CAREER - Achieving Diversity in Engineering Education: Cultivating Student Self-Efficacy

职业生涯 - 实现工程教育的多样性：培养学生的自我效能感

• 批准号: 0547599
• 负责人: Deborah Follman
• 金额: $ 52.96万
• 依托单位: Purdue University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-03-01 至 2011-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0547599&HistoricalAwards=false
• 关键词: CAREER; Achieving; Diversity; Engineering; Education

CAREER- Achieving Diversity in Engineering Education:Cultivating Student Self-EfficacyMany women who leave undergraduate engineering and science programs believe less in their capabilitiesthan those who stay, despite earning similar grades. Those who stay have a lower opinion of theircapabilities than their male colleagues. Because self-efficacy beliefs correlate with motivation,performance, retention, and professional success, agencies and foundations have sponsored thedevelopment of interventions designed to promote women's self-efficacy in engineering. However,research has not sought to understand how specific efficacy beliefs are formed and how different aspectsof the learning environment influence these beliefs. Using methodology that focuses on personalmeanings, as qualitative approaches do, is particularly important for addressing these types of questions.Project ObjectivesThis project will. Assess and describe undergraduate engineering student self-efficacy beliefs. Measure correlations of self-efficacy beliefs with student achievement, interest, and retention. Characterize how the engineering learning environment facilitates or undermines positive belief formation and processes by which students form their self-efficacy beliefs. Identify how student levels of efficacy, the influences of the learning environment, and the processes by which students form their efficacy beliefs change as students progress through their undergraduate engineering programs and how these changes vary by gender and engineering discipline. Develop, implement, assess, and refine course practices that enable and encourage students to accurately assess their abilities . Disseminate findings and practices to faculty, faculty-in-training, advisors, and administrators in the fields of engineering, science, technology, and educational psychologyA mixed-method approach will be used. Two cohorts of male and female engineering students at will be interviewed and surveyed longitudinally in their freshman through senior years. A sample of engineering lectures and recitation classes will be observed; engineering instructors, interviewed; and course materials, analyzed, enabling across-methods triangulation of results. The education plan includes commitments to develop and test course practices that promote engineering student self-efficacy. The use of these practices will be promoted through the development, delivery, and assessment of workshops and a graduate-level engineering course. The work will be informed by social cognitive theory.

职业生涯-实现工程教育的多样性：培养学生的自我效能许多离开本科工程和科学课程的女性比那些留下来的女性更不相信自己的能力，尽管她们的成绩相似。那些留下来的人对自己能力的评价低于他们的男同事。由于自我效能信念与动机、表现、保留和专业成功相关，因此机构和基金会赞助了旨在促进妇女在工程领域自我效能的干预措施的发展。然而，研究并没有试图了解具体的效能信念是如何形成的，以及学习环境的不同方面如何影响这些信念。使用注重个人意义的方法，就像定性方法一样，对于解决这类问题特别重要。 评估和描述本科工程专业学生的自我效能信念。 测量自我效能信念与学生成绩，兴趣和保留的相关性。 描述工程学习环境如何促进或破坏积极信念 学生自我效能信念的形成和过程。 确定学生的效能水平，学习环境的影响，以及过程 学生形成效能感的信念随着学生在本科阶段的进步而变化 工程课程以及这些变化如何因性别和工程学科而异。 开发、实施、评估和改进课程实践，使学生能够并鼓励学生 准确评估他们的能力。 传播研究结果和做法，以教师，教师在培训，顾问和管理人员在 工程、科学、技术和教育心理学领域将采用混合方法。 两组男性和女性工程专业的学生将接受采访，并在他们的大一到大四纵向调查。将观察工程讲座和复习课的样本;采访工程讲师;分析课程材料，以便对结果进行跨方法三角测量。教育计划包括承诺开发和测试课程实践，促进工程专业学生的自我效能。 将通过制定、举办和评估讲习班和研究生一级的工程课程，促进这些做法的使用。这项工作将由社会认知理论提供信息。