A Scoping Literature Review of Engineering Thriving to Redefine Student
                        Success

Gesun, Julianna; Major, Justin Charles; Berger, Edward J.; Godwin, Allison; Jensen, Karin; Chen, John; Froiland, John Mark

doi:10.21061/see.9

Cited by 20 publications

(21 citation statements)

References 84 publications

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“…Arguably, culture is co-created by all members of a group and future studies that include graduate student, faculty, and staff perspectives may enhance our understanding of how these expectations and norms develop and are reinforced by all members of an organization. In addition to understanding how we might dismantle the notions of a culture of high stress and poor self-care, future work that develops interventions to support a culture of wellness in engineering (Jensen, 2021 ) will support student thriving (Ge et al, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

Undergraduate student perceptions of stress and mental health in engineering culture

et al. 2023

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Background Mental health for engineering undergraduates is an urgent topic for engineering educators. Narratives of engineering education requiring suffering may create or exacerbate problematic perceptions around stress and mental health in engineering. This study explored the roles of stress and mental health in engineering culture. We sought to explore: (1) how engineering students describe their experiences related to stress and mental health and (2) norms and expectations engineering students share about stress and mental health. Qualitative interview data were collected from 30 students who had previously responded to a college-wide survey. Results Codes related to experiences with stress and mental health in engineering were organized in a bioecological systems model and analyzed for emergent themes depicting engineering culture. The study identified three themes related to stress and mental health in engineering culture: (1) engineering workload as a defining stressor, (2) specific barriers that prevent engineering students from seeking help for mental health concerns, and (3) reliance on peers to cope with stress and mental health distress. Conclusions Our analysis provided insight into how engineering students perceive norms around stress and mental health in engineering and how this impacts help-seeking for mental health challenges. These findings have important implications for developing interventions and positive cultures that support student mental health.

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Section: Discussionmentioning

confidence: 99%

Undergraduate student perceptions of stress and mental health in engineering culture

et al. 2023

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“…These perceptions can manage the components of education curriculums centered on distinguishing living principles and objectives whereas simultaneously encouraging comfort [12]. Flourishing incorporates manifold aspects of triumph, encompasses recurrent activities of development and adjustment, and entails of harmonious capabilities that ought to preferably be reviewed together [13]. In the case of the present study, success carries a much simpler definition as it merely encompasses the ability to be pursue studying at the tertiary level when many of the Orang Asli have failed.…”

Section:  Issn: 2252-8822mentioning

confidence: 96%

Being successful in school: A case study of the Orang Asli (Aboriginal People) of Malaysia

Ahmad

Abdullah

Shariff

et al. 2022

IJERE

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The Orang Asli have been marginalized in many aspects including education. Despite the various support and assistance provided by the government, their development in the educational process is still lagging. However, there are cases of Orang Asli children who have managed to complete their education. The objective of the study is to identify the success factors that help the Orang Asli to be successful in their education. The research is exploratory research using qualitative method, with semi structured interviews as the primary data collection. The respondents are Orang Asli children who have completed their tertiary education. The study found that motivation and the right environment are the two important factors that contributed to the success of the respondents in the study. Environment factor is inclusive of parental, familial and societal contribution to the development of the Orang Asli education. Hence, providing the right motivation and creating the correct environment for the Orang Asli children would help them to complete their education. However, the findings are limited to the selected Orang Asli tribes and cannot be generalized to the whole Orang Asli in the country. Nonetheless, the findings provided relevant insights into the Orang Asli education and can serve as a platform for future studies.

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“…For example, if you apply a pipeline paradigm and focus on student retention, students who are attracted to majors outside of engineering are often seen as identical to those who leave because of poor academic performance. If you apply a pathway paradigm and focus on student persistence, students who are thriving in engineering (Gesun et al, 2021) are often seen as identical to those who never reach their full potential or who have negative experiences, as long as they continue along engineering pathways (W. C. Lee, 2019). In short, if the field of engineering education allows quantitative metrics to overly influence the direction of analysis, the only experiences emphasized will be those that can be empirically linked to quantifiable student outcomes.…”

Section: Introductionmentioning

confidence: 99%

(Un)equal demands and opportunities: Conceptualizing student navigation in undergraduate engineering programs

Lee,

Hall,

Josiam

et al. 2023

J of Engineering Edu

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BackgroundIt is well known that earning a bachelor's degree in engineering is a demanding task, but ripe with opportunity. For students from historically excluded demographic groups, this task is exacerbated by oppressive circumstances. Although considerable research has documented how student outcomes differ across demographic groups, much less is known about the dynamic processes that marginalize some students.PurposeThe purpose of this article is to propose a conceptual model of student navigation in the context of undergraduate engineering programs. Our goal is to illustrate how localized, structural features unjustly shape the demands and opportunities encountered by students and influence how they respond.Scope/MethodWe developed our model using an iterative, four‐stage process. This process included (1) clarifying the purpose of the development process; (2) identifying concepts and insights from prior research; (3) synthesizing the concepts and insights into propositions; and (4) visualizing the suspected relationships between the salient constructs in the propositions.ResultsOur model focuses on the dynamic interactions between the characteristics of students, the embedded contexts in which they are situated, and the support infrastructure of their learning environment.ConclusionThe resulting model illustrates the influence of structural features on how students a) respond to demands and opportunities and b) navigate obstacles present in the learning environment. Although its focus is on marginalized students in undergraduate engineering programs, the model may be applicable to STEM higher education more broadly.

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A Scoping Literature Review of Engineering Thriving to Redefine Student Success

Cited by 20 publications

References 84 publications

Undergraduate student perceptions of stress and mental health in engineering culture

Undergraduate student perceptions of stress and mental health in engineering culture

Being successful in school: A case study of the Orang Asli (Aboriginal People) of Malaysia

(Un)equal demands and opportunities: Conceptualizing student navigation in undergraduate engineering programs

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