The impact of self-efficacy, through experiential education, on the retention of engineering students

Abstract

Northeastern University, a member of the Northeast Louis Stokes Alliance for Minority Participation (NELSAMP) including The University of Connecticut, The University of Massachusetts Amherst, The University of Rhode Island, and Worcester Polytechnic Institute , is leading an NSF-funded LSAMP engineering educational study to investigate the hypothesis that participation in practice-oriented experiential education (POEE) programs, such as formal cooperative education, internships and research experiences for undergraduates, leads to enhanced self-efficacy, augmented learning, and an increased likelihood of retention, particularly among minority students who are historically under-represented in engineering. Self-efficacy, defined as the confidence built on one's prior experiences, has been shown to contribute to students' success in undergraduate engineering programs. The current study proceeds to further explore the self-efficacy of three racial/ethnic groups of students, (Caucasian, Asian, and Black/Hispanic) in terms of three domains, (1) the work environment, (2) career development, and (3) academic success. Multiple discriminant analysis was used to study the separation of the three groups and the distances between them using a survey instrument developed to assess vocational and career self-efficacy at Northeastern University. © American Society for Engineering Education, 2013.