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Differences in Chemical Engineering Student-Faculty Interactions By Student Age and Experience at a Large, Public, Research Iniversity

Shannon Ciston, Sanya Sehgal, Tressa Mikel, Maria-Isabel Carnasciali

Abstract


Adult undergraduate students aged 25+ in engineering disciplines are an important demographic bringing a wealth of life experience to the classroom. This study uses qualitative data drawn from semi-structured interviews with two groups of undergraduate chemical engineering students at a large, public research university: adult students with engineeringrelated work experience, and traditional-age students without engineering-related work experience, to compare student-faculty interactions. We find differences between these groups relating to intimidation and embarrassment, and question-asking behaviors.


Keywords


adult, nontraditional, interviews, student-faculty interactions

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