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.
