Conference Session

Undergraduate Track - Technical Session V

Collection

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

Authors

Monica Evette Allen, University of North Carolina, Charlotte; Sandra Loree Dika, University of North Carolina, Charlotte; Brett Tempest, University of North Carolina, Charlotte; Miguel A. Pando, University of North Carolina, Charlotte

Tagged Topics

Diversity, Undergraduate Education

. Traditionallyused measures of self-efficacy include The General Engineering Self-Efficacy Scale and theEngineering Skills Self-Efficacy Scale and both instruments have been proven reliable, valid,and useful in the assessment of undergraduate engineering students [23].Self-efficacy as an independent variable ESE has long been studied to determine its relation to retention, persistence, and overallsuccess among students in the field. Aleta [24] reported that students who judged their ownengineering backgrounds as strong and positive were more likely to perform well in engineeringprograms and on engineering exams, and their engineering self-efficacy was also shown to becorrelated with academic achievement. Other research has been dedicated to the

Conference Session

Undergraduate Track - Technical Session VII

Collection

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

Authors

Kasi Kiehlbaugh, University of Arizona; Paul Blowers, University of Arizona

Tagged Topics

Diversity, Undergraduate Education

interventions and scale up across the College of Engineering. Page 1 of 8The ApproachAlthough we arrived at a set of scalable and cost-effective interventions through iterativeexperimentation in the classroom, each of the interventions are grounded in three well-understoodaffective learning categories—belongingness, self-efficacy, and metacognition.Extensive measurements show a correlation between student persistence and feeling connected toothers—their sense of belongingness [19] – [21]. Students who feel disconnected from their peers,major, or institution will often leave; this is particularly true for women, transfer students, andunderrepresented minorities [22], [23]. While many studies measure

Conference Session

Undergraduate Track - Technical Session VII

Collection

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

Authors

James Burton Dorsey, University of Washington

Tagged Topics

Undergraduate Education

Support  Transfer credit assistance  Orientation Course  Academic Excellence Workshop  Academic advising/counseling  Dedicated Student study center and Tutoring  Professional and Career development  Links with Engineering Professional Student Orgs  Industry advisory partnerships & Internships www.WashingtonMESA.orgResearch Questions 7  What influences do MESA Community College Program activities have on early college student STEM self- efficacy?  What activities are most influential? Academic vs Social?  MCCP influence on persistence & completion of STEM degrees

Conference Session

Undergraduate Track - Technical Session VII

Collection

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

Authors

Carlotta A. Berry, Rose-Hulman Institute of Technology; Janice Fenn, Rose-Hulman Institute of Technology

Tagged Topics

Diversity, Undergraduate Education

the results of the study in context, the authors conducted a literature review of related workon the study of women and URM students in STEM programs. The primary focus was on thechallenges and the causes for success and failure. Allen-Ramdial & Campbell [1] state thatisolation is one of the biggest challenges faced by URM students in STEM fields. One way tosolve this challenge and promote diversity in education is to achieve a critical mass. Unfortunately,this may not be quickly remedied in most environments, thus other intermediary options must beembraced. Isolation may diminish self-efficacy and re-affirm the negative stereotype of the lackof suitability of URM students for STEM study. The presence of peers has been shown to have

Conference Session

Undergraduate Track - Technical Session VII

Collection

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

Authors

Nancy Mariano, Seattle University; Agnieszka Miguel, Seattle University; Mara Rempe, Seattle University; J. McLean Sloughter, Seattle University

Tagged Topics

Diversity, Undergraduate Education

women and URM students in engineering.Reference [4] lists the most common retention techniques and institutions that implemented them. Theauthors divide the strategies into three groups: student-focused, faculty-focused, and institutional anddepartment-focused strategies and provide many examples from literature and submissions frominstitutions.Blaisdell and Cosgrove explain how self-efficacy (one’s belief about how well they can perform giventask or behavior) affects women choosing engineering as their field of study and persisting in it [5]. Theyadvocate for interventions designed using the theory of self-efficacy and give an example of such aprogram. Sullivan and Davis [8] found that commitment to engineering and confidence in engineeringare

Conference Session

Undergraduate Track - Technical Session II

Collection

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

Authors

Elisabeth (Lisa) Stoddard, Worcester Polytechnic Institute; Geoff Pfeifer, Worcester Polytechnic Institute

Tagged Topics

Diversity, Undergraduate Education

quota.’ ‘Anybody else smell affirmative action?’ ‘Looks like they got their headcount.’ ‘Here comes the Quota Queen!’(Locke, 2017).These stereotypes and biases can materialize in a number of ways that shape team dynamics,student learning and experience, and team productivity. For example, Meadows et al. (2015)found that these assumptions that women and students of color are not up to the task shape whattasks they are assigned on teams, whether or not their ideas are heard or validated, whether or nottheir work is acknowledged, as well as their self-efficacy and feelings of belonging.Since the fall of 2016, the authors have been engaged in a research project investigating thepresence of bias and stereotyping on first year project teams at