Abstract
This paper reports on research that is part of a lager project taking place at a mid-sized public HBCU funded through the National Science Foundation’s Revolutionizing Engineering and computer science Departments (RED) program. The purpose of the RED program is to encourage and support innovation projects that develop new, revolutionary approaches and change strategies that enable the transformation of undergraduate engineering education [1]. A vital component of this particular RED project involves the development and validation of survey-based measures of Engineering Values, Self-Efficacy, and Identity: and a model that combines the constructs into a causal sequence aimed at explaining the motivators of student learning. Past research [2], reported on the results of the first stage in this broader research objective. This paper reports on the second stage in the development and assessment of an Engineering Values Scale (EVS), an Engineering Self-Efficacy Scale (ESES), an Engineering Identity Scale (EIDS), and an exploratory model aimed at explaining student engagement in extracurricular engineering-related activities.
| Original language | English |
|---|---|
| Title of host publication | Unknown book |
| State | Published - 2019 |