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DECLARING AN ENGINEERING MAJOR: BY CHOICE OR BY CHANCE?

DECLARING AN ENGINEERING MAJOR: BY CHOICE OR BY CHANCE?. DAVID O. KAZMER, P.E., PH.D. University of Massachusetts Lowell. Mission: Unlock Human Potential. Constraints: Initial & Boundary Conditions. Background: Initial states & beliefs Outlook: Filters that limit transparency.

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DECLARING AN ENGINEERING MAJOR: BY CHOICE OR BY CHANCE?

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  1. DECLARING ANENGINEERING MAJOR: BY CHOICE OR BY CHANCE? DAVID O. KAZMER, P.E., PH.D. University of Massachusetts Lowell

  2. Mission:Unlock Human Potential

  3. Constraints:Initial & Boundary Conditions • Background: Initial states & beliefs • Outlook: Filters that limit transparency

  4. Select a Major Commit and Deliver Objectives forFirst Year Students

  5. Criticismof Engineering Education • Many companies and students argue that engineering curricula are too abstract and disconnected • Grinter in 1955 said same, and need for • Relevance to students’ lives & careers • Attractiveness so that the excitement and intellectual content • Connectedness to the needs and issues of the broader community

  6. Concept of a Common First Year in Engineering • Relieve pressure to select majors • Allow exploration & informed decisions • Explored in 1996-8 at public universities in New England • Generally done by mandate of deans • Remnants still in place today, but… • …departments revert to providing required tools in second and even first semester

  7. Purpose of First Engineering Course • Increase enthusiasm for engineering and awareness of different majors • Increasing retention and career success • Ensure competence of in basic skills • Avoid major-specific subject areas • Provide “fair warning” of later courses

  8. First Day of Classes:Who’s Selected Their Major? • Vast majority of students raised hands • Registrar data indicates 85% • How did so many pick their major? • How sure are they of their major?

  9. Spring Registration Is In Early November • Students need to select major • Course provides supporting information • Department heads and alumni provide 1 hour sessions on their major • Prior assignment on interest inventories and personality styles • Additional sessions with starting engineers and successful executives

  10. Are you sure of your major? Query on Selection of Major Part A. Please answer the following questions. 1. My interest in engineering is: a. Gone. I must get out of the college. b. Shaky. I’m not sure I want to be here. c. Sound. I think I’m in the right place. d. Absolute. This is the place for me. 2. My interest in a specific major is: a. Huh? I’ve no interest in a specific major at this time. b. Uncertain. I’m trying to pick between a couple alternatives. c. OK. I think I’ve got a targeted major. d. Absolute. I know the exact major for me. Part B. Reflecting on Part A, discuss what factors you considered, and what additional information might be useful in reaching or validating your decision. Part C. List the courses you plan to take next semester.

  11. Rational Responses I studied electronics for 3.5 years in high school, and found I really liked it. During high school, I built four robots, 3 for the F.I.R.S.T. and one for the MIT state competition; I fell in love with Mechanical Engineering when I was on these robotics teams and joined ASME. After the presentation by the department head, I felt more comfortable about my major. Irrational(?) Responses Chemical engineers are at the top of the engineering ladder, have the highest salaries, and dabble in everything. I learned in my EE Intro class that EE was the highest paid. My cousin graduated from RPI in computer engineering and has yet to find a job; I'm going to be an electrical engineer because the country has become very dependent on electricity. My father and his father were both Mechanical Engineers. Factors Considered By Those “Sure” of Major Approximately 50% of those “sure” of major stated salary or familial history as sole reason for selection.

  12. Rational Responses I've done internships & camps related to engineering; the more I find out about EE, the more I want to be one. ME was a safe bet given the broad opportunities in the field that interest me. After a long debate about the optimal speed for gas mileage, I realized ME was for me. Too much chemistry in this major, I’ve an interest in Civil. I’m still not decided – I am pursuing further input from older students to help me. Difficult Responses I took engineering because architecture was not offered. I had wanted to be an engineer as my father and grandfather. I'm only 18 and don't know what I want to do with the rest of my life. I was not prepared for this and need to rethink my life. I've realized that I can't picture myself having a job as an engineer. I'm not having fun. Listening to engineers talk about their majors and jobs has not caught my attention. Factors Considered By Those “Unsure” of Major Approximately 50% of those “unsure” of major stated lack of familiarity orpreparation as reason for lack of surety. • The engineering program was not what I expected; it is a huge commitment that I don't feel ready to make. • My preoccupation with the state of the world has not allowed me to focus on my studies. • I used to have a love of math and science but have lost it. I've had a change of heart rather than a change of mind. • I didn't realize the science requirements were so deep; my math is non-existent, and I’m not sure I can do this.

  13. Post-Mortem:Grade=f(Commitment)?

  14. Alternative Hypothesis:Commitment=f(Grade)? • First reason to counter the alternative hypothesis: • Students informed that course was not intended to “weed out” weak students • The homework utilized as the basis of this inquiry was assigned prior to delivery of course grades.

  15. Alternative Hypothesis:Commitment=f(Grade)? • Second reason to counter the alternative hypothesis: • Course performance at the end of the semester was calculated for different groups of respondents according to their action. • Results indicated that • Switchers and drop-outs had lower averages • Uncommitted students had highest average!

  16. Alternative Hypothesis:Commitment=f(Grade)? • Third reason to counter the alternative hypothesis: • Mid-semester teaching evaluation showedlittle correlation with course grades • Results indicate that the majority of students were not aware of course grades at the time of the study

  17. Conclusions • Selection of major is a critical event in each student’s life • This decision is generally not well supported • Anecdotal experience • Salary & familial history in particular • Negative decision sets • Lack of information and preparation • Performance is a function of commitment

  18. Recommendations • Maintain common first year • Eliminate selection of major from application • Increase K-12 outreach • Improve counseling services • Interest inventories, one on one counseling, mentoring, alumni seminars, career fairs, government employment data, decision making worksheets, etc.

  19. An Offer to Instructors • Seeking data and co-authors to further substantiate this data

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