Measuring Curricular Impact using an ABET-based Engineering Self-Efficacy Scale

This Research to Practice Full Paper outlines the use of an ABET-based engineering self-efficacy scale (ESE-ABET) to successfully measure changes in engineering self-efficacy pre-to-post over a course term. This scale can be used to measure learning progress toward the “instructor’s intent” for learning in a class, which will likely be unique to each engineering classroom experience. This scale also shows the differing changes in engineering self-efficacy for groups of students generally underrepresented in engineering education – women, ethnic minorities and first-generation college students. A discussion of the value of having a valid and reliable ABET-based self-efficacy measure is included.