Student Persistence Factors for Engineering and Computing Undergraduates

Robert Petrulis; Sona Gholizadeh; Ed P Gatzke

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Tagged Topic: Diversity
Page Count: 16
DOI: 10.18260/1-2--44315
Permanent URL: https://peer.asee.org/44315
Download Count: 128

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Paper Authors

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Robert Petrulis

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Dr. Petrulis is an independent consultant specializing in education-related project evaluation and research. He is based in Columbia, South Carolina.

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Sona Gholizadeh University of South Carolina orcid.org/0000-0002-8307-9708

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Dr. Sona Gholizadeh is currently a research assistant professor of engineering education in the College of Engineering and Computing at the University of South Carolina. She received her Ph.D. in science education from the University of Central Florida (UCF). She has earned an M.S. degree in industrial engineering from Sharif University of Technology, and a B.S. degree in civil engineering from Tabriz University. Her research interests focus on mental health and wellness in engineering, retention of engineering students from underrepresented groups, engineering student interactions with peers and faculty, and system thinking and system analysis. Dr. Gholizadeh has also work experience as an educational data analyst and strategic planning project manager.

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Ed P Gatzke University of South Carolina

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Ed Gatzke is currently the Faculty Principal for the Green Quad Living and Learning Center at the University of South Carolina. For eight years he served as the faculty advisor for the USC Engineering and Computing Living and Learning Community. He has offered a variety of high-school and first-year introductory and professional development courses over the last two decades.

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Abstract

A cross-sectional survey was conducted to compare factors which may influence undergraduate student persistence in engineering and computing. Responses were collected from 290 engineering and computing students attending a large, public Southeastern university. The group included two cohorts of students with high financial need, the first eight sophomore-level students and a second with seven first-year students. Survey questions were adapted from previously developed instruments on self-efficacy, sense-of-belonging, identity, community involvement, and overall college experience. Additional questions were incorporated related to the impact of COVID-19 on life experience, stress level, academic life, and effectiveness of academic supports. Student responses were compared by level of academic progression, declared major, gender, and race / ethnicity.

Similarities and differences between the student cohorts showed a variety of interesting observations. Overall, students responded that they often attended in-person lectures, were prepared for class, worked homework assignments, and studied for exams. Students also expressed that they regret not going to office hours more but they simultaneously rate office hours as one of the least effective supports. Consistently among groups, community involvement and identity were self-reported as relatively low absolute terms while self-efficacy and team self-efficacy were reported as high. Academic success and financial difficulty were the top stressors among all groups. Living away from home was reported as the lowest impact stress factor. Students reported spending the most time preparing for class in their first year compared to students in later years.

Female students (104 responses) reported higher levels of community involvement, identity, and college life compared to male students (142 responses) while self-efficacy and sense of belonging were reported relatively the same. Students with different levels of academic progression reported almost the same levels of self-efficacy and team self-efficacy. Freshmen students expressed the highest level of identity while senior students the lowest. Senior students reported the lowest community involvement, sense of belonging, and identity compared to other students. Overall, students from different races self-reported the same level of self-efficacy. Black / African American students had the highest levels of community involvement, college life, and identity. Students who preferred not to report their race (11 responses) expressed the lowest levels in all the factors. Self-efficacy was relevantly the same among all the different majors. Computer Information Systems students reported the lowest levels of identity, self-belonging, community involvement, team self-efficacy, and college life.

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Petrulis, R., & Gholizadeh, S., & Gatzke, E. P. (2023, June), Student Persistence Factors for Engineering and Computing Undergraduates Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--44315

TY - CPAPER
AB - A cross-sectional survey was conducted to compare factors which may influence undergraduate student persistence in engineering and computing. Responses were collected from 290 engineering and computing students attending a large, public Southeastern university. The group included two cohorts of students with high financial need, the first eight sophomore-level students and a second with seven first-year students. Survey questions were adapted from previously developed instruments on self-efficacy, sense-of-belonging, identity, community involvement, and overall college experience. Additional questions were incorporated related to the impact of COVID-19 on life experience, stress level, academic life, and effectiveness of academic supports. Student responses were compared by level of academic progression, declared major, gender, and race / ethnicity.

Similarities and differences between the student cohorts showed a variety of interesting observations. Overall, students responded that they often attended in-person lectures, were prepared for class, worked homework assignments, and studied for exams. Students also expressed that they regret not going to office hours more but they simultaneously rate office hours as one of the least effective supports. Consistently among groups, community involvement and identity were self-reported as relatively low absolute terms while self-efficacy and team self-efficacy were reported as high. Academic success and financial difficulty were the top stressors among all groups. Living away from home was reported as the lowest impact stress factor. Students reported spending the most time preparing for class in their first year compared to students in later years.

Female students (104 responses) reported higher levels of community involvement, identity, and college life compared to male students (142 responses) while self-efficacy and sense of belonging were reported relatively the same. Students with different levels of academic progression reported almost the same levels of self-efficacy and team self-efficacy. Freshmen students expressed the highest level of identity while senior students the lowest. Senior students reported the lowest community involvement, sense of belonging, and identity compared to other students. Overall, students from different races self-reported the same level of self-efficacy. Black / African American students had the highest levels of community involvement, college life, and identity. Students who preferred not to report their race (11 responses) expressed the lowest levels in all the factors. Self-efficacy was relevantly the same among all the different majors. Computer Information Systems students reported the lowest levels of identity, self-belonging, community involvement, team self-efficacy, and college life.

AU - Robert Petrulis
AU - Sona Gholizadeh
AU - Ed P Gatzke
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - Student Persistence Factors for Engineering and Computing Undergraduates
UR - https://peer.asee.org/44315
DO - 10.18260/1-2--44315
ER -