Conference Session

K-12 & Pre-College Engineering Division: Fundamental: K-12 Student Beliefs, Motivation, and Self Efficacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

J. Jill Rogers, University of Arizona; Rebecca Primeau, University of Arizona; Noel Kathleen Hennessey, University of Arizona; James C. Baygents, University of Arizona

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

engineering clubs and marketing campaigns with smiling female faces of all races haveemerged, and seem to help underrepresented students believe they can succeed and will “fit in”to the engineering culture. Recent reports and research measuring female student engineeringself-efficacy assert the positive impact of these types of treatments (American Association ofUniversity Women Educational Foundation, 2002; Burger, Raelin, Reisberg, Bailey & Whitman,2010; Corbett, Hill & Rose, 2008; Corbett, Hill & Rose, 2010; Fantz & Miranda, 2010; Marra,Rodgers, Shen & Bogue, 2009; Society of Women Engineers report, 2015).Self-efficacy beliefs are the thoughts or ideas people hold about their abilities to perform thosetasks necessary to achieve

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Erin A. Henslee, Wake Forest University; Lauren Lowman, Wake Forest University; Michael D. Gross, Wake Forest University; Anita K. McCauley, Wake Forest University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

otherhands-on learning opportunities increase student self-efficacy and have positive effects onretention of minority students, particularly into postgraduate studies. Here we focus on assessingthe short-term effects of “Making” activities. Assessment included pre- and post-student self-efficacy surveys with three distinct areas of measurement: general self-efficacy, self-efficacy incourse outcomes, and self-efficacy in EM-related constructs.Preliminary data suggests that inclusive PSS activities resulted in positive student motivationalresponses comprising high levels of identified regulation and external regulation, with moderatelevels of intrinsic motivation. Relative to the average motivational response of the entire class,underrepresented

Conference Session

FPD9 - First Year Learning & Assessment

Collection

2008 Annual Conference & Exposition

Authors

Gary Halada, State University of New York at Stony Brook

Tagged Divisions

First-Year Programs

a scenario-based, task-specific on-line assessmentinstrument, the Self-Efficacy Assessment Survey (SEAS), and evaluated its use for pre- andpost-assessment of students in a first year Introduction to Engineering course. Through acombination of the SEAS and other quantitative and qualitative assessment tools, incorporationof problem-based and active learning activities are found to enhance student self-belief in theirability to learn engineering-related material and accomplish certain engineering-related tasks.Use of scenario-based questions to measure student confidence levels (as has been done in theSEAS) provides a unique mechanism to gain insight into student self-efficacy, though questionsmust be carefully designed to limit the impact

Conference Session

Women in Engineering Division Technical Session 7

Collection

2017 ASEE Annual Conference & Exposition

Authors

Christina S. Morton, University of Michigan ; Selyna Beverly, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

, Science, & Arts and M-Engin which supports the engineering studentsin the College of Engineering. In this study we limit our focus to the experiences of engineeringstudents in the M-Engin program. Specific elements of the M-Engin program include: a summertransition program in which students gain exposure to the engineering curriculum, academiccoaching, study skill building, as well as career and professional development. Our studyexplores the relationship between students’ perceptions of the M-Engin program’s benefits andtheir engineering major confidence (a measure of self-efficacy) after their first year in college.We hypothesize that perceived program benefits of the M-Engin program will be positivelyrelated to women’s engineering major

Conference Session

Learning to Communicate with Engineers and Non-Engineers

Collection

2008 Annual Conference & Exposition

Authors

Mieke Schuurman, Pennsylvania State University; Michael Alley, Pennsylvania State University; Melissa Marshall, Pennsylvania State University; Christopher Johnstone, Pennsylvania State University

Tagged Divisions

Liberal Education

course, emphasizing what distinguishesthe sections from the regular sections. Then we describe the methods for measuring the publicspeaking self-efficacy of the students. The paper concludes with the results and correspondingdiscussion.Differences between Engineering Sections and Regular Sections Three main differences existed between the engineering sections and the regular sectionsof the general education course. These differences occurred in the (1) choice of examples and Page 13.1219.4terminology for the instruction, (2) the choice of topics for the major speeches, and (3) theexpectations for delivery and visual aids.1. Choice of

Conference Session

K-12 Students and Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elsa Head, Tufts University; Morgan M. Hynes, Tufts University

Tagged Divisions

Educational Research and Methods

aboutengineering design, and engineering design pedagogical content knowledge, or a amalgamateknowledge of engineering design, students and how the two interact, was measured using ahands-on think-aloud interview tasks that asked teachers to reflect on a hypothetical studentdesign and observations of a STOMP classroom. To examine self-efficacy, an online engineeringdesign self-efficacy survey was administered to teachers enrolled in STOMP and to teachers notenrolled in STOMP as a comparison group for analysis.With the support of STOMP, it is possible that teachers develop knowledge of engineeringdesign and feel more comfortable using engineering design in the classroom. Preliminaryevaluation of this program shows that teachers feel STOMP helps them learn

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tony McClary, New Mexico State University, College of Engineering; Patricia A. Sullivan, New Mexico State University; Steven J. Stochaj, New Mexico State University; Luis Antonio Vazquez Ph.D., New Mexico State University; Karen Trujillo, New Mexico State University ; John Kulpa, New Mexico State University; Germain Degardin, New Mexico State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

program for high school students— NM PREP Academy—had a measurable effecton student confidence (a subcomponent of self-efficacy) and content knowledge. We also aimedto gain a greater understanding of how similar short-term intervention programs could be used toincrease interest, participation, and persistence in STEM-related careers, as well as to understandwhich specific portions of the program were most closely related to the students’ gains in eitherknowledge or confidence. Our research questions were as follows:1. Did the confidence and/or content knowledge of the students change as a result of engagement in the pre-engineering program?2. Was there a relation between changes in student confidence and knowledge?3. Was there a relation

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lori Breslow, Massachusetts Institute of Technology; Christina Kay White, Massachusetts Institute of Technology; Daniel E. Hastings, Massachusetts Institute of Technology

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

and faculty place oncommunication skills, the students’ perceptions of themselves as communicators, how thoseskills are developed within the wider curriculum, how proficient the students are upongraduation, and how these capabilities can be strengthened through improved pedagogicalmethods. Throughout the study, we use five different data collection techniques: (1) aninventory of the types and frequency of communication instruction and assignments through acontent analysis of syllabi; (2) two online student surveys, one administered at the beginning ofthe students’ undergraduate career and one given before graduation, to measure self-efficacy forcommunication; (3) a faculty survey to gauge the value instructors place on communication, aswell

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Betsy Chesnutt Ph.D., University of Tennessee, Knoxville; Daniel Patrick Mountain, University of Tennessee, Knoxville; Courtney June Faber, University of Tennessee, Knoxville

Tagged Topics

NSF Grantees Poster Session

section included questions designed to assess participants’ self-efficacywith teaching engineering using 2 constructs: content knowledge self-efficacy and engagementself-efficacy. Content knowledge self-efficacy measured participants’ self-efficacy as it relates toknowledge about engineering, while engagement self-efficacy measured participants self-efficacy with engaging students in engineering practices [9],[10].A total of 41 students enrolled in 5 different VolsTeach courses completed the survey. The mostcommon majors among the survey participants were mathematics (41%) and biology (20%),although many STEM fields, including engineering, were represented. 61% of the participantswere either third or fourth year students, while 39% were first or

Conference Session

Student Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pasquale Sanfelice; Mia Erdenebileg; Doris J. Espiritu, Wilbur Wright College- One of the City Colleges of Chicago

Tagged Topics

Diversity

Tagged Divisions

Student

. [15]We hypothesize that increased participation in co-curricular activities, especially engineeringstudent organizations, will provide positive experiences that will be a driving force to pursuemore activities and more responsibilities. The more students experience positive outcomes whenperforming responsibilities could lead to increased self-efficacy and increased academic success.[16] The compounding reward system proposes that participation in co-curricular activitiesincreases self-efficacy and academic success in college. Student GPA, time to degree completion,and internships will be used to measure student success. A survey and case study interview willbe used to assess self-efficacy. Figure 1 shows the possible scenarios between self

Conference Session

NSF Grantees: RED 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Uzoma M. Monye, North Carolina Agricultural and Technical State University; Tobin N. Walton, North Carolina Agricultural and Technical State University; Stephen B. Knisley PhD, North Carolina Agricultural and Technical State University

Tagged Topics

NSF Grantees Poster Session

importance in relation to other identities in the self-concept), suggest that the design Fellows are unclear regarding the extent to which their identityas an engineer is one of the more important identities they have. The five items at the bottom ofthe table which measure identity salience (or the likelihood that the identity is activated acrosscontexts) however reflect somewhat higher scores. This suggests the Fellows’ identities asengineers are relevant within their social interactions across multiple contexts. As can be seen in Table 4, the Design Fellows on average reported a moderately highlevel of engineering self-efficacy with an overall mean of 5.44 across all scale items. Thissuggests that the fellows on average “Somewhat Agreed” or

Conference Session

CoNECD Session : Day 1 Slot 8 Technical Session 4

Collection

2021 CoNECD

Authors

Mauro Rodriguez Jr, California Institute of Technology; Indhira María Hasbún, Florida International University; Jose Luis Estrada, University of San Diego; Dora Louise Renaud

Tagged Topics

CoNECD Paper Submissions, Diversity

given the NILA’s leadership framework and curriculum focus onthe development in these areas. The average mean for leadership self-efficacy increased from 4.0to 4.3. The increase was significant, and it shows that NILA had a measurable positive effect.Nevertheless, the effect may or may not be sustainable. Most of the change was explained by thelower values (pre-test minimum=2.6, post-test minimum=3.0), which is reflected in a smallerstandard deviation for the post-survey. This shows that the effect may be larger for those whocome in with lower self-efficacy than those who are already confident in their abilities. While thesample size was small, the EFA analysis is statistically significant to tentatively support ourhypothesis. However, this can

Conference Session

CEED Technical Session II: Developing Research and Design Skills Through Experiential Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rylan C. Chong, Chaminade University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

self-efficacy. In addition, thisstudy examined whether the relationship was different between genders. The students in the classwere from eight universities and worked in teams with a mentor from a government agency orlab who provided them with a real unclassified cybersecurity problem. The study was conductedin 2016 and included a sample of 18 students (males=13 and females=5) who responded to a pre-survey and a post-survey (Cronbach’s alphas for both surveys =.96) that measured researchedself-efficacy using a 100-point Likert scale (0=complete uncertainty and 100=completecertainty). Due to a small sample, a Wilcoxon Signed Rank Test and a Mann-Whitney U Testwere used to analyze the data. As part of the posttest, students were asked open

Conference Session

Student Experiences and Development – Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tejas Gupta, Nanyang Technological University ; Ibrahim H. Yeter, Nanyang Technological University; Michael Jin Khoo, Singapore University of Technology and Design

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

scores for all eight items were averaged to calculate the mean self-efficacystrength scores. Lower scores were indicative of weaker self-efficacy percepts, while higherscores were indicative of stronger self-efficacy percepts. The computed Cronbach’s α was.89, reflecting adequate internal consistency.Outcome Expectation (OE). Ten measures were used to determine participants’ OE, inspiredby Lent et al. (2003). Participants were required to answer their level of understanding withstatements that contained positive outcomes resulting from obtaining a Bachelor of Sciencedegree in engineering (e.g., “graduating with a BS degree in engineering will likely allow meto earn an attractive salary”). Their answers were ranked from 1 (strongly disagree) to 5

Conference Session

Engineering Design Process Activities with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica D. Gale, Georgia Institute of Technology; Beth Ann White

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

, provided additional context for theengineering design activities students engaged in as part of the project. Whenever possible, theseshort interviews were audio recorded and transcribed for analysis. When discussions were notrecorded, relevant comments were captured in field notes.Engineering Design Self-Efficacy InstrumentSelf-efficacy was measured using the engineering design self-efficacy instrument [18] which wasadministered online at the beginning and end of the course. This instrument is designed tomeasure students’ self-efficacy as it relates to engineering design generally and to each of thestages of the engineering design process. The full instrument includes a total of thirty-six items,with the same nine items aligned to the engineering

Conference Session

Undergraduate Recruitment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Patricia R. Backer, San Jose State University; Rona Tamiko Halualani, San Jose State University

Tagged Divisions

Women in Engineering

]. Below, wewill highlight some of the recent research in this area.A six-year study of STEM students at the University of Washington [30] found that most womenwho switched out of engineering (77.9%) cited discouragement and a loss of self-efficacy asfactors. Marr and Bogue [31] conducted a longitudinal study of women engineering student self-efficacy using data from five institutions across the U.S. The results of their study of 164 womenengineering students showed there was a positive increase in self-efficacy among students inthree self-efficacy measures (coping self-efficacy, second engineering self-efficacy, and mathoutcomes expectations) and reduced self-efficacy in feelings of inclusion in engineering. Incontrast, Reisberg et al. conducted

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nigel Berkeley Kaye, Clemson University; Lisa Benson, Clemson University; Makayla Headley, Clemson University; Komal Rohidas Sonavane

Tagged Topics

NSF Grantees Poster Session

data set is collected over the comingsemesters. Table 1. Mean and standard deviation for each measure of problem-solving self-efficacy. Civil Engineers (n=34) Non-Civil Engineers (n=36) Mean Standard Mean Standard Deviation Deviation Problem definition (/100) 81.6 9.0 83.3 10.4 Representation & 82.0 10.1 82.6 12.0 Organization (/100) Calculations (/100) 87.3 10.0 84.6 11.1 Evaluate Solution (/100) 87.9 8.4

Conference Session

First-Year Programs Division (FYP) - Technical Session 11: Projects

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jack Bringardner, New York University ; Elizabeth Castroverde; Paige Charette, New York University ; Salma Moutasim Salaheldin Abuelgasim, New York University Abu Dhabi ; McKenna Yoshinobu; Rui Li, New York University; Victoria Bill, New York University ; Ingrid Paredes, New York University

Tagged Divisions

First-Year Programs Division (FYP)

. Students were asked questions aboutthese feelings regarding each step of the engineering design process as well as open-endedquestions inquiring about feelings towards the project.BackgroundEngineering and technology fields encompass complex problem-solving skills and one’s abilityin executing different ways of thinking when applying them to projects and tasks. Theengineering design process itself instills problem-solving and real-world skill sets for those whowish to pursue these topics professionally. Developing these skills has been successful throughthe measurement of self-efficacy in first-year engineering courses and programs. Several studiesinvestigate engineering design thinking, teaching, and learning which target strategies to

Collection

2024 PNW Section Annual Meeting

Authors

Jennifer I. Clark; Sage Kittelman; Faqeer ur Rehman; Molly R. Schmitt

–676, 1992, doi: 10.3102/00028312029003663.[10] A. R. Carberry, H. S. Lee, and M. W. Ohland, “Measuring engineering design self- efficacy,” Journal of Engineering Education, vol. 99, no. 1, pp. 71–79, 2010, doi: 10.1002/j.2168-9830.2010.tb01043.x.[11] M. A. Hutchison, D. K. Follman, M. Sumpter, and G. M. Bodner, “Factors influencing the self-efficacy beliefs of first-year engineering students.,” Journal of Engineering Education, vol. 95, no. 1, pp. 39–47, Jan. 2006, [Online]. Available: http://search.ebscohost.com.proxybz.lib.montana.edu/login.aspx?direct=true&db=a9h&A N=19552472&site=ehost-live[12] M. K. Ponton, “Motivating Students by Building Self-Efficacy,” Journal of Professional

Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Jennifer I Clark, Montana State University - Bozeman; Bryce E. Hughes, Montana State University - Bozeman

Tagged Topics

Diversity, Works In Progress

thebottom notes the contribution of the Figure 1: How Self-Efficacy Theory Nests intoChronosystem (Time). Bioecology Theory In a qualitative approach this framework allows a shift in perspective. Bandura [13]presents the sources of self-efficacy as individual influences working together in developing aperson's ability to develop confidence, the top 4-part circle in Figure 2. Measuring sources ofself-efficacy in student academic development in STEM disciplines are found in work by Loo etal. [28], Usher et al. [29], and Mamaril et al. [30]. Their work quantitatively describes theamount of influence self-efficacy sources have in student confidence in their ability to besuccessful with challenging STEM

Conference Session

Construction Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Krishna Prasad Kisi, Texas State University; Kimberly Grau Talley P.E., Texas State University; Snigdha Rangineni, Texas State University; Guntulu S. Hatipkarasulu, Texas State University; Bobbi J. Spencer, Texas State University

Tagged Divisions

Construction Engineering

enrolled in theEngineering Technology Department at Texas State University. Freshmen enrolled inConstruction Science and Management, Concrete Industry Management, and Civil EngineeringTechnology will participate in this study. The study will conduct a paired t-test statisticalanalysis to test the first hypothesis –the game-based online animated modules will improveunderstanding and learning of Pre-Calculus concepts among construction science andmanagement majors. Students will be asked to complete identical questionnaires before andafter playing the PCLG to measure immediate changes in self-efficacy, motivation, and Pre-Calculus knowledge. The study will conduct a standard t-test to test the second hypothesis – theexperimental group of students

Conference Session

Marge's Mission: Empowering STEM Innovation

Collection

2024 ASEE Annual Conference & Exposition

Authors

Faiza Zafar, Rice University; Carolyn Nichol, Rice University; Mariana Elizabeth Quinn, Rice University

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

allparticipantsInstrument To assess the impact of the course on teachers’ engineering self-efficacy, data wascollected using the Teaching Engineering Self-Efficacy Scale (TESS) [15], [16]. TESS is avalidated instrument consisting of 23 items with five subscales: Engineering PedagogicalContent Knowledge Self-efficacy (KS), Engineering Engagement Self-efficacy (ES),Engineering Disciplinary Self-efficacy (DS), and Engineering Outcome Expectancy (OE) [16].The TESS demonstrates high internal consistency reliability, with Cronbach's α ranging from0.89 to 0.96 across the four factors [16]. These high-reliability coefficients indicate that theTESS consistently measures teachers' engineering self-efficacy with precision and accuracy. Byutilizing the TESS in this

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Charity Obaa Afi Ampomah, Ashesi University; Heather Beem, Ashesi University

Tagged Topics

Diversity

levels of confidence (self-efficacy) in their ability to design, code, and fabricatesolutions, and self-reported levels of self-determination and agency. The post-survey capturedthe same Likert-scale responses for self-efficacy, self-determination, and agency. Itadditionally captured open-ended responses on students’ experiences working on their finalproject, dwelling on how they felt about the project from the beginning until completion.Approval was obtained from the authors’ institution’s review board with an approval ID1282023 to conduct research through this project, maintaining student anonymity throughout.Survey questionsIn designing the items used to measure the three constructs in view, existing scales wereconsidered and, in some cases

Conference Session

Robotics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abhidipta Mallik, New York University; Sheila Borges Rajguru, New York University; Vikram Kapila, New York University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

design tasks also include quantifying and analyzing differences in the self-efficacy held by individuals with a range of engineering experiences. Prior studies on self-efficacyin engineering design tasks have also examined how the self-efficacy values differ with genderand background of the participants [27,33].In this effort, our focus was to measure the change in self-efficacy values before and after thetraining with the objective of improving our PD. For this reason, we did not consider any genderand background related studies, instead we performed a generalized study. This survey had foursections for rating an individual’s perceived confidence, motivation, success expectation, andanxiety in performing several portions of the project-based

Conference Session

Work-in-Progress Session: Supporting Students To, Through, and Beyond Transitions

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cody D. Jenkins; Thien Ngoc Y. Ta, Arizona State University; Ryan James Milcarek, Arizona State University; Gary Lichtenstein, Quality Evaluation Designs; Samantha Ruth Brunhaver, Arizona State University; Karl A. Smith, University of Minnesota, Twin Cities

Tagged Divisions

Educational Research and Methods Division (ERM)

Paper ID #39089Work in Progress: PEERSIST – A Formation of Engineers Framework forUnderstanding Self-Efficacy and Persistence among Transfer StudentsCody D. JenkinsMs. Thien Ngoc Y. Ta, Arizona State University Thien Ta is a doctoral student of Engineering Education Systems and Design at Arizona State University. She obtained her B.S., and M.S. in Mechanical Engineering. She has taught for Cao Thang technical college for seven years in Vietnam. She is currentlyDr. Ryan James Milcarek, Arizona State University Ryan Milcarek obtained his B.S., M.S. and Ph.D. in the Mechanical & Aerospace Engineering Department at

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cristiane Maria Barra Da Matta, Instituto Mauá de Tecnologia; Daniel Kashiwamura Scheffer, Instituto Mauá de Tecnologia; Susana Marraccini Giampietri Lebrão; Maria do Carmo Fernandes-Martins, Universidade Metodista de São Paulo; Fernando Silveira Madani, Instituto Mauá de Tecnologia

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

Paper ID #38028Board 145: Possible Relations between Self-Efficacy, SociodemographicCharacteristics, Dropout and Performance of Freshman Students inEngineering CoursesDr. Cristiane Maria Barra Da Matta, Instituto Mau´a de Tecnologia Master’s degree in Food Engineering at the Instituto Mau´a de Tecnologia and PhD in Psychology at the Universidade Metodista de S˜ao Paulo (2019). Assistant professor and coordinator of the Student Support Program (since 2007) at Instituto Mau´a de Tecnologia. It investigates themes of School and Educational Psychology: academic experiences, self-efficacy, school performance and dropout in

Conference Session

Mechanical Engineering Technical Session: Dynamics I

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Daeyeoul Lee, Purdue University, West Lafayette; Jeffrey F. Rhoads, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; Jennifer Deboer, Purdue University, West Lafayette

Tagged Divisions

Mechanical Engineering

items from the MSLQ [5] wereused. They have been widely used to measure self-efficacy and test anxiety in college settings[26], [33]. They used a 7-point Likert scale ranging from “not at all true of me” to “very true ofme.” The academic self-efficacy items were slightly modified to better fit the dynamics course.Specifically, the phrase of ‘the course’ in the self-efficacy items was changed to ‘ME 274’ toreflect the specific dynamic course number. For example, ‘I am certain I can understand the mostdifficult material presented in this course’ was changed to ‘I am certain I can understand themost difficult material presented in ME 274.’ The reliability of the self-efficacy and test anxietyitems were checked by Cronbach’s α values, which were

Conference Session

Interest & Identity

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amy Annette Rogers, Delaware State University; J. Jill Rogers, University of Arizona; James C. Baygents, University of Arizona

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

enrolledexhibit an engineering self-efficacy of at least 3.5 out of 5, and over 67% of the students reportthe ENGR 102 HS course increased their interest in becoming an engineer [2, 3, 4]. Teachereffectiveness is also measured and is consistently high year after year with 86% of studentsreporting that their teacher is always or usually effective.With the successful launch of the Advanced Placement (AP) Computer Science course in 2016,engineering educators, NSF and the College Board accelerated the development of anIntroduction to Engineering AP course. College of Engineering deans from across the countrywere surveyed and multiple meetings of engineering thought-leaders and educators wereconvened to decide on a course of action [5]. With these strides to

Conference Session

MECH - Technical Session 13: Technological Advancements and Applications

Collection

2024 ASEE Annual Conference & Exposition

Authors

Golnaz Mirfenderesgi, The Ohio State University; Syedah Zahra Atiq, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering Division (MECH)

,” Applied Thermal Engineering, vol. 112, pp. 841–854, Feb. 2017, doi: 10.1016/j.applthermaleng.2016.10.134.[4] B. A. Al-Sheeb, A. M. Hamouda, and G. M. Abdella, “Modeling of student academic achievement in engineering education using cognitive and non-cognitive factors,” JARHE, vol. 11, no. 2, pp. 178–198, Apr. 2019, doi: 10.1108/JARHE-10-2017-0120.[5] M. Khan, M. Ibrahim, and N. Wu, “Measuring Self-Efficacy in Engineering Courses – Impact of Learning Style Preferences,” in 2019 ASEE Annual Conference & Exposition Proceedings, Tampa, Florida: ASEE Conferences, Jun. 2019, p. 33092. doi: 10.18260/1-2-- 33092.[6] M. Khan and M. Ibrahim, “Women in Engineering – Focus on Self-Efficacy in Modeling and Design through

Conference Session

Women in Engineering Technical Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrea Nana Ofori-Boadu, North Carolina A&T State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Paper ID #21489Improving Middle-School Girls’ Knowledge, Self-Efficacy, and Interests in’Sustainable Construction Engineering’ through a STEAM ACTIVATED! pro-gramDr. Andrea Nana Ofori-Boadu, North Carolina A&T State University Dr. Ofori-Boadu is an Assistant Professor with the Department of Built Environment at North Carolina A & T State University. Her research interests are in bio-modified cements, sustainable development, and STEM education. Dr. Ofori-Boadu has served in various capacities on research and service projects, including Principal Investigator for two most recent grants from the Engineering Information