May, V. V., & Chapman, R. M. (2021, July), Building Self-efficacy and Interest in Engineering Through Design  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36770

\bibitem{asee_peer_36770}
  May, V. V., \& Chapman, R. M. (2021, July), \emph{Building Self-efficacy and Interest in Engineering Through Design}
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--36770

Vicki V. May P.E. and Ryan Michael Chapman.  "Building Self-efficacy and Interest in Engineering Through Design".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://strategy.asee.org/36770 Internet.  08 May, 2024

\bibitem{asee_peer_36770}
  Vicki V. May P.E. and Ryan Michael Chapman.
  "Building Self-efficacy and Interest in Engineering Through Design".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://strategy.asee.org/36770 Internet.  08 May, 2024

@INPROCEEDINGS{asee_peer_36770
author = "Vicki V. May P.E. and Ryan Michael Chapman"
title = "Building Self-efficacy and Interest in Engineering Through Design"
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/36770}
number = {10.18260/1-2--36770}
}

TY  - CPAPER
AB  - An NSF study that was completed in 2007 entitled Investigating the Gender Component in Engineering [1] studied factors that promote interest in engineering among undergraduate women at several institutions, including at Dartmouth. Elements of the culture and courses at Dartmouth that were identified by Craemer’s study [1] to promote interest in engineering among undergraduate students who identify as women included the use of a collaborative problem-solving approach, flexibility in the curriculum, focus on real-world problems with social significance, and the interdisciplinary nature of projects. Craemer [1] identified Introduction to Engineering as a pivotal course in the curriculum at Dartmouth for generating interest among students, especially those who identify as women. 

Building on the study by Craemer [1], faculty teaching Introduction to Engineering have administered pre- and post-course surveys to further assess students’ interests and self-efficacy related to engineering, among all students but among those who identify as women in particular. Self-efficacy refers to an individual’s belief that they can do certain things [2], in this case the belief that they can succeed in engineering. Results of these surveys as well as a description of the course and of the projects and problems addressed by student groups are presented. 

The following research questions are explored in this paper: 
•	Does students’ interest and self-efficacy in engineering change after taking Introduction to Engineering? 
•	Does interest and self-efficacy vary by gender?
•	What types problems and projects do students identify and work on in the course?


 [1] Craemer, Elizabeth (2007). Report to Dartmouth. Investigating the Gender Component in Engineering. NSF Grant GSE 0522767.

AU  - Vicki V. May P.E.
AU  - Ryan Michael Chapman
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - Building Self-efficacy and Interest in Engineering Through Design
UR  - https://strategy.asee.org/36770
DO  - 10.18260/1-2--36770
ER  -