The Impact of Gender and Pedagogy on the Development of Self-Regulated Learning Skills in Engineering Education

• In Event: Poster Session 18
  In Poster Session: College Student Learning and Outcomes Poster Session 1

Abstract

The purpose of this study was to determine the impact of gender and pedagogy on the development of self-regulated learning skills in engineering education. Quantitative and qualitative data were collected from twelve courses (content and process-focused) over a two year period. 176 students from four universities participated in the study. Results of the quantitative data suggest that both male and female students have more positive responses to same-gendered instructors. Further, positive responses were found in both male and female students when considering pedagogical style. Results of the qualitative data show patterns of disengagement from female students, when working in mixed-gender groups.

Authors

• Jennifer Nichole Walter, Bucknell University

• Candice R. Stefanou, Bucknell University

• Jonathan Stolk, Franklin W. Olin College of Engineering

• Michael J. Prince, Bucknell University

• Susan M. Lord, University of San Diego

• John Chen, California Polytechnic State University

• Katharyn Nottis, Bucknell University