This paper describes the evolution and implementation of the Academic Pathways Study (APS), a five year,
multi-institution study that addresses questions about the education and persistence of undergraduates in
engineering. The APS is the largest element of the Center for the Advancement of Engineering Education (CAEE),
funded by NSF for the advancement of engineering learning and teaching.
Parts of this paper address questions that engineering education researchers may have about the organizational
and technical infrastructure that supported this project, or about its overall implementation (e.g. subject
recruitment, data collection methods, and participation rates). Other parts of the paper address questions
that researchers and engineering faculty and administrators might have regarding how to explore the findings
and insights that are emerging from this extensive longitudinal and cross-sectional study of students’ pathways
through engineering. In addition, the paper serves as a good starting point for researchers who might be
interested in doing additional analysis using APS data.
Specific topics include: research team and leadership; research design and methodology; the four study cohorts
and their respective contributions; some of the challenges and solutions; and implications for engineering
education and future research.
Besides setting the groundwork for future research efforts, the APS is a valuable case study for teaching research methods in the classroom. |
Authors: Mia Clark, Sheri Sheppard, Cindy Atman, Lorraine Fleming, Ron Miller, Reed Stevens,
Ruth Streveler, Karl Smith
Source: Proceedings of 2008 American Society for Engineering Education Conference
The full paper, including references, is available via ASEE proceedings search.
For a printable pdf of this research brief, click here.
Brief created June 2008
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