This paper reports on one year of data from a study of classroom learning environments in three engineering departments, which differ in size, discipline and pedagogical methodology, at a large eastern university. This study uses a quasi-experimental design to confirm or deny what is commonly cited in engineering education literature about gender differences in preferences for teaching and learning activities (e.g. cooperative teams). The results show that the differences found among students in the three different departments studied were based on departmental differences and do not support the commonly held view that men and women experience teaching and learning activities differently based upon gender. Departmental differences between engineering students are also supported by other current studies.
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