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Understanding Chinese Engineering Doctoral Students in U.S. Institutions

A personal epistemology perspective

  • Book
  • © 2017

Overview

Authors:
  1. Jiabin Zhu

    1. of Educ, Chen Rui-Qiu Bldg, Room 227, Shanghai Jiao Tong Univ, Grad Schl, Shanghai, China

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  • Tells the stories of Chinese engineering students’ academic lives in U.S. institutions through a solid cognitive theoretical lens
  • Clarifies factors that can potentially facilitate adult students’ cognitive development in an U.S. engineering doctoral educational context
  • Increases our current understanding of the benefits of study-abroad and cross-cultural education for the epistemological domain
  • Includes supplementary material: sn.pub/extras

Part of the book series: East-West Crosscurrents in Higher Education (EWCHE)

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Table of contents (11 chapters)

  1. Front Matter

    Pages i-xv
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  2. Influx of International Talents in the United States: An Introduction

    • Jiabin Zhu
    Pages 1-8

  3. Epistemological Developmental Theories and Their Applications

    1. Front Matter

      Pages 9-9
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    2. Epistemological Developmental Theories

      • Jiabin Zhu
      Pages 11-28

    3. Measurement of Epistemological Development

      • Jiabin Zhu
      Pages 29-34

    4. Personal Epistemology in Application

      • Jiabin Zhu
      Pages 35-40

  4. A Research Design for Measuring Epistemological Development

    1. Front Matter

      Pages 41-41
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    2. Developing a Valid Survey for Personal Epistemology

      • Jiabin Zhu
      Pages 43-60

    3. A Mixed-Method Research Design

      • Jiabin Zhu
      Pages 61-63

  5. A Quantitative Exploration of Chinese Engineering Doctoral Students’ Epistemological Development

    1. Front Matter

      Pages 65-65
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    2. Overall Profiles of Epistemological Development

      • Jiabin Zhu
      Pages 67-86

    3. Factors Related to Epistemological Development

      • Jiabin Zhu
      Pages 87-96

  6. A Qualitative Exploration of Chinese Engineering Doctoral Students’ Epistemological Thinking Styles

    1. Front Matter

      Pages 97-97
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    2. Stories of Chinese Engineering Doctoral Students’ Epistemological Thinking Styles

      • Jiabin Zhu
      Pages 99-144

    3. Factors Associated with Advanced Epistemological Thinking

      • Jiabin Zhu
      Pages 145-154

    4. Lessons Learned and Future Directions

      • Jiabin Zhu
      Pages 155-164

  7. Back Matter

    Pages 165-190
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Keywords

About this book

This book uses a mixed-method approach to address the topic of personal epistemology among Chinese engineering doctoral students from U.S. institutions.--It presents a broad view of the epistemological development among Chinese engineering students from five U.S. Midwestern doctoral programs. Meanwhile, it provides practical examples from students’ academic experiences to showcase their thinking development and behavioral patterns.


It allows readers to gain an understanding of Chinese engineering students’ academic lives in U.S. institutions through a cognitive theoretical lens. It also highlights a number of factors that can potentially facilitate adult students’ cognitive development, and extends the discussion on the benefits of study-abroad and cross-cultural education to the epistemological domain.


Authors and Affiliations

  • of Educ, Chen Rui-Qiu Bldg, Room 227, Shanghai Jiao Tong Univ, Grad Schl, Shanghai, China

    Jiabin Zhu

About the author

Dr. Jiabin Zhu is an Assistant Professor in the Graduate School of Education, Shanghai Jiao Tong University. Her primary research interests relate to engineering education, graduate education, and students’ cognitive development. She has published multiple peer-reviewed articles in journals such as Journal of Engineering Education, Advances in Engineering Education. For her work on the cognitive development of Chinese engineering doctoral students in U.S. institutions, she received the 2013 Doctoral Thesis Award from the School of Engineering Education, Purdue University. Jiabin Zhu obtained a Ph.D. in Engineering Education and a M.S. in Biomedical Engineering from Purdue University. She received another M.S. in Optics from Chinese Academy of Sciences and a B.S. in Physics from East China Normal University.

Bibliographic Information

  • Book Title: Understanding Chinese Engineering Doctoral Students in U.S. Institutions

  • Book Subtitle: A personal epistemology perspective

  • Authors: Jiabin Zhu

  • Series Title: East-West Crosscurrents in Higher Education

  • DOI: https://doi.org/10.1007/978-981-10-1136-8

  • Publisher: Springer Singapore

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer Science+Business Media Singapore and Higher Education Press 2017

  • Hardcover ISBN: 978-981-10-1135-1Published: 12 August 2016

  • Softcover ISBN: 978-981-10-9338-8Published: 22 April 2018

  • eBook ISBN: 978-981-10-1136-8Published: 03 August 2016

  • Series ISSN: 2364-6810

  • Series E-ISSN: 2364-6829

  • Edition Number: 1

  • Number of Pages: XV, 190

  • Number of Illustrations: 5 b/w illustrations, 21 illustrations in colour

  • Topics: Higher Education, International and Comparative Education, Learning & Instruction

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