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Engineering students' and faculty perceptions of teaching methods and the level of faculty involvement that promotes academic success

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dc.contributor.authorKarpilo, Lacy N., author
dc.contributor.authorLehmann, Jean, advisor
dc.contributor.authorSiller, Tom, advisor
dc.date.accessioned2024-03-13T19:53:54Z
dc.date.available2024-03-13T19:53:54Z
dc.date.issued2008
dc.description.abstractStudent academic success is a top priority of higher education institutions in the United States and the trend of students leaving school prior to finishing their degree is a serious concern. Accountability has become a large part of university and college ratings and perceived success. Retention is one component of the accountability metrics used by accreditation agencies. In addition, there are an increasing number of states allocating funds based in part on retention (Seidman, 2005). Institutions have created initiatives, programs, and even entire departments to address issues related to student academic success to promote retention. Universities and colleges have responded by focusing on methods to retain and better serve students. Retention and student academic success is a primary concern for high education institutions; however, engineering education has unique retention issues. The National Science Board (2004) reports a significant decline in the number of individuals in the United States who are training to become engineers, despite the fact that the number of jobs that utilize an engineering background continues to increase. Engineering education has responded to academic success issues by changing curriculum and pedagogical methods (Sheppard, 2001). This descriptive study investigates the perception of engineering students and faculty regarding teaching methods and faculty involvement to create a picture of what is occurring in engineering education. The population was the engineering students and faculty of Colorado State University's College of Engineering. Data from this research suggests that engaging teaching methods are not being used as often as research indicates they should and that there is a lack of student-faculty interaction outside of the classroom. This research adds to the breadth of knowledge and understanding of the current environment of engineering education. Furthermore, the data allows engineering educators and other higher education professionals to gain insight into the teaching methods currently being utilized in engineering and reinforces the importance of student-faculty interaction and thus facilitating the creation of programs or initiatives to improve student academic success.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierETDF_Karpilo_2008_3346430.pdf
dc.identifier.urihttps://hdl.handle.net/10217/237809
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.rights.licensePer the terms of a contractual agreement, all use of this item is limited to the non-commercial use of Colorado State University and its authorized users.
dc.subjectacademic success
dc.subjectengineering students
dc.subjectfaculty involvement
dc.subjectteaching
dc.subjectschool administration
dc.subjectscience education
dc.subjectcurriculum development
dc.subjecthigher education
dc.subjecteducational administration
dc.titleEngineering students' and faculty perceptions of teaching methods and the level of faculty involvement that promotes academic success
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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