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1.
Int J STEM Educ ; 5(1): 29, 2018.
Article in English | MEDLINE | ID: mdl-30631719

ABSTRACT

BACKGROUND: A redesigned curriculum for teaching engineering graphics was adopted in an introductory mechanical engineering course. The rollout of this curriculum was staggered, allowing for comparisons of student perceptions across the newly revised and previous instructional approaches. The new curriculum borrows from content and pedagogy traditionally employed in industrial design courses. The discipline-based education research (DBER) framework was used to investigate the manner in which the new curriculum was implemented and student reactions to this change. By using this approach, the researchers were able to incorporate and emphasize the unique aspects of the subject matter itself, as well as the attributes of the engineering discipline in which the course was embedded. RESULTS: Results indicated that students exhibited positive reactions to the sketching instruction, as well as various other aspects of the course, and that reactions were generally more positive among students in the redesigned course. CONCLUSIONS: The contributions of this paper are twofold: illustrating the application of a specific research framework and providing results of an investigation of a redesigned curriculum. The redesigned curriculum was generally received well by students, and the partnership between the education researchers and faculty proved fruitful in allowing for nuanced investigation of the course redesign. Practical considerations for undertaking this type of research are also outlined.

2.
PLoS One ; 12(5): e0176977, 2017.
Article in English | MEDLINE | ID: mdl-28493914

ABSTRACT

Placement in prestigious research institutions for STEM (science, technology, engineering, and mathematics) PhD recipients is generally considered to be optimal. Yet some doctoral recipients are not interested in intensive research careers and instead seek alternative careers, outside but also within academe (for example teaching positions in Liberal Arts Schools). Recent attention to non-academic pathways has expanded our understanding of alternative PhD careers. However, career preferences and placements are also nuanced along the academic pathway. Existing research on academic careers (mostly research-centric) has found that certain factors have a significant impact on the prestige of both the institutional placement and the salary of PhD recipients. We understand less, however, about the functioning of career preferences and related placements outside of the top academic research institutions. Our work builds on prior studies of academic career placement to explore the impact that prestige of PhD-granting institution, advisor involvement, and cultural capital have on the extent to which STEM PhDs are placed in their preferred academic institution types. What determines whether an individual with a preference for research oriented institutions works at a Research Extensive university? Or whether an individual with a preference for teaching works at a Liberal Arts college? Using survey data from a nationally representative sample of faculty in biology, biochemistry, civil engineering and mathematics at four different Carnegie Classified institution types (Research Extensive, Research Intensive, Master's I & II, and Liberal Arts Colleges), we examine the relative weight of different individual and institutional characteristics on institutional type placement. We find that doctoral institutional prestige plays a significant role in matching individuals with their preferred institutional type, but that advisor involvement only has an impact on those with a preference for research oriented institutions. Gender effects are also observed, particularly in the role of the advisor in affecting preferred career placement.


Subject(s)
Career Choice , Career Mobility , Research Personnel/education , Academies and Institutes , Biochemistry/education , Biology/education , Engineering/education , Faculty/education , Female , Humans , Male , Mathematics/education , Research , Universities
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