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Those responsible for designing, maintaining, and delivering engineering education are asking questions to understand the outcomes of undergraduate engineering programs. These questions have been motivated by concerns about the declining interest in studying engineering, the continued lack of gender and ethnic diversity in the engineering population in(More)
The Academic Pathways Study (APS) of the NSF-funded Center for the Advancement of Engineering Education (CAEE) is a cross-university study that systematically examines how engineering students navigate their education, and how engineering skills and identity develop during their undergraduate careers. The APS has utilized a variety of methods including(More)
This paper explores the career-related decision making of seniors enrolled in undergraduate engineering programs at two nationally recognized institutions. This strand of the Academic Pathways Study (APS) research revealed that many engineering students were undecided about their career plans, even late into their senior years and that many were deciding(More)
Effective communication between engineering design team members is essential. It depends on successful transfer (sending, receiving and processing) of information. This information may range from data and facts to creative ideas. Recent work by Felder and Silverman has shown that individuals differ from one another in how they prefer to receive and process(More)
This paper explores how engineering students use fundamental concepts studied in analysis classes as they undertake experiences in hardware design and dissection. Examples are drawn from videotape studies and in situ observations of students. We observed that students learn by reflecting on their experiences and by linking and contextualizing theoretical(More)
This paper discusses a protocol and rationale for peer and student involvement in the assessment of courses in Mechanical Engineering at Stanford. The protocol is based upon elements of good teaching practice, and on standards for peer review as used in journal publication. It has been "prototyped" in nine engineering courses over the past two years and has(More)
Students of lower socioeconomic status (SES) tend to be underrepresented in American higher education, particularly at four-year institutions and more selective universities. Education researchers have shown that in the four year period following high school, low SES students are less likely to persist to a bachelor's degree or have graduate degree(More)
A knowledge of the differences between persisters and nonpersisters may aid in the design of engineering curricula as well as strategies for academic advising. In the preliminary stage of analysis, as reported in this paper, the differences between persisters and non-persisters in engineering are apparent in the freshmen and sophomore years. In general,(More)
This paper describes the evolution and implementation of the Academic Pathways Study (APS), a five year, multi-institution study that addresses questions about the education and persistence of undergraduates in engineering. The APS is the largest element of the Center for the Advancement of Engineering Education (CAEE), funded by NSF for the advancement of(More)