Crystal City, Virginia
April 29, 2018
April 29, 2018
May 2, 2018
Diversity and Undergraduate Education
Theoretical frameworks on persistence and success in higher education emphasize the important role of student-faculty interaction, and research on student success in engineering education has supported this notion. The current study examined survey questionnaire data from a sample of engineering persisters (juniors and seniors) at a diverse urban research institution in the Southeastern US (n=275) to understand the relationship of student-faculty interaction and perceived relationship quality with perceived engineering self-efficacy. Students were asked to indicate frequency of types of interactions with faculty (e.g., discuss plan of study; discuss future career plans), perceptions of faculty support, extent to which they experienced negative attitudes from faculty, whether they draw on connections with faculty to be successful, and level of confidence in approaching faculty for assistance. Engineering self-efficacy (e.g., succeed in engineering curriculum; excel in engineering major) and career outcome expectations (e.g., degree will allow well-paying job; will be treated fairly on job) were assessed using items from a published instrument on engineering self-efficacy, and both scales demonstrated internal consistency. Overall, students who reported more frequent interactions with faculty (more than once), and lower perceived negative attitudes from faculty indicated higher levels of engineering self-efficacy; while perceived positive relationships, confidence in approaching faculty, and drawing on connections with faculty had low but statistically significant correlations with both engineering self-efficacy and engineering career outcome expectations. Further, we examined results for sub-groups of specific underrepresented students (women; transfer students; first-generation students; underrepresented racial/ethnic minority) and report those results in the full paper. The findings underline the importance of interactions with engineering faculty and perceptions of positive and supportive relationships for self-efficacy and persistence in engineering. Implications for future research and practice to foster student-faculty interaction in engineering are discussed.
Allen, M. E., & Dika, S. L., & Tempest, B., & Pando, M. A. (2018, April), Interactions with Faculty and Engineering Self-efficacy Among Underrepresented Engineering Persisters Paper presented at 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference, Crystal City, Virginia. https://peer.asee.org/29550
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