scholarly journals Validation of a Mental Model Elicitation Instrument through Deployment of Control Groups in an Undergraduate Engineering Program

2020 ◽  
Author(s):  
Alexander Murphy ◽  
Henry Banks ◽  
Matt Bohm ◽  
Robert Nagel ◽  
Julie Linsey
Keyword(s):  
Mental Model ◽  
Control Groups ◽  
Undergraduate Engineering ◽  
Engineering Program ◽  
Model Elicitation

Predictors of Persistence and Success in an Engineering Program

1995 ◽  
Vol 15 (1) ◽  
pp. 15-21 ◽  
Author(s):  
James Levin ◽  
John H. Wyckoff
Keyword(s):  
Academic Advising ◽  
Logistic Models ◽  
Predictor Variables ◽  
Mathematics Courses ◽  
Undergraduate Engineering ◽  
Engineering Program ◽  
Noncognitive Variables ◽  
And Mathematics ◽  
Over Time

This study identifies student variables that predict persistence and success in an undergraduate engineering program. Three logistic models were developed that predicted the probability of persisting successfully. Significant predictors included both cognitive and noncognitive variables; students who did well in science and mathematics courses and who were genuinely interested in engineering were more likely to persist and succeed. Predictor variables were not constant over time but changed as students progressed through the first two years of study, with performance in prerequisite science and mathematics courses emerging as the best predictors. The authors briefly discuss academic advising implications.

Experiences of Belonging in Engineering Undergraduate Education at Queen’s

2018 ◽  
Author(s):  
Amy Buitenhuis
Keyword(s):  
Engineering Education ◽  
Undergraduate Education ◽  
Engineering Students ◽  
Engineering Profession ◽  
Socialization Process ◽  
Undergraduate Engineering ◽  
Engineering Program ◽  
Canadian Context ◽  
Undergraduate Engineering Education

The purpose of this study is to explore the role that the engineering undergraduate degree plays in the socialization process of professional engineers.  I will look at how exclusion is normalized through undergraduate education.  To do this, I will analyze the history and content of the Iron Ring Ceremony. This ceremony has symbolic significance to engineering students as it marks the completion of the undergraduate degree. It is also a ceremony unique to Canada, which will provide insights into the engineering profession in the Canadian context. I will also conduct interviews with 12 graduates of the Queen's undergraduate engineering program to gain insights into how engineering undergraduate education plays a role in shaping engineering identities. I will use my findings regarding the Iron Ring Ceremony to understand feelings of belonging and patterns of exclusion and inclusion throughout undergraduate engineering education.

Effect of environmental education program integrated into preschool education on children’s mental model development about “environment” concept

2018 ◽  
Vol 5 (2) ◽  
pp. 29-40
Author(s):  
Berat Ahi ◽  
Fatma Alisinanoglu
Keyword(s):  
Environmental Education ◽  
Mental Model ◽  
Model Development ◽  
Preschool Education ◽  
Control Group ◽  
Control Groups ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Experimental Group

 Aim of this study is to determine the effect of environmental education program integrated into preschool education aged between 48-66 months on children’s mental model development about “environment” concept. Triangular mixed design was used in this research. Quantitative dimension of the study was carried out with quasi-experimental design with control group and qualitative dimension of the study was carried out with using phenomenological method based on social constructivist philosophy. Study group of the research consisted of 52 children from experimental and control groups. Statistically significant difference was observed in the scores of children in the experimental and control groups from DAET-R (U= 44, z= -5.44, p= .000, r= .75). Mental model development about environment of the majority of the children from the experimental group reached to an expected level. However, no development was obtained in the mental model development of the children in the control group. Results also showed that 80.8% of the children from experimental group defined environment as a place which people, animals and plants live together and the amount of the children from control group who defined environment similar to this level is 26.9%. In addition, there was no significant difference in the total pre-test and post-test DAET-R scores of children from the control group (z= -1.401, p > .05) and significant difference was observed in the pre-test and post-test DAET-R scores of children in the experimental group in support of post-test results (z= -4.126, p < .05). Keywords: Environment; Mental Model; Child; Pre-school Educatio; Environmental Education

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