CAREER: Connecting with the Future: Supporting Identity and Career Development in Post-secondary Science and Engineering

一些最重要的步骤，学生采取走向科学和工程（SE）职业选择正确的课程，经验和导师，以帮助他们实现自己的职业目标。为了帮助学生在SE中选择职业道路，并坚持面对不可避免的困难和失望，我们需要了解他们如何概念化他们的未来（Packard Nguyen，2003）。这个概念化过程中涉及的概念和过程构成了一个人的未来时间观（FTP）。一个人的FTP越准确，越完整，越可行，他们就越有可能在现在和将来成功。通过更好地了解学生如何思考他们在S E的未来，我们可以更好地支持和指导他们，增加学生谁选择和成功的S E职业的数量。该项目将开发和验证FTP模型，并将其应用于评估旨在帮助学生选择和坚持工程职业道路的干预措施。它有三个阶段。在第一阶段，将开发和测试学生的FTP模型，特别是他们作为工程师的未来。在第二阶段，该模型将得到扩展，从大一到大四跟踪学生，以探讨学生的FTP，他们的学业成绩，和他们的动机追求职业生涯在工程之间的关系。由于该项目的纵向性质，学生谁从工程进入其他科学领域，进入科学教育，或进入非科学导向的职业也将被跟踪。第三阶段将开始的过程中，使用什么蜜蜂在前几个阶段的成功的工程专业学生的动机概况，以评估已经到位的计划，招收学生进入工程。 这项研究将在亚利桑那州立大学（ASU）进行，这所大学以其学生群体的多样性而闻名，不仅在种族和语言方面，而且在社会经济地位和家庭教育经验方面。亚利桑那州立大学的学生群体的多样性和将被跟踪的大样本将支持从这个项目的结果扩展到其他大学。PI将与美国西南部的一个大学联盟合作，传播研究成果，并就其他大学的干预措施进行协商。

Some of the most important steps students take toward a Science and Engineering (S & E) career are choosing the right coursework, experiences, and mentors to help them accomplish their career goals. To help students choose career paths in S & E, and persist in the face of inevitable difficulties and disappointments, we need to understand how they conceptualize their futures (Packard & Nguyen, 2003). The concepts and processes involved in this conceptualization make up a person's future time perspective (FTP). The more accurate, complete, and viable a person's FTP, the more likely they are to succeed, both in the present and in the future. By better understanding how students think about their futures in S & E, we can better support and guide them, increasing the number of students who choose and succeed in S & E careers. This project will develop and validate a model of FTP and apply it to evaluating interventions intended to help students choose and persist in engineering career paths. It has three phases. In Phase I, a model of students' FTP, and, in particular, their future as engineers will be developed and tested. In Phase II, the model will be extended, tracking students from freshman year to senior year in order to explore the relationship between students' FTP, their academic performance, and their motivation to pursue careers in engineering. Because of the longitudinal nature of the project, students who move from engineering into other scientific fields, into science education, or into a non-science-oriented career will also be tracked. Phase III will begin the process of using what has bee learned in the previous phases about the motivational profiles of successful engineering students to evaluate programs already in place to recruit students into engineering. This research will be conducted at Arizona State University (ASU), a university notable for the diversity of its student body, not only in ethnicity and language, but also socioeconomic status and family educational experience. The diversity of ASU's student body and the large sample that will be tracked will support the extension of findings from this project to other universities. The PI will work with a consortium of universities in the Southwestern United States for dissemination of research results and consultations about interventions at other universities.