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    A Normative Investigation of Faculty Perceptions of Undergraduate Teaching
    (Edam, 2012) Aypay, Ahmet; Cekic, Osman; Seckin, Munise
    This study aims to investigate faculty perspectives on undergraduate teaching practices from a normative perspective. Maximum variation for purposeful sampling technique was employed to define the sample for the study. The diversity in the institutions where the faculty members were employed and academic rank was considered during sample selection. The sample of the study consisted 01 282 faculty members who worked at seventeen different public universities during 2011-2012 academic-year. College Teaching Behaviors Inventory was used to collect the data. The Inventory was comprised of 8 categories which included 126 items related to teaching behaviors. The data gathered from the faculty members were analyzed with the use of simple descriptive statistics like, frequencies, percentages, and means. Furthermore, t-tests, ANOVA, and multivariate analysis techniques like factor analysis. MANOVA, and discriminant analysis were also employed to analyze the analyses. The results of the study revealed 5 categories and 50 behaviors that can be classified as inviolable norms, while there were 10 categories and 64 behaviors that were classified as admonitory norms. Significant differences were found between inviolable norms and institutions, disciplines, and faculty rank. Significant differences were found between factors scores related to admonitory norms and various higher education institutions and academic disciplines. The results of the study are used to provide recommendations that will aid in the identification and description of normative structure of colleges and universities.
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    A unique contribution to lifelong learning in Turkey: Elginkan Foundation as a non-governmental organization
    (Elsevier Science Bv, 2014) Uslu, Baris; Cekic, Osman
    The aim of the study is to determine contributions to lifelong learning in Turkey by Elginkan Foundation as a non-governmental organization. Case study method and descriptive analysis technique were used in the study. The results showed that, Elginkan Foundation provides various supports to education such as scholarship programs, project and innovative idea contests, research funding, building schools, supporting publication activities, setting vocational and technical education centers. In conclusion, many industrial organizations satisfy their qualified manpower by means of vocational courses, personal and professional development trainings offered by education centers of the foundation, and significant level of employment is created. (C) 2013 The Authors. Published by Elsevier Ltd.
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    AC 2011-1396: ATTRIBUTES OF SUCCESS FOR ENGINEERING PHDS: PERSPECTIVES FROM ACADEMIA AND INDUSTRY
    (Amer Soc Engineering Education, 2011) Cox, Monica Farmer; London, Jeremi S.; Ahn, Benjamin; Zhu, Jiabin; Torres-Ayala, Ana T.; Frazier, Shree; Cekic, Osman
    An exploration of engineering doctoral education is needed for several reasons. First, the realignment of undergraduate curricula based on studies of employers' needs and expectations are common in undergraduate education (i.e., Engineer of 2020) (National Academy of Engineering, 2004). These types of studies are not usual in doctoral education but are needed for Ph.D. programs to respond to the changing environments in industry and academia. Second, it is important to differentiate the industrial and academic expectations of engineering Ph.D.s since, according to NSF (2008), 73.3% of engineering Ph.D.s obtained jobs in industry. Finally, there is little understanding about how graduate education facilitates students' acquisition of these attributes. In this study, eleven Ph.D.s were asked to describe the attributes for success as an engineering Ph.D., credentials expected for Ph.D. engineers working in academia and industry, and ways for institutions to develop these attributes among Ph.D.s. Related to attributes, the participants identified strong analytical skills, creativity, good communication skills, and multidisciplinary as valuable. The least commonly mentioned attributes were business management principles and adaptability. In comparing industry and academic expectations, leadership, teamwork, business management and communications skills were identified as important in industry. In academia, obtaining funding, teaching, and research were mentioned as most important. Finally, the participants felt as though the most important ways for institutions to help develop these attributes were to provide mentorship, facilitate research groups, and model behaviors. Future work based on these findings is also presented.
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    Attributes of success for engineering Ph.D.s: Perspectives from academia and industry
    (American Society for Engineering Education, 2011) Cox, Monica Farmer; London, Jeremi S.; Ahn, Benjamin; Zhu, Jiabin; Torres-Ayala, Ana T.; Frazier, Shree; Cekic, Osman
    An exploration of engineering doctoral education is needed for several reasons. First, the realignment of undergraduate curricula based on studies of employers' needs and expectations are common in undergraduate education (i.e., Engineer of 2020) (National Academy of Engineering, 2004). These types of studies are not usual in doctoral education but are needed for Ph.D. programs to respond to the changing environments in industry and academia. Second, it is important to differentiate the industrial and academic expectations of engineering Ph.D.s since, according to NSF (2008), 73.3% of engineering Ph.D.s obtained jobs in industry. Finally, there is little understanding about how graduate education facilitates students' acquisition of these attributes. In this study, eleven Ph.D.s were asked to describe the attributes for success as an engineering Ph.D., credentials expected for Ph.D. engineers working in academia and industry, and ways for institutions to develop these attributes among Ph.D.s. Related to attributes, the participants identified strong analytical skills, creativity, good communication skills, and multidisciplinary as valuable. The least commonly mentioned attributes were business management principles and adaptability. In comparing industry and academic expectations, leadership, teamwork, business management and communications skills were identified as important in industry. In academia, obtaining funding, teaching, and research were mentioned as most important. Finally, the participants felt as though the most important ways for institutions to help develop these attributes were to provide mentorship, facilitate research groups, and model behaviors. Future work based on these findings is also presented. © 2011 American Society for Engineering Education.
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    Creating an Instrument to Measure Leadership, Change, and Synthesis in Engineering Undergraduates
    (Amer Soc Engineering Education, 2014) Ahn, Benjamin; Cox, Monica F.; London, Jeremi; Cekic, Osman; Zhu, Jiabin
    Background Studies have highlighted the importance for engineers of leadership, adaptability to change, and synthesis of multiple perspectives. Yet only a few studies and instruments have explored the operational definitions of these concepts for engineering undergraduates. Purpose The goals of this research were to identify observable outcomes that engineering undergraduate students should demonstrate related to leadership, adaptability to change, and synthesis abilities and to create an instrument to assess them. Design/Method In the first phase of the study, 12 engineers working in academia and 11 engineers working in industry were interviewed. The transcripts were analyzed using a constant comparative method to determine constructs related to leadership, change, and synthesis. In the second phase of the study, survey items were developed and administered to 753 engineering undergraduate students in the spring of 2011. An exploratory factor analysis determined the common factors across the survey items. Results The mixed methods approach resulted in the creation of 45 survey items categorized into four factors: Being an Engineering Leader, Engineer's Impact on Society and Economy, Engineering Leadership, and Development of an Adaptor to Change. Conclusion This study operationalized leadership, change, and synthesis within the context of engineering education. This operationalization may help to define learning outcomes and competencies for engineering leadership programs, and may provide faculty with an assessment tool for their students. Students may also use the tool to self-assess their leadership, change, and synthesis abilities.
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    Curriculum vitae analyses of engineering Ph.D.s working in academia and industry
    (2013) Cox, Monica F.; Zephirin, Tasha; Sambamurthy, Nikitha; Ahn, Benjamin; London, Jeremi; Cekic, Osman; Torres, Ana
    In recent years there have been discussions surrounding the under-preparedness of Ph.D. graduates of highly specialized doctoral programs, lacking interdisciplinary focus and professional skill development, to succeed in future complex work environments. To address these concerns, Golde and Walker suggest re-conceptualizing doctoral education such that Ph.D. holders are developed as "stewards" of their disciplines. To provide initial insights into how engineering can be viewed through a stewardship lens, the authors conducted a content analysis of thirty-six curricula vitae of engineering Ph.D. holders who have been employed in one of four occupational sectors- (1) academia only, (2) industry only, (3) academia and then industry, or(4) industry and then academia. Thiseffort seekstooperationalize their experiences into the three tenants of the stewardship framework - generation, conservation and transformation - and provide a new perspective for future discussions around the preparation and expectations of engineering Ph.D. holders. Industry participants reported higher generation and conservation than academia only participants; academia to industry participants reported higher instances of generation followed by conservation; industry to academia participants, on average, reported higher generation; and a new category, "other," was the lowest instance across all groups. © 2013 TEMPUS Publications.
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    Curriculum Vitae Analyses of Engineering Ph.D.s Working in Academia and Industry
    (Tempus Publications, 2013) Cox, Monica F.; Zephirin, Tasha; Sambamurthy, Nikitha; Ahn, Benjamin; London, Jeremi; Cekic, Osman; Torres, Ana
    In recent years there have been discussions surrounding the under-preparedness of Ph.D. graduates of highly specialized doctoral programs, lacking interdisciplinary focus and professional skill development, to succeed in future complex work environments. To address these concerns, Golde and Walker suggest re-conceptualizing doctoral education such that Ph.D. holders are developed as stewards'' of their disciplines. To provide initial insights into how engineering can be viewed through a stewardship lens, the authors conducted a content analysis of thirty-six curricula vitae of engineering Ph.D. holders who have been employed in one of four occupational sectors- (1) academia only, (2) industry only, (3) academia and then industry, or (4) industry and then academia. This effort seeks to operationalize their experiences into the three tenants of the stewardship framework-generation, conservation and transformation-and provide a new perspective for future discussions around the preparation and expectations of engineering Ph.D. holders. Industry participants reported higher generation and conservation than academia only participants; academia to industry participants reported higher instances of generation followed by conservation; industry to academia participants, on average, reported higher generation; and a new category, other,'' was the lowest instance across all groups.
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    ENGINEERING IN EARLY EDUCATION: A MULTICULTURAL COMPARISON OF WEB RESOURCES
    (Amer Soc Engineering Education, 2011) Bagiati, Aikaterini; Yoon, So Yoon; Evangelou, Demetra; Kaloustian, Garene; Cekic, Osman; Zhu, Jiabin; Magana, Alejandra J.
    [Anstract Not Available]
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    Engineering professionals' expectations of undergraduate engineering students
    (2012) Cox, Monica F.; Cekic, Osman; Ahn, Benjamin; Zhu, Jiabin
    This paper presents the results of a study that sought to identify constructs that engineers in academia and industry use to describe attributes they consider important for undergraduate engineering students to possess. We explicitly targeted the attributes of leadership, recognizing and managing change, and synthesizing engineering, business, and social perspectives. Our findings indicate ways that engineering students can engage in technical and nontechnical activities that enhance their undergraduate engineering experiences. The final goal of this ongoing effort is to develop, validate, and implement a tool that examines undergraduate students' embodiment of the three targeted attributes. © 2012 American Society of Civil Engineers.
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    Enhancing the quality of engineering graduate teaching assistants through multidimensional feedback
    (2011) Cox, Monica F.; Hahn, Jeeyeon; McNeill, Nathan; Cekic, Osman; Zhu, Jiabin; London, Jeremi
    This paper describes the Global Real-time Assessment Teaching Tool for Teaching Enhancement (G-RATE). It is a tool framed around the elements of Bransford, Brown, and Cocking's (1999) "How People Learn" framework and informed from data collected via laboratory observations; focus group interviews with engineering supervisors and graduate teaching assistants; and undergraduate student surveys. The G-RATE allows various stakeholders (i.e., classroom observers, administrators, graduate teaching assistants, undergraduates, and students) to provide feedback about the pedagogical practices of graduate teaching assistants within a laboratory session. Future applications of the tool include the creation of pedagogical profiles for instructors and the dissemination of the tool across multiple educational environments.
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    Evaluation of Teacher Candidates' Views on Scientific Research Methods
    (Kamla-Raj Enterprises, 2013) Cekic, Osman
    The purpose of this study is to explore the views of teacher candidates against a research method course. The study employs qualitative research methods. An open-ended protocol was used to collect the data. A total of 93 teacher candidates participated in the study. Forty-five (45) teacher candidates came from the Science and Technology Education Department, while forty-eight (48) of the participants were from the Turkish Language Education Department. An open-ended survey instrument was applied to teacher candidates enrolled in research method courses during the spring semester of 2011-2012. During the course, students were also asked to plan and implement a small scale research project in groups of three or four. The responses were gathered at both the beginning of the semester before the course content was introduced and once again at the end of the semester after the completion of the course. The results were compared by the researchers and meaningful re-occurring themes were established from the data. The results revealed that the students' perceptions toward scientific (academic) research had changed considerably. Students reported that academic research was not as easy as they had previously thought, nor could the results be predicted from the beginning.
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    STUDENT RETENTION IN HIGHER EDUCATION IN TURKEY: A QUALITATIVE STUDY
    (Sage Publications Inc, 2012) Aypay, Ahmet; Cekic, Osman; Boyaci, Adnan
    The purpose of this article is to investigate student perceptions of college departure in three state universities in Turkey. Since the beginning of the 1990s, higher Education System in Turkey went through a massification of higher education. The rapid growth brought enrollment and dropout issues in the system. A total of 58 participants were included in the qualitative study. Of the 58 participants, 35 students were later enrolled at various other programs. Twenty-three students did not drop out. Results indicated that student retention has been an uncharted territory in Turkey. High levels of dropouts lead to inefficiencies in the higher education system.