A Longitudinal Study of Social and Ethical Responsibility Among Undergraduate Engineering Students: Preliminary Results

2016 ◽  
Author(s):  
Debra Fuentes ◽  
Gregg Warnick ◽  
Brent Jesiek ◽  
Randall Davies
Keyword(s):  
Longitudinal Study ◽  
Engineering Students ◽  
Ethical Responsibility ◽  
Preliminary Results ◽  
Undergraduate Engineering

scholarly journals Foundations of Social and Ethical Responsibility Among Undergraduate Engineering Students: Overview of Results

2020 ◽  
Author(s):  
Carla Zoltowski ◽  
Brent Jesiek ◽  
Stephanie Claussen ◽  
Shiloh Howland ◽  
Dayoung Kim ◽  
...  
Keyword(s):  
Engineering Students ◽  
Ethical Responsibility ◽  
Undergraduate Engineering

scholarly journals Critical Thinking Development In Undergraduate Engineering Students From Freshman Through Senior Year: A 3-Cohort Longitudinal Study

2015 ◽  
Vol 6 (2) ◽  
pp. 85-98 ◽  
Author(s):  
Patricia A Ralston ◽  
Cathy L Bays
Keyword(s):  
Critical Thinking ◽  
Longitudinal Study ◽  
Undergraduate Students ◽  
Engineering Students ◽  
Research Question ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Senior Year ◽  
Undergraduate Engineering ◽  
The Impact

Critical thinking is considered a necessary learning outcome for all college students and essential for academic and career success.  There are many challenges to developing a comprehensive approach to teaching and assessing critical thinking skills. Although the literature has many examples of the incorporation of critical thinking and assessment into courses, longitudinal studies following engineering students through their undergraduate career are lacking.  This study assessed the impact of using the Paul-Elder Critical Thinking Framework to enhance undergraduate students’ critical thinking skills with the hypothesis: There will be a significant increase in undergraduate students’ critical thinking abilities from the freshman to the senior year with the explicit and strategic incorporation of critical thinking assignments. The research question was, “How do the critical thinking skills of undergraduate engineering students change as they progress through the engineering program with the explicit and strategic incorporation of critical thinking assignments?” The study was a descriptive, longitudinal study of three engineering student cohorts as they progressed through the four year undergraduate program. The study was approved by the university’s Institutional Review Board. There was a statistically significant increase in critical thinking scores over the four years for each of the three cohorts. Integrating and evaluating critical thinking assignments into engineering curricula is possible, but a major challenge to critical thinking assessment using a holistic rubric is training engineering faculty in their use.  The results are encouraging, and participating faculty agree; but sustaining these efforts to imbed critical thinking assignments throughout the engineering college curriculum will require effort and administrative support.

HOW STUDENTS DEFINE THEIR SUCCESS: A RESEARCH STUDY

2020 ◽  
Author(s):  
Max Ullrich ◽  
David S. Strong
Keyword(s):  
Pilot Study ◽  
Engineering Students ◽  
Research Study ◽  
Survey Instrument ◽  
Undergraduate Engineering ◽  
Diversity And Inclusion ◽  
Full Study ◽  
Definition Of Success ◽  
Definition Of ◽  
Diverse Groups

How undergraduate engineering students define their success and plan for their future differs notably amongst students. With a push for greater diversity and inclusion in engineering schools, it is valuable to also better understand the differences in these areas among different students to allow institutions to better serve the needs of these diverse groups.  The purpose of this research study is to explore students’ definition of success both in the present and projecting forward 5 to 10 years, as well as to understand to what level students reflect on, and plan for, the future. The proposed survey instrument for the pilot stage of this research includes 56 closed-ended questions and 3 open-ended questions. Evidence for the validity of the research instrument is established through a mixed-method pilot study. This paper will discuss the survey instrument, the pilot study, and outline plans for the full study.

Human-Centered and Psychological Concepts in Undergraduate Engineering Project Documentation

2020 ◽  
Vol 64 (1) ◽  
pp. 505-509
Author(s):  
Rod D. Roscoe ◽  
Samuel T. Arnold ◽  
Chelsea K. Johnson
Keyword(s):  
Engineering Students ◽  
Engineering Project ◽  
Design Processes ◽  
Undergraduate Engineering ◽  
Project Documentation ◽  
And Behaviors ◽  
Psychological Concepts

The success of engineering and design is facilitated by a working understanding of human thoughts, feelings, and behaviors. In this study, we explored how undergraduate engineering students included such human-centered and psychological concepts in their project documentation. Although, we observed a range of concepts related to design processes, teams, cognition, and motivation, these concepts appeared infrequently and superficially. We discuss how this analysis and approach may help to identify topics that could be leveraged for future human-centered engineering instruction.

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