Variance in Engineering Identity in Master's Degree-Seeking Engineering Students

The research reported here explores the variance in engineering master's degree seeking students' graduate engineering identity (GEI) as it relates to key factors such as advisor relationships, a thesis project, a paid research assistantship, belonging to a lab, and previous research exper...

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Bibliographic Details
Main Authors: Bahnson, Matthew, Perkins, Heather, Satterfield, Derrick, Parker, Mackenzie, Tsugawa, Marissa, Kirn, Adam, Cass, Cheryl
Format: Conference Proceeding
Language:English
Subjects:
Educational courses
Engineering education
Engineering Identity
Engineering profession
Engineering students
Human factors
Master's Degree
Mentoring
Multilevel Modeling
Psychology
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Summary:The research reported here explores the variance in engineering master's degree seeking students' graduate engineering identity (GEI) as it relates to key factors such as advisor relationships, a thesis project, a paid research assistantship, belonging to a lab, and previous research experiences. This is part of a larger study exploring engineering graduate student (EGS) experiences through motivation and identity frameworks to elucidate why some students persist in the engineering discipline. GEI includes three identity domains of engineer, researcher, and scientist with each containing sub-constructs of performance/competence, recognition, and interest. Utilizing multilevel modeling, variance between individuals and universities is found in the scientist/recognition identity domain/sub-construct for master's degree-seeking students. Advisor relationship and research experience explain significant portions of the variance for both individuals and universities. Implications for engineering graduate programs, faculty and universities are presented.
ISSN:2377-634X
DOI:10.1109/FIE43999.2019.9028414