• Engineering Education
    • Lisa R Lattuca
    • Lisa R Lattuca: Influence Statistics

      Lisa R Lattuca

      Lisa R Lattuca

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      View further author information | Lisa R. Lattuca is a professor of higher education and integrative systems and design at the University of Michigan, 610 University Avenue, ...

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      Lisa R Lattuca:Expert Impact

      Concepts for whichLisa R Lattucahas direct influence:Engineering education,Interdisciplinary competence,Contextual competence,Student engagement,Graduate school,Interdisciplinary programs,Developmental networks,Professional development.

      Lisa R Lattuca:KOL impact

      Concepts related to the work of other authors for whichfor which Lisa R Lattuca has influence:Engineering education,Doctoral students,Student learning,Interdisciplinary teaching,Faculty members,Sustainability science,Social work.

      KOL Resume for Lisa R Lattuca


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      Lisa R. Lattuca is a professor of higher education and integrative systems and design at the University of Michigan, 610 University Avenue, Ann Arbor, MI, 48109-1259,

      Higher Education and Integrative Systems and Design, University of Michigan, Ann Arbor, MI, USA


      Center for the Study of Higher and Postsecondary Education, University of Michigan, Ann Arbor, USA


      Lisa R. Lattuca is a professor in the Higher Education Program and the Center for the Study of Higher and Postsecondary Education, the University of Michigan, 610 E. University Avenue, Room 2117, Ann Arbor, MI 48109-1259;


      Center for the Study of Higher and Postsecondary Education, University of Michigan, 48109-1259, Ann Arbor, MI, USA


      The Pennsylvania State University


      Pennsylvania State University


      Center for the Study of Higher Education, Pennsylvania State University, 400 Rackley Building, 16802, University Park, PA, USA


      Center for the Study of Higher Education The Pennsylvania State University


      Session Co-Chairs, Center for the Study of Higher Education, The Pennsylvania State University, University Park, PA, 16802

      Center for the Study of Higher Education at the Pennsylvania State University


      Center for the Study of Higher Education, Penn State University


      Center for the Study of Higher Education at Penn State University


      Lisa R. Lattuca is a doctoral candidate at the University of Michigan

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      Sample of concepts for which Lisa R Lattuca is among the top experts in the world.
      Concept World rank
      interdisciplinary competence #2
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      Prominent publications by Lisa R Lattuca

      KOL-Index: 6790

      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 ...

      Known for Engineering Education | Development Expertise | Learning Processes | Purdue University | Instructional Practices
      KOL-Index: 5409

      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 ...

      Known for Engineering Education | Quality Assurance | Accreditation Criteria | Continuous Improvement | Professional Practice
      KOL-Index: 4921

      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 ...

      Known for Developmental Networks | Doctoral Study | Identity Development | Sociocultural Perspectives | Academic Careers
      KOL-Index: 4199

      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 ...

      Known for Student Engagement | Engineering Education | Academic Pathways Study | Center Advancement | Explore Role
      KOL-Index: 3375

      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 ...

      Known for Graduate School | Positive Predictors | Negative Predictor | Multinomial Logistic | Differences Engineering
      KOL-Index: 3237

      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 ...

      Known for Interdisciplinary Competence | Engineering Education | Students Development | Curricular Experiences | Cognitive Skills
      KOL-Index: 3184

      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 ...

      Known for Professional Development | Engineering Education | Faculty Members | Teaching Practices | Active Learning
      KOL-Index: 3125


      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 ...

      Known for Engineering Students | Communication Skills | Student Learning | Cocurricular Experiences | Role Undergraduate
      KOL-Index: 2994

      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 ...

      Known for Engineering Programs | Gender Gap | Curricular Emphases | College Students | Nationally Representative
      KOL-Index: 2455

      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. ...

      Known for Engineering Students | Contextual Competence | Student Outcomes | Curricular Experiences | Factor Analyses
      KOL-Index: 1684

      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 ...

      Known for Interdisciplinary Programs | Student Learning Outcomes
      KOL-Index: 1435

      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 ...

      Known for Academic Environments | Holland Theory | Engineering Programs | Faculty Members | Campuses Study
      KOL-Index: 1364

      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 ...

      Known for Learning Outcomes | Engineering Accreditation | Conceptual Model | Quality Assurance | National Sample

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      View further author information | Lisa R. Lattuca is a professor of higher education and integrative systems and design at the University of Michigan, 610 University Avenue, Ann Arbor, MI, 48109-1259, llatt@umich.edu. | Higher Education and Integrati

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