No Blank Slates: Differences in Beliefs, Events, and Values in Sophomore ME Students
Session We2: Nov 10, 11:20 AM
Abstract:
What do we know about the beliefs and values of engineering students and how these might affect their sense of belonging and their motivation for engaging in learning experiences within their program? This paper analyzes intra-group complexities in sophomore mechanical engineering students based on data collected from the Beliefs, Events, Values Inventory (BEVI) and discusses broad implications of the results. Specifically, in fall 2020 some 400 second-year students in Purdue's Mechanical Engineering program completed the Beliefs, Events, Values Inventory (BEVI). This validated tool provides a snapshot of individual and group traits such as openness to different social and cultural practices, self-awareness, attunement with emotions and the environment, and changes in worldview. The analysis of aggregate data for the group reinforces some assumed characteristics. For example, students scored high on the "physical resonance" scale, that is, receptivity to corporeal needs and an inclination toward the experiential. They scored on low one the "identity diffusion" scale, which means that they sense their core needs have been fulfilled and are not experiencing an identity crisis. Both of these results might be expected given that these students persisted to their second year in a hands-on career field and not only earned admission into the competitive College of Engineering at Purdue but also had successfully made their case for entry into the also-competitive program in Mechanical Engineering approximately six months before completing the inventory. A closer look at the distribution of decile scores and at demographic differences, however, highlights significant internal group variation. For example, students placed all along the scale for "emotional attunement" -- the expression of affect, sensitive, emotional. Perhaps most revealing, the differences between students who identified themselves as male and those who identified themselves as female are significant on most of the BEVI's 17 scales. These differences suggest that students may have very different experiences within the same program based on the beliefs and values that shape them prior to entry. There may also be implications for teamwork, for who takes advantage of specific program opportunities such as study abroad, for persistence through graduation, and more. Above all, this presentation points to the importance of knowing what students bring to a program and the need for further research.