In this research paper the pathways of 720 engineering freshman entering a large, southwestern university in Fall 2007 were tracked over their first four semesters along with their academic achievement and demographic information. The same analysis was performed on 1855 engineering freshman entering the same large, southwestern university in Fall 2012. Based on their junior entry status, we characterized student pathways in their first two years in terms of stayers (stayed in engineering), movers (stayed at the university but in a different major), and leavers (left the university). Our efforts address the research question: "What role does student performance, gender, and sense of belonging have in student persistence and destination during the first two years of engineering?" The results of our work indicate that student performance, gender, and sense of belonging all influence education pathway in different ways.
|Original language||English (US)|
|Journal||ASEE Annual Conference and Exposition, Conference Proceedings|
|State||Published - Jun 26 2016|
|Event||123rd ASEE Annual Conference and Exposition - New Orleans, United States|
Duration: Jun 26 2016 → Jun 29 2016
ASJC Scopus subject areas