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ERIC Number: ED540693
Record Type: Non-Journal
Publication Date: 2008-Jun
Pages: 3
Abstractor: ERIC
Reference Count: 0
Moving from Pipeline Thinking to Understanding Pathways: Findings from the Academic Pathways Study of Engineering Undergraduates. Research Brief
Atman, Cindy; Sheppard, Sheri; Fleming, Lorraine; Miller, Ron; Smith, Karl; Stevens, Reed; Streveler, Ruth; Loucks-Jaret, Tina; Lund, Dennis
Center for the Advancement of Engineering Education (NJ1)
While engineering educators have engaged in many endeavors aimed at advancing engineering education and practice, much of this work has focused on broad curricular issues. Few studies focus on what it means to be an engineer or the process of what it takes to learn to engineer. In the last decade engineering educators have begun to focus on developing the research base with an emphasis on engineering student learning. The Academic Pathways Study (APS) was designed to build on and add to prior and ongoing research to investigate the engineering undergraduate learning experience and the transition to work. The APS is an extensive, multi-institution research project that is looking at how people become engineers over the course of their undergraduate educations and upon entry into the engineering workplace. Initial findings reported in this paper effectively challenge the long-held notion of the engineering education pipeline. The results in this paper have shown that the Academic Pathways Study is providing compelling data that paint a picture of the undergraduate engineering student learning experience not only with a human face, but with a multi-faceted understanding that comes from a rich triangulation of data types and sources.
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
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: University of Washington, Center for the Advancement of Engineering Education (CAEE)