Exploring Engineering Graduate Student Research Proficiency with Student Surveys

Abstract

BackgroundResearch is considered the essence of graduate engineering education, but knowledge about the engineering graduate student research experience is scarce in literature. Some studies that examine graduate engineering education suggest that students are experiencing educational deficiencies that can affect the research experience. Thus, exploring engineering graduate student research proficiency is warranted.Purpose (Hypothesis)This work begins to earnestly answer the research questions “How proficient are engineering graduate students in research?” and “What factors affect the research proficiency of these students?”Design/MethodIn order to answer the two research questions specifically for the Georgia Institute of Technology Environmental Engineering graduate program, current students in the program participated in two surveys. Survey questions were designed to measure students' perceptions of their research proficiency and to aid in determining student academic motivations tied to proficiency.ResultsMany students indicated that they lacked research preparation upon beginning graduate study and during the first year of study, lacked development in important research skills like statistics and communicating in writing, and were somewhat hindered in research organization and progress. Regarding academic motivations, students generally valued personal advancement and enrichment over paper publication. Doctoral students overall indicated more preparation with respect to several aspects of research and more value placed on paper publication than did master's students.ConclusionsThe surveys provided important findings regarding student research proficiency for the engineering graduate program in question. These findings encourage the exploration of engineering graduate student research proficiency on a broader scale in future studies.