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AWE Survey Tables
AWE offers validated and tested instruments for engineering self efficacy,
typical engineering outreach activities and for Middle School and
High School engineering-related outreach activities. The tables below
link to detailed descriptions and downloads of AWE instruments. You
may also download the table in PDF
form.
Pre-College
(Middle School and High School) Participation Instruments |
Audience |
Middle
School and High School girls who
participate in recruitment/skills development activities. |
Options:
These three
rigorous surveys provide data on the effectiveness
of an activity in meeting its objectives:
| Survey: |
When
to Administer: |
For
your high visibility, highly resourced activities
use all 3 instruments |
| Pre-Participation |
Prior
to student participation |
| Immediate
Post Participation |
At the
end of the activity |
| Follow-up |
Three
to six months after activity to see if activity's
impact is lasting. |
For situations when administering the Pre-participation, Immediate Post, and 6-month post-participation surveys is not possible, you can use the immediate post. This would be applicable for activities that are not high impact for your program or are not highly resourced (in both human and financial terms).
Note: Using this version of the instrument will provide formative feedback
on the event but
because of the lack of a pre-assessment, you will
not be able to determine the impact of the
activity.
|
Measures:
- Impact
of participation in WIE/WISE recruiting/skills
development activities.
|
- Course-taking
plans for high school.
|
- Intentions
to study engineering.
|
- Knowledge
of what engineers do.
|
- Aspects
of being an engineer that are appealing.
|
- Satisfaction
with the activity.
|
|
Using the
Results:
- Determine
whether specific activities meet objectives.
|
- Compare
pre- and post- results to assess activity impact.
|
- Report
results to stakeholders.
|
- Determine
how to improve activities.
|
- Make
evaluation decisions regarding activity (e.g.,
enhance, delete from schedule).
|
- Determine
satisfaction of participants.
|
- Correlate
with student enrollment to measure impact of
activity on recruiting
|
|
|
|
More
Details and Instrument Download |
Longitudinal
Assessment of Engineering Self-Efficacy
(LAESE) |
Audience |
Undergraduate
Engineering students. NOTE: This instrument
has been validated on women students only. |
When
To Use: |
Longitudinally,
at beginning of each academic year. |
Measures:
An overall measure of a student's sense of self-efficacy in the context
of studying engineering, as well as the outcomes they expect from
the study of engineering. Specific measurement areas include the
following.
- Student
efficacy in "barrier" or challenge situations.
|
- Student
expectation of outcomes from studying engineering.
|
- Student
coping strategies in difficult situations.
|
- Student
expectations about work load in college.
|
- Student
process of choosing a major.
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- Influence
of role models on study and career decisions.
|
|
Using
the Results
- Determine
changes in student self-efficacy in engineering
over course of studies.
|
- Correlate
student retention with student self- efficacy
data collected with LAESE.
|
- Ascertain
overall impact of different levels of participation
in a program or participation in specific activities
on women's self efficacy in studying engineering.
|
- Correlate
with participation in activities to identify
impact of program activities on self efficacy.
|
- Make
evaluation decisions regarding overall program
activity (e.g., add, change or delete programming).
|
- Identify
opportunities for institutional interventions,
change and remediation.
|
|
More
Details and Instrument Download |
Undergraduate
Mentee Instruments |
Audience |
Undergraduate
women students who participate in mentoring programming recipients of
the mentoring - the "mentees". |
Options:
There are two
versions of this instrument:
-
The Undergraduate
Pre Mentee instrument is to be administered before
mentees begin to participate in the mentoring
program in order to collect baseline data on each
participant.
-
The Undergraduate
Post Mentee instrument is to be administered
to mentees after or towards the end of participating in
the mentoring program in order to collect data
on the impact of the activity on participants.
AWE Recommends:
Use both the pre and post surveys in order to see how
participant responses change from one time to the next.
Although you cannot directly attribute these changes
to the mentoring program, these changes do provide some
evidence of the programs effect. |
Measures:
The instrument
measures whether the activity meets its objectives. Specifically,
the instrument assesses the following topics that are
the most common objectives for mentee participants in
mentoring programs.
- Feelings
of isolation or inclusion in engineering.
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- Impact
of role models on behaviors and feelings.
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- Commitment
to completing an engineering degree.
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- Influence
of activity participation on academic/social
behaviors.
|
Additionally,
the instrument includes formative items that are designed
to determine level of respondent participation in the
activity and her overall satisfaction with the activity. |
Using
the Results:
- Determine
whether specific activities meet objectives.
|
- Compare
pre and post results to assess activity impact.
|
- Report
results to stakeholders.
|
- Determine
how to improve activities.
|
- Make
evaluation decisions regarding activity (e.g.,
enhance, delete from schedule).
|
- Use
results in conjunction with other AWE tools to
gain a more complete understanding of impact.
|
- Correlate
with student retention to measure impact of activity
on retention
|
|
|
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More
Details and Instrument Download |
Undergraduate
Mentor Instruments |
Audience |
Undergraduate
women students who participate in mentoring programming as
the mentors. |
Options:
There are two
versions of this instrument:
- The Undergraduate
Pre Mentor instrument is to be administered before
mentors begin to participate in the mentoring
program in order to collect baseline data on mentors/leaders.
- The Undergraduate
Post Mentor instrument is to be administered
to mentors after or towards the end of participating
in the mentoring program in order to collect
data on the impact of the program on mentors/leaders.
AWE Recommends:
Use both the pre- and post- mentor surveys to see how
participant responses change from one time to the next. |
Measures:
The instrument
measures whether the activity met its objectives. Specifically,
the instrument assesses the following topics that are
the most common objectives for the mentors participating
in a mentoring program.
- Ability
to lead other students.
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- Ability
to communicate effectively
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- Ability
to provide direction and offer productive suggestions.
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- Ability
to solve problems that arise during activities.
|
Additionally,
the instrument includes formative items that are designed
to determine the extent that the respondent participated
in the activity and her overall satisfaction with the
activity |
Using
the Results:
- Determine
whether specific activities meet objectives.
|
- Compare
pre and post results to assess activity impact.
|
- Report
results to stakeholders.
|
- Determine
how to improve activities.
|
- Make
evaluation decisions regarding (e.g., enhance,
delete from schedule).
|
- Use
results in conjunction with other AWE tools to
gain a more complete understanding of impact.
|
- Correlate
with student retention to measure impact of activity
on retention.
|
|
|
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More
Details and Instrument Download |
Undergraduate
PDQ Instruments |
Audience |
Undergraduate
women students who participate in WIE activities
for which rigorous data collection is not practical. |
Options:
There are two
versions of this instrument:
- The Undergraduate
Engineering Participant PDQ survey is to be administered
to student activity participants at the end of an
activity.
- The Undergraduate
Engineering Leader PDQ survey is to be administered
to student activity leaders at the end of an activity.
AWE Recommends:
Use these surveys only for activities that are not
highly resourced or highly visible in your program.
The data collected will be helpful in gathering feedback
on participant experience in the activity but does not
provide information on long-term impact on students.
For more visible activities, refer to other AWE instruments. |
Measures:
These instruments
collect formative data designed to determine the extent
that the respondent participated in the activity, her
overall satisfaction with the program and whether activity
objectives are met in the short term. Formative items
address:
- Did
participants receive adequate help?
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- Were
the leaders helpful?
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- Do
respondents have suggestions for improving the
activity?
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- Did
students understand the objectives of the activity?
|
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Using
the Results
- Examine
results for items that address participant satisfaction
to determine how to improve activities.
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- Examine
results to determine if participants are aware
of activity objectives.
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- Report
results to stakeholders.
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More
Details and Instrument Download |
Students
Leaving Engineering Instrument |
Audience |
Undergraduate
women and men students who have recently transferred
out of engineering or are planning on transferring
out. |
When
To Use:
Administer the
instrument to students when you determine they are transferring
out of engineering. |
Measures:
The survey measures
student reasons for deciding to transfer out of engineering
either into another campus academic unit, a different
higher education institution or deciding to drop out
of school completely. Specifically the instrument measures:
- Initial
commitment to and preparation for studying engineering.
|
- Impact
of course workload, climate, advising, teaching,
etc. on decision to transfer.
|
- Other
factors /events that contributed to decision
to transfer.
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- Participation
in academic and in extra-curricular activities.
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- Retrospective
confidence in finishing a degree in engineering.
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- Confidence
in completing a(nother) degree.
|
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Using
the Results
- Compare results to students who persist in engineering (see Students Persisting in Engineering Survey) to identify key characteristics of each group.
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- Quantify
student initial commitment to completing engineering
degree.
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- Report
results to key engineering administrators and
faculty.
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- Identify
major factors that contribute to students' decision
to leave.
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- Examine
activity participation and satisfaction relative
to student decision to leave.
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- Use
results to influence curricular and programmatic
initiatives.
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- Differentiate
these factors between student groups (e.g. men
/ women, majority / minority students).
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More
Details and Instrument Download |
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Students Persisting in Engineering Instrument |
Audience |
Undergraduate
women and men students who enrolled in/persist in engineering. |
When
To Use:
Administer the
instrument to students as appropriate to your institution. Recommended times are at end of second and fourth years. |
Measures:
The survey measures student reasons for deciding to persist in engineering. It is designed to be used in conjunction with the Students Leaving Engineering survey in order to compare characteristics of persisters and leavers. Specifically the instrument measures:
- Initial
commitment to and preparation for studying engineering.
|
- Impact
of course workload, climate, advising, teaching,
etc. on decision to persist.
|
- Other
factors /events that contributed to decision
to persist.
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- Participation
in academic and in extra-curricular activities.
|
- Retrospective
confidence in finishing a degree in engineering.
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- Confidence
in completing engineering degree.
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Using
the Results
- Compare results to students who leave engineering (see Students Leaving Engineering Survey) to identify key characteristics of each group.
|
- Quantify
student initial commitment to completing engineering
degree.
|
- Report
results to key engineering administrators and
faculty.
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- Identify
major factors that contribute to students' decision
to remain in engineering.
|
- Examine
activity participation and satisfaction relative
to student decision to persist.
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- Use
results to influence curricular and programmatic
initiatives.
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- Differentiate
these factors between student groups (e.g. men
/ women, majority / minority students).
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More
Details and Instrument Download |
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College Choice Survey |
Audience |
Undergraduate students who are accepted into engineering at your school but did not enroll. |
Measures:
The instrument gathers data on why students (male and female) who were accepted into your college/department of engineering did not enroll and matriculate at your university.
There are many ideas about why students who are accepted at an institution don't come--better scholarship offered elsewhere, not enough personal contact, etc. Without effectively collected data, however, you may not end up correctly targeting your efforts and funding so to increase your "yield" of accepted students. This quick instrument (only 2 pages) will collect data that will allow your institution to take action. |
Using
the Results
- Identify why accepted students did not enroll
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- Provide data that can help you take action to result in higher yields of accepted students.
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- Gather some data from those who do enroll and compare the two groups.
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- Gather and provide data to help support requests for additional resources to address identified problems.
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More
Details and Instrument Download |
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