McCall, C., & Araiinejad, L., & Heaps, T., & Goodridge, W., & Cochran, B. (2022, August), Exploring the Influence of Students’ Perceptions of Course Assessment on Retention and Professional Identity Formation  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40844

\bibitem{asee_peer_40844}
  McCall, C., \& Araiinejad, L., \& Heaps, T., \& Goodridge, W., \& Cochran, B. (2022, August), \emph{Exploring the Influence of Students’ Perceptions of Course Assessment on Retention and Professional Identity Formation}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40844

Cassandra McCall, Layla Araiinejad, Thomas Heaps, Wade Goodridge, and Brooke Cochran.  "Exploring the Influence of Students’ Perceptions of Course Assessment on Retention and Professional Identity Formation".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40844 Internet.  02 May, 2024

\bibitem{asee_peer_40844}
  Cassandra McCall, Layla Araiinejad, Thomas Heaps, Wade Goodridge, and Brooke Cochran.
  "Exploring the Influence of Students’ Perceptions of Course Assessment on Retention and Professional Identity Formation".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40844 Internet.  02 May, 2024

@INPROCEEDINGS{asee_peer_40844
author = "Cassandra McCall, Layla Araiinejad, Thomas Heaps, Wade Goodridge, and Brooke Cochran"
title = "Exploring the Influence of Students’ Perceptions of Course Assessment on Retention and Professional Identity Formation"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40844}
number = {10.18260/1-2--40844}
}

TY  - CPAPER
AB  - Student performance on course assessment is critical in determining who gets to pursue a career in engineering and who does not. However, individuals with minoritized identities in engineering (e.g., women, LGBTQ, disability, minoritized racial and ethnic groups, etc.) continue to experience achievement discrepancies and limited recruitment in engineering programs as compared to their peers from overrepresented identity groups (e.g., White, men, heterosexual, non-disabled, etc.). At the same time, engineering programs continue to experience significant attrition in the second year, which has been attributed to student uncertainties about their major and lack of belonging but has not been extensively explored.

In this pilot study, we explore the following research questions: 1) How do students’ perceptions of assessment structure in second-year Mechanics of Materials courses influence overall course performance? and 2) How do these perceptions influence students’ identities as engineers? To answer these questions, we interviewed and qualitatively analyzed semi-structured interviews with nine undergraduate engineering students who had been enrolled in a Mechanics of Materials course within the past two years across three different universities. Findings from this pilot analysis reveal that the relationship among participant perceptions of performance on course assessments, sense of belonging, and identity formation is complex and nuanced. While participants garnered a sense of belonging in ways not directly associated with course performance, they described course performance as impacting their confidence as future engineers. Future work regarding student perceptions of assessment techniques on identity formation and retention are discussed.
AU  - Cassandra McCall
AU  - Layla Araiinejad
AU  - Thomas Heaps
AU  - Wade Goodridge
AU  - Brooke Cochran
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Exploring the Influence of Students’ Perceptions of Course Assessment on Retention and Professional Identity Formation
UR  - https://peer.asee.org/40844
DO  - 10.18260/1-2--40844
ER  -