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You searched for +publisher:"University of Akron" +contributor:("Makki , Nidaa"). Showing records 1 – 3 of 3 total matches.

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University of Akron

1. Carpenter, Wesley A. Engineering Creativity: Toward an Understanding of the Relationship between Perceptions and Performance in Engineering Design.

Degree: PhD, Secondary Education, 2016, University of Akron

Few studies have focused on perceptions of creativity in engineering. Previous researchers have tended to focus on perceptions concerning the degree to which creative thinking is emphasized in the classroom, rather than on whether students value creativity as an important part of the engineering design process. Moreover, the relationship between students’ perceptions of the importance of creative thinking in engineering design and their creative performance has not been investigated. Given the value placed on the ability of an engineer to think creatively, it is important to understand how engineering students perceive creativity as it relates to the engineering design process and whether such perceptions have the potential to influence their ability to think creatively during the engineering design process. In this mixed-methods study, perceptions related to four primary themes: students’ perceptions of (a) the definition of creativity with respect to engineering design, (b) the importance of creativity during engineering design, (c) the extent to which creativity was developed throughout the engineering program, and (d) their own creative abilities. Themes were compared among eight engineering students who scored at the extreme ends of the Creative Engineering Design Assessment (CEDA). In addition, perceptions were gathered from 12 mechanical engineering faculty in order to compare their perceptions of creativity in the mechanical engineering program to those of the students. The findings of this study support predictions made by applying the expectancy-value theory, which holds that students who value creativity in engineering design and confidently believe they have the ability to be creative are more likely to be creative in various engineering design scenarios. Further, all students interviewed shared the perception that the mechanical engineering program did little to encourage and develop creative-thinking skills; however, students agreed the program developed the foundational knowledge necessary for creative thought. These findings may be useful for engineering educators as well as for guiding future researchers in the areas of engineering education and engineering creativity. Advisors/Committee Members: Makki, Nidaa (Advisor).

Subjects/Keywords: Education; Engineering; creativity; engineering education; engineering design; perceptions; expectancy-value theory; mechanical engineering

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Carpenter, W. A. (2016). Engineering Creativity: Toward an Understanding of the Relationship between Perceptions and Performance in Engineering Design. (Doctoral Dissertation). University of Akron. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=akron1460410915

Chicago Manual of Style (16th Edition):

Carpenter, Wesley A. “Engineering Creativity: Toward an Understanding of the Relationship between Perceptions and Performance in Engineering Design.” 2016. Doctoral Dissertation, University of Akron. Accessed December 09, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1460410915.

MLA Handbook (7th Edition):

Carpenter, Wesley A. “Engineering Creativity: Toward an Understanding of the Relationship between Perceptions and Performance in Engineering Design.” 2016. Web. 09 Dec 2019.

Vancouver:

Carpenter WA. Engineering Creativity: Toward an Understanding of the Relationship between Perceptions and Performance in Engineering Design. [Internet] [Doctoral dissertation]. University of Akron; 2016. [cited 2019 Dec 09]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1460410915.

Council of Science Editors:

Carpenter WA. Engineering Creativity: Toward an Understanding of the Relationship between Perceptions and Performance in Engineering Design. [Doctoral Dissertation]. University of Akron; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1460410915


University of Akron

2. Bancroft, Senetta. A Critical Exploration of Science Doctoral Programs: Counterstories from Underrepresented Women of Color.

Degree: EdD, Secondary Education, 2014, University of Akron

Most studies exploring the experiences of underrepresented doctoral students of color in science fields focus on their socialization into predominantly white institutions. While the socialization process is fundamental to doctoral success and consequently deserves attention, it is critical to inquire into how the widespread and lasting perception of people of color as socioculturally deficient shapes underrepresented students` socialization into science doctoral programs. Further, the existing research literature and educational policies addressing the persistent underrepresentation of students of color in science doctorates remain fixated on increasing racial diversity for U.S. economic security rather than racial equity. In view of the limitation of existing research literature, in this study, drawing from critical race theories, fictive-kinship, and forms of capital, I use counterstorytelling to recast racial inequities in the education of science doctorates as a problem of social justice, not as an issue of the students' sociocultural deficits or as a matter of economic security. Through interviews I examined the experiences, from elementary school to current careers, of three women of color who were science doctoral students. Participants` counterstories revealed institutionalized racism embedded in doctoral programs exploited their identities and dismissed their lived experiences, thereby, relegating them to outsiders-within academe. This marginalization precluded the inclusive socialization of participants into their doctoral programs and ultimately set up barriers to their pursuit of scientific careers. This study divulges the academic and career consequences of the sustained privilege disparities between underrepresented students of color’s experience and the experiences of their white and Asian counterparts. In light of the participants’ experiences, I recommend that, in order to change the existing policy of socially integrating students into oppressive cultures, researchers and policymakers must forefront the humanity of underrepresented students of color when forming research questions, determining data collection instruments, and selecting analytical tools, thus changing the sociocultural structure of the science doctoral process. Advisors/Committee Members: Makki , Nidaa (Advisor).

Subjects/Keywords: Science Education; underrepresented people of color; STEM; doctoral culture; counterstorytelling, critical race methodologies

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bancroft, S. (2014). A Critical Exploration of Science Doctoral Programs: Counterstories from Underrepresented Women of Color. (Doctoral Dissertation). University of Akron. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=akron1415633379

Chicago Manual of Style (16th Edition):

Bancroft, Senetta. “A Critical Exploration of Science Doctoral Programs: Counterstories from Underrepresented Women of Color.” 2014. Doctoral Dissertation, University of Akron. Accessed December 09, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1415633379.

MLA Handbook (7th Edition):

Bancroft, Senetta. “A Critical Exploration of Science Doctoral Programs: Counterstories from Underrepresented Women of Color.” 2014. Web. 09 Dec 2019.

Vancouver:

Bancroft S. A Critical Exploration of Science Doctoral Programs: Counterstories from Underrepresented Women of Color. [Internet] [Doctoral dissertation]. University of Akron; 2014. [cited 2019 Dec 09]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1415633379.

Council of Science Editors:

Bancroft S. A Critical Exploration of Science Doctoral Programs: Counterstories from Underrepresented Women of Color. [Doctoral Dissertation]. University of Akron; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1415633379

3. Cerrone, Kathryn L. Investigating the Transition Experiences of Early College High School Seniors to College STEMM Majors: A Case Study.

Degree: PhD, Secondary Education, 2012, University of Akron

The Early College High School Initiative is a program that provides college access to first-generation, minority, low-income and other under-represented populations by allowing them to take college classes while in high school. The goal of The Early College High School Initiative is to ease the transition to college by allowing the students to earn an associate’s degree or up to two-years of college by the time they graduate high school. This study explored the transition experience of a group of early college high school students pursuing STEMM majors at a large Mid-western public university. Interviews were conducted with seven senior STEMM majors at the beginning and end of their final semester in the program. Interviews were also conducted with two high school math teachers, two high school science teachers, three high school administrators and seven college professors to gain insight into the roles they saw they played in the students’ transition to college. The following six categories emerged from the analysis of the interview transcripts (a) attitude toward STEMM majors, (b) motivation, (c) preparation, (d) support, (e) interaction and engagement in the college culture, and (f) academic identity. The results were compared with several transition theories including Van Gannep’s (1960) “Rites of Passage,” Tinto’s (1988) “Model of Institutional Departure” and Bridges’ (2003) “Managing Transitions.” Implications for universities, the early college high school at which the study was conducted, and other early college high schools is provided along with recommendations for future research. Advisors/Committee Members: Pachnowski, Lynne (Advisor), Makki, Nidaa (Advisor).

Subjects/Keywords: Education; Higher Education; Mathematics Education; Science Education; Secondary Education; Early College High School; STEM; College Transition; High school

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Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cerrone, K. L. (2012). Investigating the Transition Experiences of Early College High School Seniors to College STEMM Majors: A Case Study. (Doctoral Dissertation). University of Akron. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=akron1333335847

Chicago Manual of Style (16th Edition):

Cerrone, Kathryn L. “Investigating the Transition Experiences of Early College High School Seniors to College STEMM Majors: A Case Study.” 2012. Doctoral Dissertation, University of Akron. Accessed December 09, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1333335847.

MLA Handbook (7th Edition):

Cerrone, Kathryn L. “Investigating the Transition Experiences of Early College High School Seniors to College STEMM Majors: A Case Study.” 2012. Web. 09 Dec 2019.

Vancouver:

Cerrone KL. Investigating the Transition Experiences of Early College High School Seniors to College STEMM Majors: A Case Study. [Internet] [Doctoral dissertation]. University of Akron; 2012. [cited 2019 Dec 09]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1333335847.

Council of Science Editors:

Cerrone KL. Investigating the Transition Experiences of Early College High School Seniors to College STEMM Majors: A Case Study. [Doctoral Dissertation]. University of Akron; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1333335847

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