The Chemical Engineering Environment: Catalyst Or Inhibitor To Students' Confidence In Success?

The achievement, retention, and interests of undergraduate engineering students have repeatedly been linked to their self-efficacy beliefs their perceived confidence in their abilities to complete the tasks that they deem necessary to achieve a desired outcome. This study has employed a qualitative survey instrument to monitor undergraduate chemical engineering students’ self-efficacy beliefs during their first year in a chemical engineering program. The survey was administered to all students enrolled in Chemical Engineering Calculations (CHE 205), a course required of all chemical engineering students at Purdue University. Open-ended survey questions prompted the students to list factors that affected their confidence in CHE 205 success. The results presented here examine beginning chemical engineering students’ efficacy beliefs and their sources as they transitioned into the chemical engineering program. The findings suggest how the chemical engineering environment, curriculum, and classroom practices might influence students’ self-efficacy, a significant factor to be considered in attempts to boost both the retention of capable students who are considering leaving the program and the performance, satisfaction, and enthusiasm of those who persist.