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Learning in Graduate Engineering Research Groups of Various Sizes
Author(s) -
Crede Erin,
Borrego Maura
Publication year - 2012
Publication title -
journal of engineering education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.896
H-Index - 108
eISSN - 2168-9830
pISSN - 1069-4730
DOI - 10.1002/j.2168-9830.2012.tb00062.x
Subject(s) - attrition , engineering education , graduate students , exploratory research , psychology , ethnography , medical education , productivity , pedagogy , engineering , mathematics education , engineering management , medicine , sociology , dentistry , anthropology , economics , macroeconomics
B ackground Engineering graduate education, particularly at the doctoral level, relies heavily on mentored research experiences often conducted in a research group. P urpose (H ypothesis ) 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. D esign /M ethod 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. R esults 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. C onclusions 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.