Publications

1. Reisberg, R., Raelin, J., Bailey, M., Hamann, J., Whitman, D., Pendleton, L. (2011) “The Effect of Contextual Support in the First Year on Self-Efficacy in Undergraduate Engineering Programs,” American Society for Engineering Education Annual Conference & Exposition, Vancouver, BC.
2. Burger, C., Raelin, J., Reisberg, R., Bailey M., Whitman, D. (2010), “Self-efficacy in female and male undergraduate engineering students: Comparisons among four institutions,” American Society of Engineering Education Southeastern Section Annual Conference, Blacksburg, VA.
3. Reisberg, R., Bailey, M., Burger, C., Hamann, J., Raelin, J., & Whitman, D. (2010), "The Effect of Gender on Support and Self-Efficacy in Undergraduate Engineering Programs", American Society for Engineering Education Annual Conference, Louisville, KY. - Recipient of the 2010 Denice D. Denton Best Paper Award

Presentations

1. "The Effect of Gender on Support and Self-Efficacy in Undergraduate Engineering Programs" by Margaret Bailey, RIT, 4/28/11
• Discussed an ongoing study supported by NSF - Gender in Science and Engineering program, designed to determine the effect of self-efficacy and other factors on the retention of women in undergraduate engineering programs. Results presented will be from the first wave of the study completed in the 2008-09 academic year focused on sophomores in the colleges of engineering from four participating universities: Northeastern University, Rochester Institute of Technology, Virginia Polytechnic Institute, and the University of Wyoming. The study examines the effect of gender on a range of contextual supports to explain three dimensions of self-efficacy: work, career, and academic within undergraduate engineering. Contextual support is defined as the institutional support provided to students through a number of mechanisms, such as financial aid, mentorship, and participation in living/learning communities
2. "Should We Support Our Women Learners Differently?" by Margaret Bailey at the Student Learning, Support, and Assessment Workshop, 4/13/11. RIT co-presented a workshop with Director of Center for Women & Gender.
• This interactive workshop familiarized participants with comparative data on women learners, identified possible trends in their use of support services, and examined factors which interfere with academic progress. In addition, student self-efficacy development was explored with a focus on undergraduate engineering students with differences noted between male and female students.

Related Publications

1. Campbell, P., Wadia-Fascetti, S., Perlman, L., Hadley, E. (2002) To Be Confident or Not To Be Confident: An Engineering Student Evaluation. Paper #7058, WEPAN 2002 Conference, Engineering for All Women: Exploring Perspectives, San Juan, Puerto Rico, June 8-11, 2002.
2. Chubin, D., and Babco, E. (2003). Walking the Talk in Retention-to-Graduation: Institutional Production of Minority Engineers - A NACME Analysis.
3. Raelin, J. A. (1980). Building A Career: The Effect of Initial Job Experiences and Related Work Attitudes on Later Employment, Kalamazoo, Michigan: The W.E. Upjohn Institute for Employment Research, 1980.
4. Raelin, J.A. (2008). Work-Based Learning: Bridging Knowledge and Action in the Workplace. San Francisco, CA: Jossey-Bass.
5. Raelin, J. A. et al. (2005). The Work Self-Efficacy Inventory, Survey Developed by the Center for Work and Learning, Northeastern University, Boston, MA.
6. Raelin, J., Reisberg, R., Whitman, D. and Hamann, J., (2007). Cooperative Education as a Means to Enhance Self-Efficacy among Sophomores (with particular attention to women) in Undergraduate Engineering. Proceedings of the 37th ASEE/IEEE Frontiers in Education Conference, October 10-13, Milwaukee.
7. Raelin, J., Reisberg, R., Whitman, D., & Hamann, J., "The Effect Of Cooperative Education On Self-Efficacy Among Undergraduate Engineering Students," American Society for Engineering Education Annual Conference, Pittsburgh, PA., 2008.

Pathways Proposal

This work is supported by the National Science Foundation (Award #NSF-0827490)