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Lisa R Lattuca: Influence Statistics

Michael Alley, The Pennsylvania State University; Cindy Atman, University of Washington; David DiBiasio, Worcester Polytechnic Institute; Cindy Finelli, University of Michigan; Heidi Diefes-Dux, Purdue University; Anette Kolmos, Aalborg University; Donna Riley, Smith College; Sheri Sheppard, Stanford University; Maryellen Weimer, The Pennsylvania State University; Ken Yasuhara, University of Washington Although engineering education has evolved in ways that improve the readiness of ...

For more than 70 years, accreditation has provided quality control for engineering education in the United States, seeking to assure that graduates of accredited programs are prepared for professional practice. However, by the 1980s, the accreditation criteria had become increasingly prescriptive, inhibiting development of innovative programs to reflect changing needs of practice. In response, ABET (formerly Accreditation Board for Engineering and Technology) and its stakeholders ...

The authors draw on two families of theories – developmental networks and sociocultural perspectives on learning – to develop an interdisciplinary approach to the study of doctoral education as a path to the professoriate. This approach seeks to elucidate the connection between doctoral students’ developmental networks, what they learn during their graduate experience (including their learning about the faculty role) and how they develop a professional identity. The authors first discuss ...

The concept of student engagement, now prominent in the engineering education and higher education communities, has a long intellectual history. Yet only recently has attention focused on the role that faculty play as designers of educational environments to support student engagement. Drawing from examples and data from the Engineering Change study (which evaluated the impact of the new EC2000 accreditation standards on engineering programs and student learning), the Academic Pathways ...

Increasing human resources in engineering is a key concern for the United States. While some research has considered pathways to doctoral study, there is no clear empirical evidence on the role of undergraduate experiences in motivating engineers to continue to graduate school, both in engineering programs and more broadly. We investigated three influences on engineers’ decisions to enter graduate school: mathematics proficiency, self-assessments of engineering skills, and co-curricular ...

Although interdisciplinarity has been a subject of interest and debate for decades, few investigations of interdisciplinary education exist. Existing studies examine the effects of interdisciplinary experiences on students' development of generic cognitive skills but not the development of interdisciplinary competencies. This study sought to explore how engineering students' characteristics, college experiences, and engineering faculty beliefs relate to students' reports of ...

A report from the American Society for Engineering Education (Jamieson & Lohmann, 2012) identified career-long professional development for faculty, teacher training in graduate programs, departmental climates that value and support educational innovation, and reward systems that recognize achievements in educational innovation as mechanisms to improve undergraduate engineering education. These factors have long been assumed to influence faculty members' choices to engage in educational ...

Abstract

This study examined the impact of undergraduate research (UR) in engineering, focusing on three particular learning outcomes: communication, teamwork, and leadership. The study included 5126 students across 31 colleges of engineering. The authors employed propensity score matching method to address the selection bias for selection into (and differential availability of) UR programs. Engineering students who engage in UR tend to report higher skill levels, but when curriculum and ...

Both the government and industry recognize the need for an innovative and diverse engineering workforce for the US to maintain global competitiveness. Because women comprise less than a fifth of engineering undergraduates, it important to identify practices that may counteract this gender gap in engineering. Unlike other work focused on recruitment and retention of women, this study relies on research and theory on college students to inform the overall research design. It explores how ...

Engineering educators and practitioners increasingly value contextual competence. A psychometrically sound, practical, and useful scale for assessing undergraduate engineering students' contextual competence is needed. This article provides comprehensive evidence of the content, structural, discriminant, and criterion-related validity of the contextual competence scale. This study used student, alumni, and faculty survey data from a nationally representative sample of 120 U.S. ...

Though the number of interdisciplinary undergraduate programs has increased rapidly over the past several decades, little empirical research has characterized such programs. In this article we report on our investigation of the characteristics of interdisciplinary programs and develop typologies to describe the multiple ways in which such programs are structured with respect to curricular and organizational features. Using cluster analysis, we show differences in both curricular ...

Studies of change in colleges and universities often consider faculty support a key influence on the success of academic reform efforts. Scholars, however, have given relatively little attention to the role of disciplinary environments (e.g., culture, values, and habits of mind) on educational innovation and change. Using data from 1,272 faculty members in 203 engineering programs on 39 campuses, this study examined whether engineering faculty from different academic environments ...

This research uses a conceptual model to examine the influence of a change in accreditation standards on a representative national sample of 203 engineering programs at 40 institutions. Based on data collected from more than 140 program chairs, 1,200 faculty, 4,300 graduates of 2004, and 5,400 graduates of 1994, the study investigates the differential impact of the change in accreditation standards on programs reviewed in different years during the period of transition. Despite ...