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ERIC Number: ED540021
Record Type: Non-Journal
Publication Date: 2009-Oct
Pages: 2
Abstractor: ERIC
Reference Count: 0
How Do Engineering Educators Take Student Difference into Account? Research Brief
Sattler, Brook; Turns, Jennifer; Gygi, Kathleen
Center for the Advancement of Engineering Education (NJ1)
It is considered good practice to teach with an awareness that groups of students will not be homogeneous, and will differ. Research tells educators to take into account specific student differences, including learning styles, socio-economic status, race, and culture. This important issue has been debated and discussed; however, little has been written about how engineering educators examine, consider, and use student differences in their teaching practice. This paper addresses the extent to which, and the ways in which, engineering educators take student differences into account when making teaching-related decisions. The results suggest that engineering educators are taking student differences into account, but that the differences to which educators attend may not be aligned with the differences that research suggests educators should address. Implications are offered for faculty developers or others interested in helping educators more effectively take student differences into account.
Center for the Advancement of Engineering Education. Available from: University of Washington. Box 352183, Seattle, WA 98195. Fax: 206-221-3161; e-mail: celtad@engr.; Web site:
Publication Type: Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: University of Washington, Center for the Advancement of Engineering Education (CAEE)