Examination of student perceptions of engineering has the potential to elucidate factors that affect enrollment and retention in engineering fields. The main goal of this study was to examine the effect of a classroom intervention-An engineering student ambassador program (Engineering Ambassadors)-on first-year engineering students' perceptions of engineering and engineering self-efficacy. Student changes in perceptions of engineering were examined in two studies. Results from Study 1 indicated evidence of the benefit of the engineering ambassador innovation on students' perceptions of engineering as well as positive ratings of the ambassador visits. Study 2 corroborated the findings of positive ratings and perceived benefits of the engineering ambassador visits, and demonstrated increases in engineering self-efficacy among students receiving the engineering ambassador intervention compared with students who did not receive the engineering ambassador intervention. Implications for increasing student interest in engineering based on the implementation of the classroom innovation are discussed.
|Original language||English (US)|
|Number of pages||8|
|Journal||International Journal of Engineering Education|
|State||Published - Jan 1 2017|
All Science Journal Classification (ASJC) codes