Davishahl, J., & Alqudah, S. (2020, June), Investigation of Sense of Belonging to Engineering in Introductory-Level Pre-Engineering Classes  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34883

\bibitem{asee_peer_34883}
  Davishahl, J., \& Alqudah, S. (2020, June), \emph{Investigation of Sense of Belonging to Engineering in Introductory-Level Pre-Engineering Classes}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--34883

Jill Davishahl and Sura Alqudah.  "Investigation of Sense of Belonging to Engineering in Introductory-Level Pre-Engineering Classes".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/34883 Internet.  09 Mar, 2025

\bibitem{asee_peer_34883}
  Jill Davishahl and Sura Alqudah.
  "Investigation of Sense of Belonging to Engineering in Introductory-Level Pre-Engineering Classes".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/34883 Internet.  09 Mar, 2025

@INPROCEEDINGS{asee_peer_34883
author = "Jill Davishahl and Sura Alqudah"
title = "Investigation of Sense of Belonging to Engineering in Introductory-Level Pre-Engineering Classes"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/34883}
number = {10.18260/1-2--34883}
}

TY  - CPAPER
AB  - This paper presents the complete research results of an evidence-based practice investigating students’ sense of belonging in an introduction to engineering class. Studies have shown that student sense of belonging in the classroom, major, and institution can positively impact performance in future engineering classes and overall retention rates. Sense of belonging has been identified as particularly important to the retention of underrepresented minorities and females. This research project explores the effect of embedding small interventions designed to improve engineering pre-major students’ sense of belonging into a first year introductory engineering class. In addition, this study investigates the effect of the interventions on student demographics such as gender and race. This study has the potential to benefit first-year engineering education pedagogies by exploring the effectiveness of small interventions that can be embedded into busy course curriculum without significantly detracting from classroom time available for content focused on meeting course outcomes. This paper describes the design and implementation of the three interventions that were embedded into multiple sections of an introduction to engineering class and presents the results of quantitative and qualitative data analysis.  In addition, the authors discuss the challenges and limitations faced during the project including survey design limitations, inconsistency of survey interpretation, questions related to effectively measuring sense of belonging, and student ability to discern change in sense of belonging. The team shares the methods they used to overcome these challenges and presents the lessons learned with an emphasis on best-practices and future recommendations. All work was completed with IRB approval and student identity protection.
AU  - Jill Davishahl
AU  - Sura Alqudah
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Investigation of Sense of Belonging to Engineering in Introductory-Level Pre-Engineering Classes
UR  - https://peer.asee.org/34883
DO  - 10.18260/1-2--34883
ER  -