Background Engineering graduate education, particularly at the doctoral level, relies heavily on mentored research experiences often conducted in a research group. Purpose (Hypothesis) The purpose of this study is to understand how and under what conditions research groups foster successful learning and professional development for graduate engineering students, and how these findings can be used to inform management of engineering research groups to optimize student learning, productivity, and intent to complete the degree. Design/Method This study utilizes a sequential exploratory mixed methods design, with nine months of ethnographically guided observations and interviews used to develop an online survey instrument. Data reported in this paper include results from the ethnographic analysis and survey responses from over 800 students at four institutions. Results Key findings from the ethnographic analysis indicate that group size directly influences the mechanisms of student learning. Survey results confirm the prevalence of engineering graduate research groups, as well as several elements common across research groups from different universities and academic departments, including: interactions and communication, access to resources, and role of the advisor. Conclusions An understanding of the mechanisms for learning in research groups can be used by engineering administrators, faculty members, and graduate students to create an environment that fosters successful learning and professional development. We also recommend practices for ensuring positive experiences for all graduate students, which may ultimately reduce attrition from engineering graduate programs.
Background Enrollment of US students in engineering graduate programs is declining, the proportion of underrepresented groups being even lower at the graduate level than it is at undergraduate levels. Purpose The purpose of this study is to explore engineering undergraduate student perceptions about graduate study, how these perceptions impact their decisions to pursue graduate study, and whether or how these differ by sex and race/ethnicity. Design/Method We administered a survey about graduate study to 1082 undergraduate engineering students from four US institutions. Student characteristics included sex, race/ethnicity, and year in college. Exploratory Factor Analysis identified factors related to Social Cognitive Career Theory (SCCT). We created multinomial logistic regression models to predict intention to pursue a master's or PhD degree. Results Identified factors were Self‐efficacy, Outcome expectations, Supports, Barriers, and Choice actions. Model fit statistics indicate a strong model. Only Choice actions was not significant. Few sex and race/ethnicity differences held once factors were added to the models. Hispanic students were more than twice as likely to indicate they were planning on enrolling in a master's program relative to no graduate school. Conclusions Self‐efficacy most strongly influenced graduate school intention. For every one‐unit increase in students' self‐efficacy, they were over 8 times more likely to plan to enroll in a master's program and 13 times more likely to enroll in a PhD program, relative to not attending graduate school. Implications for research and practice are discussed.
A unique new removable anechoic system and new acoustic treatment for the Virginia Tech Stability Wind Tunnel is described. The new system consists of a Kevlar-walled acoustic test section flanked by two anechoic chambers. In its new configuration the facility is closed aerodynamically and open acoustically, allowing far-field acoustic measurements with a flow quality comparable to that of a hardwalled wind tunnel. An extensive program of experiments has been conducted to examine the performance of this new hardware under a range of conditions, both to examine the effects of acoustic treatment on overall test-section noise levels and to ascertain the aerodynamic characteristics of the new test section. Noise levels in the test section of the anechoic facility are down by as much as 25 dB compared to the original hard-walled configuration. Lift interference corrections (for a baseline NACA 0012 airfoil) are less than half those expected in an open-jet wind tunnel. Acoustic measurements of airfoil trailing edge noise using a microphone phased array are compared to past experiments conducted on similar airfoils in an open-jet facility.
As part of a sequential exploratory mixed methods study, 9 months of ethnographically guided observations and interviews were used to develop a survey examining graduate engineering student retention. Findings from the ethnographic fieldwork yielded several themes, including international diversity, research group organization and climate, perception of value, and individual and group learning. In this article, the authors present the final themes from the ethnographic analysis and discuss how these data were configured into constructs and survey questions. The authors discuss the final survey, including validity and reliability analysis, and how constructs were developed to test hypotheses for future studies. The article concludes with implications for mixed methods researchers interested in using qualitative methods to create new surveys.
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