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Engineering Survivors: Students Who Persist in Engineering Through an Academic Setback

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Conference

2016 ASEE Annual Conference & Exposition

Location

New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016

ISBN

978-0-692-68565-5

ISSN

2153-5965

Conference Session

Works in Progress: Facilitating Student Success and Inclusion

Tagged Division

Educational Research and Methods

Tagged Topic

Diversity

Page Count

13

DOI

10.18260/p.26669

Permanent URL

https://peer.asee.org/26669

Download Count

85

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Paper Authors

biography

Dong San Choi University of Illinois, Urbana-Champaign

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Dong San Choi is a PhD student in the Department of Electrical and Computer Engineering at University of Illinois at Urbana-Champaign; choi88@illinois.edu.

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Abstract

This work in progress is a qualitative study that explores the academic experience of undergraduate engineering students who persist in engineering despite an academic setback. This work is part of a larger study exploring the concept of grit for engineering students. Our sample population consists of engineering students who have earned a D or F in a required technical course but continue to persist in engineering. We use phenomenography as our methodology to describe the various ways in which engineering students respond to academic setbacks. We constructed four, qualitatively distinct categories based on our preliminary results. The finished analysis will provide insights to improving the retention of engineering students by understanding how to better support engineering students who have experienced academic setbacks.

Choi, D. S. (2016, June), Engineering Survivors: Students Who Persist in Engineering Through an Academic Setback Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26669

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