Exploring the Post-graduation Benefits of High-Impact Practices in Engineering: Implications for Retention and Advancement in Industry
- Conference
- Location
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Columbus, Ohio
- Publication Date
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June 24, 2017
- Start Date
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June 24, 2017
- End Date
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June 28, 2017
- Conference Session
- Tagged Division
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Educational Research and Methods
- Tagged Topic
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Diversity
- Page Count
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18
- DOI
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10.18260/1-2--28340
- Permanent URL
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https://peer.asee.org/28340
- Download Count
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759
Paper Authors
Trevion S. Henderson University of Michigan
Trevion Henderson is a doctoral student in the Center for Higher and Postsecondary Education (CSHPE) at the University of Michigan. He recently earned his master's degree in Higher Education and Student Affairs at The Ohio State University while serving as a graduate research associate with the Center for Higher Education Enterprise. Trevion also hold's a Bachelor's degree in Computer Science and Engineering from The Ohio State University, where he served as a research assistant in the College of Education and Human Ecology Center for Inclusion, Diversity, and Academic Success.
Trevion's research interests center on three foci in Engineering Education: pedagogical strategies, practices and policies that broaden minority participation, and curricular design for meeting workforce and industry needs.
Abstract
Though the United States has educated enough students in science, technology, engineering, and mathematics (STEM) fields, thousands of jobs in industry remain vacant each year. Attrition in engineering industry is a persistent problem, threatening national goals related to technological advancement and global competitiveness. As a result, educational institutions are asked to consider practices that ensure both academic success in college, as well as post-graduation outcomes in the workforce. Using survey data from a National Science Foundation funded study, titled Project to Production: Conditions and Processes for Educating the Engineer of 2020 (P2P), this study investigated the relationships between several high impact curricular and co-curricular educational practices, such as undergraduate research and co-curricular design projects, and post-graduation retention in engineering. Results suggest that participation engineering clubs and professional societies might facilitate post-graduation career commitment in engineering. Moreover, results suggest gaps in opportunities in engineering for women persist even after graduation.
Henderson, T. S. (2017, June), Exploring the Post-graduation Benefits of High-Impact Practices in Engineering: Implications for Retention and Advancement in Industry Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28340
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