Double degrees: concerns regarding overall standards and graduate attributes such as probabilistic reasoning

Moulton, B

Double degrees: concerns regarding overall standards and graduate attributes such as probabilistic reasoning

Moulton, B

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Publisher:: IEEE
Publication Type:: Conference
Citation:: Moulton Bruce 2010, 'Double degrees: concerns regarding overall standards and graduate attributes such as probabilistic reasoning', IEEE, Piscataway, USA, pp. 327-331.
Issue Date:: 2010

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Field	Value	Language
dc.contributor.author	Moulton, B	en_US
dc.contributor.editor	Tarek Sobh	en_US
dc.date	20081205	en_US
dc.date.accessioned	2010-06-16T05:01:28Z
dc.date.available	2010-06-16T05:01:28Z
dc.date.issued	2010	en_US
dc.identifier	2008000830	en_US
dc.identifier.citation	Moulton Bruce 2010, 'Double degrees: concerns regarding overall standards and graduate attributes such as probabilistic reasoning', IEEE, Piscataway, USA, pp. 327-331.	en_US
dc.identifier.issn	978-90-481-3655-1	en_US
dc.identifier.other	E1	en_US
dc.identifier.uri	http://hdl.handle.net/10453/12060
dc.description.abstract	Double degrees (also known as combined degrees) typically allow engineering students to complete, in just 5 years, two degrees that would ordinarily take 7 years to complete. This paper provides and discusses the results of a pilot study relating to engineering double degrees. The study participants offered opinions relating to non-engineering fields of interest, and why they enrolled in their current double degree course. The study found that double degree students appear to be interested in breadth, but not depth. This finding seems to contradict a prevailing view that double degrees offer students the potential to gain depth in a particular niche or ¿overlap area¿ between the two degrees. The paper also discusses double degree curricula, in particular, the subjects that are from a typical double degree. It is noted that some elements that would ordinarily be strongly associated with depth and critical thinking seem to be missing from double degrees. The issue is exemplified in this paper by focusing on one aspect of critical thinking: probabilistic reasoning.	en_US
dc.publisher	IEEE	en_US
dc.relation.ispartof	International Joint Conferences on Computer, Information, and Systems Sciences, and Engineering (CISSE 08)	en_US
dc.relation.ispartof	Verified OK	en_US
dc.relation.isbasedon	http://dx.doi.org/10.1007/978-90-481-3656-8_60	en_US
dc.rights	© 2010 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.	en_US
dc.subject	engineering education - critical thinking - judgment and decision making probabilistic reasoning - double degree - combined degree	en_US
dc.subject.classification	Science, Technology and Engineering Curriculum and Pedagogy	en_US
dc.title	Double degrees: concerns regarding overall standards and graduate attributes such as probabilistic reasoning	en_US
dc.type	Conference
utslib.location	Piscataway, USA	en_US
utslib.citation.startpage	327	en_US
utslib.citation.endpage	331	en_US
utslib.identifier.org	FEIT.Faculty of Engineering & Information Technology	en_US
utslib.for	130212	en_US
utslib.percentage	000100	en_US
dc.location.activity	University of Bridgeport, USA	en_US
utslib.copyright.status	closed_access

Abstract:

Double degrees (also known as combined degrees) typically allow engineering students to complete, in just 5 years, two degrees that would ordinarily take 7 years to complete. This paper provides and discusses the results of a pilot study relating to engineering double degrees. The study participants offered opinions relating to non-engineering fields of interest, and why they enrolled in their current double degree course. The study found that double degree students appear to be interested in breadth, but not depth. This finding seems to contradict a prevailing view that double degrees offer students the potential to gain depth in a particular niche or ¿overlap area¿ between the two degrees. The paper also discusses double degree curricula, in particular, the subjects that are from a typical double degree. It is noted that some elements that would ordinarily be strongly associated with depth and critical thinking seem to be missing from double degrees. The issue is exemplified in this paper by focusing on one aspect of critical thinking: probabilistic reasoning.

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http://hdl.handle.net/10453/12060