Derrick Satterfield
Biographic Data
| ID | 5452969 |
|---|---|
| NAME | Derrick Satterfield |
| GIVEN NAMES | Derrick |
| FAMILY NAME | Satterfield |
| SIGNATURE | SATTERFIELD D |
| AFFILIATIONS | Department of Engineering Education, University of Nevada, Reno, Nevada, USA |
| ORCID | 0000-0002-4197-0551 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Relationships and Identity Influences on Engineering Doctoral Degree Completion Intentions
Doctoral engineering students leave doctoral programs without their intended degrees at high rates, with students from minoritized groups leaving at higher rates. In the current study, we modeled the associations between academic relationships, professional identity, and degree completion intentions (DCI). Positive academic relationships with research advisors and peers within doctoral degree programs can bolster persistence and professional iden…
Development and initial validation of the Discrimination in Engineering Graduate Education (DEGrE) Scale
Anyone, but not Everyone: Undergraduate Engineering Students’ Claims of Who Can Do Engineering
This paper examines students’ claims about who can become an engineer and what it takes in engineering culture to be successful. Through longitudinal interviews with 20 undergraduate engineering students, we found that participants’ descriptions of who can ‘do’ engineering were paradoxical. Participants simultaneously maintained that ‘anyone’ could do engineering and that individuals must also possess certain characteristics to become engineers. …
Anyone, but not Everyone: Undergraduate Engineering Students’ Claims of Who Can Do Engineering
This paper examines students’ claims about who can become an engineer and what it takes in engineering culture to be successful. Through longitudinal interviews with 20 undergraduate engineering students, we found that participants’ descriptions of who can ‘do’ engineering were paradoxical. Participants simultaneously maintained that ‘anyone’ could do engineering and that individuals must also possess certain characteristics to become engineers. …
Development and initial validation of the Discrimination in Engineering Graduate Education (DEGrE) Scale
Anyone, but not Everyone: Undergraduate Engineering Students’ Claims of Who Can Do Engineering
This paper examines students’ claims about who can become an engineer and what it takes in engineering culture to be successful. Through longitudinal interviews with 20 undergraduate engineering students, we found that participants’ descriptions of who can ‘do’ engineering were paradoxical. Participants simultaneously maintained that ‘anyone’ could do engineering and that individuals must also possess certain characteristics to become engineers. …
Development and initial validation of the Discrimination in Engineering Graduate Education (DEGrE) Scale
Relationships and Identity Influences on Engineering Doctoral Degree Completion Intentions
Doctoral engineering students leave doctoral programs without their intended degrees at high rates, with students from minoritized groups leaving at higher rates. In the current study, we modeled the associations between academic relationships, professional identity, and degree completion intentions (DCI). Positive academic relationships with research advisors and peers within doctoral degree programs can bolster persistence and professional iden…
Career Development and Diversity (2 works) · Engineering Education and Curriculum Development (2 works) · Higher Education and Employability (2 works) · Mathematics education (2 works) · Psychology (2 works) · Applied Psychology (1 works) · Applied Psychology (1 works) · Biomedical and Engineering Education (1 works) · Computer Science (1 works) · Degree (music (1 works)