June 23, 2013
June 23, 2013
June 26, 2013
Cooperative & Experiential Education
23.1210.1 - 23.1210.7
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 firstname.lastname@example.org 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. 10.18260/1-2--22595
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