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Investigating the Formation of Engineers and the Future Professoriate: Linking Writing Approaches and Attitudes to Doctoral Socialization, Persistence, and Attrition

调查工程师和未来教授的形成：将写作方法和态度与博士社会化、坚持和自然损耗联系起来

基本信息

批准号：
1733594
负责人：
Catherine Berdanier
金额：
$ 35万
依托单位：
Pennsylvania State Univ University Park
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2017
资助国家：
美国
起止时间：
2017-08-01 至 2021-07-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1733594&HistoricalAwards=false
关键词：
Investigating Formation Engineers Future Professoriate

项目摘要

Though doctoral engineering education is understudied as a whole, attrition in graduate engineering education is particularly unexplored. Recent reports by the Council of Graduate Schools reported that in engineering, the 10-year completion rate for doctoral programs for domestic students was only 59%. Attrition is problematic for several reasons. First, since many domestic students are funded by federal grants (through NSF, for example) and through domestic industry, each domestic student that leaves academia prematurely represents a lost investment. Second, graduate students are required for the continued quantity and quality of engineering research and development that supports all facets of engineering, impacting defense, biomedical applications, and energy technologies, and will be future thought-leaders in engineering industry and academic research. Even though engineering is usually represented solely as a mathematical and scientific discipline, being able to successfully write for an academic engineering audience can be the difference between completing a Ph.D. or leaving without a degree. However, to date, no research has studied the linkage between engineering writing, attrition/persistence and career goals for engineering graduate students. This study employs both qualitative interview techniques and statistical methods to study domestic graduate students who have decided to stay in graduate school and those that decided to leave academia. According to Academic Literacies Theory, Role Identity Theory, and Vygotskian Sociocultural Theory applied to graduate students and academic writing, the ability to communicate as a member of a discipline (i.e., develop disciplinary discourse) is critical to the development of disciplinary identity and feelings of belonging to a research community. Other studies have linked these characteristics to persistence in graduate school; however, no work to date explores student attitudes and concepts of writing in engineering as it relates to attrition, persistence, and goals of careers in academia for graduate students. An exploratory embedded mixed methods approach with a qualitative emphasis is being conducted over the three years of this grant. This research design seeks to examine the writing approaches and attitudes of graduate students in graduate programs and in students who decided to leave academia before completing their graduate studies (non-completers). With the broader purpose of forming competencies and identities for future domestic faculty from graduate students, the guiding research questions for this study are as follows: (1) How do graduate students at various stages in their Ph.D. programs in engineering perceive the role of academic writing as it relates to academic persistence and the desire to pursue academic careers? (2) How are these perceptions different or similar for graduate students who are considering leaving or have left their Ph.D. programs before graduating? (3) Can writing concepts, attitudes, and self-efficacies (measured through survey constructs) predict or correlate strongly with graduate engineering students' attrition or persistence? The intellectual merit of this work lies in the fundamental advancement of theories of engineering formation and socialization at the doctoral level, which to date are underexplored. Furthermore, the role that writing plays in the socialization process, including its potential relationship with the decision to leave academia has not been explored in a rigorous quantitative way in any discipline. As the broader impacts of the study, the findings of the study will facilitate the development of writing based interventions to increase the persistence of U.S. doctoral engineering students. Broader impacts activities include dissemination of research results via academic courses for graduate students, and workshops, webinars, and resources for graduate students and faculty.

虽然博士生工程教育作为一个整体是欠研究，在研究生工程教育的流失是特别未探讨。研究生院理事会最近的报告显示，在工程领域，国内学生的博士课程10年完成率仅为59%。由于几个原因，Atomic是有问题的。首先，由于许多国内学生是由联邦赠款（例如通过NSF）和国内工业资助的，因此每个过早离开学术界的国内学生都代表着投资的损失。其次，研究生需要持续的工程研究和开发的数量和质量，支持工程的各个方面，影响国防，生物医学应用和能源技术，并将成为工程行业和学术研究的未来思想领袖。尽管工程通常只代表一个数学和科学学科，能够成功地为学术工程观众写作可能是完成博士学位之间的区别。或者没有学位就离开然而，迄今为止，还没有研究研究过工程研究生的工程写作、自然减员/持久性和职业目标之间的联系。本研究采用质性访谈与统计方法，以决定留在研究所与决定离开学术界的国内研究生为研究对象。根据应用于研究生和学术写作的学术素养理论、角色认同理论和维果茨基社会文化理论，作为学科成员的沟通能力（即，发展学科话语）对发展学科身份和归属于研究共同体的感觉至关重要。其他研究已经将这些特征与研究生院的持久性联系起来;然而，迄今为止还没有任何工作探讨学生对工程写作的态度和概念，因为它涉及到研究生在学术界的职业生涯的磨蚀，持久性和目标。一个探索性的嵌入式混合方法的方法与质量的重点正在进行三年的赠款。本研究设计旨在探讨研究生课程的研究生和决定在完成研究生学业之前离开学术界的学生（非完成者）的写作方法和态度。本研究的主要目的是为国内未来的研究生教师培养能力和身份认同，研究的指导性问题如下：（1）研究生在博士阶段的不同阶段如何培养自己的能力和身份认同感？工程专业的学生是否认为学术写作的作用与学术坚持和追求学术事业的愿望有关？(2)对于正在考虑离开或已经离开博士学位的研究生来说，这些看法有何不同或相似之处毕业前的计划？(3)写作概念、态度和自我效能（通过调查结构测量）能否预测工程专业研究生的流失或坚持？这项工作的智力价值在于工程形成和社会化理论在博士水平上的根本进步，迄今为止尚未充分探索。此外，写作在社会化过程中所扮演的角色，包括它与离开学术界的决定之间的潜在关系，还没有在任何学科中以严格的定量方式进行过探讨。由于这项研究的影响更广泛，研究结果将促进基于写作的干预措施的发展，以提高美国博士工程专业学生的持久性。更广泛的影响活动包括通过研究生的学术课程，研讨会，网络研讨会和研究生和教师的资源传播研究成果。

项目成果

期刊论文数量（11）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Quantitative Comparison between Writing Attitudes of U.S. Domestic and International Engineering Graduate Students

美国国内外工程研究生写作态度的定量比较

DOI：
发表时间：
2019
期刊：
126th ASEE Annual Conference & Exposition
影响因子：
0
作者：
Zerbe, Ellen;Berdanier, Catherine G.
通讯作者：
Berdanier, Catherine G.

Projections as Preparation for Persistence: Exploring Expectations for Engineering Graduate School

预测作为持久性的准备：探索对工程研究生院的期望

DOI：
10.18260/1-2--35100
发表时间：
2020
期刊：
American Society for Engineering Education Annual Conference & Exposition
影响因子：
0
作者：
Zerbe, E.
通讯作者：
Zerbe, E.

Writing Attitudes and Career Trajectories of Domestic and International Students in the United States

美国国内外学生的写作态度和职业轨迹

DOI：
发表时间：
2020
期刊：
IJEE International Journal of Engineering Education
影响因子：
0
作者：
Zerbe, E.;Berdanier, C.G.P.
通讯作者：
Berdanier, C.G.P.

“If I knew what else I should do, I would have left by now:” Two engineering PhD students’ experiences with Master’s-level departure

– 如果我知道自己还应该做什么，我现在就已经离开了： – 两名工程博士生 – 硕士级别的离职经历

DOI：
发表时间：
2019
期刊：
IEEE Frontiers in Education Conference
影响因子：
0
作者：
Zerbe, E.;Berdanier, C.G.P.
通讯作者：
Berdanier, C.G.P.

Characterizing Doctoral Engineering Student Socialization: Narratives of Mental Health, Decisions to Persist, and Consideration of Career Trajectories

工程博士生社会化的特征：心理健康的叙述、坚持的决定以及职业轨迹的考虑

DOI：
10.1109/fie43999.2019.9028438
发表时间：
2019
期刊：
IEEE Frontiers in Education
影响因子：
0
作者：
Hocker, E.;Zerbe, E.;Berdanier, C.G.P.
通讯作者：
Berdanier, C.G.P.

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Catherine Berdanier其他文献

A community of practice approach to becoming an engineering education re- search professional

成为工程教育研究专业人员的实践社区方法

DOI：
发表时间：
2014
期刊：
影响因子：
0
作者：
R. Adams;Catherine Berdanier;P. Branham;Neha Choudhary;Trina Fletcher;Molly Goldstein;Cole Joslyn;Corey Mathis;Emilie Siverling;Natascha Buswell;M. Wilson
通讯作者：
M. Wilson