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Using Multivariate Statistics

http://science.sciencemag.org/content/sci/201/4359/899.2.full.pdf

Phenomenology of perception.

Impatti, adattamento e vulnerabilita Le cause e le responsabilita dei cambiamenti climatici sono state trattate sul numero di ottobre della rivista Cda. Approfondiamo l’argomento presentando il documento: “Cambiamenti climatici 2007: impatti, adattamento e vulnerabilita” votato ad aprile 2007 dal secondo gruppo di lavoro del Comitato Intergovernativo sui Cambiamenti Climatici (Intergovernmental Panel on Climate Change). Si tratta del secondo di tre documenti che compongono il quarto rapporto sui cambiamenti climatici.

/pdf/climate-change-2007-impacts-adaptation-and-vulnerability-31xc1cf4d3.pdf

Climate Change 2007: Impacts, Adaptation and Vulnerability.

Social Network Analysis

25. Multiple Imputation for Nonresponse in Surveys. By D. B. Rubin. ISBN 0 471 08705 X. Wiley, Chichester, 1987. 258 pp. £30.25.

Multiple Imputation for Nonresponse in Surveys

Background

Prior to college, many students have no experience with engineering, but some ultimately choose an engineering career. Women choose engineering at lower rates than men. This article uses critical engineering agency (CEA) to understand first-year students' attitudes and self-beliefs to predict the choice of an engineering career.



Purpose/Hypothesis

We investigated how first-year students' math and physics identities and students' beliefs about the ability of science to improve the world predict choice of engineering as a career and whether these beliefs differ by gender.



Design/Method

The data were from the Sustainability and Gender in Engineering survey distributed during fall 2011 (N = 6,772). Structural equation modeling was used to understand first-year students' affective beliefs for predicting engineering career choice.



Results

Math and physics identities are important for predicting engineering choice at the beginning of college. Recognition from others and interest in a subject are positive predictors of physics and math identities. Students' performance/competence beliefs alone are negative predictors of engineering career choice but are mediated by interest and recognition from others. Student identities and agency beliefs are significant predictors of engineering career choice, explaining 20% of the variance. We also found gender differences in students' math and physics identities and agency beliefs.



Conclusions

This article emphasizes the importance of students' recognition beliefs and the importance of agency beliefs for women in predicting engineering career choice.

/pdf/identity-critical-agency-and-engineering-an-affective-model-3k2hl06ehn.pdf

Identity, Critical Agency, and Engineering: An Affective Model for Predicting Engineering as a Career Choice

Allison Godwin, Ph.D. is an Assistant Professor of Engineering Education at Purdue University. Her research focuses what factors influence diverse students to choose engineering and stay in engineering through their careers and how different experiences within the practice and culture of engineering foster or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. She is the recipient of a 2014 American Society for Engineering Education (ASEE) Educational Research and Methods Division Apprentice Faculty Grant. She also was an NSF Graduate Research Fellow for her work on female empowerment in engineering which won the National Association for Research in Science Teaching 2015 Outstanding Doctoral Research Award.

https://par.nsf.gov/servlets/purl/10042227

The Development of a Measure of Engineering Identity

Background

Sustainability is increasingly a vital consideration for engineers. Improved understanding of how attention to sustainability influences student major and career choice could inform efforts to broaden participation in engineering.



Purpose

Two related questions guided our research. How do career outcome expectations related to sustainability predict the choice of an engineering career? Which broader sustainability-related outcomes do students perceive as related to engineering? To address both questions, we compared effects for engineering and nonengineering students while controlling for various confounding variables.



Design/Method

We conducted a survey to collect responses about sustainability and other variables of interest from a national sample of college students in introductory English classes. Data were analyzed using descriptive statistics and correlational analysis.



Results

Students who hope to address certain sustainability issues such as energy, climate change, environmental degradation, and water supply are more likely to pursue engineering. Those who hope to address other sustainability issues such as opportunities for women and minorities, poverty, and disease are less likely to do so. Students hoping to address sustainability-related outcome expectations with obvious human relevance are less likely to pursue engineering. Yet those students who perceive “improving quality of life” and “saving lives” as associated with engineering are more likely to pursue the profession.



Conclusions

Our results suggest that showing students the connection between certain sustainability issues and engineering careers could help those striving to increase and diversify participation in engineering. A broader range of engineers would likely bring new ideas and ways of thinking to engineering for sustainability.

Sustainability as a Route to Broadening Participation in Engineering

Understanding students' self-ascribed engineering identity may be one way to understand engineering choices and to help recruit new students to the engineering pipeline. In our framework, identity is composed of students' perceptions of their performance/competence, recognition, and interest in a domain. This paper outlines the creation of a model of engineering choice based on this framework. The data utilized in this analysis come from the nationally-representative Sustainability and Gender in Engineering (SaGE) survey. Distributed during the fall of 2011, the survey was completed by 6,772 college students across the United States enrolled in first-year English courses. A structural equation model was built using previously validated constructs of mathematics, physics, and general science identities. These three constructs predict an engineering identity which, in turn, influences the choice of engineering in college. The model is a step towards a better understanding of the choice of an engineering major in college.

Understanding engineering identity through structural equation modeling

This manuscript reports a longitudinal case study of how one woman, Sara, who had previously considered dropping out of high school, authored strong mathematics and science identities and purposefully exhibited agency through her experiences in high school science. These experiences empowered her to choose an engineering major in college; however, her introductory university engineering experiences ultimately pushed her out of engineering. Drawing on critical agency theory, we argue that by paying careful attention to how and why women author their identities and build agency through their experiences in high school, we may gain insight into why women may choose an engineering path in college. Additionally, we examine how Sara's perceptions of engineering structures and practices chipped away at the critical engineering agency she developed and caused her to leave engineering after her first year in college. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 9999:XX–XX, 2016

Pushing and Pulling Sara: A Case Study of the Contrasting Influences of High School and University Experiences on Engineering Agency, Identity, and Participation.

Allison Godwin

Papers

Identity, Critical Agency, and Engineering: An Affective Model for Predicting Engineering as a Career Choice

The Development of a Measure of Engineering Identity

Sustainability as a Route to Broadening Participation in Engineering

Understanding engineering identity through structural equation modeling

Pushing and Pulling Sara: A Case Study of the Contrasting Influences of High School and University Experiences on Engineering Agency, Identity, and Participation.