Contribution: This study's qualitative research delineates the thinking and behavioral patterns t... more Contribution: This study's qualitative research delineates the thinking and behavioral patterns that reflect students' advanced level of epistemological thinking in Project-based Learning (PBL) activities, and the associated impact factors. Background: PBL has been widely adopted in engineering education for its effectiveness in improving students' problem-solving abilities, collaboration skills, and academic achievement. The four stages of Perry's theory-Dualism, Multiplicity, Relativism and Commitment (within Relativism)-depict students' epistemological development from dualistic to contextual relativistic thinking. Prior research suggested that participation in PBL could benefit students' development to relativistic thinking-the most revolutionary change in Perry's model. Nevertheless, how epistemological thinking was exhibited in the context of PBL, and the relationship between students' epistemological thinking and PBL learning activities both remain unclear. Research Questions: 1) What are demonstrations of students' relativistic thinking in PBL activities? 2) What are the factors in regard to students' relativistic thinking in PBL activities? Methodology: Built upon quantitative results obtained using a modified Zhang's Cognitive Development Inventory (ZCDI) developed in the context of Perry's theory, this study explored demonstrations of students' relativistic thinking in PBL in a qualitative manner, and analyzed the associated factors based upon one-on-one interviews with seventeen engineering students. Findings: In PBL activities, students' epistemological thinking is reflected in their solving problems within constraints, conducting feasibility analyses, exhibiting commercial awareness, having their thinking broadened, and more. Their epistemological thinking can be impacted by factors such as guidance from professors, collaborations with peers, communications with other stakeholders, and complexity level of projects. Index Terms-Epistemology, mixed methods research, modified ZCDI, project-based learning, Perry's model of intellectual development, relativistic thinking
Contribution: This study developed a diagnostic tool to target various learning outcomes of inter... more Contribution: This study developed a diagnostic tool to target various learning outcomes of international programs for engineering students, addressing both broad competencies and engineering specific outcomes. Background: Research has shown that international engineering learning activities provide students with opportunities to develop global competencies. Multiple instruments have been developed to target either students' broad competencies or engineering-related outcomes. While these previous instruments proved to be helpful in linking students' intercultural competencies with outcomes, with measuring engineering specific outcomes, or with assessing engineering students' products or projects, no tool was available to measure the full range of possible learning outcomes from engineering students' international learning experiences. Research Questions: 1) How can an instrument be developed to target various possible outcomes of engineering students from international learning experiences? 2) How does the instrument perform against established standards for validity and reliability? Methodology: Framed in the dimensions of Knowledge, Skills and Attitudes, a learning outcome survey was compiled based upon previous qualitative research. The instrument was assessed for structural validity by conducting an exploratory factor analysis, and its reliability by testing Cronbach's alpha (n=407). Results from two sample programs were presented to demonstrate applicability. Fourteen follow-up interviews were analyzed to verify the survey content. Findings: The resulting survey showed a three-factor structure, each corresponding to Knowledge, Skills and Attitudes, and having high reliability in each dimension (alpha>.85). Qualitative evidence verified the survey validity by demonstrating the close link between interview results and survey items, and the impact of learning activities on outcomes.
Contribution: This paper developed a diagnostic tool to target various learning outcomes of inter... more Contribution: This paper developed a diagnostic tool to target various learning outcomes of international programs for engineering students, addressing both broad competencies and engineering specific outcomes. Background: Research has shown that international engineering learning activities provide students with opportunities to develop global competencies. Multiple instruments have been developed to target either students’ broad competencies or engineering-related outcomes. While these previous instruments proved to be helpful in linking students’ intercultural competencies with outcomes, in measuring engineering specific outcomes, or in assessing engineering students’ products or projects, no tool was available to measure the full range of possible learning outcomes from engineering students’ international learning experiences. Research Questions: 1) How can an instrument be developed to target various possible outcomes of engineering students from international learning experiences? 2) How does the instrument perform against established standards for validity and reliability? Methodology: Framed in the dimensions of knowledge, skills, and attitudes, a learning outcome survey was compiled based upon previous qualitative research. The instrument was assessed for structural validity by conducting an exploratory factor analysis, and its reliability by testing Cronbach’s alpha (n = 407). Results from two sample programs were presented to demonstrate applicability. Fourteen follow-up interviews were analyzed to verify the survey content. Findings: The resulting survey showed a three-factor structure, each corresponding to knowledge, skills, and attitudes, and having high reliability in each dimension (alpha>0.85). Qualitative evidence verified the survey validity by demonstrating the close link between interview results and survey items, and the impact of learning activities on outcomes.
Background
In the fields of science and engineering, Chinese students earned the largest number ... more Background
In the fields of science and engineering, Chinese students earned the largest number of doctorate degrees among foreign students in U.S. institutions from 1989 to 2009. Although prior studies have explored Chinese students’ adjustment issues in U.S. institutions, such as language capabilities, socialization, and learning experiences, little is known about the cognitive aspects of their academic experiences. Purpose
This study adopted Perry's theory, which describes college students’ epistemological development from a dualistic to a relativistic manner of thinking in four stages, to map the epistemological developmental profiles of Chinese engineering doctoral students in U.S. institutions. Method
The dominant epistemological development stages of Chinese engineering doctoral students from five Midwestern universities were identified through a quantitative survey with four subscales corresponding to Perry's four stages. ANOVA tests explored differences in the subscales concerning demographic parameters. Results
The results suggested that the dominant thinking styles of nearly 80% of the students fell into the latter two stages of Perry's theory. Significant differences were observed in survey subscales regarding factors such as students’ academic progress and university at the time of research. Conclusions
The study offers a profile of Chinese engineering doctoral students’ epistemological development using Perry's theory. Our results highlight the possible effect of U.S. engineering graduate training and demographic factors on students’ epistemological development.
ABSTRACT Background Studies have highlighted the importance for engineers of leadership, adaptabi... more ABSTRACT Background Studies have highlighted the importance for engineers of leadership, adaptability to change, and synthesis of multiple perspectives. Yet only a few studies and instruments have explored the operational definitions of these concepts for engineering undergraduates. PurposeThe goals of this research were to identify observable outcomes that engineering undergraduate students should demonstrate related to leadership, adaptability to change, and synthesis abilities and to create an instrument to assess them. Design/Method In the first phase of the study, 12 engineers working in academia and 11 engineers working in industry were interviewed. The transcripts were analyzed using a constant comparative method to determine constructs related to leadership, change, and synthesis. In the second phase of the study, survey items were developed and administered to 753 engineering undergraduate students in the spring of 2011. An exploratory factor analysis determined the common factors across the survey items. ResultsThe mixed methods approach resulted in the creation of 45 survey items categorized into four factors: Being an Engineering Leader, Engineer's Impact on Society and Economy, Engineering Leadership, and Development of an Adaptor to Change. Conclusion This study operationalized leadership, change, and synthesis within the context of engineering education. This operationalization may help to define learning outcomes and competencies for engineering leadership programs, and may provide faculty with an assessment tool for their students. Students may also use the tool to self-assess their leadership, change, and synthesis abilities.
BackgroundGraduate teaching assistants (GTAs) play important roles in undergraduate education. Th... more BackgroundGraduate teaching assistants (GTAs) play important roles in undergraduate education. The improvement of GTAs' teaching skills relies on effective formative and summative feedback about their teaching. An absence of robust, theory-driven feedback tools can limit the scope and the usefulness of feedback to GTAs.Graduate teaching assistants (GTAs) play important roles in undergraduate education. The improvement of GTAs' teaching skills relies on effective formative and summative feedback about their teaching. An absence of robust, theory-driven feedback tools can limit the scope and the usefulness of feedback to GTAs.PurposeThis article focuses on the validation of a student survey that provides pedagogical feedback to GTAs. This survey's development was guided by the How People Learn (HPL) framework. Consisting of four dimensions (knowledge-centeredness, learner-centeredness, assessment-centeredness, and community-centeredness), this framework has been used to empirically assess GTA teaching and student learning, especially in engineering.This article focuses on the validation of a student survey that provides pedagogical feedback to GTAs. This survey's development was guided by the How People Learn (HPL) framework. Consisting of four dimensions (knowledge-centeredness, learner-centeredness, assessment-centeredness, and community-centeredness), this framework has been used to empirically assess GTA teaching and student learning, especially in engineering.MethodThe survey was validated using exploratory factor analysis (EFA) with prior external content validity checks. We used EFA to identify distinct factors in the survey. The analyses informed item development on the final survey that operationalized the dimensions of the HPL framework.The survey was validated using exploratory factor analysis (EFA) with prior external content validity checks. We used EFA to identify distinct factors in the survey. The analyses informed item development on the final survey that operationalized the dimensions of the HPL framework.ResultsWe produced a 29-item survey informed by the HPL framework. Three distinct factors were identified in the survey structure after two rounds of EFA. These factors represent an individual dimension or a hybrid of dimensions of the HPL framework.We produced a 29-item survey informed by the HPL framework. Three distinct factors were identified in the survey structure after two rounds of EFA. These factors represent an individual dimension or a hybrid of dimensions of the HPL framework.ConclusionThis article describes the development of a survey that is ready for use by engineering GTAs to solicit feedback from students. From survey results, GTAs may obtain HPL-based teaching profiles that translate theory to practice. Implications for practice are also provided to facilitate the implementation of the survey, to improve the effectiveness of GTA teaching, and to enhance engineering student learning.This article describes the development of a survey that is ready for use by engineering GTAs to solicit feedback from students. From survey results, GTAs may obtain HPL-based teaching profiles that translate theory to practice. Implications for practice are also provided to facilitate the implementation of the survey, to improve the effectiveness of GTA teaching, and to enhance engineering student learning.
2013 IEEE Frontiers in Education Conference (FIE), 2013
ABSTRACT Many engineering Ph.D.s are finding career opportunities in industry. Despite the increa... more ABSTRACT Many engineering Ph.D.s are finding career opportunities in industry. Despite the increase in number of Ph.D. engineers working in industry, there is little research on what it takes to be a successful engineering Ph.D. in industry. This study explores the characteristics, and expectations of engineering Ph.D.s by interviewing ten engineering Ph.D.s working in industry. These preliminary findings reveal that responsibilities of engineering Ph.D.s in industry include more than research and development. Among other things, engineering Ph.D.s that work in this sector are expected to communicate effectively and teach others. The characteristics that engineering Ph.D.s need to possess to be successful in industry are also discussed.
When introducing engineering at the early education level, teachers’ and parents’ preparation and... more When introducing engineering at the early education level, teachers’ and parents’ preparation and support become a crucial factor. Introducing engineering in the early years raises a need for understanding the content, while also posing the challenge of preparing teachers to incorporate it into their practice. Teachers have left the traditional method of looking for new information in books, journals and magazines. Further when examining international school settings, the development of technological infrastructure is not on the same level in every country. The advent of the Internet, coming at a faster or slower pace, created an expansion of how teachers receive professional development and how they prepare for courses. In parallel the wide information release is also used by many parents who are trying to enhance their children’s informal education. While the professional development offered by universities and school districts and further educational entities provides the majority of formal options accessed by teachers, many informal sources are also utilized by teachers and parents on a day-to-day basis. A preliminary search for P-12 engineering materials revealed a wide variety of curricula, lesson plans and activities. Narrowing it down to the P-3 level though reveals that the pedagogical and content reliable sources at that level are very limited and particularly tough to identify among the plethora of information. Furthermore, although the internet allows for access to curricula developed and offered to a global audience, the language in which this content is presented is still a barrier and while it makes the content widely available to some target groups, there is still a large number of teachers that cannot take advantage of this shared information. This study is an attempt to examine the existing early education engineering curricula created by entities officially related to education in 7 different languages. It also aims to present the current comparative international landscape of this field, and offer to teachers and parents interested in introducing their children to engineering a reliable starting point towards early engineering information gathering. The paper also addresses emerging pedagogical and engineering fidelity issues.
Background
The newly formed discipline of engineering education is addressing the need to (a) en... more Background
The newly formed discipline of engineering education is addressing the need to (a) enhance STEM education for precollege students and (b) identify optimum ways to introduce engineering content starting, perhaps, from the early ages. Introducing engineering at the Prekindergarten through 12th grade (PreK-12) education level requires significant changes in teacher preparation and support. It highlights the need for developing developmentally appropriate content knowledge and pedagogical methods, thus revealing the challenges of preparing teachers to incorporate this type of knowledge base into their practice. Although professional development offered by universities, school districts, and other educational entities provides the primary source of formal learning tools for teachers, an increasing number of teachers also utilize other informal web-based resources regularly. This paper examines available PreK-12 engineering web resources offered by entities formally related to education in seven different languages, namely Arabic, Chinese (Mandarin), English, French, Greek, Korean, and Spanish.
Results
Findings showed how different educational systems designated different attention to the entry level ages when introducing engineering content. Differences in the terminology used to identify STEM resources for introducing these topics also became apparent. Similarities suggest that a large number of resources available on the web were originating in all researched languages. However, the developmental appropriateness and content validity of many of these resources remained questionable in many cases. In general, there was a plethora of isolated activities and lesson plans but significantly fewer complete engineering curricula available to teachers on the web.
Conclusions
This study presents a comparative analysis of the international landscape of PreK-12 engineering education and provides guidelines and samples of state-of-the art resources in each language for teachers interested in introducing their students to engineering as a reliable starting point towards PreK-12 engineering information gathering.
Multimodal nonlinear optical imaging has opened new opportunities and becomes a powerful tool for... more Multimodal nonlinear optical imaging has opened new opportunities and becomes a powerful tool for imaging complex tissue samples with inherent 3D spatial resolution.. We present a robust and easy-to-operate approach to add the coherent anti-stokes Raman scattering (CARS) imaging modality to a widely used multiphoton microscope. The laser source composed of a Mai Tai femtosecond laser and an optical parametric
Page 1. Low Resistance and Long Lifetime Plasma Channel Generated by Filamentation of Femtosecond... more Page 1. Low Resistance and Long Lifetime Plasma Channel Generated by Filamentation of Femtosecond Laser Pulses in Air This article has been downloaded from IOPscience. Please scroll down to see the full text article. 2010 Plasma Sci. Technol. 12 295 ...
Contribution: This study's qualitative research delineates the thinking and behavioral patterns t... more Contribution: This study's qualitative research delineates the thinking and behavioral patterns that reflect students' advanced level of epistemological thinking in Project-based Learning (PBL) activities, and the associated impact factors. Background: PBL has been widely adopted in engineering education for its effectiveness in improving students' problem-solving abilities, collaboration skills, and academic achievement. The four stages of Perry's theory-Dualism, Multiplicity, Relativism and Commitment (within Relativism)-depict students' epistemological development from dualistic to contextual relativistic thinking. Prior research suggested that participation in PBL could benefit students' development to relativistic thinking-the most revolutionary change in Perry's model. Nevertheless, how epistemological thinking was exhibited in the context of PBL, and the relationship between students' epistemological thinking and PBL learning activities both remain unclear. Research Questions: 1) What are demonstrations of students' relativistic thinking in PBL activities? 2) What are the factors in regard to students' relativistic thinking in PBL activities? Methodology: Built upon quantitative results obtained using a modified Zhang's Cognitive Development Inventory (ZCDI) developed in the context of Perry's theory, this study explored demonstrations of students' relativistic thinking in PBL in a qualitative manner, and analyzed the associated factors based upon one-on-one interviews with seventeen engineering students. Findings: In PBL activities, students' epistemological thinking is reflected in their solving problems within constraints, conducting feasibility analyses, exhibiting commercial awareness, having their thinking broadened, and more. Their epistemological thinking can be impacted by factors such as guidance from professors, collaborations with peers, communications with other stakeholders, and complexity level of projects. Index Terms-Epistemology, mixed methods research, modified ZCDI, project-based learning, Perry's model of intellectual development, relativistic thinking
Contribution: This study developed a diagnostic tool to target various learning outcomes of inter... more Contribution: This study developed a diagnostic tool to target various learning outcomes of international programs for engineering students, addressing both broad competencies and engineering specific outcomes. Background: Research has shown that international engineering learning activities provide students with opportunities to develop global competencies. Multiple instruments have been developed to target either students' broad competencies or engineering-related outcomes. While these previous instruments proved to be helpful in linking students' intercultural competencies with outcomes, with measuring engineering specific outcomes, or with assessing engineering students' products or projects, no tool was available to measure the full range of possible learning outcomes from engineering students' international learning experiences. Research Questions: 1) How can an instrument be developed to target various possible outcomes of engineering students from international learning experiences? 2) How does the instrument perform against established standards for validity and reliability? Methodology: Framed in the dimensions of Knowledge, Skills and Attitudes, a learning outcome survey was compiled based upon previous qualitative research. The instrument was assessed for structural validity by conducting an exploratory factor analysis, and its reliability by testing Cronbach's alpha (n=407). Results from two sample programs were presented to demonstrate applicability. Fourteen follow-up interviews were analyzed to verify the survey content. Findings: The resulting survey showed a three-factor structure, each corresponding to Knowledge, Skills and Attitudes, and having high reliability in each dimension (alpha>.85). Qualitative evidence verified the survey validity by demonstrating the close link between interview results and survey items, and the impact of learning activities on outcomes.
Contribution: This paper developed a diagnostic tool to target various learning outcomes of inter... more Contribution: This paper developed a diagnostic tool to target various learning outcomes of international programs for engineering students, addressing both broad competencies and engineering specific outcomes. Background: Research has shown that international engineering learning activities provide students with opportunities to develop global competencies. Multiple instruments have been developed to target either students’ broad competencies or engineering-related outcomes. While these previous instruments proved to be helpful in linking students’ intercultural competencies with outcomes, in measuring engineering specific outcomes, or in assessing engineering students’ products or projects, no tool was available to measure the full range of possible learning outcomes from engineering students’ international learning experiences. Research Questions: 1) How can an instrument be developed to target various possible outcomes of engineering students from international learning experiences? 2) How does the instrument perform against established standards for validity and reliability? Methodology: Framed in the dimensions of knowledge, skills, and attitudes, a learning outcome survey was compiled based upon previous qualitative research. The instrument was assessed for structural validity by conducting an exploratory factor analysis, and its reliability by testing Cronbach’s alpha (n = 407). Results from two sample programs were presented to demonstrate applicability. Fourteen follow-up interviews were analyzed to verify the survey content. Findings: The resulting survey showed a three-factor structure, each corresponding to knowledge, skills, and attitudes, and having high reliability in each dimension (alpha>0.85). Qualitative evidence verified the survey validity by demonstrating the close link between interview results and survey items, and the impact of learning activities on outcomes.
Background
In the fields of science and engineering, Chinese students earned the largest number ... more Background
In the fields of science and engineering, Chinese students earned the largest number of doctorate degrees among foreign students in U.S. institutions from 1989 to 2009. Although prior studies have explored Chinese students’ adjustment issues in U.S. institutions, such as language capabilities, socialization, and learning experiences, little is known about the cognitive aspects of their academic experiences. Purpose
This study adopted Perry's theory, which describes college students’ epistemological development from a dualistic to a relativistic manner of thinking in four stages, to map the epistemological developmental profiles of Chinese engineering doctoral students in U.S. institutions. Method
The dominant epistemological development stages of Chinese engineering doctoral students from five Midwestern universities were identified through a quantitative survey with four subscales corresponding to Perry's four stages. ANOVA tests explored differences in the subscales concerning demographic parameters. Results
The results suggested that the dominant thinking styles of nearly 80% of the students fell into the latter two stages of Perry's theory. Significant differences were observed in survey subscales regarding factors such as students’ academic progress and university at the time of research. Conclusions
The study offers a profile of Chinese engineering doctoral students’ epistemological development using Perry's theory. Our results highlight the possible effect of U.S. engineering graduate training and demographic factors on students’ epistemological development.
ABSTRACT Background Studies have highlighted the importance for engineers of leadership, adaptabi... more ABSTRACT Background Studies have highlighted the importance for engineers of leadership, adaptability to change, and synthesis of multiple perspectives. Yet only a few studies and instruments have explored the operational definitions of these concepts for engineering undergraduates. PurposeThe goals of this research were to identify observable outcomes that engineering undergraduate students should demonstrate related to leadership, adaptability to change, and synthesis abilities and to create an instrument to assess them. Design/Method In the first phase of the study, 12 engineers working in academia and 11 engineers working in industry were interviewed. The transcripts were analyzed using a constant comparative method to determine constructs related to leadership, change, and synthesis. In the second phase of the study, survey items were developed and administered to 753 engineering undergraduate students in the spring of 2011. An exploratory factor analysis determined the common factors across the survey items. ResultsThe mixed methods approach resulted in the creation of 45 survey items categorized into four factors: Being an Engineering Leader, Engineer's Impact on Society and Economy, Engineering Leadership, and Development of an Adaptor to Change. Conclusion This study operationalized leadership, change, and synthesis within the context of engineering education. This operationalization may help to define learning outcomes and competencies for engineering leadership programs, and may provide faculty with an assessment tool for their students. Students may also use the tool to self-assess their leadership, change, and synthesis abilities.
BackgroundGraduate teaching assistants (GTAs) play important roles in undergraduate education. Th... more BackgroundGraduate teaching assistants (GTAs) play important roles in undergraduate education. The improvement of GTAs' teaching skills relies on effective formative and summative feedback about their teaching. An absence of robust, theory-driven feedback tools can limit the scope and the usefulness of feedback to GTAs.Graduate teaching assistants (GTAs) play important roles in undergraduate education. The improvement of GTAs' teaching skills relies on effective formative and summative feedback about their teaching. An absence of robust, theory-driven feedback tools can limit the scope and the usefulness of feedback to GTAs.PurposeThis article focuses on the validation of a student survey that provides pedagogical feedback to GTAs. This survey's development was guided by the How People Learn (HPL) framework. Consisting of four dimensions (knowledge-centeredness, learner-centeredness, assessment-centeredness, and community-centeredness), this framework has been used to empirically assess GTA teaching and student learning, especially in engineering.This article focuses on the validation of a student survey that provides pedagogical feedback to GTAs. This survey's development was guided by the How People Learn (HPL) framework. Consisting of four dimensions (knowledge-centeredness, learner-centeredness, assessment-centeredness, and community-centeredness), this framework has been used to empirically assess GTA teaching and student learning, especially in engineering.MethodThe survey was validated using exploratory factor analysis (EFA) with prior external content validity checks. We used EFA to identify distinct factors in the survey. The analyses informed item development on the final survey that operationalized the dimensions of the HPL framework.The survey was validated using exploratory factor analysis (EFA) with prior external content validity checks. We used EFA to identify distinct factors in the survey. The analyses informed item development on the final survey that operationalized the dimensions of the HPL framework.ResultsWe produced a 29-item survey informed by the HPL framework. Three distinct factors were identified in the survey structure after two rounds of EFA. These factors represent an individual dimension or a hybrid of dimensions of the HPL framework.We produced a 29-item survey informed by the HPL framework. Three distinct factors were identified in the survey structure after two rounds of EFA. These factors represent an individual dimension or a hybrid of dimensions of the HPL framework.ConclusionThis article describes the development of a survey that is ready for use by engineering GTAs to solicit feedback from students. From survey results, GTAs may obtain HPL-based teaching profiles that translate theory to practice. Implications for practice are also provided to facilitate the implementation of the survey, to improve the effectiveness of GTA teaching, and to enhance engineering student learning.This article describes the development of a survey that is ready for use by engineering GTAs to solicit feedback from students. From survey results, GTAs may obtain HPL-based teaching profiles that translate theory to practice. Implications for practice are also provided to facilitate the implementation of the survey, to improve the effectiveness of GTA teaching, and to enhance engineering student learning.
2013 IEEE Frontiers in Education Conference (FIE), 2013
ABSTRACT Many engineering Ph.D.s are finding career opportunities in industry. Despite the increa... more ABSTRACT Many engineering Ph.D.s are finding career opportunities in industry. Despite the increase in number of Ph.D. engineers working in industry, there is little research on what it takes to be a successful engineering Ph.D. in industry. This study explores the characteristics, and expectations of engineering Ph.D.s by interviewing ten engineering Ph.D.s working in industry. These preliminary findings reveal that responsibilities of engineering Ph.D.s in industry include more than research and development. Among other things, engineering Ph.D.s that work in this sector are expected to communicate effectively and teach others. The characteristics that engineering Ph.D.s need to possess to be successful in industry are also discussed.
When introducing engineering at the early education level, teachers’ and parents’ preparation and... more When introducing engineering at the early education level, teachers’ and parents’ preparation and support become a crucial factor. Introducing engineering in the early years raises a need for understanding the content, while also posing the challenge of preparing teachers to incorporate it into their practice. Teachers have left the traditional method of looking for new information in books, journals and magazines. Further when examining international school settings, the development of technological infrastructure is not on the same level in every country. The advent of the Internet, coming at a faster or slower pace, created an expansion of how teachers receive professional development and how they prepare for courses. In parallel the wide information release is also used by many parents who are trying to enhance their children’s informal education. While the professional development offered by universities and school districts and further educational entities provides the majority of formal options accessed by teachers, many informal sources are also utilized by teachers and parents on a day-to-day basis. A preliminary search for P-12 engineering materials revealed a wide variety of curricula, lesson plans and activities. Narrowing it down to the P-3 level though reveals that the pedagogical and content reliable sources at that level are very limited and particularly tough to identify among the plethora of information. Furthermore, although the internet allows for access to curricula developed and offered to a global audience, the language in which this content is presented is still a barrier and while it makes the content widely available to some target groups, there is still a large number of teachers that cannot take advantage of this shared information. This study is an attempt to examine the existing early education engineering curricula created by entities officially related to education in 7 different languages. It also aims to present the current comparative international landscape of this field, and offer to teachers and parents interested in introducing their children to engineering a reliable starting point towards early engineering information gathering. The paper also addresses emerging pedagogical and engineering fidelity issues.
Background
The newly formed discipline of engineering education is addressing the need to (a) en... more Background
The newly formed discipline of engineering education is addressing the need to (a) enhance STEM education for precollege students and (b) identify optimum ways to introduce engineering content starting, perhaps, from the early ages. Introducing engineering at the Prekindergarten through 12th grade (PreK-12) education level requires significant changes in teacher preparation and support. It highlights the need for developing developmentally appropriate content knowledge and pedagogical methods, thus revealing the challenges of preparing teachers to incorporate this type of knowledge base into their practice. Although professional development offered by universities, school districts, and other educational entities provides the primary source of formal learning tools for teachers, an increasing number of teachers also utilize other informal web-based resources regularly. This paper examines available PreK-12 engineering web resources offered by entities formally related to education in seven different languages, namely Arabic, Chinese (Mandarin), English, French, Greek, Korean, and Spanish.
Results
Findings showed how different educational systems designated different attention to the entry level ages when introducing engineering content. Differences in the terminology used to identify STEM resources for introducing these topics also became apparent. Similarities suggest that a large number of resources available on the web were originating in all researched languages. However, the developmental appropriateness and content validity of many of these resources remained questionable in many cases. In general, there was a plethora of isolated activities and lesson plans but significantly fewer complete engineering curricula available to teachers on the web.
Conclusions
This study presents a comparative analysis of the international landscape of PreK-12 engineering education and provides guidelines and samples of state-of-the art resources in each language for teachers interested in introducing their students to engineering as a reliable starting point towards PreK-12 engineering information gathering.
Multimodal nonlinear optical imaging has opened new opportunities and becomes a powerful tool for... more Multimodal nonlinear optical imaging has opened new opportunities and becomes a powerful tool for imaging complex tissue samples with inherent 3D spatial resolution.. We present a robust and easy-to-operate approach to add the coherent anti-stokes Raman scattering (CARS) imaging modality to a widely used multiphoton microscope. The laser source composed of a Mai Tai femtosecond laser and an optical parametric
Page 1. Low Resistance and Long Lifetime Plasma Channel Generated by Filamentation of Femtosecond... more Page 1. Low Resistance and Long Lifetime Plasma Channel Generated by Filamentation of Femtosecond Laser Pulses in Air This article has been downloaded from IOPscience. Please scroll down to see the full text article. 2010 Plasma Sci. Technol. 12 295 ...
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Papers by Jiabin Zhu
In the fields of science and engineering, Chinese students earned the largest number of doctorate degrees among foreign students in U.S. institutions from 1989 to 2009. Although prior studies have explored Chinese students’ adjustment issues in U.S. institutions, such as language capabilities, socialization, and learning experiences, little is known about the cognitive aspects of their academic experiences.
Purpose
This study adopted Perry's theory, which describes college students’ epistemological development from a dualistic to a relativistic manner of thinking in four stages, to map the epistemological developmental profiles of Chinese engineering doctoral students in U.S. institutions.
Method
The dominant epistemological development stages of Chinese engineering doctoral students from five Midwestern universities were identified through a quantitative survey with four subscales corresponding to Perry's four stages. ANOVA tests explored differences in the subscales concerning demographic parameters.
Results
The results suggested that the dominant thinking styles of nearly 80% of the students fell into the latter two stages of Perry's theory. Significant differences were observed in survey subscales regarding factors such as students’ academic progress and university at the time of research.
Conclusions
The study offers a profile of Chinese engineering doctoral students’ epistemological development using Perry's theory. Our results highlight the possible effect of U.S. engineering graduate training and demographic factors on students’ epistemological development.
The newly formed discipline of engineering education is addressing the need to (a) enhance STEM education for precollege students and (b) identify optimum ways to introduce engineering content starting, perhaps, from the early ages. Introducing engineering at the Prekindergarten through 12th grade (PreK-12) education level requires significant changes in teacher preparation and support. It highlights the need for developing developmentally appropriate content knowledge and pedagogical methods, thus revealing the challenges of preparing teachers to incorporate this type of knowledge base into their practice. Although professional development offered by universities, school districts, and other educational entities provides the primary source of formal learning tools for teachers, an increasing number of teachers also utilize other informal web-based resources regularly. This paper examines available PreK-12 engineering web resources offered by entities formally related to education in seven different languages, namely Arabic, Chinese (Mandarin), English, French, Greek, Korean, and Spanish.
Results
Findings showed how different educational systems designated different attention to the entry level ages when introducing engineering content. Differences in the terminology used to identify STEM resources for introducing these topics also became apparent. Similarities suggest that a large number of resources available on the web were originating in all researched languages. However, the developmental appropriateness and content validity of many of these resources remained questionable in many cases. In general, there was a plethora of isolated activities and lesson plans but significantly fewer complete engineering curricula available to teachers on the web.
Conclusions
This study presents a comparative analysis of the international landscape of PreK-12 engineering education and provides guidelines and samples of state-of-the art resources in each language for teachers interested in introducing their students to engineering as a reliable starting point towards PreK-12 engineering information gathering.
In the fields of science and engineering, Chinese students earned the largest number of doctorate degrees among foreign students in U.S. institutions from 1989 to 2009. Although prior studies have explored Chinese students’ adjustment issues in U.S. institutions, such as language capabilities, socialization, and learning experiences, little is known about the cognitive aspects of their academic experiences.
Purpose
This study adopted Perry's theory, which describes college students’ epistemological development from a dualistic to a relativistic manner of thinking in four stages, to map the epistemological developmental profiles of Chinese engineering doctoral students in U.S. institutions.
Method
The dominant epistemological development stages of Chinese engineering doctoral students from five Midwestern universities were identified through a quantitative survey with four subscales corresponding to Perry's four stages. ANOVA tests explored differences in the subscales concerning demographic parameters.
Results
The results suggested that the dominant thinking styles of nearly 80% of the students fell into the latter two stages of Perry's theory. Significant differences were observed in survey subscales regarding factors such as students’ academic progress and university at the time of research.
Conclusions
The study offers a profile of Chinese engineering doctoral students’ epistemological development using Perry's theory. Our results highlight the possible effect of U.S. engineering graduate training and demographic factors on students’ epistemological development.
The newly formed discipline of engineering education is addressing the need to (a) enhance STEM education for precollege students and (b) identify optimum ways to introduce engineering content starting, perhaps, from the early ages. Introducing engineering at the Prekindergarten through 12th grade (PreK-12) education level requires significant changes in teacher preparation and support. It highlights the need for developing developmentally appropriate content knowledge and pedagogical methods, thus revealing the challenges of preparing teachers to incorporate this type of knowledge base into their practice. Although professional development offered by universities, school districts, and other educational entities provides the primary source of formal learning tools for teachers, an increasing number of teachers also utilize other informal web-based resources regularly. This paper examines available PreK-12 engineering web resources offered by entities formally related to education in seven different languages, namely Arabic, Chinese (Mandarin), English, French, Greek, Korean, and Spanish.
Results
Findings showed how different educational systems designated different attention to the entry level ages when introducing engineering content. Differences in the terminology used to identify STEM resources for introducing these topics also became apparent. Similarities suggest that a large number of resources available on the web were originating in all researched languages. However, the developmental appropriateness and content validity of many of these resources remained questionable in many cases. In general, there was a plethora of isolated activities and lesson plans but significantly fewer complete engineering curricula available to teachers on the web.
Conclusions
This study presents a comparative analysis of the international landscape of PreK-12 engineering education and provides guidelines and samples of state-of-the art resources in each language for teachers interested in introducing their students to engineering as a reliable starting point towards PreK-12 engineering information gathering.