Abstract Purpose This paper aims to determine what demographic, academic, and career preparation factors are associated with a Biomedical Engineering (BME) student’s placement upon graduation. Additionally, what are the differences in demographic, academic, and career preparation factors that correlate to a non-BME major student’s placement upon graduation? Methods Student data from four majors (Biomedical (431), Chemical (1192), Mechanical (1364), and Materials Science Engineering (305)) were analyzed. A logistic regression was used to evaluate how individual factors related to demographics, academics, and career preparation correlate to specific career outcomes such as industry placement, further/continued education, or still looking for placement (in either industry or further education) after graduation. Results BME students had higher variability in types of career placement compared to other majors. Specifically, BME students had higher proportions going to medical school (20%) and to graduate school (25%). However, a similar percentage of BME students were still looking for career placement at graduation (13% for BME vs. 13–16% for Chemical, Mechanical, and Materials Science engineering majors). The logistic regression indicated that BME male students were twice as likely, compared to females, to be still looking for placement at graduation rather than having secured an industry position. In addition, for all majors, a high grade point average (GPA) on 4-point scale at graduation is the strongest correlation for pursuing further education compared to going into industry. Lastly, being an international student was correlated to the selection of career outcomes for all majors but not BME. Conclusions These observations indicate BME students have varied career placements and noticeably low placement in industry relative to other majors. Additionally, it was observed that male students in BME were twice as likely to be still looking for a job post-graduation. A future area for research is to consider whether BME students use further education (i.e., graduate school) as a backup for industry positions.
Lewis et al. (Fri,) studied this question.