Exploring the Teaching Beliefs of Chinese-born Engineering Faculty in the United States: A Qualitative Case Study with a Focus on Teamwork

dc.contributor.authorCao, Yien
dc.contributor.committeechairCase, Jennifer Margareten
dc.contributor.committeechairZhu, Qinen
dc.contributor.committeememberTang, Xiaofengen
dc.contributor.committeememberMatusovich, Hollyen
dc.contributor.departmentEngineering Educationen
dc.date.accessioned2025-06-04T08:01:33Zen
dc.date.available2025-06-04T08:01:33Zen
dc.date.issued2025-06-03en
dc.description.abstractAmong the key competencies emphasized in engineering education, teamwork is widely recognized as essential for students' professional development. However, while extensive research has examined the pedagogies to build teamwork, faculty beliefs about teamwork remain an underexplored area, particularly in engineering education. This study contributes to addressing this research gap by investigating how engineering faculty conceptualize teamwork, how their beliefs influence their instructional practices, and how these beliefs align with broader educational reforms. As a crucial part of the foreign-born engineering faculty community in the U.S., Chinese-born faculty members play an essential role in these discussions. This study focuses on Chinese-born faculty's beliefs in engineering education, and findings provide implications for understanding the experiences of foreign-born faculty in general. This study employs a case study approach to examine the teaching beliefs about teamwork among 11 Chinese-born engineering faculty at an R-1 university in the U.S. Through thematic analysis, the study identifies two overarching categories of faculty beliefs: role-based themes and education-based themes. These categories encompass five key themes: (1) the roles of students, (2) expectations for faculty, (3) the faculty-student relationship, (4) pedagogical philosophies, and (5) curriculum emphasis. These themes show the main aspects of how faculty conceptualize teaching and teamwork. This study also employs narrative analysis, guided by Oleson and Hora's (2014) conceptual framework, to address how faculty develop their teaching beliefs. The findings extend this framework by revealing that cultural teaching and learning experiences also play a significant role in shaping faculty beliefs in addition to the four key influences previously identified, given that all participants in this study have educational experiences in China and the U.S. In addition, this study found that the common distinction between student-centered and teacher-centered pedagogical philosophies is insufficient to understand Chinese-born engineering faculty beliefs. The role-based and education-based categories are two major themes that define faculty beliefs about teaching in this study. The role-based themes provide an alternative conceptualization for the traditional student-centered and teacher-centered pedagogical philosophies by emphasizing the importance of the faculty's role and relationships between faculty and students in the teaching and learning process to improve student learning outcomes. In addition, the education-based themes reflect that faculty care about pedagogy and curriculum in their teaching, and they prefer to design teaching and pedagogical methods based on the learning outcomes in the curriculum. Last, this study contributes to our understanding of the "research-teaching nexus" by showing how faculty's research experiences are drawn on to develop their beliefs about pedagogy and curriculum. This study shows a straightforward link between research and teaching for just over half of the faculty members in this group. Finally, this study's findings reflected the cultural impacts on faculty beliefs due to their multicultural teaching and learning experiences. Though culture cannot fully determine faculty's beliefs, faculty are shown here to actively choose the most effective and efficient teaching methods from the full range of their previous teaching and learning experiences. The faculty's multicultural teaching and learning experiences appear to provide them with broader options for effective teaching methods while fostering deeper reflection and a more balanced perspective in their teaching beliefs.en
dc.description.abstractgeneralEngineering education in the United States has undergone many changes, leading to global engineering education reforms over the past two centuries. Engineering education currently has a growing focus on preparing students for real-world careers and the fast-changing engineering industry. Today's engineers need more than just technical skills—they also need to excel in teamwork, communication, and collaboration. To help students succeed, faculty members play a critical role in shaping how engineering is taught. While many studies have explored teamwork training and student learning outcomes, we still know little about how faculty think about teamwork and how their beliefs influence their teaching. This study aims to understand how engineering faculty understand teamwork, how their beliefs shape their teaching, and how these beliefs connect to broader education reforms. In particular, I focus on Chinese-born engineering faculty in the U.S. because they are part of a growing foreign-born faculty community that plays a vital role in American higher education. By studying this group, I provide insights into how cultural backgrounds influence faculty beliefs and teaching methods. I conducted in-depth interviews with 11 Chinese-born engineering faculty to explore these questions and analyzed the data using qualitative research methods. My analysis revealed two main categories of faculty beliefs: 1. Role-based beliefs: faculty perspectives on the roles of students, their expectations as instructors, and the relationship between faculty and students (which is essential in teaching). 2. Education-based beliefs: faculty views on pedagogy (how to teach) and curriculum (what students should achieve in teaching). One key finding is that the traditional categories of student-centered and teacher-centered teaching philosophies do not fully capture how Chinese-born faculty approach teaching. Instead, they emphasize the importance of faculty roles and relationships in shaping student learning. Another significant finding is that these faculty members indicate a strong connection between their research and teaching. Many of them integrate their research on engineering education into their teaching, helping to bridge the gap between theory and classroom practice. Finally, this study highlights the impact of culture on faculty beliefs. While culture does not determine teaching beliefs, faculty with multicultural teaching and learning experiences develop a broader set of effective teaching strategies. They also reflect deeply on their teaching and seek a balanced approach incorporating the best practices from different educational traditions. Overall, this research contributes to a better understanding of how foreign-born faculty develop their teaching beliefs in the U.S. and how cultural diversity can enrich higher engineering education. These findings can help universities better support faculty development and improve engineering education worldwide.en
dc.description.degreeDoctor of Philosophyen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:43218en
dc.identifier.urihttps://hdl.handle.net/10919/135021en
dc.language.isoenen
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectFaculty Beliefen
dc.subjectTeamworken
dc.subjectChinese-born Facultyen
dc.subjectEngineeringen
dc.titleExploring the Teaching Beliefs of Chinese-born Engineering Faculty in the United States: A Qualitative Case Study with a Focus on Teamworken
dc.typeDissertationen
thesis.degree.disciplineEngineering Educationen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Philosophyen

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