TY - JOUR
T1 - Eager
T2 - 126th ASEE Annual Conference and Exposition: Charged Up for the Next 125 Years, ASEE 2019
AU - Lee, Walter C.
AU - Knight, David B.
AU - Godwin, Allison
AU - Hall, Janice Leshay
AU - Verdín, Dina
N1 - Funding Information:
The authors would like to thank all who were invvd ineoths plrioect jfrom the anonymous participants to the research team members at VirgnaiTiech, GUIDE Research Group and the DEEP Lab, and at Purdue Univrsitey, STRIDE Research Group. This work is supported by the U.S. National Science Foundation award # 170A0ny .o4inop3i,fni5nnsd, agndiconcslusions or recommendations expesserd in this material are thoe ofsthe authors and do not necessarily reflect the views of the National Science Foundation.
Funding Information:
The authors would like to thank all who were involved in this project from the anonymous participants to the research team members at Virginia Tech, GUIDE Research Group and the DEEP Lab, and at Purdue University, STRIDE Research Group. This work is supported by the U.S. National Science Foundation award # 1704350. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.
Funding Information:
Dina Verdín is a Ph.D. Candidate in Engineering Education and M.S. student in Industrial Engineering at Purdue University. She completed her B.S. in Industrial and Systems Engineering at San José State University. Dina is a 2016 recipient of the National Science Foundation’s Graduate Research Fellowship and an Honorable Mention for the Ford Foundation Fellowship Program. Her research interest focuses on changing the deficit base perspective of first-generation college students by providing asset-based approaches to understanding this population. Dina is interested in understanding how first-generation
Publisher Copyright:
© American Society for Engineering Education, 2019
PY - 2019/6/15
Y1 - 2019/6/15
N2 - This paper is a status update for an NSF-funded project aimed at developing and collecting validity evidence for an instrument to help colleges improve the impact of their student support investments. By enabling the assessment of support provided to undergraduate students in STEM (science, technology, engineering, and mathematics), such an instrument will aid STEM educators and college administrators in monitoring progress and identifying unmet needs in local environments, thereby providing data-driven evidence for targeted interventions. In this executive summary, we present: 1) an overview of the instrument development process; 2) an evaluation of the prototype for face and content validity; and 3) a revised instrument and pilot data to determine test validity and reliability across varied institutional contexts.
AB - This paper is a status update for an NSF-funded project aimed at developing and collecting validity evidence for an instrument to help colleges improve the impact of their student support investments. By enabling the assessment of support provided to undergraduate students in STEM (science, technology, engineering, and mathematics), such an instrument will aid STEM educators and college administrators in monitoring progress and identifying unmet needs in local environments, thereby providing data-driven evidence for targeted interventions. In this executive summary, we present: 1) an overview of the instrument development process; 2) an evaluation of the prototype for face and content validity; and 3) a revised instrument and pilot data to determine test validity and reliability across varied institutional contexts.
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M3 - Conference article
AN - SCOPUS:85078756661
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
SN - 2153-5965
Y2 - 15 June 2019 through 19 June 2019
ER -