Retention in a First Year Program: Factors Influencing Student Interest in Engineering

Santiago, Lizzie; Statler, Benjamin M.

doi:10.18260/1-2--22430

Cited by 6 publications

(6 citation statements)

References 7 publications

(9 reference statements)

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“…Attrition in engineering programs has been problematic for years Godfrey et al, 2010;Santiago, 2013;Santiago & Hensel, 2012;Krause et al, 2015), and in this study we sought to determine whether COVID-19 exacerbated existing problems. At least in the short term, attrition in engineering programs at both the HSI and HBCU, does not appear to have been aggravated further by COVID-19 related interruptions.…”

Section: Discussionmentioning

confidence: 99%

First-Year Engineering Student Persistence Amidst COVID-19 Interruptions: Evidence from Two Diverse Institutions

Amin,

Rambo-Hernandez,

Pedersen

et al. 2024

Preprint

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This study examined first-year engineering students' persistence pre- and mid-COVID-19 interruptions and whether their characteristics (race/ethnicity, financial need status, first-generation status, SAT scores) predicted their persistence at a Hispanic-Serving Institution (HSI) and a Historically Black College and University (HBCU). We employed logistic regression modeling to compare the persistence of three cohorts (i.e., cohorts 1 and 2: pre-COVID-19 cohorts; cohort 3: mid-COVID-19 cohort) at both institutions. Results revealed that engineering students at the HSI in cohorts 1 and 2 were less likely to exit engineering compared to those in cohort 3. Controlling for other variables, Asian students were more likely to persist compared to their White counterparts in cohort 3, but not in cohort 1. Persistence at the HBCU was not related to cohort, financial need, or first-generation status and these relationships were consistent across cohorts. Additionally, students with higher SAT math scores (HSI) and higher SAT composite scores (HBCU) were less likely to exit engineering.

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Section: Discussionmentioning

confidence: 99%

First-Year Engineering Student Persistence Amidst COVID-19 Interruptions: Evidence from Two Diverse Institutions

Amin,

Rambo-Hernandez,

Pedersen

et al. 2024

Preprint

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“…When counseling students about careers, these criteria are crucial. Parents and peers heavily influence high school students' employment choices (Griffin & Hu, 2019;Kulcsár et al, 2020;Santiago, 2013). Career exploration and career decidedness were strongly correlated among high school students (Lent et al, 2019).…”

Section: Career Choice Factorsmentioning

confidence: 99%

Career Choice Factors and Clinical Performance among Health Sciences Students

Buari,

Zulkefley,

Abdalwahid

2023

E-BPJ

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The issue of youths’ employment decisions has piqued the curiosity of many people because it could shape future life. The study explores the association between career choice factors and clinical performance among 112 final-year health sciences students. An online questionnaire found that educational qualifications, lifestyle, ability to interact with others, job availability, and parental advice significantly correlated with clinical performance. The career choice factor is crucial because it impacts academic achievement and future career prospects. Institutions of higher learning should provide information on job descriptions and career opportunities to aid career decision-making, particularly for the health sciences profession. Keywords: Career Choice; Clinical Performance; Undergraduate; Health Sciences eISSN: 2398-4287 © 2023. The Authors. Published for AMER & cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), and cE-Bs (Centre for Environment-Behaviour Studies), College of Built Environment, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v8i24.4617

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“…Two main forces are driving students' transfer out of engineering: students' lack of interest or loss of interest in engineering, and students' difficulty in their math courses [4][5][6][7]. Helping students succeed in their math courses is essential to improving the retention of students in engineering.…”

Section: Algebra-related Misconceptions Identified In a First Year Engineering Reasoning Coursementioning

confidence: 99%

Board 129: Algebra-Related Misconceptions Identified in a First-Year Engineering Reasoning Course

Santiago

Pirkey²,

Markle³

et al.

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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is a Teaching Associate Professor for the Fundamentals of Engineering Program in the Benjamin M. Statler College of Engineering and Mineral Resources. She holds a Ph.D. in Chemical Engineering and has postdoctoral training in neural tissue engineering and molecular neurosciences. She teaches freshman engineering courses and supports the outreach and recruiting activities of the college. Her research interests include neural tissue engineering, stem cell research, absorption of air pollutants in human upper airways, attrition and university retention, increasing student awareness and interest in research and engineering, critical thinking, STEM education, and recruitment and retention of women and minorities.

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Retention in a First Year Program: Factors Influencing Student Interest in Engineering

Cited by 6 publications

References 7 publications

First-Year Engineering Student Persistence Amidst COVID-19 Interruptions: Evidence from Two Diverse Institutions

First-Year Engineering Student Persistence Amidst COVID-19 Interruptions: Evidence from Two Diverse Institutions

Career Choice Factors and Clinical Performance among Health Sciences Students

Board 129: Algebra-Related Misconceptions Identified in a First-Year Engineering Reasoning Course

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