Understanding Persistence in Engineering Education through a Comprehensive Survey Tool

Brian Dick; Kodi Rivera; Michael Sjoerdsma

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education
Tagged Divisions: Equity and Culture & Social Justice in Education Division (EQUITY)
Tagged Topic: Diversity
Permanent URL: https://peer.asee.org/48194

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Paper Authors

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Brian Dick Vancouver Island University

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Brian Dick is a Professor and Department Chair at Vancouver Island University. He believes strongly in enabling access to education, and creating conditions for students to develop as global citizens. He led work to create the Common First-Year Engineering Curriculum in British Columbia, enabling expansion of engineering education pathways throughout the province. His international work with partners in Vietnam, Taiwan, Korea, and Kenya, has facilitated unique intercultural experience for VIU first-year engineering students. Brian was recently Chair of the BC Council on Admissions and Transfer (BCCAT) Research Committee, and past member of its Council.

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Kodi Rivera Simon Fraser University

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Michael Sjoerdsma Simon Fraser University

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Abstract

The purpose of this practice paper is to describe the development of a survey instrument aimed to broadly capture the engineering student experience from their entry into first-year through to graduation. Engineering education faces significant challenges related to addressing student persistence and retention within engineering programs. Equity, diversity, and inclusion (EDI) are stated areas of priority for post-secondary institutions (PSIs) in British Columbia (BC) with the goal to ensure that students of all backgrounds, identities, and demographics are provided an opportunity to thrive without compromise. However, there continues to be a lack of appropriate, desegregated demographic data that can inform how well this goal is being achieved by engineering programs at public PSIs in BC.

This paper describes the pilot study that was used to develop a survey instrument that intends to fill this information void through a comprehensive, student-facing, and voluntary questionnaire that is made available to engineering students in their first year and their final year of study. Through a set of defined and open-ended survey questions, coded as addressing autonomy, competency, or relatedness to align with the self-determination theory (SDT) framework, and in-person interview sessions, the survey more broadly seeks details -- such as physical and mental health, home life, sexual orientation and gender identity, and belonging -- to better contextualise the student experience than what may typically be captured.

Direct-entry students to the engineering science program at [Redacted] and first-year engineering students from [Redacted] , one of [Redacted] incoming transfer pathways, were invited as survey respondents. As a follow-up, these students were given the option to take part in a one-on-one, in-person interview to better understand the general survey responses, as no survey response was linked to a specific individual. These conversations uncovered, gathered, and represented the direct student perspective and academic experience and, with the general survey responses, played a crucial role in honing the instrument. It is suggested that by analysing changes within the student cohort from their first to final year of study, an improved picture of the complex dynamics of persistence and retention can be obtained, while the efficacy of initiatives intended to address underrepresentation of specific demographic groupings may be examined. Further, this paper suggests how SDT may provide a framework for understanding the characteristics of those students who persist within their studies through graduation.

The next stage of this project is to expand the use of the survey instrument to other PSIs within the BC Transfer System, including both those hosting engineering schools and those from which students transfer to engineering schools after their first year of studies. It is expected that the instrument will continue to evolve, and support work to develop resources for engineering programs that enhance equity, allyship, and representation. Additionally, these tailored resources provide opportunities for like-minded students to establish support systems, fostering a sense of belonging that produces a unified and resilient student body of persisters.

Citation
Format

Dick, B., & Rivera, K., & Sjoerdsma, M. (2024, June), Understanding Persistence in Engineering Education through a Comprehensive Survey Tool Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/48194

TY  - CPAPER
AB  - The purpose of this practice paper is to describe the development of a survey instrument aimed to broadly capture the engineering student experience from their entry into first-year through to graduation. Engineering education faces significant challenges related to addressing student persistence and retention within engineering programs. Equity, diversity, and inclusion (EDI) are stated areas of priority for post-secondary institutions (PSIs) in British Columbia (BC) with the goal to ensure that students of all backgrounds, identities, and demographics are provided an opportunity to thrive without compromise. However, there continues to be a lack of appropriate, desegregated demographic data that can inform how well this goal is being achieved by engineering programs at public PSIs in BC.  

This paper describes the pilot study that was used to develop a survey instrument that intends to fill this information void through a comprehensive, student-facing, and voluntary questionnaire that is made available to engineering students in their first year and their final year of study.  Through a set of defined and open-ended survey questions, coded as addressing autonomy, competency, or relatedness to align with the self-determination theory (SDT) framework, and in-person interview sessions, the survey more broadly seeks details -- such as physical and mental health, home life, sexual orientation and gender identity, and belonging -- to better contextualise the student experience than what may typically be captured. 

Direct-entry students to the engineering science program at [Redacted] and first-year engineering students from [Redacted] , one of [Redacted] incoming transfer pathways, were invited as survey respondents.  As a follow-up, these students were given the option to take part in a one-on-one, in-person interview to better understand the general survey responses, as no survey response was linked to a specific individual.   These conversations uncovered, gathered, and represented the direct student perspective and academic experience and, with the general survey responses, played a crucial role in honing the instrument.  It is suggested that by analysing changes within the student cohort from their first to final year of study, an improved picture of the complex dynamics of persistence and retention can be obtained, while the efficacy of initiatives intended to address underrepresentation of specific demographic groupings may be examined.  Further, this paper suggests how SDT may provide a framework for understanding the characteristics of those students who persist within their studies through graduation.

The next stage of this project is to expand the use of the survey instrument to other PSIs within the BC Transfer System, including both those hosting engineering schools and those from which students transfer to engineering schools after their first year of studies. It is expected that the instrument will continue to evolve, and support work to develop resources for engineering programs that  enhance equity, allyship, and representation. Additionally, these tailored resources provide opportunities for like-minded students to establish support systems, fostering a sense of belonging that produces a unified and resilient student body of persisters. 

AU  - Brian Dick
AU  - Kodi Rivera
AU  - Michael Sjoerdsma
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Understanding Persistence in Engineering Education through a Comprehensive Survey Tool
UR  - https://peer.asee.org/48194
ER  -