Understanding Chinese Engineering Doctoral Students in U.S. Institutions

A personal epistemology perspective
Softcover Nachdruck of the original 1. Auflage 2017
ISBN: 978-981-10-9338-8
Verlag: Springer Nature Singapore

Buch, Englisch, 190 Seiten, Paperback, Format (B × H): 155 mm x 235 mm, Gewicht: 3226 g

Reihe: East-West Crosscurrents in Higher Education

This book uses a mixed-method approach to address the topic of personal epistemology among Chinese engineering doctoral students from U.S. institutions.--It presents a broad view of the epistemological development among Chinese engineering students from five U.S. Midwestern doctoral programs. Meanwhile, it provides practical examples from students’ academic experiences to showcase their thinking development and behavioral patterns.
It allows readers to gain an understanding of Chinese engineering students’ academic lives in U.S. institutions through a cognitive theoretical lens. It also highlights a number of factors that can potentially facilitate adult students’ cognitive development, and extends the discussion on the benefits of study-abroad and cross-cultural education to the epistemological domain.

Zielgruppe

Research

Autoren/Hrsg.

Zhu, Jiabin

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen
• Interdisziplinäres Wissenschaften Wissenschaften Interdisziplinär Neurowissenschaften, Kognitionswissenschaft
• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Erwachsenenbildung, lebenslanges Lernen

Inhaltsverzeichnis

1. Influx of International Talents in the United States: An Introduction.- 2. Epistemological Developmental Theories.- 3. Measurement on Personal Epistemological Development.- 4. Personal Epistemology in Application.- Chapter 5. Developing a Valid Survey for Personal Epistemology.- 6. A Mixed-Method Research Design.- 7. Overall Profiles of Epistemological Development.- 8. Factors Related to Epistemological Development.- 9. Stories of Chinese Engineering Doctoral Students’ Epistemological Thinking Styles.- 10. Factors Associated with Advanced Epistemological Thinking.- 11. Lessons Learned and Future Directions.

Über Autor(innen)

Dr. Jiabin Zhu is an Assistant Professor in the Graduate School of Education, Shanghai Jiao Tong University. Her primary research interests relate to engineering education, graduate education, and students’ cognitive development. She has published multiple peer-reviewed articles in journals such as Journal of Engineering Education, Advances in Engineering Education. For her work on the cognitive development of Chinese engineering doctoral students in U.S. institutions, she received the 2013 Doctoral Thesis Award from the School of Engineering Education, Purdue University. Jiabin Zhu obtained a Ph.D. in Engineering Education and a M.S. in Biomedical Engineering from Purdue University. She received another M.S. in Optics from Chinese Academy of Sciences and a B.S. in Physics from East China Normal University.