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Engineering doctoral student retention and persistence from an organizational climate and intersectional perspective: A targeted review of engineering education literature

Conference Session
Graduate Studies Division (GSD) Technical Session 6: Challenges and Coping Strategies of Engineering Graduate Students
Collection
2023 ASEE Annual Conference & Exposition
Authors
Julie Aldridge, The Ohio State University; Nicole M. Else-Quest, University of North Carolina at Chapel Hill; Joseph Roy, American Society for Engineering Education (ASEE); So Yoon Yoon, University of Cincinnati
Tagged Topics
Diversity
Tagged Divisions
Aerospace Division (AERO), Graduate Studies Division (GSD)
children, and people withdisabilities, are more likely than their traditional graduate student counterparts to report climate-related issues [4]. While some studies of university or campus-level climate for students haveincluded doctoral students in general, few studies disaggregate findings by discipline or bydemographic categories beyond gender identity and race/ethnicity. In engineering, Riley, Slaton,and Pawley’s [5] observed that the engineering education research community tends to take upissues of diversity focused on “women and [racial and ethnic] minorities while queerness, class,nationality, disability, age, and other forms of difference are for the most part not seen asrequiring address”. This literature review was conducted as
Relevance Score: 0.7775721

Assessing the Impact of Evidence-based Programming in an Experimentation Course using Aerospace Engineering Applications

Conference Session
Aerospace Division (AERO) Technical Session 1 - Experiential Learning
Collection
2025 ASEE Annual Conference & Exposition
Authors
Zachary Taillefer, Worcester Polytechnic Institute
Tagged Topics
Diversity
Tagged Divisions
Aerospace Division (AERO)
Results: Gains in Student LearningThe analysis of the SALG data is expected to demonstrate that active learning strategies not onlyenhance students’ conceptual understanding but also foster collaborative learning and increaseconfidence in tackling open-ended, data-driven engineering problems. We also aim to investigatehow these outcomes may differ across demographic groups, particularly among women andBIPOC students. To explore these dimensions, we developed several research questions (RQs) toguide our analysis.RQ1: What did students learn?Students reported significant learning gains in several targeted outcomes, particularly inunderstanding the relationships between core concepts introduced in the course, how these ideasconnect to other
Relevance Score: 0.19472116