Research in Engineering Education Symposium 2011 - rees2009

Universidad Politécnica de Madrid (UPM) Página 802 de 957
1. Engineering career success expectations
2. Engineering self-efficacy
3. Feeling of inclusion
4. Coping self-efficacy
5. Math outcome expectations
Questions related to each subscale were designed to identify supports students have and
barriers they face while pursuing an engineering degree, which ultimately determines
their engineering self-efficacy. When analyzing the data you would expect to see an
increase in subscale averages as a student progresses through his/her academic tenure,
indicating their engineering self-efficacy, feeling of inclusion, etc., increases as they
progress through their major.
Administration
During the fall 2010 semester several avenues were taken to gather a pool of students to
sample. The survey was administered to NSBE members during two general body
meetings at a medium institution in the Midwest of the United States and a large
institution on the east coast of the United States. Surveys were also administered during a
workshop at the National Society of Black Engineers Region II Fall Conference. The
number of students surveyed by major is shown in Table 3. There was nearly an even
distribution of student members who participated in the study majoring in Biomedical,
Chemical, Civil, Computer, Electrical, Materials, and Mechanical Engineering. Students
were given time to read the consent form and were made aware that their participation
was voluntary. It was impossible to survey 100% of NSBE’s membership, but the sample
collected suits the needs of this analysis.
Table 3: Distribution of sample size by major
Proceedings of Research in Engineering Education Symposium 2011
Madrid, 4 th - 7 th October 2011