2025 ASEE Annual Conference & Exposition

ECR-EDU Core Research: (Mis)alignment between ME course content and student career intentions

Presented at NSF Grantees Poster Session II

Engineering curricular content communicates a message about the nature of work in the field. While engineering practice requires a broad skillset, research suggests the undergraduate curriculum often has a predominantly technocentric focus. Such a focus communicates a narrow view of engineering practice and risks disengaging students who are interested in broader engineering skillsets or the social impacts of engineering work, often women and minoritized students. This study explores the role of curricular content in a Mechanical Engineering department on students’ career thinking. We conducted semi-structured interviews with 18 4th-year ME students to understand (mis)alignment between ME course content and students’ career intentions. We found that while most students described learning knowledge and skills in their courses that were applicable to their intended future careers. Less than half of the participants described their ME courses as informing their career directions in any way. Further, only two students described required courses as informing their career plans. Our work contributes to understanding student career pathways in engineering and how to support students’ pursuits in careers that apply comprehensive skillsets.

Authors

Dr. Jingfeng Wu University of Michigan [biography]

Jingfeng Wu is currently a PhD student at the University of Michigan majoring in Engineering Education Research. She holds a PhD in Chemical Engineering from University of Calgary in Canada, and a Bachelor of Science in Chemical Engineering at Chang'an University in China. Her research interests include engineering undergraduate curriculum analysis, engineering students' career interests, and technical communication.
Dr. Erika Mosyjowski http://orcid.org/0000-0001-5700-641X University of Michigan [biography]

Erika Mosyjowski is the Research and Faculty Engagement Manager in the Center for Socially Engaged Design within University of Michigan College of Engineering. She earned a PhD and MA in Higher Education from Michigan and a Bachelor's in Psychology and Sociology from Case Western Reserve University.
Dr. Shanna R. Daly http://orcid.org/0000-0002-4698-2973 University of Michigan [biography]

Shanna Daly is an Associate Professor in Mechanical Engineering at the University of Michigan. She has a B.E. in Chemical Engineering from the University of Dayton and a Ph.D. in Engineering Education from Purdue University.
Dr. Joi-Lynn Mondisa http://orcid.org/https://0000-0002-3959-6548 University of Michigan [biography]

Joi Mondisa is an Associate Professor in the Department of Industrial and Operations Engineering and an Engineering Education Faculty Member at the University of Michigan Ann Arbor.
Dr. Lisa R. Lattuca http://orcid.org/0000-0003-1547-5992 University of Michigan [biography]

Lisa Lattuca, Professor of Higher Education and member of the Core Faculty in the Engineering Education Research Program at the University of Michigan.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025

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