The Engineer and the Problem Solver: Exploration in Occupational Identity of First-Year Engineering Students

• In Event: Professional Identity Formation and Development — Paper Session

Abstract

Improving undergraduate recruitment and retention efforts into STEM programs is a national priority (Kyoung, Lattuca, & Alcott, 2017). Stevens, et al. (2008) indicated that the formation of students’ engineering identity is a significant, but overlooked dimension of engineering student learning in education research. Qualitative analysis of open-ended survey questions was conducted to examine first-year engineering students' exploration and commitment to their major and future occupation. Results show that identifying with engineering is important for commitment to the major, but identifying with “engineering” or being an “engineer” did not explicitly translate into future occupational commitment. Additionally, there were distinct variations in first-year engineering students’ understanding of the engineering field with potential implications for program retention and future occupational trajectories.

Authors

• Ashley Hill, Auburn University

• Vanessa Finnegan, Auburn University

• Joni M. Lakin, Auburn University

• Edward Davis, Auburn University

• Virginia Davis, Auburn University