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Validation of the Climate Scale in the Persistence of Engineers in the Academy Survey (PEAS)

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Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

Research! Research! Research! in Faculty Development

Tagged Division

Faculty Development Division

Tagged Topic

Diversity

Page Count

16

DOI

10.18260/1-2--35483

Permanent URL

https://peer.asee.org/35483

Download Count

115

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Paper Authors

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Julie Aldridge Ohio State University Orcid 16x16 orcid.org/0000-0001-6655-5971

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Julie Aldridge is a postdoctoral scholar in the Department of Engineering Education at The Ohio State University. She received her Ph.D in Agricultural Communication, Education, and Leadership and M.S. in Natural Resources both from The Ohio State University.

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So Yoon Yoon University of Cincinnati Orcid 16x16 orcid.org/0000-0003-1868-1054

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So Yoon Yoon, Ph.D., is a research scientist at the Department of Engineering Education in the College of Engineering and Applied Science (CEAS) at the University of Cincinnati. She received her Ph.D. in Gifted Education, and an M.S.Ed. in Research Methods and Measurement with a specialization in Educational Psychology, both from Purdue University. Her work centers on engineering education research as a psychometrician, program evaluator, and institutional data analyst. She has research interests in spatial ability, creativity, engineering-integrated STEM education, and meta-analyses. She has authored/co-authored more than 50 peer-reviewed journal articles and conference proceedings and served as a journal reviewer in engineering education, STEM education, and educational psychology. She has also served as a co-PI, an external evaluator, or an advisory board member on several NSF-funded projects.

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Ebony Omotola McGee Vanderbilt University

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Ebony McGee, associate professor of diversity and STEM education at Vanderbilt University’s Peabody College, investigates what it means to be racially marginalized in the context of learning and achieving in STEM higher education and industry. In particular, she studies the racialized experiences and racial stereotypes affecting the education and career trajectories of underrepresented groups of color by exploring the costs of academic achievement and problematizing traditional forms of success in higher education, with an unapologetic focus on Black folx in these places and spaces. McGee’s NSF CAREER grant investigates how marginalization undercuts success in STEM through psychological stress, interrupted STEM career trajectories, impostor phenomenon, and other debilitating race-related trauma for Black, Indigenous, and Latinx doctoral students.

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Joyce B. Main Purdue University at West Lafayette (COE) Orcid 16x16 orcid.org/0000-0002-3984-533X

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Joyce B. Main is Associate Professor of Engineering Education at Purdue University. She received an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education, and a Ph.D. degree in Learning, Teaching, and Social Policy from Cornell University. Dr. Main examines student academic pathways and transitions to the workforce in science and engineering. She was a recipient of the 2014 American Society for Engineering Education Educational Research and Methods Division Apprentice Faculty Award, the 2015 Frontiers in Education Faculty Fellow Award, and the 2019 Betty Vetter Award for Research from WEPAN. In 2017, Dr. Main received a National Science Foundation CAREER award to examine the longitudinal career pathways of engineering PhDs.

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Monica Farmer Cox Ohio State University

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Monica F. Cox, Ph.D., is Professor and Chair in the Department of Engineering Education at The Ohio State University. Prior to this appointment, she was a Associate Professor in the School of Engineering Education at Purdue University, the Inaugural Director of the College of Engineering's Leadership Minor, and the Director of the International Institute of Engineering Education Assessment (i2e2a). In 2013, she became founder and owner of STEMinent LLC, a company focused on STEM education assessment and professional development for stakeholders in K-12 education, higher education, and Corporate America. Her research is focused upon the use of mixed methodologies to explore significant research questions in undergraduate, graduate, and professional engineering education, to integrate concepts from higher education and learning science into engineering education, and to develop and disseminate reliable and valid assessment tools for use across the engineering education continuum.

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Abstract

This research paper reports the validation procedure for the Persistence of Engineers in the Academy Survey (PEAS). Faculty are identified as the pivotal resource around which the outcomes of postsecondary education revolve; therefore, it is essential to understand who they are, what they do, and whether, how, and why they are changing. As one critical component of the PEAS, this paper details a procedure for the validation of a scale to probe the factors that may affect a faculty member’s persistence in relation to intersectional identities including: gender identity, race/ethnicity, disability, and social class identities. Therefore, the PEAS includes a climate scale to measure constructs related to departmental workplace climate and motivation. Demographic items capture the respondents’ various social identities. To create a valid measure of the underlying constructs, several steps were taken during the scale development, including face/content validity analyses, exploratory factor analyses for construct validity evidence, and internal consistency reliability evidence, through two pilot studies using PEAS data from STEM faculty. This study aimed to report the validation procedure to finalize the climate scale items through factor analyses using data collected from tenure-track engineering faculty at universities throughout the U.S. The finalized PEAS is expected to contribute to the development of a more diverse workforce in the engineering academy. A paper presentation is our preferred format.

Aldridge, J., & Yoon, S. Y., & McGee, E. O., & Main, J. B., & Cox, M. F. (2020, June), Validation of the Climate Scale in the Persistence of Engineers in the Academy Survey (PEAS) Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35483

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