Date of Award
December 2024
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Energy Engineering
First Advisor
Frank Bowman
Abstract
This study examines the effects of advisor characteristics on student learning in large scale undergraduate engineering project competitions. A survey was conducted to measure statistical significance between student ratings of their advisors and student ratings of their learning in key skill areas. Additional items measured include demographics and project characteristics which allowed for additional analyses. The purpose of this study was to identify areas of improvement for project advisors to advance the learning potential for student participants. The survey was distributed in an online format to students participating in five SAE University Program projects. Collected data was analyzed using Kendall’s Tau-b correlations and chi-square tests of association. Findings indicate small to medium positive associations between advisor characteristics and student learning. Differences were also found between advisor presence on the project and advisor ratings. Student learning with a low rated advisor showed no significant difference from student learning when an advisor was considered not present. By comparison, student learning with a high rated advisor was significantly higher than when an advisor was considered not present. Findings from this study represent important information for advisors wishing to improve student learning experiences and for academic programs wishing to incorporate a project based curriculum.
Recommended Citation
Ertl, Sam, "Advisor Impacts On Student Learning In Undergraduate Engineering SAE Competition Projects" (2024). Theses and Dissertations. 6528.
https://commons.und.edu/theses/6528