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The effects of informal learning environments on engineering education
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Brown, Michael. The effects of informal learning environments on engineering education. Retrieved from https://doi.org/doi:10.7282/t3-23m0-md50

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TitleThe effects of informal learning environments on engineering education
NameBrown, Michael (author); Etkina, Eugenia (chair); Duncan, Ravit (internal member); Laffey, Evelyn (outside member); Rutgers University; Graduate School of Education
Date Created2019
Other Date2019-05 (degree)
SubjectInformal learning environments, Science Education, Engineering students, College dropouts -- Prevention, College majors
Extent1 online resource (ix, 142 pages) : illustrations
DescriptionThis mixed-methods grounded theory study investigates the development of engineering identity cultivated through engagement in informal learning experiences. In addition, the retention of engineering students and academic performance are investigated for connections to these learning environments. This is the beginning of work to identify best practices for engineering education outside of the formal undergraduate classroom experience. This research provides a framework for investigating the various factors that contribute to the success of low performing engineering students. The essential research categories to the study are (1) Informal learning Environments, (2) Engineering Identity, (3) Academic Performance, and (4) Retention. The tools used to investigate these categories include peer focus groups and the Academic Pathways of People Learning Engineering Survey (APPLES). APPLES is a research tool developed and used by the National Science Foundation-funded Academic Pathways Study (2010). It is designed to measure engineering students’ educational experience, knowledge of the engineering field, and post-graduation plans.
The collected data on existing programs and activities- including summer bridge engineering programs, internships, coops, tutoring, study groups, mentoring, etc. – suggest that there are connections between the out-of-class commitments of students and their ability to identify with the engineering field. The study also offers performance and retention implications for our low performing engineering students. The research findings unpack salient features for the most noted learning environments and their impact on engineering identity. Through this investigation, the researcher can make recommendations for services, programs, and experiences that can support at-risk students completing their engineering degree.
NoteEd.D.
NoteIncludes bibliographical references
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/t3-23m0-md50
LanguageEnglish
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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