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The Impact of Self-efficacy, through Experiential Education, on the Retention of Engineering Students

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Conference

2013 ASEE Annual Conference & Exposition

Location

Atlanta, Georgia

Publication Date

June 23, 2013

Start Date

June 23, 2013

End Date

June 26, 2013

ISSN

2153-5965

Conference Session

CEED - Technical Session 2

Tagged Division

Cooperative & Experiential Education

Page Count

7

Page Numbers

23.1210.1 - 23.1210.7

Permanent URL

https://peer.asee.org/22595

Download Count

27

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Paper Authors

biography

Mohamad Metghalchi Northeastern University

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Metghalchi is full professor of Mechanical and Industrial Engineering Department. He received his doctoral degree from Massachusetts Institute of Technology in 1980 and has been involved in education since then. He was Chair of Mechanical and Industrial Engineering department from 2004 to 2011 and interim Dean of the college in 2006-07. He is currently Editor of ASME Journal of Energy Resources Technology.

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biography

Richard Harris Northeastern University

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Assistant Dean of Academic Scholarship, Mentoring & Outreach for the College of Engineering and Director of the Northeastern University Program In Multicultural Engineering (NUPRIME); Advisor to the NU Chapters of the National Society of Black Engineers and the Society of Hispanic Professional Engineers; NorthEast-Louis Stokes Alliance for Minority Participation Co-PI; National GEM Consortium University Board Member; Member of the National Association of Multicultural Engineering Program Advocates (NAMEPA); Board Member of Massachusetts Pre-Engineering Program, Inc. (MassPEP); Massachusetts Academy of Sciences Fellow

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Emanuel Mason

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Claire Duggan Northeastern University Orcid 16x16 orcid.org/0000-0002-0676-9406

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Abstract

The Impact of Self-efficacy, Through Experiential Education, on the Retention of Engineering Students Richard Harris, Emanuel Mason, Hameed Metghalchi, Claire Duggan and Rachelle Reisberg metghalchi@coe.neu.edu AbstractNortheastern University, member of Northeast Louis Stokes Alliance for Minority Participation(LSAMP) including The University of Connecticut, The University of Massachusetts Amherst,The University of Rhode Island, and Worcester Polytechnic Institute, is leading the followingNSF-funded LSAMP engineering educational research study to investigate the hypothesis thatparticipation in practice-oriented experiential education (POEE) programs, such as formalcooperative education, internships and research experiences for undergraduates, leads toenhanced self-efficacy, augmented learning, and an increased likelihood of retention, particularlyamong minority students who are historically under-represented in engineering. Self-efficacy,defined as the confidence built on one's prior experiences, has been shown to contribute tostudents' success in undergraduate engineering programs. The current study proceeds to furtherexplore the self-efficacy of three racial/ethnic groups of students, (Caucasian, Asian, andBlack/Hispanic) in terms of three domains, (1) the work environment, (2) career development,and (3) academic success. Multiple discriminant analysis will be used to study the separation ofthe three groups and the distances between them using a survey instrument developed to assessvocational and career self-efficacy at Northeastern University.

Metghalchi, M., & Harris, R., & Mason, E., & Duggan, C. (2013, June), The Impact of Self-efficacy, through Experiential Education, on the Retention of Engineering Students Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/22595

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