2023 ASEE Annual Conference & Exposition

This work-in-progress research paper is at the early stages seeking to further understand the links between incoming engineering students’ mathematical preparation and their actual degree attainment in engineering. The importance of mathematical achievement and preparation to engineering persistence has long been studied. This investigation seeks to further enhance this research-base. A sample of 450 incoming engineering majors were divided onto three different engineering tracks by their university based upon their level of mathematics preparation: Engineering Track 1 (Calculus-ready), Engineering Track 2 (Calculus-ready with Precalculus review), and Engineering Track 3 (College Algebra ready). Demographic (e.g., gender) and psychosocial (e.g., engineering identity) variables were measured for all students upon college entrance. Satisfactory indicator variables (e.g., cumulative GPA, cumulative credit hours earned, major selection) were gathered and tracked throughout the students’ collegiate tenure — including their graduating college major. Descriptive statistics, Pearson’s chi-squared tests, One-way ANOVAs, and t-tests were utilized in this investigation as appropriate. First, the relationship between the engineering tracks to actual degree attainment in engineering was confirmed — supporting the importance of engineering students’ mathematical preparation to their degree persistence. Next, demographic and psychosocial profiles of each of the engineering tracks were created and compared to investigate potential differences between the tracks. Demographical consistency between the tracks was noted. In examination of the psychosocial profiles of the tracks, a social cognitive career theorist (SCCT) perspective was further utilized — investigating levels of engineering identity, engineering self-efficacy and engineering outcome expectations for each track. Notably, levels of engineering identity differed widely between the tracks. Upon closer inspection of each individual track, engineering identity again played an important role. Interestingly, students in Engineering Track 3 who attained a degree in engineering boasted the highest level of engineering identity across all subgroups within the sample. Moreover, the greatest difference in engineering identity between students who persisted to degree attainment and those who did not was also found in Engineering Track 3. Preliminary results indicate suitable rationale to further situate engineering identity within the SCCT framework and investigate its direct impact upon engineering degree attainment and potential mediating role in the relationship between mathematics preparation and engineering degree attainment. Feedback from the research community regarding the findings of this study and its future directions are desired.