The Experts below are selected from a list of 56904 Experts worldwide ranked by ideXlab platform
Cynthia J Atman - One of the best experts on this subject based on the ideXlab platform.
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moving from pipeline thinking to understanding pathways findings from the academic pathways study of Engineering undergraduates
ASEE Annual Conference and Exposition Conference Proceedings, 2008Co-Authors: Cynthia J Atman, Sheri Sheppard, Lorraine Fleming, Ronald L Miller, Karl A Smith, Reed Stevens, Ruth Streveler, Christine Loucksjaret, Dennis LundAbstract:While Engineering educators have engaged in many endeavors aimed at advancing Engineering education and practice, much of this work has focused on broad curricular issues. Few studies focus on what it means to be an engineer or the process of what it takes to learn to engineer. In the last decade Engineering educators have begun to focus on developing the research base with an emphasis on Engineering Student learning.
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mapping between design activities and external representations for Engineering Student designers
Design Studies, 2006Co-Authors: Monica E Cardella, Cynthia J Atman, Robin AdamsAbstract:Many design researchers have attempted to characterize design through the different activities the designer exhibits, such as problem framing, solution generation, and evaluating alternative solutions. Others have documented the way that sketching supports design. This study combines these approaches to understanding design by exploring the interplay between designers' representations and their design activities in a set of four case studies. We analyzed verbal protocols collected from two senior and two freshman Engineering Students. The four Students exemplify the significant design activity findings from a previous study. In this paper, we present the results from the analysis of the four design protocols, focusing on the relationship between representation and design activity, and on differences between the freshmen and seniors in our sample in the way that they make and use design sketches. We discuss these findings with a focus on improving design education.
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research on Engineering Student knowing trends and opportunities
Journal of Engineering Education, 2005Co-Authors: Jennifer Turns, Cynthia J Atman, Robin Adams, Theresa J BarkerAbstract:What could we know about Engineering Student knowing? The answer to this question represents a form of scholarship of discovery in Engineering education and a valuable complement to scholarship of teaching work in the field. To illustrate the state of this scholarship, we present twelve studies and analyze these studies across aspects of knowledge, level of experience, and research approach. We then use these analyses to identify trends in the existing research and opportunities for future research.
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gender and ethnicity differences in freshmen Engineering Student attitudes a cross institutional study
Journal of Engineering Education, 2001Co-Authors: Mary Besterfieldsacre, Larry J Shuman, Magaly Moreno, Cynthia J AtmanAbstract:We examine the attitudes of entering freshman Engineering Students and how they change over the course of the first year at 17 institutions. In addition to better understanding these attitudes and the changes that occur, we explore how these changes potentially affect such issues as “first term probation” and attrition from Engineering programs. Particular attention is directed at isolating differences due to gender and ethnicity. Thirteen different Student attitudes were captured using the Pittsburgh Freshman Engineering Attitude Survey© (PFEAS) at the beginning of the first semester (pre) and at either the end of the first semester or first academic year (post). Definite gender differences were found on the pre-survey for five of the attitude measures. For all but one of these measures, female Engineering Students' initial attitudes were more negative than those of male Students. Across the sample of institutions, female Students consistently began their Engineering studies with a lower confidence in background knowledge about Engineering, their abilities to succeed in Engineering, and their perceptions of how engineers contribute to society than did their male counterparts. However, those same female Students were more comfortable with their study habits than were the male Students. The post questionnaire data indicated that differences for three of these five attitude measures persisted. Most important, female Engineering Students continued to maintain a lower confidence in their abilities to succeed in Engineering as compared to male Engineering Students. When the PFEAS data were mapped into EC 2000 outcomes, comparable cross-institutional gender differences were observed that paralleled those found for the attitudinal measures. Because the number of minority Students was relatively small, significant cross-institutional differences between each minority cohort studied (African American, Asian Pacific, and Hispanic) and the majority cohort, similar cross-institutional patterns could not be observed. However, possible trends were found between African American and majority Students' attitudes for certain measures, while other attitudinal measures were found to be significant when Hispanic Students were compared to majority Students. Significant attitudinal differences between Asian Pacific and majority Students were similar to those found between female and male Engineering Students. By knowing how attitudinal measures differ among gender and ethnic cohorts, and understanding how those differences relate to attrition from Engineering programs, we can then developed more informed programmatic initiatives that can impact these attitude in a positive manner. As a result, we may be able to reduce Engineering attrition, especially by underrepresented Student cohorts.
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Engineering Student attitudes assessment
Journal of Engineering Education, 1998Co-Authors: Mary Besterfieldsacre, Cynthia J Atman, Larry J ShumanAbstract:ABET Engineering Criteria 2000 requires Engineering faculty to not only develop methods and measures for evaluating their specific degree programs, but also to use the resultant information to improve the educational process. While this implies a need to measure Students' acquisition of knowledge and skills, we propose that much can be learned by measuring Student attitudes and their changes over the Student's four years of study. To demonstrate this, we present a case study which illustrates the use of three different techniques for obtaining attitudinal measures—focus groups, open-ended surveys and structured interviews, and closed-form questionnaires. The advantages and disadvantages of each are discussed, and results are presented to illustrate their collective value as part of a comprehensive evaluation system.
Andrew Elby - One of the best experts on this subject based on the ideXlab platform.
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marginalized identities of sense makers reframing Engineering Student retention
Journal of Engineering Education, 2014Co-Authors: Brian A Danielak, Ayush Gupta, Andrew ElbyAbstract:Background Students' identities and sense of belonging in a program affect whether they stay in Engineering. Research suggests that Students' ways of knowing and beliefs about what counts as knowing and learning – their personal epistemologies – can be aspects of their identities, or sense of self as knowers and learners. Purpose/Hypothesis Combining personal epistemology and identity theories suggests epistemological aspects of Students' identities can influence whether they feel they belong in their Engineering program. We have two research questions: Can a high-achieving Engineering Student be in danger of leaving a program because of a mismatch between epistemological aspects of his identity and his perceptions of the intellectual climate of their program? How does such a mismatch affect the Student's day-to-day academic experiences? Design/Method For three years, we followed Michael, an electrical Engineering Student, through interviews and in-class observations. From more than 12 hours of semistructured clinical interviews, more than 10 hours of videotaped discussion sections, and two in-class observations in lectures, we produced a case study to characterize epistemological aspects of Michael's identity and how they influenced his perception of his program. Results Michael expressed and enacted a sense-making epistemology that is a fundamental aspect of his identity as a learner. Due to this sense-making aspect of Michael's identity, he often felt alienated from the intellectual climate of his program, and he considered leaving Engineering. Conclusion Researchers focused on Student retention should attend to epistemological aspects of Student identities. Instructors and administrators focused on retention should attend to the epistemological messages Students hear from their programs.
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The marginalized identities of sense-makers: Reframing Engineering Student retention
2010 IEEE Frontiers in Education Conference (FIE), 2010Co-Authors: Brian A Danielak, Ayush Gupta, Andrew ElbyAbstract:This paper empirically argues for a closer examination of what we wish to retain when we speak of “retention” in Engineering. We present and interpret data from clinical interviews and classroom video of “Michael,” a Student who feels marginalized by an Engineering program that undervalues him because of his stance toward knowledge. Michael is a sophomore Electrical Engineering and Mathematics major in a Basic Circuits course. In his own words, he's a “fringe” Student because of his robust tendency toward making sense of the concepts being taught rather than memorizing formulae. He also feels alienated because he views learning in terms of argument and intuition, instead of algorithm and rote acceptance. Furthermore, for Michael the practice of sense-making defines him; it's an integral aspect of his identity. Thus, Michael's self-reported sense of alienation resonates strongly with existing identity-based accounts of Students leaving the field. We contend the field of Engineering suffers if individuals like Michael don't pursue it. Through this case study of Michael, we urge the retention discussion to consider not just the demographic categories of people we hope to keep but also the approaches to knowledge, learning, and problem-solving we aim to support.
Richard M Felder - One of the best experts on this subject based on the ideXlab platform.
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the effects of personality type on Engineering Student performance and attitudes
Journal of Engineering Education, 2002Co-Authors: Richard M Felder, Gary N Felder, E J DietzAbstract:The Myers-Briggs Type Indicator ® (MBTI) was administered to a group of 116 Students taking the introductory chemical Engineering course at North Carolina State University. That course and four subsequent chemical Engineering courses were taught in a manner that emphasized active and cooperative learning and inductive presentation of course material. Type differences in various academic performance measures and attitudes were noted as the Students progressed through the curriculum. The observations were generally consistent with the predictions of type theory, and the experimental instructional approach appeared to improve the performance of MBTI types (extraverts, sensors, and feelers) found in previous studies to be disadvantaged in the Engineering curriculum. The conclusion is that the MBTI is a useful tool for helping Engineering instructors and advisors to understand their Students and to design instruction that can benefit Students of all types.
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a longitudinal study of Engineering Student performance and retention v comparisons with traditionally taught Students
Journal of Engineering Education, 1998Co-Authors: Richard M Felder, Gary N Felder, Jacquelin E DietzAbstract:In a longitudinal study at North Carolina State University, a cohort of Students took five chemical Engineering courses taught by the same instructor in five consecutive semesters. The courses made extensive use of active and cooperative learning and a variety of other techniques designed to address a broad spectrum of learning styles. Previous reports on the study summarized the instructional methods used in the experimental course sequence, described the performance of the cohort in the introductory chemical Engineering course, and examined performance and attitude differences between Students from rural and urban backgrounds and between male and female Students.1–4 This paper compares outcomes for the experimental cohort with outcomes for Students in a traditionally-taught comparison group. The experimental group outperformed the comparison group on a number of measures, including retention and graduation in chemical Engineering, and many more of the graduates in this group chose to pursue advanced study in the field. Since the experimental instructional model did not require small classes (the smallest of the experimental classes had 90 Students) or specially equipped classrooms, it should be adaptable to any Engineering curriculum at any institution.
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a longitudinal study of Engineering Student performance and retention iv instructional methods
Journal of Engineering Education, 1995Co-Authors: Richard M FelderAbstract:As part of an ongoing longitudinal study, the author taught five chemical Engineering courses in consecutive semesters to a cohort of Students, using cooperative learning and other instructional methods designed to address a broad spectrum of learning styles. This paper outlines the policies and procedures, assignments, and classroom activities in the experimental course sequence and describes the Students' performance and attitudes as they progressed through the sequence. The results suggest that active and cooperative learning methods facilitate both learning and a variety of interpersonal and thinking skills, and that while these methods may initially provoke Student resistance, the resistance can be overcome if the methods are implemented with care.
Brian A Danielak - One of the best experts on this subject based on the ideXlab platform.
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marginalized identities of sense makers reframing Engineering Student retention
Journal of Engineering Education, 2014Co-Authors: Brian A Danielak, Ayush Gupta, Andrew ElbyAbstract:Background Students' identities and sense of belonging in a program affect whether they stay in Engineering. Research suggests that Students' ways of knowing and beliefs about what counts as knowing and learning – their personal epistemologies – can be aspects of their identities, or sense of self as knowers and learners. Purpose/Hypothesis Combining personal epistemology and identity theories suggests epistemological aspects of Students' identities can influence whether they feel they belong in their Engineering program. We have two research questions: Can a high-achieving Engineering Student be in danger of leaving a program because of a mismatch between epistemological aspects of his identity and his perceptions of the intellectual climate of their program? How does such a mismatch affect the Student's day-to-day academic experiences? Design/Method For three years, we followed Michael, an electrical Engineering Student, through interviews and in-class observations. From more than 12 hours of semistructured clinical interviews, more than 10 hours of videotaped discussion sections, and two in-class observations in lectures, we produced a case study to characterize epistemological aspects of Michael's identity and how they influenced his perception of his program. Results Michael expressed and enacted a sense-making epistemology that is a fundamental aspect of his identity as a learner. Due to this sense-making aspect of Michael's identity, he often felt alienated from the intellectual climate of his program, and he considered leaving Engineering. Conclusion Researchers focused on Student retention should attend to epistemological aspects of Student identities. Instructors and administrators focused on retention should attend to the epistemological messages Students hear from their programs.
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The marginalized identities of sense-makers: Reframing Engineering Student retention
2010 IEEE Frontiers in Education Conference (FIE), 2010Co-Authors: Brian A Danielak, Ayush Gupta, Andrew ElbyAbstract:This paper empirically argues for a closer examination of what we wish to retain when we speak of “retention” in Engineering. We present and interpret data from clinical interviews and classroom video of “Michael,” a Student who feels marginalized by an Engineering program that undervalues him because of his stance toward knowledge. Michael is a sophomore Electrical Engineering and Mathematics major in a Basic Circuits course. In his own words, he's a “fringe” Student because of his robust tendency toward making sense of the concepts being taught rather than memorizing formulae. He also feels alienated because he views learning in terms of argument and intuition, instead of algorithm and rote acceptance. Furthermore, for Michael the practice of sense-making defines him; it's an integral aspect of his identity. Thus, Michael's self-reported sense of alienation resonates strongly with existing identity-based accounts of Students leaving the field. We contend the field of Engineering suffers if individuals like Michael don't pursue it. Through this case study of Michael, we urge the retention discussion to consider not just the demographic categories of people we hope to keep but also the approaches to knowledge, learning, and problem-solving we aim to support.
Robin Adams - One of the best experts on this subject based on the ideXlab platform.
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mapping between design activities and external representations for Engineering Student designers
Design Studies, 2006Co-Authors: Monica E Cardella, Cynthia J Atman, Robin AdamsAbstract:Many design researchers have attempted to characterize design through the different activities the designer exhibits, such as problem framing, solution generation, and evaluating alternative solutions. Others have documented the way that sketching supports design. This study combines these approaches to understanding design by exploring the interplay between designers' representations and their design activities in a set of four case studies. We analyzed verbal protocols collected from two senior and two freshman Engineering Students. The four Students exemplify the significant design activity findings from a previous study. In this paper, we present the results from the analysis of the four design protocols, focusing on the relationship between representation and design activity, and on differences between the freshmen and seniors in our sample in the way that they make and use design sketches. We discuss these findings with a focus on improving design education.
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research on Engineering Student knowing trends and opportunities
Journal of Engineering Education, 2005Co-Authors: Jennifer Turns, Cynthia J Atman, Robin Adams, Theresa J BarkerAbstract:What could we know about Engineering Student knowing? The answer to this question represents a form of scholarship of discovery in Engineering education and a valuable complement to scholarship of teaching work in the field. To illustrate the state of this scholarship, we present twelve studies and analyze these studies across aspects of knowledge, level of experience, and research approach. We then use these analyses to identify trends in the existing research and opportunities for future research.