William K. Lebold

Gender Differences in Persistence in Computer-Related Fields

The effectiveness of precollege and college achievement measures in predicting persistence for men and women in computer-related fields was examined. Persistence rates were similar for men and women in computer technology, electrical/computer engineering, and industrial engineering. However, fewer women than men persisted in computer science. Discriminant function analysis was conducted separately for men and women in each field and was equally effective for men and women in correctly classifying persisters and nonper-sisters (64–72%) in each field except computer technology where the classification rate was considerably lower for women (58%). GPA was generally the most important variable followed by a measure of math ability. High school science grades and number of semesters were often selected for the discriminant function for men, but not for women. The potential role of nonachievement factors in persistence such as peer and faculty support and expectancies are also discussed.

Assessment of the impact of the freshman engineering courses

This study is based on historical data for a 28 year period, from 1966 through 1993. The study evaluates if the freshmen engineering courses supply the entering engineering student with the necessary foundation to persist in engineering because of the skills he/she acquires in these courses. To measure this, the authors evaluate longitudinal data on retention and graduation rates of students that start in the standard first semester courses, start in the off sequence semester or participate in their tutorial program and complete the engineering curriculum.

Predicting performance in computer programming courses

Abstract Currently available methods for selecting computer programmers are reviewed. The academic achievement, in high school and in the university, of over 3000 students is reviewed and correlated with their performance in the different computer programming courses. The results revealed that performance in high school and college mathematics and science courses account for up to 50 per cent of the variance in computer programming course performance. The implications of these results for training and selection are discussed.

Cognitive issues in the process of software development: review and reappraisal

The current information age has brought about radical changes in workforce requirements just as did the industrial revolution of the 1800s. With the presence of new technology, jobs are requiring less manual effort and becoming more Cognitiveoriented. With this shift, new techniques in job design and task analysis are required. One area which will greatly benefit from effective task analysis procedures is software development. This paper attempts to lay a groundwork for developing such procedures by discussing important methodological issues, and examining current theories and research findings for their potential to identify the cognitive tasks of computer programming. Based on the review, this paper suggests guidelines for development of a methodology suitable for knowledge elicitation of the programming process.

Understanding of mathematics and science: efficient models for student assessments

Student self-reports provide information that is invaluable in assessing student backgrounds and achievements. These critical student inputs can be used to help place students in beginning courses; to identify high-risk and honors students; to evaluate the quality of courses, services, and resources; to initiate and evaluate existing and new programs; and to help students make career decisions. Faculty members can also use self-reports to efficiently examine student perceptions of their understanding of key content at the beginning and end of the courses for which they are responsible. This paper uses as a model: self-reports of first-year engineering students using the Mathematics Science Inventory (MSI). The MSI is used in placing students in beginning mathematics and chemistry courses and to evaluate their perceptions of their understanding of the key content of these courses. Significant, but differential self-reported gains in mathematics and chemistry knowledge are reported in twelve different math and chemistry courses, completed by 1995 and 1996 beginning engineering students. Complex, but generally positive, relationships are observed between course grades and pre-test and post-test self-reports of understanding of math and science content.

Factors Influencing the Choice of an Engineering Career

In two National Engineering Career Development Surveys, engineering students (N = 960) and graduates (N = 2401) were found to be quite similar in their ratings of the relative importance of various factors which influenced them to pursue careers in engineering. Work-related factors (especially challenge, creativity, independence, problem solving, and salary) were found to be most important followed by school-, people-, and hobby-related factors. In selecting engineering as a career, graduates were more apt than students to cite related work experiences, and students were more apt to cite security and rapid advancement. Other differences were noted when comparisons were made by sex, ethnic group, and field of engineering. Women and minorities tended to rate independence, challenge, female role models, and precollege programs to be of greater importance than did men and majority students. Differences among engineers in different fields were observed primarily in their ratings of related hobbies. For example, electrical and mechanical engineers were more influenced in their career choices by electrical and mechanical hobbies than were engineers in other fields. Electrical and computer engineers were influenced strongly by computers, chemical engineers by high school science and college chemistry courses, and civil and agricultural engineers by outdoor activities.

Cognitive Factors Related to Computer Programming and Software Productivity

The significance of software productivity is discussed and methods to increase computer programming productivity are reviewed. The range of performance capabilities of computer programmers in academic work environments based on several cognitive variables are delineated. Results reveal that for 90 percent of the population these ranges can vary from a low of 1:2 to a high of 1:99. Mathematical abilities are shown to predict up to 25 percent of the variance accounting for computer programming proficiency. Also combined chemistry and mathematical skills can predict up to 40 percent of the variance in computer programming proficiency. Basic Cognitive Skills, as measured by standard cognitive ability tests, are not shown to be helpful in predicting programming proficiency, whereas chunking appears to be a useful method for determining computer proficiency.

A hypermedia-based problem-solving approach to engineering, learning, working, and playing

It is pointed that there is a need in engineering education to prepare students for lifelong career planning, and that emerging computer technology may be able to play a role in addressing this need. To explore this possibility, the authors have been offering an experimental course in engineering career planning for beginning engineering students. Students use computers to do assignments and store personalized guidance data. In addition, the authors have developed a hypermedia program called the Engineering Career System to provide useful information during the planning process. Evaluations of the course have been very positive, and show that the computer materials have played a successful supporting role in the course.<<ETX>>

How do students grade their learning

For the past two decades, Purdue University has been using student self-reports to provide information that has proved to be invaluable in educational planning and development. These critical student inputs are used to help place students in beginning courses, to identify high-risk and honors students, to evaluate the quality of courses, services and resources, to initiate and evaluate existing and new programs, and to help students make career decisions. The paper discusses the use of self-reports of beginning students using the Mathematics Science Inventory (MSI). The MSI has 100 mathematics items organized into six mathematics sub-scales and 50 chemistry items organized into five chemistry sub-scales. All of the MSI scales have very high reliability and differential validity. Use of student self-reports in placement and in evaluating achievement and their relationships to high school and college grades and test scores are also examined. The MSI was completed by over 1500 first year Purdue Engineering students at the beginning of their first academic year MSI data was part of the statistical procedures used to place beginning students in mathematics and chemistry courses. A representative sample of 250 students were re-administered the MSI at the end of the first semester Significant achievement gains were observed in all of the MSI scales. The differential validity of the MSI scales were also documented. Students in the remedial courses had post-test scores similar to the pre-test scores of students in the regular courses. Students in the regular courses had post-test scores similar to students in the advanced courses. Students in the advanced courses also showed significant pre/post test mean score gains.

ESCAPE for minorities and women

Engineering is becoming more diverse both technically and culturally. Under represented minorities and women are playing an increasing role in the advancement of engineering knowledge. ESCAPE, Engineering Specific Career Advisory Problem Solving Environment, is being developed as an interactive computer program to help students acquire information and knowledge related to engineering and to assist in career decisions. With the conversion of the program from the limited Hypercard environment to the multi platform accessibility via the World Wide Web, the content is being expanded to include information specifically related to minorities and women. Chronological information within the different fields of engineering is included to give a historical context. Documentation regarding the increasing diversity of bachelor master and doctoral recipients and in the engineering workforce demonstrate the changes taking places in engineering education. Organizations such as the Society of Women Engineers (SWE) are included along with membership information. Professional journals in addition to electronic network discussion and mail groups are included with some subscription information. As each school system becomes a node on the World Wide Web, the potential number of engineering students increases. The information on minorities and women will assist students who have never been aware of engineering to consider it as a career and possibly become the next engineer to advance the field of engineering.