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1. Analyzing Self-Reported Sense of Belonging, Engineering Identity, Intent to Persist, and Stress Levels Among First-Generation and Non-Traditional Students in a First-Year Engineering Program

   Asghar, Muhammad; Reeping, David; Bucks, Gregory; Kastner, Jeff; Murphy, TJ; Sorby, Sheryl (June 2025, American Society for Engineering Education, PEER)

   In this research paper, we provide an analysis of self-reported variable such as sense of belonging, engineering identity, intent to persist, and stress levels among first-generation and non-traditional students in their first year of engineering education. In the context of prevailing stress culture in undergraduate engineering education, substantial efforts are made to improve the condition of these variables to support students’ wellbeing and academic success. Utilizing existing social and psychological frameworks, this research intends to support the success of such efforts, especially in the case of minoritized college students (first-generation and non-traditional engineering undergraduates). We offer a detailed understanding of how sense of belonging, engineering identity, intent to persist, and stress interact and impact students’ experiences. Quantitative cross-sectional data was collected from first year engineering students (n = 699) in a large Midwestern University in the U.S. through an online survey. The combined sample included 25% female, 49% first generation, and 23% non-traditional students. Independent samples t-tests revealed significant differences between first-generation and continuing-generation engineering students across all variables. First-generation college students reported significantly lower intent to persist (p = .00), engineering identity (p = .01), and higher stress levels (p = .02) compared to continuing-generation study participants. A one-way ANOVA revealed no significant differences based on the above variable among traditional, and non-traditional study participants. Findings from this study emphasize the need for targeted support for first-generation students. Overall, this research highlights the importance of tailored interventions including curricular changes to promote equity and success in engineering education. These findings can help guide strategies to create a more supportive environment that promotes the success and well-being of first year engineering students. 

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2. Examining an NSF S-STEM Community College program through an Identity Lens

   Edwards, Jan; Mazilu, Ana (June 2025, https://peer.asee.org/)

   S-STEM scholarships are provided to academically talented low-income engineering students with the intent of increasing retention as well as successful transfer and subsequent graduation rates for a bachelor's degree in an Engineering or Computer Science (ECS) field. Since the spring of 2020, 71 unique students have been awarded scholarships. At this time, there are 22 active scholars, 34 have already successfully transferred to complete their ECS degree and a quarter of those scholars have since graduated. Beyond the financial support, NSF S-STEM programs center on providing academic, social and professional development. In addition, the research component of this program at a midwestern HSI community college is exploring the following questions: Do students recognize themselves as engineers prior to transfer? Do students feel a sense of belonging in their Engineering and Computer Science programs? Does being an NSF S-STEM Scholar impact either of these outcomes? The importance of developing a strong engineering identity as an indicator of persistence to degree completion has been the focus of considerable research over the last fifteen years. However, there is limited understanding of how community college experiences influence engineering identity development. Since the spring of 2020, students have been completing surveys during the first six weeks of the fall semester and during the last four weeks of the spring semester. Engineering identity was explored with questions centered on interest, recognition and competence as well as self-efficacy in skills such as tinkering, design and experimentation. Sense of belonging indicators were examined in terms of inclusion, sense of belonging to the community and sense of belonging to their major. This paper will provide quantitative analysis of the data examining outcomes based on demographics including ethnicity, gender, scholar status and length of time in the program. 

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3. Investigating the Impact of Engineering Identity, Belonging, and Career Commitment on Early Postsecondary Outcomes

   https://doi.org/10.18260/1-2--35663  

   Way, Sandra; Arnett, Stephanie; Brown, Jeremy; Gorham, Miquela; Humble, Lorissa (January 2020, ASEE Annual Meeting 2020)

   null (Ed.)

   This work in progress paper describes initial findings from a multi-cohort, longitudinal study designed to investigate engineering identity development and the role it plays in postsecondary engineering students’ commitment to the field and educational persistence. Although engineering identity is often considered an important contributing factor to educational and occupational persistence, there are few quantitative studies that directly examine this link. This study aims to address this gap and contribute to a better understanding of how we may foster engineering identity and help support students in their educational trajectories. To capture engineering identity, we use survey questions developed and validated in previous research to measure three scientific identity concepts: interest, recognition by self and others, and perceptions of competence and performance in engineering. Drawing on additional concepts in the literature, we also include measures of sense of belonging and commitment to an engineering career. In the spring semester 2019, a baseline survey for our first cohort was administered to 179 early career, engineering students across three public postsecondary Hispanic Serving Institutions (HSIs) in the Southwest United States. A little more than half of the respondents (N=93) were attending a traditional 4-year university while the remainder (N=86) were attending community college at the time of the survey. Almost 70% of the respondents identified as Latinx, approximately 30% identified as female, and about one-third reported that they were first generation college students. To examine whether students with higher engineering identity, sense of belonging and career commitment are more likely to persist into their second year and have higher college GPAs, institutional enrollment and achievement data were obtained for all survey participants in our first cohort. Logistic and ordinary least squares (OLS) regression were used to test for significant associations, controlling for demographic factors. Preliminary findings suggest that engineering students’ sense of belonging to the field may be especially important. 

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4. Student Persistence Factors for Engineering and Computing Undergraduates

   Gholezadeh, Sona; Petrulis, Bob; Gatzke Edward P (June 2023, ASEE Annual Conference)

   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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5. Enhancing Sense of Belonging among Engineering and Artificial Intelligence Students: First Insights from the NSF S-STEM Grant in Community College

   Silvestri, Fanny; Neal, Nichole; DeMartini, Erika (June 2024, 2024 ASEE Annual Conference & Exposition)

   Introduction: Chandler-Gilbert Community College (CGCC) in Arizona offers two-year degrees for diverse engineering disciplines and Artificial Intelligence and Machine Learning (AIM) studies. After their Associate’s degree, students transfer to Universities to complete their bachelor’s degree. Since the Fall of 2023, CGCC has nurtured students through the NSF S-STEM Grant initiative called Scholarships, Mentoring, and Professional Support to Improve Engineering & Artificial Intelligence Student Success at Community Colleges. This grant, also known as Reaching Engineering and Artificial Intelligence Career Heights (REACH), empowers students with scholarships, personalized mentoring, and industry-oriented activities. This study delves into the sense of belonging and academic integration of REACH recipients and their peers. Methodology: A survey was administered to students across six courses: engineering (3), AIM, chemistry, and physics. The courses were chosen because one REACH student was attending the same course, with the same instructor. The survey, adapted from Gurganus et al., was comprised of demographic data and 20 questions categorized into Sciences Identity, Expectations and Goals, Academic Integration, Sense of Belonging to the program, and Sense of Belonging to the campus. Unpaired t-tests were utilized to compare the responses of 5 REACH students with 58 of their peers, with significance set at p≤0.05. Results: Sixty-three students agreed and filled out the study, comprising 5 REACH students and 58 peers. Students are enrolled in AAS, Engineering Technology (1 REACH, 1 peers), AAS, Emphasis in Artificial Intelligence (2 REACH, 3 peers), AAS, Emphasis in Engineering (2 REACH, 30 peers), and 24 were not registered in one of those degrees. Twenty females, 41 males, and one binary student in their first to sixth semester at CGCC filled out the survey. Among those total students, 7 identified as Asian, 2 as black or African American, 11 as Hispanic or Latino, 39 as White, and 4 as Other. In the category of Sciences Identity, REACH students demonstrated a significantly stronger sense of belonging compared to their peers. Specifically, REACH recipients scored higher on three questions: "I have a strong sense of belonging to the community of engineering or AI" (REACH 4.40 vs Peers 3.47, p=0.017), "I feel like I belong in the field of engineering or AI" (REACH 4.60 vs Peers 3.71, p=0.032), and "The daily work of an engineer or AI scientist is appealing to me" (REACH 5.00 vs Peers 3.98, p=0.011). Furthermore, REACH students reported a significantly stronger sense of belonging to Chandler-Gilbert Community College compared to their peers (REACH 4.60 vs Peers 3.78, p=0.046). However, concerning academic integration, REACH students identified areas that require attention. Notably, they provided a lower score for the question "Understand what your professors expect of you academically" (REACH 1.20 vs Peers 2.00, p=0.025). REACH recipients also scored lower for: “Develop effective study skills”, “Adjust to the academic demands of college”, and “Manage your time effectively”. Academic Integration is the only category where REACH students scored less than their peers. Conclusion: The REACH initiative at CGCC has notably enhanced the sense of belonging and connection to the college among engineering and AIM students. While REACH students showed superior community affiliation, they identified areas for academic integration enhancement. A tailored workshop focusing on study skills and time management is planned for Spring 2024 to address these concerns. As the program expands in 2024, involving six more students, continued assessment and support mechanisms will foster a more inclusive and integrated academic environment. Acknowledgment: The authors would like to express their sincere thanks and gratitude to the National Science Foundation (NSF) for the Scholarship in Science, Technology, Engineering, and Mathematics (S-STEM) award No. 2220959. 

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