Engineering Students’ Perceptions of Belongingness in Civil Engineering
Engineering Students’ Perceptions of Belongingness in Civil Engineering
复制标题
土木工程专业学生的归属感
DOI：
--
复制
发表时间：
2019
期刊：
影响因子：
--
通讯作者：
Kirn
中科院分区：
文献类型：
--
作者：
Dr. Lisa Benson;Candice W. Bolding;Dr. Jennifer Harper Ogle;Miss Catherine McGough;Catherine McGough;Joseph Murphy;Mrs. Rachel Lanning;Rohde;Potvin Kirn Benson;Godwin;Satterfield;Ma Rodriguez;Doyle;Potvin Benson Godwin;Kirn
这篇研究论文报道了一项在土木工程系进行的研究，该系正在经历课程和文化的变化，作为NSF资助项目的一部分。本文的重点是学生的归属感在他们的工程专业和他们的大学，以及这些看法如何根据学生的人口统计数据和在该计划的年份不同。调查数据收集，以评估学生的动机，态度和信念，他们的课程，部门和大学。该调查包括八个结构：社区感，时间导向的动机，目标导向，职业结果期望，勇气，身份，代理信念和人格特质。学生的社区感（这是本文的重点）的分量表是在工程和大学的社区感。在2017-2018学年招收的364名土木工程专业本科生中，有306人（84.1%）完成了调查; 82.2%的受访者报告自己的种族为白色，76.8%的受访者报告自己的性别为男性，这与招生数据（86%为白色，80%为男性）一致。定量数据分析包括描述性统计和推断性统计，以比较该计划中性别、种族和年份的调查因素平均值。在学年的最后两周内，对来自一系列班级和人口统计数据的调查参与者（n =9）进行了采访。回答采访问题有关的学生的感知的幸福进行了分析，使用描述性编码，与模式的代码组织成类别和主题。定量结果表明，随着学生在课程中的时间增加，兴趣度子结构的平均分数增加（即，从大二到大四），除了大三学生在大学一级的归属感方面得分最高之外。大学二年级和三年级的归属感增幅最大。从项目第一年到第二年，在责任感方面有显著的负面变化。质性分析显示，学生的学习经验和与其他工科学生在不同的背景下连接的影响，学生的感知亲切。不属于的看法受到学生选择这个专业，以满足他人的期望，并经历“在组”和“出组”。另一个观点是，学生们传达了这样一种感觉，
This research paper reports on a study conducted in a civil engineering department that is undergoing both curricular and cultural changes as part of an NSF-funded project. The focus of this paper is on students’ sense of belonging within their engineering major and at their university, and how those perceptions differ based on student demographics and year in the program. Survey data was collected to assess students’ motivation, attitudes and beliefs about their courses, department, and university. The survey included eight constructs: sense of community, time-oriented motivation, goal orientation, career outcome expectations, grit, identity, agency beliefs and personality traits. Subscales for students’ sense of community (which is the focus of this paper) were sense of community within engineering and the university. Of the 364 undergraduate civil engineering students enrolled in the 2017-2018 academic year, 306 (84.1%) completed the survey; 82.2% of the respondents reported their race as White and 76.8% reported their gender as male, which is consistent with the enrollment data (86% white and 80% male). Quantitative data analyses included descriptive statistics and inferential statistics to compare survey factor means by gender, race and year in the program. Interviews were conducted with a subset of the survey participants ( n =9) from a range of classes and demographics during the last two weeks of the academic year. Responses to interview questions pertaining to students’ perceptions of belongingness were analyzed using descriptive coding, with patterns of codes organized into categories and themes. Quantitative results showed that mean scores for the belongingness sub-constructs increase as students’ time in the program increases (i.e., from sophomore year to senior year), with the exception of juniors having the highest score for sense of belonging at the university level. The largest increases in sense of belonging at the college and university levels were between sophomore and junior year. There was a significant negative change in sense of belongingness from the first year of the project to the second. Qualitative analyses revealed that students’ perceptions of belongingness were affected by positive learning experiences and connecting with other engineering students in different contexts. Perceptions of not belonging were affected by students selecting this major to fulfill others’ expectations and experiencing “in groups” and “out groups.” Another insight is that students conveyed the sense that
DOI：
10.18260/p.25448
发表时间：
2016
期刊：
ASEE Annual Conference & Exposition
影响因子：
--
作者：
Kirn, Adam;Godwin, Allison;Benson, Lisa;Potvin, Geoff;Doyle, Jacqueline;Boone, Hank;Verdin, Dina
通讯作者：
Verdin, Dina
DOI：
10.18260/p.26122
发表时间：
2016
期刊：
ASEE Annual Conference & Exposition
影响因子：
--
作者：
Godwin, Allison
通讯作者：
Godwin, Allison