The Motivation of Low-Income Engineering Transfer Students that Influences Choosing and Pursuing a Baccalaureate Degree Attainment in Engineering

Abstract

She is responsible for programs at the pre-college, undergraduate, and graduate levels to facilitate the recruitment, retention, and overall success of students from traditionally underrepresented groups in engineering and information and computer sciences. Dr. Artis has 18 years of experience working with education and outreach programs in engineering and over 35 publications in STEM education and outreach. Prior to joining UC Irvine, she was the Education and Outreach Director for the

What engineering employers want: An analysis of technical and professional skills in engineering job advertisements

“…Observing this misalignment pushed us to conduct this study of job advertisements—we thought there could be a useful opportunity to contribute to the conversation by applying relatively new developments in data extraction and natural language processing models within this space. While many engineering education researchers may favor a more student‐centered framework focused on empowering graduates, a reality is that many students pursue engineering undergraduate and graduate degrees because of engineers' earning potential (Matusovich et al, 2010; McGee et al, 2016; Salgado et al, 2020). Students as young as eighth graders indicate that it is very important to them to have a career that enables them to make a lot of money (Fleming, Fernandez, et al, 2023).…”

A Systematic Review of Academic Self-Concept Measures in First-year Engineering Education

“…Math ability [18], [19] Academic self-description [20] College persistence [21], [33] STEM intrinsic value [22] STEM interest [18], [30] Academic competence [24] Perceived competence [25], [30] Perceived STEM performance [18] Belief in performance [25] Professional identity (vocational identity) [21] STEM identity [30] Sense of belonging [23], [26] Resiliency [23] Future goals/intentions [23] Academic ability [18], [19], [31], [32] Intellectual self-confidence [19], [27], [32] Drive to achieve [19], [32] Self-acceptance [27] Self-esteem [27] Academic involvement [28], [32] Expectancy for success [29] Attainment value [30] Utility value [30] Recognition [30] Motivation [26]…”