Understanding Our Students: A Longitudinal‐Study of Success and Failure in Engineering With Implications for Increased Retention
Understanding Our Students: A Longitudinal‐Study of Success and Failure in Engineering With Implications for Increased Retention
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了解我们的学生：对工程学成功与失败的纵向研究及其对提高保留率的影响
DOI：
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
Chris M. Anson
中科院分区：
文献类型：
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作者：
L. Bernold;J. Spurlin;Chris M. Anson
尽管对本科工程专业学生的保留率较低进行了大量研究，但我们对影响学生留在工程项目的决定以及他们表现足够好以保留的能力的因素仍然了解不足。虽然我们需要继续研究课程要求、录取标准、考试成绩等外部因素，但我们也需要更多地了解课程经历与学生学习方式、习惯和态度之间的关系。本文提出的工作旨在增强教育工作者对工程专业学生保留问题背后因素的理解。通过观察 1,000 名工科学生在大学的前三年，研究小组生成了一个关于学生的学术和非学术特征以及他们的成功和失败的大型数据库。这些发现的特征不仅支持了之前研究的许多发现，而且还揭示了一些新的关系，这些关系可能对设计教育环境至关重要，从而为工程师未来的成功做好准备。
In spite of considerable research about the poor retention rate of undergraduate engineering students, we still have an inadequate understanding of the factors that affect students' decisions to remain in engineering programs and their ability to perform well enough to be retained. Although continued study is needed of external factors such as curricular requirements, admissions criteria, and test scores, we also need to know much more about the relationships between curricular experiences and students' learning styles, habits, and attitudes. The work presented in this paper was designed to enhance educators' understanding of the factors that underlie the concern about student retention in engineering. By observing 1,000 engineering students during their first three years in college, the research team generated a large database on the students' academic and non‐academic characteristics as well as their successes and failures. The traits discovered not only support many findings from previous studies but also reveal some new relationships that could prove essential to designing an educational environment that will prepare engineers for success in the future.