Engineering Students’ Engagement and Learning Outcomes: A Typological Approach
- Conference
- Location
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Portland, Oregon
- Publication Date
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June 23, 2024
- Start Date
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June 23, 2024
- End Date
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July 12, 2024
- Conference Session
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Educational Research and Methods Division (ERM) Technical Session 6
- Tagged Division
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Educational Research and Methods Division (ERM)
- Tagged Topic
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Diversity
- Permanent URL
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https://peer.asee.org/47293
Paper Authors
Qin Liu University of Toronto
Dr. Qin Liu is Senior Research Associate with the Institute for Studies in Transdisciplinary Engineering Education and Practice, Faculty of Applied Science and Engineering, University of Toronto, Canada. Her research interests include engineering students' learning experiences, competency development, and career development; student data analytics; and scholarship of teaching and learning.
Greg Evans P.Eng.
University of Toronto
orcid.org/0000-0002-9641-4499
GREG EVANS PhD, P.Eng, FCEA, FAAAS is the Director of the Institute for Studies in Transdisciplinary Engineering Education and Practice (ISTEP), Director of the Collaborative Specialization in Engineering Education, a 3M national Teaching Fellow, and a m
Oliver Pan University of Toronto
Oliver Pan is an undergraduate student at the University of Toronto, studying finance with a double minor in statistics and economics. He exhibits a deep enthusiasm for data analytics, driven by a curiosity to unveil analytical insights spanning multiple sectors such as financial technology.
Abstract
This research paper demonstrates our use of a typological approach to analyzing student engagement data. The typological approach aims to identify a range of student types based on the data measuring selected experiences, thus potentially uncovering inequality issues in student engagement research. In this study, we used two sets of institutional data that were collected in spring 2017 and 2020 from first and senior engineering students of a comprehensive Canadian university, by linking the National Survey of Student Engagement data to academic and co-curricular information. Our analysis identified four student types: highly engaged, moderately engaged, externally engaged, and disengaged. This typology was more associated with two self-reported learning outcomes (perceived gains in professional skills and perceived gains in technical skills) than objective learning outcomes (retention in the second year, graduation within five years, and academic performance measured by CGPA). One distinctive student type was the Externally Engaged learners, who constituted a small proportion but deserve attention as they were more likely to have marginalized life situations than students in other types. In light of the framework of constructive typology, our analyses offer insights on three inter-related themes: engagement-based student typology, equity and diversity in a student typology, and student typology as a constructed type.
Liu, Q., & Evans, G., & Pan, O. (2024, June), Engineering Students’ Engagement and Learning Outcomes: A Typological Approach Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/47293
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