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Abstract BackgroundThe demand for engineers in the workforce continues to rise, which requires increased retention and degree completion at the undergraduate level. Engineering educators need to better understand opportunities to retain students in engineering majors. A strong sense of belonging in engineering represents one important contributor to persistence. However, research has not investigated how academic help-seeking behaviors relate to belonging and downstream outcomes, such as persistence in engineering. Interventions to support and develop belonging show promise in increasing student retention, with particularly positive influences on women, Black, Latino/a/x, and indigenous students. As part of a larger research project, a quasi-experimental intervention to develop a classroom ecology of belonging was conducted at a large Midwestern university in a required first-year, second-semester engineering programming course. The 45-min intervention presented students with stories from past students and peers to normalize academic challenges within the ecology of the classroom as typical and surmountable with perseverance, time, and effort. ResultsWith treatment (n = 737) and control (n = 689) participant responses, we investigated how the intervention condition affected students' comfort with seeking academic help and feeling safe being wrong in class as influences on belonging. Using path analysis, a form of structural equation modeling, we measured the influence of these attitudinal variables on belonging and the influence of belonging beyond a student’s grade point average on enrollment as an engineering major the following fall. The path analysis supports the importance of academic help-seeking and feeling safe to be wrong for belonging, as well as the importance of belonging on continued enrollment. A group path analysis compared the treatment and control groups and demonstrated the positive impact of the intervention on enrollment for the treatment participants. ConclusionsThe analyses demonstrate the importance of academic help-seeking in students’ sense of belonging in the classroom with implications for identifying effective tools to improve students’ sense of belonging through supporting help-seeking behaviors. 

Abstract BackgroundPostdoctoral training holds an increasingly important place in preparation for leading academic and research positions. While little empirical research has described postdoctoral training beyond the sciences, across all fields, “misaligned expectations” are often touted as a key source of postdoctoral strife. Purpose/HypothesisThis article describes mentorship competency beliefs within engineering and computer science fields, which increasingly engage in postdoctoral training. Design/MethodAn embedded mixed‐methods design was used to quantitatively identify mentorship profiles from survey data using latent profile analysis (LPA) from a sample ofn = 118 postdoctoral scholars andn = 165 postdoctoral supervisors. Qualitative thematic analysis of interviews withn = 29 postdoctoral scholars andn = 20 postdoctoral supervisors was used to identify meaning in the differences between quantitative profiles. The combination of LPA with thematic analysis enabled the triangulation of distinct postdoctoral mentorship profile definitions. ResultsLPA identified six postdoctoral fellow profiles and four supervisor profiles, which became clearly definable through thematic analysis. Postdoc profiles included Technical Manager, Autonomy Focused Advisor, Stretched Mentor, Well‐Rounded Mentor, Exemplar Mentor, and Leader‐Mentor, while supervisor profiles included Autonomous Mentor, Reflective Mentor, Research Lab Mentor, and Confident Leader‐Mentor. Some of these are aligned, but several are not, giving insight into the phenomenon of “misaligned expectations” in postdoctoral literature. ConclusionsThe mentorship profiles illustrate the misalignment in expectations, which leads to negative mentorship experiences for many postdoctoral scholars. 

Engineering requires more bachelor’s degree graduates to meet the growing demand for engineering skills globally. One way to address this demand is increasing student degree completion, which is lower than higher education in general. In particular, Black, Latino/a/x, and Indigenous (BLI) students are less likely to complete an engineering degree than their peers. BLI students experience a host of unwelcoming behaviors in engineering environments that contribute to departure without their intended degree. Improving environments to support belonging may offer one solution. Through an ecological belonging intervention, we seek to improve continued enrollment and increase belonging. Quasi-experimental methods were used in a second-semester engineering programming course. Surveys collected before and after an intervention combined with institutional data were used to test the moderation effects of the intervention on continued enrollment in engineering during the semester following the intervention. BLI students who were enrolled in intervention treatment sections were more likely to be enrolled in engineering the following fall. The intervention treatment increased belonging such that control section participants were less likely to continue to be enrolled in engineering. While research to assess the efficacy and mechanisms of the intervention is ongoing, the intervention offers promising results to address attrition, particularly for BLI students. 

Abstract BackgroundEngineering requires new solutions to improve undergraduate performance outcomes, including course grades and continued enrollment in engineering pathways. Belonging and engineering role identity have long been associated with successful outcomes in engineering, including academic success, retention, and well‐being. PurposeWe measure the relationships between belonging and role identity at the beginning of a first‐year engineering course with course grade and continued enrollment in engineering courses. We test the effect of an ecological belonging intervention on student belonging, course grade, and persistence. MethodStudents (n = 834) reported their sense of belonging in engineering, cross‐racial experiences, engineering performance/competence, interest in engineering, and engineering recognition before and after an in‐class intervention to improve classroom belonging ecology. Through a series of longitudinal multigroup path analyses, a form of structural equation modeling, we tested the predictive relationships of the measured constructs with engineering identity and investigated differences in these relationships by student gender and race/ethnicity. FindingsThe proposed model predicts course grades and continued enrollment, providing insight into the potential for interventions to support first‐year engineering students. Group analysis results demonstrate the difference in the function of these psychosocial measures for women and Black, Latino/a/x, and Indigenous (BLI) students, providing insights into the potential importance of sociocultural interventions within engineering classrooms to improve the engineering climate, engagement, and retention of students. ImplicationsThe results highlight the need for more specific, nuanced theoretical investigations of how marginalized students experience the engineering environment and develop social belonging and engineering role identity.