Alternative Pathways to Engineering Success--Using Academic and Social Integration to Understand Two-Year Engineering Student Success

Autor/inn/en	Marra, Rose M.; Tsai, Chia-Lin; Bogue, Barbara; Pytel, Jean Landa
Titel	Alternative Pathways to Engineering Success--Using Academic and Social Integration to Understand Two-Year Engineering Student Success
Quelle	In: American Journal of Engineering Education, 6 (2015) 2, S.69-83 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-2516
Schlagwörter	Engineering Education; Career Choice; Academic Achievement; Social Integration; Student Characteristics; Prediction; Outcomes of Education; Educational Strategies; Two Year Colleges; Grade Point Average; Study Habits; Models; Student Attitudes; Student Surveys; Factor Analysis; Multivariate Analysis; Multiple Regression Analysis + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Schulleistung; Soziale Integration; Vorhersage; Lernleistung; Schulerfolg; Lehrstrategie; Study behavior; Study behaviour; Studienverhalten; Analogiemodell; Schülerverhalten; Schülerbefragung; Faktorenanalyse; Multivariate Analyse
Abstract	The need for educating engineers in the United States continues as the projected demand is rising the number of high school seniors planning to enter engineering careers has remained relatively stable (Sargent, 2014). Additionally, figures show that attrition rates in undergraduate engineering continue to be an area of concern, (Sargent, 2014; Gibbons, 2005; NSF, 2004). Given the projected increased demand for engineers, the engineering education community must explore a variety of pathways for engineering students to be successful. Organizations such as National Science Foundation (Laanan, Jackson, Darrow, 2010) have noted that beginning engineering study at a two-year campus and then transferring to an engineering bachelor's degree-granting institution is an important path and source for additional engineering students. Although some have explored the logistical issues and curricular design components of two-year campuses that enables engineering students to complete their bachelor degrees elsewhere, there is very little that explores the non-curricular factors on these campuses that help such students successfully progress (Laanan, et al., 2010). Using Tinto's theory of integration (1975, 1993), this study examines the relationship between student entry characteristics and measures of social and academic integration to engineering learning outcomes. Understanding how integration factors on two-year campuses impact engineering student success can be used to inform the design of curricular and campus-based experiences. Results indicate social and academic integration factors significantly predict engineering students' learning outcomes, especially their commitment to engineering studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01