Gender Differentials on Academic Performance and Lifelong Learning Attribute in Chemical Engineering

Autor/inn/en	Norval, Graeme W.; Chan, Ariel W.
Titel	Gender Differentials on Academic Performance and Lifelong Learning Attribute in Chemical Engineering
Quelle	In: Journal of Chemical Education, 99 (2022) 1, S.252-258 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Norval, Graeme W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c00399
Schlagwörter	Gender Differences; Academic Achievement; Lifelong Learning; Chemical Engineering; College Graduates; Outcomes of Education; Foreign Countries; Grade Point Average; Foreign Students; Specialization; Student Certification; Curriculum Development; Faculty Development; Canada + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Schulleistung; Life-long learning; Lebenslanges Lernen; Chemisches Prüfverfahren; Hochschulabsolvent; Hochschulabsolventin; Lernleistung; Schulerfolg; Ausland; Arbeitsteilige Spezialisierung; Schulzeugnis; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kanada
Abstract	The Chemical Engineering program at the University of Toronto has been in existence since 1904. In this first statistical study of graduating student performance, 10 years of student data have been analyzed. Data for more than 1100 graduated students were evaluated in the core mathematics and engineering science courses. There are no gender-based or visa/residency status-based differences in the cGPA (cumulative GPA) at graduation. Further, there is no gender-based difference in the performance in the mathematics and engineering science courses. However, students on study visas outperform their Domestic and Permanent Resident peers regardless of gender, and the difference persists into the upper years even though the concepts involved have been taught in our program. Students' life-long learning attribute has been investigated through analysis of completions of engineering minors and certificates. Nearly 60% of students graduate with at least one minor, and female students are 10% more likely to complete a minor than their male peers. Domestic female students are much more likely to complete minors in bioengineering or environmental engineering, whereas their male peers and study visa students are more likely to complete minors in sustainable energy. The implications for curriculum changes and faculty teaching assignments are discussed. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01