The Relations of Ethnicity to Female Engineering Students' Educational Experiences and College and Career Plans in an Ethnically Diverse Learning Environment

2008 ◽  
Vol 97 (4) ◽  
pp. 449-465 ◽  
Author(s):  
Julie Martin Trenor ◽  
Shirley L. Yu ◽  
Consuelo L. Waight ◽  
Katherine S. Zerda ◽  
Ting-Ling Sha
Keyword(s):  
Learning Environment ◽  
Engineering Students ◽  
Educational Experiences ◽  
Ethnically Diverse ◽  
Career Plans ◽  
College And Career ◽  
Diverse Learning

First-Year Engineering Students’ Conceptualization of Entrepreneurial Mindset

2021 ◽  
pp. 251512742110292
Author(s):  
Darby R. Riley ◽  
Hayley M. Shuster ◽  
Courtney A. LeMasney ◽  
Carla E. Silvestri ◽  
Kaitlin E. Mallouk
Keyword(s):  
High School ◽  
College Student ◽  
Engineering Students ◽  
Educational Experiences ◽  
Multidisciplinary Design ◽  
First Year ◽  
First Semester ◽  
First Year College ◽  
Starting Point ◽  
Reflection Prompts

This study was conducted to examine how first-year engineering students conceptualize the Entrepreneurial Mindset (EM) and how that conceptualization changes over the course of their first semester of college, using the Kern Entrepreneurial Engineering Network (KEEN)’s 3Cs as a starting point. Students enrolled in an introductory, multidisciplinary design course responded to biweekly reflection prompts on their educational experiences (either in high school or as a first-year college student) and related this experience to one of the 3Cs of EM: Curiosity, Connections, or Creating Value. Results indicate that students’ conceptualization of the 3Cs often align with definitions of EM from KEEN, as well as foundational works in the entrepreneurship field, and that their interpretation of each of the 3Cs does change during their first semester in college. For instance, students were less likely to write about curiosity and more likely to write about creating value at the end of the semester compared to the beginning.

Engineering Students' Beliefs About Research: Sex Differences, Personality, and Career Plans

2012 ◽  
Vol 101 (3) ◽  
pp. 495-511 ◽  
Author(s):  
Anna Woodcock ◽  
William G. Graziano ◽  
Sara E. Branch ◽  
Ida Ngambeki ◽  
Demetra Evangelou
Keyword(s):  
Sex Differences ◽  
Engineering Students ◽  
Career Plans

Career and College Planning Needs of Ninth Graders–as Reported by Ninth Graders

2006 ◽  
Vol 10 (2) ◽  
pp. 2156759X0601000
Author(s):  
Melinda M. Gibbons ◽  
L. DiAnne Borders ◽  
Mark E. Wiles ◽  
Julie B. Stephan ◽  
Patrick E. Davis
Keyword(s):  
Decision Making ◽  
Parent Education ◽  
Career Planning ◽  
Ninth Graders ◽  
Accurate Information ◽  
College Planning ◽  
College Costs ◽  
Career Plans ◽  
Education Group ◽  
College And Career

Few researchers have asked students directly about what they know and need to know regarding college and career planning. Given the critical choices made early in high school, ninth graders (n = 222) were surveyed regarding their educational and career plans and the resources they were using in their decision-making. Overall results as well as differences by ethnicity, gender, and parent education group are reported. Results indicated a discrepancy between plans and accurate information about college costs and availability.

The impact of learning in a diversified environment: social and cognitive development of international students for global mind-set

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Muhammad Saifullah Khalid ◽  
Qi Zhanyong ◽  
Jannat Bibi
Keyword(s):  
International Students ◽  
Learning Environment ◽  
Positive Impact ◽  
Knowledge Development ◽  
Content Type ◽  
Subject Knowledge ◽  
Diverse Learning ◽  
Cognitive Transformation ◽  
Mind Set ◽  
The Impact

Purpose This study aims to assess the socio-cognitive transformation and subject knowledge development of international students studying in China's universities with diverse learning environment. Design/methodology/approach The data was collected through on-line survey and quantitative approach was adopted on a Likert scale to assess students' cognitive and social development as a responsible mind-set, ethical awareness, understanding cultural diversity and subject knowledge development. The assessment scale consisted of 25 statements to cover the foundational indicators that represent socio-cognitive transformation. The questionnaire was pilot tested for internal consistency by calculating Cronbach’s alpha. Furthermore, exploratory factor analysis was applied to ensure the traits of the construct intended to measure. A total of 316 participants responded to the survey. With descriptive statistics, X2 of association and Friedman’s two-way analysis of variance by rank was applied to test the hypothesis. Findings This study argues that diverse learning environment has positive impact on learners’ socio-cognitive transformation. It enhances students' capability to understand cultural values to accept diversity and awareness about global community issues and also subject knowledge skill development. Originality/value In the current century, study abroad programs have increased the mobility of international students, and the role of higher education institutions has become immense, multifaceted and dynamic. Universities are taking a position to play a considerable role in creating learning opportunities for awareness of societal issues and transform social behavior. Studying abroad programs is a growing concept in response to learners' cogitative and socialized transformation. There is an absence of research conducted to explore the impact of a diverse cultural environment on the socio-cognitive transformation of international students. Therefore, the current study focused on exploring the cognitive and societal development of international students studying in China.

i9MASKS Project

2022 ◽  
pp. 271-289
Author(s):  
Violeta Meneses Carvalho ◽  
Cristina S. Rodrigues ◽  
Rui A. Lima ◽  
Graça Minas ◽  
Senhorinha F. C. F. Teixeira
Keyword(s):  
Engineering Students ◽  
Educational Experiences ◽  
Learning By Doing ◽  
The Other ◽  
Teaching Staff ◽  
Summer Program ◽  
Global Pandemic ◽  
Hands On ◽  
Virus Spreading ◽  
The Impact

Engineering education is a challenging topic that has been deeply explored in order to provide better educational experiences to engineering students, and the learning by doing approach has been appraised. Amidst a global pandemic, an engineering summer program denominated i9Masks emerged and aimed to create transparent facial masks for preventing the virus spreading. This project had the participation of 21 students from different engineering areas, as well as professors and monitors whose guidance and commitment were of great importance for its success. Aiming to understand the importance of this engineering hands-on project for students' training, two inquiries were applied, being one for students and the other for professors and monitors/researchers. Students described this initiative as an amazing and innovative experience that they would like to repeat and considered useful for their careers. Regarding the impact perceived by the teaching staff, the results proved that they enjoyed participating in the i9MASKS project and sharing knowledge with students in a practical way.

scholarly journals Surveying the assessment components suitability for engineering learning in a challenging educational environment

2020 ◽  
Vol 26 (1) ◽  
pp. 29-33
Author(s):  
Samuel Eneje ◽  
S. Scholar
Keyword(s):  
Learning Environment ◽  
Engineering Education ◽  
Engineering Students ◽  
Learning Outcome ◽  
Educational Environment ◽  
African Region ◽  
Engineering Programs ◽  
Educational Environments ◽  
Engineering Models ◽  
Blended Course

This study used a mixed methodology to investigates the possibility of using blended assessment for engineering education in a challenging learning environment. It discussed the outcome of the evaluation, which is problematized by the influences of an encumbered learning environment. It used the blended engineering models to investigate the circumstances of assessments and its outcomes in a university situated in the sub-Sahara African region. It revealed the experiences of post-internship engineering students using a single blended course. The survey showed that students` knowledge of factors impeding thorough assessment for productivity in the region and advocated ways of improvement. It disclosed past and present assessment percentage shares in addition to suggesting a preferred assessment percentage share required for graduating skilled engineers. The result uncovered where assessment might be situated so that there is a satisfactory learning outcome for engineering programs. Keywords: Blended engineering learning, Challenged educational environments, Assessment outcomes.

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