Journal of Engineering Education最新文献

{"title":"Mental health and treatment use in undergraduate engineering students: A comparative analysis to students in other academic fields of study","authors":"Matthew D. Whitwer,&nbsp;Sarah A. Wilson,&nbsp;Joseph H. Hammer,&nbsp;Brenna Gomer","doi":"10.1002/jee.20629","DOIUrl":"https://doi.org/10.1002/jee.20629","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Engineering students experience high levels of distress and low rates of mental health treatment seeking, yet there is a gap in knowledge around how this compares with that of students in other fields of study. Given the influence of social identity (e.g., gender identity, race/ethnicity) on mental health and treatment seeking, it is important to account for sociodemographic variation across fields when performing such comparisons.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>This study used Andersen's Behavioral Model to compare mental health distress and treatment use between students in engineering and other fields while controlling for sociodemographic factors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Survey data came from the 2021–2022 Healthy Minds Study (<i>N</i> &gt; 50,000). Measures related to mental health, treatment use, and diagnosis were examined. Descriptive statistics were determined for each field of study, and regression analyses were used to assess differences across fields while accounting for covariates.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Compared to students from other fields, engineering students were among the least likely to report symptoms of depression and anxiety. However, 44.4% of undergraduate engineering students screened positive for current depression and/or anxiety. Of those who screened positive, only 40.4% had received therapy/counseling in the past year. Further, they were the least likely to have received a depression or anxiety diagnosis when compared to students from other fields.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>When controlling for sociodemographic factors, undergraduate engineering students reported lower rates of mental health distress and treatment use compared to students in other fields. This study highlights the need for considering engineering culture in the interpretation of student mental health and treatment.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20629","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143120495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A systematic review of differences for disabled students in STEM versus other disciplinary undergraduate settings","authors":"Ariel Chasen,&nbsp;Maura Borrego,&nbsp;Elisa Koolman,&nbsp;Emily Landgren,&nbsp;Hannah Chapman Tripp","doi":"10.1002/jee.20627","DOIUrl":"https://doi.org/10.1002/jee.20627","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Engineering education and other discipline-based education researchers may motivate their work with claims that STEM (science, technology, engineering, and mathematics) norms and culture are unique, thus requiring focused study. As research on disabled students gains momentum in engineering education, it is important to understand differences that limit generalizability of prior work in other disciplines to STEM.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>What do studies document as differences between STEM and non-STEM settings that impact disabled undergraduates, and to what extent are these studies using asset-based perspectives of disability?</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Scope/Method</h3>\u0000 \u0000 <p>This systematic review identified US studies that compared STEM to non-STEM disciplines in regards to disabled undergraduate students. The qualifying studies, published during 1979–2023, comprise 22 journal articles and 15 doctoral or master's theses. Most studies used quantitative methods (<i>n</i> = 28).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Of the 37 qualifying studies, 20 instructor studies provided moderate evidence that STEM instructors are less willing or less knowledgeable about how to support disabled students through accommodations or course design. We highlight a small number of student studies identifying assets of disabled students, although most took a deficit view by comparing disabled student experiences to an able-bodied norm. Few studies emphasized the structural characteristics of STEM such as culture and educational practices that contribute to socially constructing disability by acting as barriers that disable students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>More work is needed to examine instructor actions beyond their intentions and attitudes toward disabled students. Critical and asset-based perspectives are needed in future study designs that center disability to uncover systemic barriers and identify assets disabled students bring to STEM.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20627","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143113049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Promoting sociotechnical perspectives of engineering during a summer bridge program","authors":"Jacob Pleasants,&nbsp;Richard Velasco,&nbsp;Claudia Colonnello,&nbsp;Shansley Glenn,&nbsp;Samuel Crapitto,&nbsp;Kate Raymond,&nbsp;Brandon Abbott","doi":"10.1002/jee.20626","DOIUrl":"https://doi.org/10.1002/jee.20626","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>To address complex challenges of modern society, engineering education needs to help students develop sociotechnical perspectives of engineering. Research has documented efforts to incorporate sociotechnical thinking into undergraduate engineering education, but those perspectives must often compete with more dominant technocentric views. Research is needed to investigate how and why students do or do not adopt sociotechnical views.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose/Hypothesis(es)</h3>\u0000 \u0000 <p>In this study, we investigated the extent to which students' views of engineering changed in the context of an Engineering Summer Bridge (ESB) program, in which engineering is promoted as a socially engaged practice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>We used a multiple case study methodology to investigate patterns across 24 ESB participants. We gathered multiple sources of data to investigate changes in participants' thinking, including pre/post surveys, weekly reflections during ESB, and follow-up participant interviews. We grouped participants based on the extent to which they added socially engaged perspectives to their perceptions of engineering. We then identified variables associated with those groupings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Approximately one-third of participants added socially engaged perspectives to their views of engineering. These students tended to have fewer prior engineering experiences prior to ESB and often self-identified as having limited prior knowledge of engineering. They were also more likely to hold motivations and interests oriented toward the public good.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Our study identifies variables that potentially support and inhibit students' development of socially engaged views of engineering. It highlights the importance of early learning experiences and suggests that technocentric perspectives can be well established even before students begin their undergraduate programs.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143120152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Elements of disenchantment: Exploring the development of academic disenchantment among US engineering graduate students","authors":"Kanembe Shanachilubwa,&nbsp;Gabriella Sallai,&nbsp;Catherine G. P. Berdanier","doi":"10.1002/jee.20624","DOIUrl":"https://doi.org/10.1002/jee.20624","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Given high attrition rates and lack of interest in faculty careers, it is crucial to understand how doctoral engineering students conceptualize academia and academic careers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose/Hypothesis</h3>\u0000 \u0000 <p>This study aims to characterize the development of academic disenchantment among engineering students who have considered departure from their doctoral programs. Schema theory was used to explore how students develop and evolve in their conceptualizations of academia through their lived experiences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>Data were collected from 42 graduate students from research-intensive universities across the United States who participated in qualitative, semi-structured interviews investigating expectations for graduate school, experiences, attrition and persistence considerations, and career trajectories. The transcripts were thematically analyzed through open and axial coding to understand how students constructed their schemas of the academy.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Experiences and quotations of four participants are presented to describe the results of the transcripts. Participants' misaligned expectations of their graduate program's values and practices, coupled with a lack of agency and support, led them to see their graduate programs as antagonistic to their short- and long-term career success. Even for students who may likely persist through to PhD degree completion, the development of disenchantment dissuades students—even those who once desired a faculty career—from interest in the academy.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>By understanding how disenchantment arose in our participants' experiences, we better understand how to equip students with resources that will help them navigate graduate programs. This research advances the literature by identifying underutilized opportunities to prepare students to cope with the challenges of engineering doctoral education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20624","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142861812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring how personal and program characteristics inform the experiences of engineering students abroad","authors":"Kirsten A. Davis,&nbsp;David B. Knight","doi":"10.1002/jee.20625","DOIUrl":"https://doi.org/10.1002/jee.20625","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>As more universities seek to offer international experiences for engineering students, it is important to design such programs to effectively support student learning abroad. Previous research on study abroad has focused on a limited number of outcomes and therefore failed to consider the diversity of experiences students may have in the same program and the range of learning outcomes they may develop while abroad.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>We explored student experiences across multiple types of engineering study abroad programs to address the research question: How do the types of significant experiences students highlighted from their time abroad differ based on student and/or program characteristics?</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>We interviewed 79 engineering students after completing their study abroad programs using the critical incident technique to identify significant experiences from their time abroad. We used multiple rounds of coding to characterize the critical incidents identified by students and then compared the frequency of our main themes across student and program characteristics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We found that student experiences differed across both personal and program characteristics, in particular students' prior travel experiences, program duration, and the destination's cultural distance from the United States.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Our findings can inform the design of global engineering programs, which should consider the impact of program characteristics on student experiences and employ a variety of pedagogies to accommodate differences in students' needs and prior experiences. We also argue that it is important to consider students' experiences more holistically in research and evaluation of global engineering programs.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20625","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142860601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing the impact of online collaborative problem solving on a calculus class for first-year engineering students: A communities of practice lens","authors":"Brayan Díaz,&nbsp;Daniela Luengo-Aravena,&nbsp;Pia Barahona,&nbsp;Patricio Felmer","doi":"10.1002/jee.20622","DOIUrl":"https://doi.org/10.1002/jee.20622","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>We examine the efficacy of an online collaborative problem-solving (CPS) teaching approach in academic performance and student connections with other peers, among first-year engineering calculus students at a Latin American university. Our research uses communities of practice (CoP) to emphasize the social nature of learning and the importance of participation and interaction within a community.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The work applies a quasi-experimental design and social network analysis (SNA). A total of 202 engineering students were instructed using CPS methodology (experimental group), while 380 students received traditional online teaching methods (control group) during one semester in the first calculus class for engineers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results show no significant difference in the grades obtained between the experimental and control groups. However, students exposed to CPS reported a statistically significant higher passing rate, as well as larger and more significant academic and social connections. Additionally, SNA results suggest that CPS facilitated stronger peer connections and promoted a more equitable distribution of participation among students, particularly women, compared to students taught under traditional online teaching methods.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The study underscores the importance of fostering collaborative learning environments and highlights CPS as a strategy to enhance student performance and network formation. Findings suggest that CPS can improve academic outcomes and promote more equitable learning practices, potentially reducing dropout rates among women engineering students. These findings contribute to the ongoing efforts to address systematic biases and enhance learning experiences in engineering education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20622","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142764218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Group diversity, diversity beliefs, and group processes in a design course for engineering students","authors":"Cui Ping,&nbsp;Ad Kleingeld,&nbsp;Marloes Hendrickx,&nbsp;Sonja Rispens,&nbsp;Ruurd Taconis","doi":"10.1002/jee.20623","DOIUrl":"https://doi.org/10.1002/jee.20623","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The engineering profession has changed dramatically, and engineers today must work in diverse (multidisciplinary or international) groups. As such, practice in diverse student groupwork can be beneficial to develop all-round skillsets. However, simply mixing students with different backgrounds into one group is not always effective in engineering group projects.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>This study investigates how a diverse student group composition is related to group processes and, subsequently, group output, and also to see whether students' positive diversity beliefs influence the relation between diverse student group composition and group processes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Multilevel analyses were performed on 124 groups to analyze associations between diversity in group compositions (nationality and gender diversity), group processes (task elaboration, shared understanding of the task, and trust in the group), and group outcomes (performance and satisfaction), at both the individual and group level. Positive diversity beliefs were included as moderators.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We found negative group-level associations between nationality diversity and shared understanding of the task and trust in the group. On the individual level, we found students' relative positive diversity beliefs to be positively associated with their perceptions of all group processes, which, in turn, were positively associated with perceived group performance and satisfaction.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>A student group with different nationalities may encounter challenges in group processes, although we did not find direct implications for group performance and group-level satisfaction. Individual student perceptions of group processes were more clearly associated with outcomes than group-level aggregates. To facilitate diverse student groupwork, educators need to pay attention to and enhance students' awareness of the value of working in a diverse group.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142764219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Building bridges to engineering interest: Connections between student perceptions of instructor actions and interest in engineering classes","authors":"Ella Miesner,&nbsp;Diane L. Schallert","doi":"10.1002/jee.20621","DOIUrl":"https://doi.org/10.1002/jee.20621","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Development of subject-matter interest can motivate long-term learning. Prior research indicates that what instructors do in learning environments and how students feel about their relationship to instructors influence students' learning via the motivational mechanism of interest. This study's research into instructor actions in online learning contexts and in student perceptions of relatedness and interest was inspired by the 21st century transition to online instruction accelerated by COVID-19.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose/Hypothesis(es)</h3>\u0000 \u0000 <p>This study sought to determine links between student-perceived teaching presence and immediacy behaviors, perceptions of relatedness to the instructor, and course subject interest. We hypothesized that student interest develops from instructor actions mediated by perceptions of relatedness to the instructor.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>Multiple methods were used to investigate associations between instructor actions in college-level engineering courses taught synchronously online and students' perceptions of relatedness to instructor and interest. Qualitative interviews with engineering instructors corroborated use of <i>teaching presence</i> and <i>immediacy behaviors</i> as constructs to describe online instructional actions. Quantitative surveys were administered to undergraduate students (<i>n</i> = 141) enrolled in synchronous, online engineering classes. Qualitative interviews with 10 students supplemented survey findings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Path modeling and regression models of results indicated that students' perceptions of teaching presence online, but not immediacy behaviors, were predictive of relatedness to instructor and situational interest in course content. Qualitative data corroborated the survey findings by giving voice to students' lived experience.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Synthesis of results suggests strategies that could develop teaching presence and enhance student perceptions of relatedness to instructors online, ultimately enhancing interest in engineering.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142758048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Engineering students' interests in nonprofit and public policy careers: Applying a data-driven approach to identifying contributing factors","authors":"Dayoung Kim,&nbsp;Andrew Katz","doi":"10.1002/jee.20620","DOIUrl":"https://doi.org/10.1002/jee.20620","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Engineering students have an array of career opportunities they can pursue. Some of these opportunities will place them in different sectors of the economy. Whereas many may want to pursue careers in the private/corporate sector, there are important roles for engineers to play in the nonprofit/NGO sector and the public policy/government sector.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose/Hypothesis</h3>\u0000 \u0000 <p>The aim of this research was to use a data-driven approach to understanding factors associated with engineering students' likelihood of pursuing careers in the nonprofit/NGO and public policy/government sectors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We analyzed data from a national survey of final-year engineering students. We used a data-driven approach combining an ordinal random forest, projection predictive variable selection, and ordinal logistic regression analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The importance of certain factors in the students' career satisfaction (e.g., helping others, volunteering with a charity group) was the most predictive item for students pursuing careers in the nonprofit/NGO sector. The importance of making money was negatively associated with students pursuing careers in the nonprofit/NGO sector. Conversely, the students' interest in working on certain topics (e.g., terrorism and war, climate change) was the most predictive for those pursuing careers in the public policy/government sector. Certain academic majors were also positively associated with students' likelihood of joining the public policy/government sector. Job security was also an influential factor for pursuing careers in both sectors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This study highlights important but understudied areas for workforce development in alternative career paths beyond the private sector, which could potentially contribute to broadening participation in engineering.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20620","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142642005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Undergraduate Engineering Mental Health Help-Seeking Instrument (UE-MH-HSI): Development and validity evidence","authors":"Joseph H. Hammer,&nbsp;Courtney J. Wright,&nbsp;Melanie E. Miller,&nbsp;Sarah A. Wilson","doi":"10.1002/jee.20615","DOIUrl":"https://doi.org/10.1002/jee.20615","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Undergraduate engineering students experiencing distress are less likely than peers to ask for professional help. A population-specific instrument to facilitate the identification of factors that influence mental healthcare utilization could guide development and testing of interventions to increase help seeking.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>We used mixed methods guided by the Integrated Behavioral Model (IBM) to develop and evaluate the Undergraduate Engineering Mental Health Help-Seeking Instrument (UE-MH-HSI).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>First, we adapted existing measures of mental health help-seeking intention and mechanisms (i.e., attitudes, perceived norm: injunctive, perceived norm: descriptive, personal agency: autonomy, personal agency: capacity). Second, we coded qualitative interviews (<i>N</i> = 33) to create population-specific mental health help-seeking belief measures (i.e., outcome beliefs, experiential beliefs, beliefs about others' expectations, beliefs about others' behavior, beliefs about barriers and facilitators). Third, we tested the psychometric properties using data from 596 undergraduate engineering students at a historically White, research-focused institution in southern United States.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Psychometric analyses indicated that (1) help-seeking mechanism and intention measures demonstrated unidimensionality, internal consistency, construct replicability, and sufficient variability; (2) mechanism measures demonstrated criterion evidence of validity; and (3) most items within the belief measures demonstrated sufficient variability and convergent evidence of validity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The UE-MH-HSI is an evidence-based tool for investigating mental health help-seeking factors and their relationship to help-seeking behavior, well-being, academic success, and engineering identity formation. Guidelines for use are provided.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"113 4","pages":"1198-1225"},"PeriodicalIF":3.9,"publicationDate":"2024-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20615","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142540908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}