A cross-sectional study of belonging in engineering communities
A cross-sectional study of belonging in engineering communities
复制标题
工程社区归属感的横断面研究
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
L. Hansen
中科院分区：
文献类型：
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作者：
Denise M. Wilson;P. Bell;Diane Jones;L. Hansen
工程教育中很少有研究研究情感对学生体验的影响。然而，大量的干预、研究中心和类似的有组织的努力试图提高学生花费大量时间的社区的力量和凝聚力。在这些努力中，归属感和与社区相关的情感联系感被含蓄地视为干预的积极属性，但这些改善很少被明确衡量。这项工作报告了学生在各种工程教育场所的归属感（和社区）的结果，使用了以前在K-12教育场所验证过的措施，其有效性在本文研究的高等教育工程人群中得到了证实。结合工程师在会议、教室和静修等五种学术场所体验到的归属感，分析了当地（直接）社区与工程专业学生或教师所属的更大社区之间的差异。总体而言，结果表明，工程归属感在当地（直接）场地最高，其中社区建设是场地使命的一部分（以及工程研究教育的变革目标），但在本科工程教室中最低。在工程师所属的更大的群体中，教职员工的归属感最高，其次是研究生，然后是本科生。归属感还与心理社区意识（PSC）、技术能力和社交自在感高度相关。师生关系是学生成就感的主要因素，与归属感的相关性较低，但仍（适度）相关。
Few research efforts in engineering education study the impact of affect on student experience. However, a substantial number ofinterventions, research centers, and similar organized efforts seek to improve the strength and cohesiveness of the community in whichthe student spends a substantial part of his or her time. Belonging and the related affective sense of connection to community areviewed implicitly in these efforts as a positive attribute of the intervention, yet rarely are these improvements explicitly measured. Thiswork reports the results of the sense of belonging (and community) of students within a variety of engineering education venues, usingmeasures that have been previously validated in K-12 educational venues and whose validity is confirmed for the higher education,engineering populations studied herein. Differences between the local (immediate) community and the larger community to which theengineering student or faculty belongs have been analyzed in conjunction with the sense of belonging experienced by engineers in fiveacademic venues including conferences, classrooms, and retreats. Overall, the results show that an engineering sense of belonging ishighest in local (immediate) venues in which community building is part of the venue mission (along with transformative goals forengineering research education), but lowest in undergraduate engineering classrooms. The sense of belonging in the larger community towhich the engineer belongs tends to be highest for faculty, then graduate students, then undergraduate students. Sense of belonging isalso highly correlated to the psychological sense of community (PSC), technical competence, and feelings of being socially at ease.Faculty-student relatedness, a major player in student fulfillment, is less correlated to belonging but still (moderately) related.