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The effects of informal learning environments on engineering education

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TitleInfo
Title
The effects of informal learning environments on engineering education
Name (type = personal)
NamePart (type = family)
Brown
NamePart (type = given)
Michael
NamePart (type = date)
1985-
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Michael Brown
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author
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Eugenia
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Eugenia Etkina
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Advisory Committee
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chair
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Duncan
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Ravit Duncan
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Advisory Committee
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internal member
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Laffey
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Evelyn
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Evelyn Laffey
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Advisory Committee
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outside member
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Rutgers University
Role
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degree grantor
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Graduate School of Education
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school
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Text
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theses
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DateCreated (encoding = w3cdtf); (qualifier = exact)
2019
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2019-05
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2019
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English
Abstract
This 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.
Subject (authority = local)
Topic
Informal learning environments
Subject (authority = RUETD)
Topic
Science Education
Subject (authority = ETD-LCSH)
Topic
Engineering students
Subject (authority = ETD-LCSH)
Topic
College dropouts -- Prevention
Subject (authority = ETD-LCSH)
Topic
College majors
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
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ETD
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ETD_9664
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application/pdf
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text/xml
Extent
1 online resource (ix, 142 pages) : illustrations
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
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Title
Graduate School of Education Electronic Theses and Dissertations
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rucore10001500001
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NjNbRU
Identifier (type = doi)
doi:10.7282/t3-23m0-md50
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

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The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Brown
GivenName
Michael
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2019-04-02 22:36:01
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Name
Michael Brown
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Copyright holder
Affiliation
Rutgers University. Graduate School of Education
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Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

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2019-04-05T00:02:44
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2019-04-05T00:02:44
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