Changes in students' personal epistemology are especially important for engineering educators to examine because they may affect the way students learn and their ability to adapt to engineering education learning environments and culture. Despite the large amount of theoretical research that has been done concerning students' conceptual change, little research has been done concerning their epistemological change. This study is a preliminary effort in identifying students' beliefs about knowledge and their effect on learning and successful comprehension of engineering concepts. The cohort consisted of 10 Civil Engineering students in a sophomore level Statics class, and each student participated in a 90-minute interview. The questions were based around an epistemological framework currently in development, which includes six separate dimensions but allows for examination of the ties between the dimensions. Analysis was completed in multiple stages, and involved two researchers co-coding for inter-relater reliability. Most students viewed knowledge as very simple, certain and objective. However, many students felt that different people had different knowledge of statics because of their different backgrounds and learning. These beliefs may be leveraged to support pedagogical practices of proven effectiveness such as peer-tutoring or other active learning methods.

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Dr. Shane Brown conducts research on cognition and conceptual change in engineering. He received his bachelor's and Ph.D. degrees from Oregon State University, both in Civil Engineering. His Ph.D. degree includes a minor in Science and Mathematics Education. His master's degree is in Environmental Engineering from the University of California, Davis. Dr. Brown is a licensed professional civil engineer and has six years of experience designing water and wastewater treatment facilities in central California. He was the recipient of the NSF CAREER award in 2011. Dr. Brown's research interests are in conceptual change, epistemology, and social or situated cognition. Specifically, his research focuses on theoretical approaches to understanding why some engineering concepts are harder to learn than others, including the role of language and context in the learning process.

Dr. Shane Brown conducts research on cognition and conceptual change in engineering. He received his bachelor's and Ph.D. degrees from Oregon State University, both in civil engineering. His Ph.D. degree includes a minor in science and mathematics education. His master's degree is in environmental engineering from the University of California, Davis. Dr. Brown is a licensed professional civil engineer and has six years of experience designing water and wastewater treatment facilities in central California. He was the recipient of the NSF CAREER award in 2011. Dr. Brown's research interests are in conceptual change, epistemology, and social or situated cognition. Specifically, his research focuses on theoretical approaches to understanding why some engineering concepts are harder to learn than others, including the role of language and context in the learning process.

His research includes understanding how and why faculty adopt curricular innovations using Diffusions of Innovation Theory and the Concerns Based Adoption Model.