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This repeated measures study analyzes self- reported variables, including sense of belonging, engineering identity, intent to persist, and stress levels, among first-generation engineering students during their first year of education. Given the persistent stress culture in undergraduate engineering programs, significant efforts are being made to improve these factors to support students' well-being and academic success. Over time, we aim to provide a detailed understanding of how the sense of belonging, engineering identity, intent to persist, and stress interact and evolve to shape the experiences of first-generation students. From the first- year engineering program at a larger Midwestern university, 488 students (27% female, 46% first- generation) responded to our survey twice at the end of their Fall 2023 and Spring 2024 semesters. Independent and paired-sample t-tests were conducted to analyze the significance of any changes in belonging, engineering identity, intent to persist, and stress levels among first- year and continuing engineering students. Results showed a significant decrease (p < .05) for both first- generation and continuing-generation engineering students across two variables, i.e., intent to persist (averaged scores decreased) and stress levels (average scores increased), between their Fall 2023 and Spring 2024 end-of-semester survey responses. Sense of belonging and engineering identity remained stable. These results suggest that persistence and stress are more immediately influenced by the academic environment, whereas belonging and identity may evolve more gradually. Targeted support for stress management and persistence is crucial, particularly for first-generation students, to promote well-being and academic success.
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Student Persistence Factors for Engineering and Computing Undergraduates
The research and evaluation team of an S-STEM project at a large, research-intensive Southeastern public university conducted a cross-sectional survey as a first step to compare factors which may influence undergraduate student persistence in engineering and computing. All engineering and computing students were invited to participate in the survey, and 282 (10.4%) provided responses. The respondents included 15 high financial need students who were participating in the S-STEM program, of which 7 were first-year students and 8 were sophomores. The remaining 267 respondents were undergraduates ranging from first-year to seniors. Survey questions were adapted from previously developed instruments on self-efficacy, sense-of-belonging, identity, community involvement, and overall college experience. Additional questions related to stress levels, academic life, use and effectiveness of academic supports, and the impacts of COVID-19 on their college experiences. The team compared responses by level of academic progression, declared major, gender, and race/ethnicity. Student responses showed a variety of similarities and differences between subgroups. Overall, the students said that they often attended lectures (in-person or online) and came to class prepared. At the same time, students rated these activities as the least effective academic supports. On the other hand, the students rated working assigned or extra homework problems and studying for exams as their most effective activities. Consistently among the subgroups, the students said their community involvement and identity as developing engineers were relatively low while self-efficacy and team self-efficacy were seen as stronger personal skills. The students said they were highly stressed about their grades and academic success in general, and about finances and future careers. They reported feeling less stress about aspects such as living away from home and negotiating the university social scene. Students reported spending the most time preparing for class in their first year compared to students in later years. Female students (104 responses) reported higher levels of community involvement, engineering identity, and engagement in college life compared to male students (142 responses) while there was little gender-related difference in self-efficacy and sense of belonging. Levels of self-efficacy and team self-efficacy did not show large differences based on year in college. Interestingly, first-year students expressed the highest levels of engineering identity while senior students the lowest. Senior students reported the lowest community involvement, sense of belonging, and engineering identity compared to other students. Overall, students from different races self-reported the same levels of self-efficacy. Black/African American students reported the highest levels of community involvement, college life, and identity. There were no substantial differences in self-efficacy among the different engineering and computing majors. This study is a first step in analysis of the students’ input. In addition to surveying the students, the team also conducted interviews of the participating S-STEM students, and analysis of these interviews will provide greater depth to interpretation of the survey results. Overall, the research and evaluation team’s intention is to provide insight to the project’s leadership in how best to support the success of first-year engineering and computing students. https://peer.asee.org/student-persistence-factors-for-engineering-and-computing-undergraduates
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- Award ID(s):
- 1930492
- PAR ID:
- 10504080
- Publisher / Repository:
- ASEE
- Date Published:
- Journal Name:
- ASEE Annual Conference
- Format(s):
- Medium: X
- Location:
- Baltimore, MD
- Sponsoring Org:
- National Science Foundation
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