Authors

Devin R. Berg

Venue

engrXiv Preprints

Abstract

Low enrollment and retention of women in mechanical engineering persist despite decades of curricular reform and outreach initiatives. This paper presents a theory-grounded, future-oriented advising intervention that addresses early disengagement among undergraduate women in mechanical engineering. Drawing on research in possible selves, episodic future thinking, growth mindset, and asset-based frameworks, the intervention reframes disengagement as a motivational and identity-development challenge rather than a deficit in preparation or ability. The paper synthesizes motivational theory; describes a structured advisor–student intervention; analyzes advisor training for fidelity and equity; and presents an aligned assessment and reporting plan. Implications for engineering education and student success practice are discussed.

Links

Preprint: 10.31224/8408