This book uses a mixed-method approach to address the topic of
personal epistemology among Chinese engineering doctoral students
from U.S. institutions.--It presents a broad view of the
epistemological development among Chinese engineering students from
five U.S. Midwestern doctoral programs. Meanwhile, it provides
practical examples from students' academic experiences to showcase
their thinking development and behavioral patterns. It allows
readers to gain an understanding of Chinese engineering students'
academic lives in U.S. institutions through a cognitive theoretical
lens. It also highlights a number of factors that can potentially
facilitate adult students' cognitive development, and extends the
discussion on the benefits of study-abroad and cross-cultural
education to the epistemological domain.
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