Persistence, Engagement, and Migration in Engineering Programs
Persistence, Engagement, and Migration in Engineering Programs
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工程项目的持久性、参与性和迁移
DOI：
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发表时间：
2008
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通讯作者：
R. Layton
中科院分区：
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作者：
M. Ohland;S. Sheppard;Gary Lichtenstein;O. Eris;D. Chachra;R. Layton
多机构调查工程纵向发展数据库的记录表明，工科学生在以下方面具有其他专业学生的典型特征：专业的坚持性；性别和民族的坚持性；种族/民族分布；以及成绩分布。来自全国学生参与度调查的数据显示，这种相似性延伸到参与度结果，包括课程挑战、教师互动、对机构的满意度和总体满意度。工程学与其他专业的不同之处在于，最明显的是缺乏女学生，进入该专业的比例较低。注意到工程学和其他专业的学生在坚持和参与方面的相似性，我们认为参与是坚持的先兆。我们使用工程教育促进中心学术路径研究的数据来探索这一假设。进一步的探索表明，尽管各学科的坚持性和参与度没有预期的那么大，但存在着重大的机构差异，我们认为有必要在机构一级和整个高等教育中解决坚持性和参与性问题。最后，我们的发现突出了使工程学对合格学生更具吸引力的潜力。我们的发现表明，双管齐下的方法最有可能增加获得工程学学位的学生人数：找出留住大学时致力于工程专业的学生的编程，以及制定允许其他学生迁入的编程和政策。已经有相当多的关于坚持的讨论，所以我们的发现表明，需要更多地关注进入工程学的途径，包括其他专业的途径。
Records from the Multiple‐Institution Database for Investigating Engineering Longitudinal Development indicate that engineering students are typical of students in other majors with respect to: persistence in major; persistence by gender and ethnicity; racial/ethnic distribution; and grade distribution. Data from the National Survey of Student Engagement show that this similarity extends to engagement outcomes including course challenge, faculty interaction, satisfaction with institution, and overall satisfaction. Engineering differs from other majors most notably by a dearth of female students and a low rate of migration into the major. Noting the similarity of students of engineering and other majors with respect to persistence and engagement, we propose that engagement is a precursor to persistence. We explore this hypothesis using data from the Academic Pathways Study of the Center for the Advancement of Engineering Education. Further exploration reveals that although persistence and engagement do not vary as much as expected by discipline, there is significant institutional variation, and we assert a need to address persistence and engagement at the institutional level and throughout higher education. Finally, our findings highlight the potential of making the study of engineering more attractive to qualified students. Our findings suggest that a two‐pronged approach holds the greatest potential for increasing the number of students graduating with engineering degrees: identify programming that retains the students who come to college committed to an engineering major, and develop programming and policies that allow other students to migrate in. There is already considerable discourse on persistence, so our findings suggest that more research focus is needed on the pathways into engineering, including pathways from other majors.