, we conducted a laboratory

Conference Session

First-Year Programs Division (FYP) - Technical Session 4: Supporting Success 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kristin Kelly Frady, Clemson University; Randi Sims, Clemson University

Tagged Divisions

First-Year Programs Division (FYP)

which included experiences with faculty, course learning, andstigma as a transfer student [1]. Some articles simplified these factors describing them asacademic counseling, perceptions of the transfer process, experiences with faculty, andlearning/study skills [25], [27], [28]. Building on Laanan’s research, Moser [29] added severalwidely accepted constructs to the transfer student capital theory: staff validation at communitycollege, faculty validation at community college, faculty mentoring at community college,financial knowledge, active coping style, social coping style, motivation and self-efficacy, socialsupport at the four-year university, and formal collaboration with faculty at the communitycollege.Theoretical Frameworks The

Conference Session

Engineering Ethics Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Grant A. Fore, Indiana University-Purdue University of Indianapolis; Justin L. Hess, Indiana University-Purdue University of Indianapolis; Brandon Sorge, Indiana University-Purdue University of Indianapolis; Mary F. Price, Indiana University-Purdue University of Indianapolis; Martin A. Coleman, Indiana University-Purdue University of Indianapolis; Thomas William Hahn, Indiana University-Purdue University of Indianapolis; Julie Adele Hatcher

Tagged Divisions

Engineering Ethics

sections, we discuss each of the quantitative and qualitative research componentsand sub-questions intended to unpack the higher-level research questions. We conclude thissection by identifying strategies for merging the results and describe how these results will leadto research insights, formative modifications to the project intervention, and refinement of theresearch questions.3.3. Quantitative Methodologies To ascertain the effectiveness of the intervention, we will implement and analyze a programof quantitative measures that will inform three separate but inter-related sub-research questions:1. To what extent does participating in the FLC program influence STEM educators’ (i) civic- mindedness, (ii) instructional self-efficacy, and (iii

Conference Session

Electrical and Computer Engineering (ECE) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Branimir Pejcinovic, Portland State University

Tagged Divisions

Electrical and Computer

Page 23.198.7 Disagree, Strongly Disagree. helpful, Waste of time.There were 14 responses out of 15 students after first term, and 8 out of 12 after the second term.The first survey was administered before grades were posted and the second after they wereposted. Figures 3, 4 and 5 present histograms of student responses. Note that these are rawnumbers which will suffice for qualitative discussion below.Figure 3. Student self-efficacy in the areas of designing circuits, building and testing, writingreports and reading technical literature: a) after the first term, and b) after the second term.It is obvious that after the second quarter students felt more confident across all four categories.We can speculate that this can partially

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 2 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kristin M Brevik, The University of North Dakota; Bradley Bowen, North Dakota State University; Frank M. Bowman, University of North Dakota; Kristi Jean, North Dakota State College of Science

Tagged Divisions

K-12 & Pre-College Engineering

, Self-Efficacy, and Project Impact when compared to the end-of-the-year post-survey.Both pre- and post-survey questions with the allowed categorical responses are listed in Table 1.Attitudes towards Engineering questions (#1-7) relate to direct attitude and perception about thefield of engineering and the interest in becoming an engineer. Self-Efficacy questions (#8-9)were chosen to measure the student’s attitude in regards to his/her understanding of the conceptof the engineering design process and ability to successfully work with or lead a team to aneffective solution. Project Impact questions (#10-12) were used to gain insight into the students’perspective on the overall project

Conference Session

Insights for Teaching ECE Courses

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura K. Alford, University of Michigan; Amir Kamil, University of Michigan; Andrew Deorio, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

CS1 through CS2 to CS3.The survey data was analyzed using a mixed-effects linear model for repeated measures ofquestions on the student’s sense of community in their undergraduate studies up to the point ofwhen they took the survey.The data show that students in all groups report generally positive feelings for every surveyquestions, and that mean values are fairly consistent across groups. However, we did observeseveral statistically significant effects, indicating a change in sense of community andself-efficacy. Overall, students report a small but significant decrease over time in response toquestions related to self-efficacy as they progress through the program. Women in particular showa stronger negative effect compared to men. URM

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lizzie Santiago, West Virginia University; Daniel Augusto Kestering, West Virginia University; Anika Coolbaugh Pirkey, West Virginia University; D. Jake Follmer, West Virginia University

Tagged Topics

NSF Grantees Poster Session

seeking help. Itemswere contextualized to engineering and mathematics coursework. Items measuring help-seekingavoidance were reverse-coded prior to analysis. Scores on the measure of help-seeking motivesdemonstrated adequate reliability (⍵=0.77). Engineering efficacy. Six items assessed students’ general engineering self-efficacybased on the work of Mamaril and colleagues [29]. Consistent with prior use of the scale, theitems assessed students’ perceived capability to master the content and coursework inengineering. Scores on the scale demonstrated adequate reliability (⍵=0.94). Mathematics efficacy. Adapted from the measure of general engineering self-efficacy,we assessed students’ general mathematics efficacy using the item

Conference Session

Capstone and Collaborations in Civil Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicholas Andres Brake, Lamar University

Tagged Divisions

Civil Engineering

Communicate a design 9 RedesignThe survey items shown in Table 2 were also given to recent graduates (2014 and 2015) withoutthe inclusion of the PA items since this group did not complete the pre-capstone project.Hypotheses Upon completion of the pre-capstone project, students will not have significantly high engineering design (ED) and engineering design process (EDP) self-efficacy. The students given the pre-capstone project will not have significantly different mean ranks in engineering design confidence and preparedness to conduct engineering design than students not given the project.Data AnalysisStudents’ ED and EDP measures were averaged and compared to the rankings defined byCarberry et al.11 (high, moderate, and low levels of

Conference Session

Graduate Student Needs and Experiences, Exploring Graduate Funding and Undergraduate Research Experiences

Collection

2016 ASEE Annual Conference & Exposition

Authors

Timothy Kinoshita, Virginia Tech; Catherine T. Amelink, Virginia Tech; David B Knight, Virginia Tech

Tagged Divisions

Graduate Studies

the learning community.Grundy13 found that graduate research assistants increased their self-confidence toward researchby working alongside fellow researchers. Similarly, research assistantships have been found tocontribute to the development of graduate students’ identities as researchers.16 Such beliefs alsohave been connected to research interests and performance attainments in graduate students.Studies on faculty mentoring of graduate teaching assistants have positively related to self-efficacy for instruction.17 In addition, Connolly and Lee18 found significant relationshipsbetween doctoral student participation in teacher development training and college-teaching self-efficacy.Teaching and research assistantships have been found to

Conference Session

Division Experimentation & Lab-Oriented Studies: Laboratory Pedagogy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Julianne Vernon, University of Michigan; Deborah E. Goldberg, University of Michigan; John P. Wolfe, University of Michigan

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

laboratory classes has an impact on students’ attitude, interests, confidence and self-efficacy in STEM and ultimately on graduation rates of STEM majors.At the University of Michigan, the introductory laboratory components of both biology andchemistry are taught independently from the lecture courses. Introductory Chemistry laboratory(Chem 125/126) is 2 credits and is broken down into lecture (1 hr.), and a combined discussionand laboratory session (3 hrs.). There is no prerequisite for this course and the Chemistry lecturecourse (Chem 130) is not required to be taken concurrently, although this is strongly advised.The lab focuses on hands-on experience including experimental design, data analysis, and oralcommunication skills. It is

Conference Session

Assessing Teaching and Learning

Collection

2003 Annual Conference

Authors

Michael Doran; Leo Denton; Dawn McKinney

. This paper provides a detailed description of our implementationprocess. Our experience has indicated that affective objectives can be used to foster academicexcellence. Factors supporting this excellence include perceived competence (or self-efficacy),student effort, and student interest/enjoyment. Results also suggest that this approach had abeneficial effect upon achievement in women and minority groups. The assessment effortincluded the analysis of data drawn from validated instruments that measured various factorscorrelated with course grades and comparative course-completion rates.Prior WorkA Bloom-based cognitive curriculum was defined for the introductory programming sequence in1994.12 This framework was based upon the six levels of

Conference Session

Women in Engineering Division Technical Session 7

Collection

2018 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, Western Michigan University; Charles Henderson, Western Michigan University ; Daniel Collier, Western Michigan University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

retention of only women students. The latter tracksindividual students and indicates women retention for freshmen students to be in the range of 80-97%, and for sophomore students to be in the range of 82 to 89%; these retention numbers are onthe higher side as compared to the normally reported numbers. One study22 comments on the intention of retention of students in the first year, whichwas found to be lower in the case of women students. Some researchers have documented 41women underestimating their performance, which may increase their intention to quit. Manyresearchers42,15,43, 44 point out lower self-efficacy of women students and its impact on theretention45,35. Four studies indicate higher retention of men students 16,20,25,35

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Yanhua Cao, Jackson State University; Himangshu Shekhar Das, Jackson State University; Jianjun Yin, Jackson State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

with scaffolding procedures. The scores from the survey were used as the quantified index of students’ utilization and compliance of prompt-based cooperation scaffolding. Self-Report Survey on students’ experience and satisfaction on the assigned collaborative learning. MSLQ: Motivated Strategies for Learning Questionnaire (MSLQ) by Pintrich et al. 26 contains self-reported questionnaires on motivation, self-efficacy, cognitive strategy use, metacognitive strategy use, and management of efforts. This instrument will be adopted to measure the change of students’ cognitive strategies and metacognition, motivation, and self- efficacy. Concept inventory: A concept inventory is a criterion-referenced test designed to evaluate

Conference Session

ERM: New Research Methods and Tools

Collection

2022 ASEE Annual Conference & Exposition

Authors

Qin Liu, University of Toronto; Joanna Li, University of Toronto; Jenifer Hossain, University of Toronto

Examples of Student Outcomes development Cognitive and intellectual Academic performance, conceptual understandings, problem-solving development skills, design thinking, research skills, and other cognitive skills Psychosocial and identity Gender and racial identity, professional identity, self-efficacy development Affective changes Empathy, ethical reasoning, awareness of human-oriented dimension of engineering (such as social responsibility and social justice), academic emotional engagement, environmental awareness, and changes in

Conference Session

Predicting Student Success

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kristin L. K. Koskey, University of Akron; Nicholas G. Garafolo, University of Akron; Nidaa Makki, University of Akron ; Wondimu Ahmed, University of Akron; Donald P. Visco Jr., University of Akron; Uday Samreddy

Tagged Divisions

Educational Research and Methods

purpose is for the research team to obtain feedback on the modification process prior toimplementing the measure to approximately 1800 students across 11 middle schools in duringthe third and final year of the larger study. The purpose of the ECA-M8 will be used as oneindicator of intervention impact on student learning along with a performance assessment ofunderstanding of engineering design, forces and motion concept assessment, and assessments ofmotivational outcomes including interest and self-efficacy in STEM. Another purpose of theECA-M8 is for educators to use students’ scores to inform instructional planning, as well asgrowth in understanding.While there are established assessments for students’ motivation in STEM5,6 and

Conference Session

Energy & Technology in Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Daniel Jonathon Douglas, Rensselaer Polytechnic Institute; Ian Scott Steenstra, Rensselaer Polytechnic Institute; Joe H. Chow, Rensselaer Polytechnic Institute; Chien-fei Chen, University of Tennessee, Knoxville; Meng Wang, Rensselaer Polytechnic Institute; Jeffrey Braunstein; Elizabeth S. Herkenham, Rensselaer Polytechnic Institute; Anne L. Skutnik, University of Tennessee, Knoxville

Tagged Divisions

Pre-College Engineering Education

prior success; if they fail, they are more likely toavoid the task in the future [8]. Research on undergraduate students’ achievement and retentionin the major demonstrates that high self-efficacy, especially as it relates to learning engineeringconcepts, indicates that a student will remain in engineering as opposed to transferring to anothermajor [9].If pre-college outreach programs like summer camps are meant to continue to build the futureengineering workforce by encouraging students to pursue engineering degrees and engineeringcareers, looking at how informal science experience increases student efficacy can be one way tocontinue the trend. For the remainder of this paper, we will offer a look into how we have

Conference Session

Diversity Redefined: Nontraditional Views in Traditional Environments

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kendra Woodberry Brinkley, Virginia Commonwealth University; Falcon Rankins, Virginia Commonwealth University; Stevara Clinton, Virginia Commonwealth University Department of Chemistry; Rosalyn Hobson Hargraves, Virginia Commonwealth University

Tagged Divisions

Minorities in Engineering

specific action) – which may, in turn, improve student outcomes. (22) (23) Oneattempt to quantify the effects of summer bridge programs showed statistically-significantincreases in measures of academic self-efficacy and academic skills following bridge programparticipation among a small sample of at-risk students attending a predominately whiteinstitution (PWI). (24) The study also showed a statistically significant positive relationshipbetween academic self-efficacy and first semester GPA. These particular variables are importantin light of a study of 400 freshman of all majors at a large Midwestern public university thatfound first-year GPAs and measures self-efficacy and outcome expectations taken midwaythrough the second semester to be strong