scholarly journals Developing a Summer Engineering Program for Improving the Preparation and Self-Efficacy of Underrepresented Students

2020 ◽  
Author(s):  
Amelito Enriquez ◽  
Wenshen Pong ◽  
Nilgun Ozer ◽  
Hamid Mahmoodi ◽  
Hao Jiang ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Underrepresented Students ◽  
Engineering Program

Self-Efficacy and Interest Thresholds: Implications for Underrepresented Students in STEM

2017 ◽  
Author(s):  
Nikki A. Falk ◽  
Patrick J. Rottinghaus ◽  
Chan Jeong Park ◽  
Shao-Jung Ko
Keyword(s):  
Self Efficacy ◽  
Underrepresented Students

Examining cultural specificity of the learning experiences questionaire with women in STEM

2019 ◽  
Author(s):  
◽  
Nikki Alexandra Falk
Keyword(s):  
Self Efficacy ◽  
Learning Experiences ◽  
Underrepresented Students ◽  
Women In Stem ◽  
Stem Learning ◽  
Emotional Experiences ◽  
Verbal Persuasion ◽  
Culturally Specific ◽  
Math And Science ◽  
Experiences Of Women

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The application of Bandura's (1977, 1986) self-efficacy theory to study women's career self-efficacy (Betz and Hackett, 1981) has provided an excellent theoretical framework for increasing persistence of underrepresented students in STEM; however, more research is needed to examine the self-efficacy learning experiences of women and students of color (Betz, 2007; Fouad and Santana, 2017). Research examining access to STEM learning experiences has shown gender and racial/ethnic differences, warranting further research (Klassen, 2004; Usher and Pajares, 2006). Several scales have been developed to measure these learning experiences (Schaub, 2004), and researchers have noted the potential for culturally specific scale and item adjustments (Williams and Subich, 2006). Using an "inside-out" multicultural framework (Hall et al., 2016), the current mixed-methods study examined the culturally specific learning experiences of women in STEM. Results from a qualitative study of 4 focus groups informed scale and item adaptions of the Realistic and Investigative LEQ scales (Schaub, 2004). Exploratory factor analyses on the revised scales using a participant sample of 130 women in STEM revealed a four-factor structure for the Realistic (Verbal Persuasion/Modeling, Negative Emotional Experiences, Positive Emotional Experiences, Performance Accomplishments) and Investigative scale (Math and Science Coursework, Culturally Salient Verbal Persuasion/Modeling, Negative Emotional/Persuasion Experiences, Math and Science Application).

Cultivating science identity through sources of self-efficacy

2016 ◽  
Vol 10 (3) ◽  
pp. 405-417 ◽  
Author(s):  
Alonzo M. Flowers III ◽  
Rosa Banda
Keyword(s):  
Identity Development ◽  
Students Of Color ◽  
Self Efficacy ◽  
Cognitive Theory ◽  
Critical Role ◽  
Underrepresented Students ◽  
Science Identity ◽  
Personal Factors ◽  
Content Type ◽  
And Mathematics

Purpose In an attempt to understand the postsecondary and occupational pathways of minorities who choose to pursue science, technology, engineering and mathematics (STEM) pathways, what this paper offers is an examination of literature that focuses on identity. More specifically, this paper aims to present a research argument that highlights the importance of self-efficacy as it relates to the creation of a science identity for minority students. The authors, in other words, posit that self-efficacy, particularly as it relates to the cultivation of a science identity remains a critical and under-examined component of the STEM success puzzle for underrepresented students. Design/methodology/approach The conceptual framework used for this paper is taken from two bodies of literature that are used to provide a deeper understanding of the relationship between self-efficacy and science identity – self-efficacy, is grounded in social cognitive theory which posits that achievement is rooted in the bidirectional interaction between behavior, personal factors (e.g. cognitive, affective and biological) and external environment (Bandura, 1986). Findings Developing an understanding of the science identity development for students of color is essential because it helps construct a connection to the belief that science has value and that the student is capable to engage in the sciences successfully. Originality/value This analysis widens the scholarly discussion on STEM success for students of color to be inclusive of the critical role that the cultivation of a STEM identity plays in their transition from students at a collegiate level to professionals at a workforce capacity.

scholarly journals Developing Self-Efficacy and Behavioral Intentions Among Underrepresented Students in STEM: The Role of Active Learning

2021 ◽  
Vol 6 ◽  
Author(s):  
Sophie Kuchynka ◽  
Tina V. Reifsteck ◽  
Alexander E. Gates ◽  
Luis M. Rivera
Keyword(s):  
High School ◽  
High School Students ◽  
Active Learning ◽  
Self Efficacy ◽  
Underrepresented Students ◽  
High Status ◽  
School Students ◽  
Underrepresented Groups ◽  
Scientific Innovation

Increasing academic participation among students from ethnic-racial underrepresented groups in STEM yields societal benefits including ameliorating economic ramifications of the labor shortages in STEM, improving scientific innovation, and providing opportunity, access, and participation in high-status STEM fields. Two longitudinal studies with students from underrepresented groups investigated the role of active learning interventions in the development of STEM self-efficacy and intentions to pursue STEM in the future. Study 1 longitudinally tracked high school students participating in a 4-week geoscience program that applied active learning techniques ranging from hands on experiments to peer discussion. High school student participants displayed increases in self-efficacy and STEM intentions from the start to completion of the program, an effect that was observed exclusively among those who reported strong program quality. Study 2 examined the role of mentorship effectiveness with a sample of community college STEM students interested in transferring to a 4-year college. Students’ relatively strong self-efficacy and STEM intentions at the start of the semester remained stable through the end of the semester. Altogether, the present research highlights the role of positive, inclusive educational climates in promoting STEM success among students from underrepresented group members.

Roughing It: Evaluating a Novel Experiential Design Course on Resiliency, Self-Leadership, and Engineering Design Self-Efficacy

2020 ◽  
Author(s):  
Sandeep Krishnakumar ◽  
Gabriella Sallai ◽  
Catherine Berdanier ◽  
Meg Handley ◽  
Dena Lang ◽  
...  
Keyword(s):  
Engineering Education ◽  
Self Efficacy ◽  
Engineering Students ◽  
Design Thinking ◽  
Underrepresented Students ◽  
Faculty Members ◽  
Appalachian Trail ◽  
Women In Engineering ◽  
Experiential Design ◽  
Mastery Experiences

Abstract Despite continuous calls in literature for an increase in women in engineering, U.S. numbers hover around 20% women graduating with undergraduate degrees in engineering. Although diversity, inclusion, and engineering education researchers have made great strides in understanding the development of engineering identity and capturing the experiences of struggling women and underrepresented students, many women students still experience “chilly” climates in daily interactions in engineering education environments. Women need mentorship, peer support, and mastery experiences that build Self-leadership, resilience, and engineering self-efficacy beliefs to persevere and flourish in such environments. The current work explores the effectiveness of a novel experiential design intervention on these factors for women engineering students. Specifically, we assess the value of a unique experiential design course where women engineering students hiked a portion of the Appalachian Trail guided by women engineering faculty members, and then participated in a follow-on design thinking project. Results suggest such interventions may be effective methods to improve student outcomes.

Assessing Engineering Design: A Comparison of the Effect of Exams and Design Practica on First-Year Students’ Design Self-Efficacy

2020 ◽  
Vol 143 (5) ◽  
Author(s):  
Hannah Nolte ◽  
Catherine Berdanier ◽  
Jessica Menold ◽  
Christopher McComb
Keyword(s):  
Self Efficacy ◽  
Engineering Students ◽  
Underrepresented Students ◽  
First Year ◽  
First Year Students ◽  
Engineering Programs ◽  
Efficacy Analysis ◽  
Design Component ◽  
Assessment Survey ◽  
Team Design

Abstract In response to calls for engineering programs to better prepare students for future careers, many institutions offer courses with a design component to first-year engineering students. This work proposes that traditional exam-based assessments of design concepts are inadequate, and alternative forms of assessment are needed to assess student learning in design courses. This paper investigates the self-efficacy differences between a traditional exam and a two-part practicum as a mid-semester assessment for introductory engineering students enrolled in a first-year design course. Increased self-efficacy has been linked to various positive student outcomes and increased retention of underrepresented students. The practicum consisted of an in-class team design task and an out-of-class individual reflection, while the exam was a traditional, individual written exam. All students completed a pre-assessment survey and a post-assessment survey, both of which included measures of design self-efficacy. Analysis showed that the practicum increased the design self-efficacy of students more effectively than the exam. Students who identified as women had greater gains in design self-efficacy during the practicum as compared with men. Identifying as a minority subgroup student was also trending toward being a significant predictor of change in design self-efficacy for the practicum. Findings suggest that a mid-semester practicum is a successful assessment of design competencies that contributes to increased first-year engineering student self-efficacy.

Comparison of Exams and Design Practica for Assessment in First Year Engineering Design Courses

2020 ◽  
Author(s):  
Hannah Nolte ◽  
Catherine Berdanier ◽  
Jessica Menold ◽  
Christopher McComb
Keyword(s):  
Self Efficacy ◽  
Engineering Students ◽  
Underrepresented Students ◽  
First Year ◽  
Engineering Programs ◽  
Design Concepts ◽  
Efficacy Analysis ◽  
Design Component ◽  
Assessment Survey ◽  
Team Design

Abstract In response to calls for engineering programs to better prepare students for future careers, many institutions offer courses with a design component to first-year engineering students. This work proposes that traditional exam-based assessments of design concepts are inadequate, and alternative forms of assessment are needed to assess student learning in design courses. This paper investigates the self-efficacy differences between a traditional exam and a two-part practicum as a mid-semester assessment for introductory engineering students enrolled in a first-year design course. Increased self-efficacy has been linked to various positive student outcomes and increased retention of underrepresented students. The practicum consisted of an in-class team design task and an out-of-class individual reflection, while the exam was a traditional, individual written exam. All students completed a pre-assessment survey and a post-assessment survey, both of which included measures of design self-efficacy. Analysis showed that the practicum increased the design self-efficacy of students more effectively than the exam. Students who identified as women had greater gains in design self-efficacy during the practicum as compared to men. Identifying as a minority subgroup student was also trending towards being a significant predictor of change in self-efficacy for the practicum. Findings suggest that a mid-semester practicum is a successful assessment of design competencies that contributes to increased first-year engineering student self-efficacy.

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