Same Courses, Different Outcomes? Variations in Confidence, Experience, and Preparation in Engineering Design. Research Brief

Autor/inn/en	Morozov, Andrew; Kilgore, Deborah; Yasuhara, Ken; Atman, Cindy
Institution	University of Washington, Center for the Advancement of Engineering Education (CAEE)
Titel	Same Courses, Different Outcomes? Variations in Confidence, Experience, and Preparation in Engineering Design. Research Brief
Quelle	(2008), (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Females; Self Efficacy; Mathematics Achievement; Science Achievement; Engineering; Gender Differences; Skills; Knowledge Level; Minority Groups; Disproportionate Representation; Pattern Recognition; Undergraduate Students; Student Attitudes; Design; Course Content; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Self-efficacy; Selbstwirksamkeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Maschinenbau; Geschlechterkonflikt; Skill; Fertigkeit; Wissensbasis; Ethnische Minderheit; Mustererkennung; Schülerverhalten; Kursprogramm; Unterrichtserfolg
Abstract	There is evidence in the literature that women have lower confidence in their skills and knowledge than men, particularly in areas considered crucial for engineering, like math and science. This difference has been linked to gender gaps in engineering enrollment and persistence. This study of engineering students extends research on gender differences by examining how confidence with design interacts with academic preparation and the frequency of design experiences in engineering coursework. Patterns of gender differences within the racial/ethnic majority and minority groups are also examined. Overall, the analysis by gender and by majority vs. underrepresented minority (URM) status undertaken in this study provides insights into students' confidence to engage design activities, and their perceptions of the quantity and quality of design education they receive in their coursework. While corroborating some findings from earlier studies, this analysis has also uncovered longitudinal differences in the development of student attitudes during undergraduate study. This study explored confidence to do design with respect to gender and URM status. This line of inquiry directly addresses differences between women and URMs as categories of students. Students' beliefs about the design education they received were also explored. This line of inquiry is important because it addresses a potential source of confidence--the perceived quantity and quality of the coursework itself. (ERIC).
Anmerkungen	Center for the Advancement of Engineering Education. Available from: University of Washington. Box 352183, Seattle, WA 98195. Fax: 206-221-3161; e-mail: celtad@engr. washington.edu; Web site: http://www.engr.washington.edu/caee
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10