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Understanding Chinese Engineering Doctoral Students in U.S. Institutions: A personal epistemology perspective de Jiabin Zhu

Understanding Chinese Engineering Doctoral Students in U.S. Institutions: A personal epistemology perspective: East-West Crosscurrents in Higher Education

Autor Jiabin Zhu
en Limba Engleză Hardback – 12 aug 2016
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.

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Specificații

ISBN-13: 9789811011351
ISBN-10: 9811011354
Pagini: 250
Ilustrații: XV, 190 p. 26 illus., 21 illus. in color.
Dimensiuni: 155 x 235 x 13 mm
Greutate: 0.47 kg
Ediția:1st ed. 2017
Editura: Springer Nature Singapore
Colecția Springer
Seria East-West Crosscurrents in Higher Education

Locul publicării:Singapore, Singapore

Cuprins

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.

Notă biografică

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.

Textul de pe ultima copertă

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. At the same time it provides deep insights into the thinking styles and behavioral patterns for each particular epistemological developmental stage and offers practical examples from students’ academic experiences in these programs.

It allows readers to gain an understanding of Chinese engineering students’ academic lives in U.S. institutions through a solid 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 for the epistemological domain.

Caracteristici

Tells the stories of Chinese engineering students’ academic lives in U.S. institutions through a solid cognitive theoretical lens Clarifies factors that can potentially facilitate adult students’ cognitive development in an U.S. engineering doctoral educational context Increases our current understanding of the benefits of study-abroad and cross-cultural education for the epistemological domain Includes supplementary material: sn.pub/extras