Future-Oriented, Asset-Based Advising to Address Disengagement Among Women in Mechanical Engineering

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.