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How do students negotiate groupwork? The influence of group norm exercises and group development norms J. Eng. Educ. (IF 3.4) Pub Date : 2024-04-17 Oskar Hagvall Svensson, Anders Johansson, Tom Adawi
BackgroundGroup norms in engineering education groupwork are usually negotiated in an implicit and often unequal manner. Although it is regularly suggested that student groups can function better if norm negotiations are, instead, made explicit, the social dynamics of group norm exercises have remained underexplored.PurposeWe investigate how students negotiate group norms in group norm exercises, including
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Reviewing: A skill we can continuously develop J. Eng. Educ. (IF 3.4) Pub Date : 2024-04-15 David B. Knight, Joyce B. Main
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“I know what I need to learn”: The intersection of aspirational and navigational capitals for marginalized‐identity STEM students J. Eng. Educ. (IF 3.4) Pub Date : 2024-04-15 Erica B. Sausner, Cassandra Wentzel, James Pitarresi
BackgroundThe community cultural wealth (CCW) theoretical framework recognizes the assets of oppressed communities. Within the framework, aspirational capital refers to the hope to achieve in the face of systemic barriers, while navigational capital includes tactics engaged to progress within institutions that were not designed for equitable achievement. This study explores where aspirational capital
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Exploring experiences that foster recognition in engineering across race and gender J. Eng. Educ. (IF 3.4) Pub Date : 2024-04-05 Brianna Benedict McIntyre, Kelsey Scalaro, Allison Godwin, Adam Kirn, Dina Verdín
BackgroundStudents' recognition beliefs have emerged as one of the most important components of engineering role identity development for early‐career undergraduate students. Recognition beliefs are students' perceptions of how meaningful others, such as peers, instructors, and family, see them as engineers. However, little work has investigated the experiences that facilitate recognition beliefs,
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Engineering culture under stress: A comparative case study of undergraduate mechanical engineering student experiences J. Eng. Educ. (IF 3.4) Pub Date : 2024-04-04 Jessica R. Deters, Jon A. Leydens, Jennifer Case, Margaret Cowell
Engineering culture research to date has described the culture as rigid, chilly, and posing many barriers to entry. However, the COVID-19 pandemic provided an important opportunity to explore how engineering culture responds to a major disruption.
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First-generation college students' funds of knowledge support the development of an engineering role identity J. Eng. Educ. (IF 3.4) Pub Date : 2024-03-28 Dina Verdín, Jessica M. Smith, Juan C. Lucena
Identifying as an engineer is essential for belonging and student success, yet the social context and professional norms make it more difficult for some students to establish an identity as an engineer.
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Exploring epistemic aspects of engineering for K–12 science and engineering education J. Eng. Educ. (IF 3.4) Pub Date : 2024-03-26 Ezgi Yesilyurt, Hasan Deniz, Erdogan Kaya
Since the advent of the Next Generation Science Standards (NGSS), there has been an increasing focus on engineering in K–12 education. As educators and researchers have gained a better understanding of the nature of engineering in the decade following the release of the NGSS, there are new opportunities for growth and complexity.
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Eurocentric epistemologies in engineering: Manifestations in first-year student design teams and consequences for student learning J. Eng. Educ. (IF 3.4) Pub Date : 2024-03-26 Trevion S. Henderson
Existing research points to the role of Eurocentric epistemic values—scientific objectivity, value-neutrality, depoliticization, and technical rationality—as a cornerstone of engineering ways of thinking, knowing, and doing. However, less is known about the role of Eurocentric epistemologies in team communication and decision making.
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Learning to prioritize the public good: Does training in classes, workplaces, and professional societies shape engineers' understanding of their public welfare responsibilities? J. Eng. Educ. (IF 3.4) Pub Date : 2024-03-20 Erin A. Cech, Cynthia J. Finelli
Engineers are professionally obligated to protect the safety and well-being of the public impacted by the technologies they design and maintain. In an increasingly complex sociotechnical world, engineering educators and professional institutions have a duty to train engineers in these responsibilities.
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Challenge‐based learning implementation in engineering education: A systematic literature review J. Eng. Educ. (IF 3.4) Pub Date : 2024-03-13 Karolina Doulougeri, Jan D. Vermunt, Gunter Bombaerts, Michael Bots
BackgroundChallenge‐based learning (CBL) is a pedagogical approach increasingly adopted in engineering education. Despite its growing practice, there is little consensus in the literature about how CBL is implemented in engineering curricula and what experiences teachers and students have in relation to it.PurposeTo address this gap, the following research questions guided the study: How is CBL currently
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Engineering students' epistemic affect and meta-affect in solving ill-defined problems J. Eng. Educ. (IF 3.4) Pub Date : 2024-02-22 Jessica Swenson, Emma Treadway, Krista Beranger
Real-world engineering problems are ill-defined and complex, and solving them may arouse negative epistemic affect (feelings experienced within problem-solving). These feelings fall into sequenced patterns (affective pathways). Over time, these patterns can alter students' attitudes toward engineering. Meta-affect (affect or cognition about affect) can shape or reframe affective pathways, changing
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What engineering employers want: An analysis of technical and professional skills in engineering job advertisements J. Eng. Educ. (IF 3.4) Pub Date : 2024-02-13 Gabriella Coloyan Fleming, Michelle Klopfer, Andrew Katz, David Knight
Engineering curricula are built around faculty and accreditors' perceptions of what knowledge, skills, and abilities graduates will need in engineering careers. However, the people making these decisions may not be fully aware of what industry employers require for engineering graduates.
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Achievement goal theory in STEM education: A systematic review J. Eng. Educ. (IF 3.4) Pub Date : 2024-02-13 Alexander Vincent Struck Jannini, Zeynep Akdemir, Muhsin Menekse
Achievement goal theory is a popular motivational theory within education and psychology, with several review papers summarizing the extensive work done in these fields. Although reviews exist in these specific fields, none exists within science, technology, engineering, and mathematics (STEM) education. This is a considerable gap in our knowledge as STEM educators, especially engineering educators
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Progression from the mean: Cultivating instructors' unique trajectories of practice using educational technology J. Eng. Educ. (IF 3.4) Pub Date : 2024-02-08 Milo D. Koretsky, Susan Bobbitt Nolen, John Galisky, Harpreet Auby, Lorena S. Grundy
In taking up educational technology tools and student-centered instructional practice, there is consensus that instructors consider the unique aspects of their instructional context. However, tool adoption success is often framed narrowly by numerical uptake rates or by conformity with non-negotiable components.
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Investigating engineering undergraduates' agentic and communal career values in writing responses J. Eng. Educ. (IF 3.4) Pub Date : 2024-02-01 Hye Rin Lee, Nayssan Safavian, Anna-Lena Dicke, Jacquelynne S. Eccles
A perceived fit between personal values and what a career offers is critical for college students pursuing and persisting in that career.
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Understanding the relationship between idea contributions and idea enactments in student design teams: A social network analysis approach J. Eng. Educ. (IF 3.4) Pub Date : 2024-01-31 Trevion S. Henderson
Existing research has demonstrated that student characteristics, such as race/ethnicity, sex, and personal beliefs about engineering knowledge, shape students' experiences in ill-structured problem-solving, such as engineering design, where ideas must be communicated, negotiated, and selected in complex social processes.
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Beliefs in engineering education research: A systematic scoping review for studying beliefs beyond the most popular constructs J. Eng. Educ. (IF 3.4) Pub Date : 2024-01-23 Amy Kramer, Alexia Leonard, Renee Desing, Emily Dringenberg
Beliefs are a complex research construct with deep connections to innumerable different research areas and agendas. Engineering education researchers are increasingly studying beliefs, and synergy across these efforts can lead to a greater impact in translating beliefs research into educational practice.
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Are MOOCs a new way of learning in engineering education in light of the literature? A systematic review and bibliometric analysis J. Eng. Educ. (IF 3.4) Pub Date : 2024-01-12 Zeynep Turan, Rabia Meryem Yilmaz
Massive open online courses (MOOCs) have gained popularity as a form of distance education, highlighting the need for additional research. Various studies have systematically examined scholarly research on MOOCs. However, the reviewed academic publications on the use of MOOCs in engineering education are limited.
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Engineers, figuring it out: Collaborative learning in cultural worlds J. Eng. Educ. (IF 3.4) Pub Date : 2023-12-23 Susan Bobbitt Nolen, Edward L. Michor, Milo D. Koretsky
Although open-ended projects are common in the first and final years of US engineering programs, middle-year courses tend to utilize simpler highly constrained problems. Such problems can elicit knowledge and social practices typical of school activity (“School World”), with limited applicability in real engineering work (“Engineering World”). They can also result in inequitable participation in groups
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Systematic review of spatial abilities and virtual reality: The role of interaction J. Eng. Educ. (IF 3.4) Pub Date : 2023-12-18 Micha Gittinger, David Wiesche
The importance of spatial abilities for individuals' success in science, technology, engineering, and mathematics (STEM) domains has been well established. Researchers have also emphasized the need to train engineering students in spatial ability. Although virtual reality (VR) offers prospects for training spatial abilities, research on the design of VR training environments remains incomplete.
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Experiential learning in engineering education: A systematic literature review J. Eng. Educ. (IF 3.4) Pub Date : 2023-12-17 Gerald Tembrevilla, André Phillion, Melec Zeadin
The evolving transformations of our society at large, academic institutions, and engineering discipline in the 21st century have profound implications for the nature of experiential learning being offered in engineering education. However, what is experiential learning in the context of engineering education?
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Integrating reading and writing with STEAM/STEM: A systematic review on STREAM education J. Eng. Educ. (IF 3.4) Pub Date : 2023-12-13 Wang Sun, Baichang Zhong
Science, technology, reading and writing, engineering, art, and mathematics (STREAM) education is an emerging form of STEM/STEAM education. STEM education research focuses on how students acquire knowledge and skills. The potential of reading and writing to effectively support students in STEM education has been the focus of research. Although researchers have noted the role of language, they have
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Contextualization in engineering education: A scoping literature review J. Eng. Educ. (IF 3.4) Pub Date : 2023-12-13 Marie Stettler Kleine, Kari Zacharias, Desen Ozkan
Engineering educators prepare students for responsible, ethical, and socially aware engineering practice by contextualizing engineering in a variety of ways. Recently, ABET and the NAE have prioritized engineers' ability to make judgments considering a variety of contexts and specifically advocated for building engineers' contextual competencies.
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Mental health and wellbeing of undergraduate students in engineering: A systematic literature review J. Eng. Educ. (IF 3.4) Pub Date : 2023-12-12 Muhammad Asghar, Angela Minichiello, Shaf Ahmed
The wellbeing of college students today is at risk because of rising occurrences of mental health issues in higher education. Concurrently, undergraduate students perceive engineering courses and programs to be among the most arduous, and least welcoming and accommodating, in higher education. Although research related to mental health and wellbeing (MHW) in engineering is growing, a systematic review
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The utility of mechanical objects: Aiding students' learning of abstract and difficult engineering concepts J. Eng. Educ. (IF 3.4) Pub Date : 2023-12-12 Tanya Mitropoulos, Diana Bairaktarova, Scott Huxtable
Undergraduate students consistently struggle with mastering concepts related to thermodynamics. Prior work has shown that haptic technology and intensive hands-on workshops help improve learning outcomes relative to traditional lecture-based thermodynamics instruction. The current study takes a more feasible approach to improving thermal understanding by incorporating simple mechanical objects into
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Investigating inclusive professional engineering identity developmental patterns of first-year engineering majors: A person-centered approach J. Eng. Educ. (IF 3.4) Pub Date : 2023-12-12 Mary Elizabeth Lockhart, Karen Rambo-Hernandez, Rebecca Atadero
The lack of diversity within engineering degree programs and occupations has been an ongoing concern for decades. National engineering programs have placed a high priority on broadening participation in engineering and making the engineering culture more inclusive. Specifically, the cultivation of engineering students' inclusive professional engineering identities (IPEIs)—or the value these individuals
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What does it mean to be “prepared for work”? Perceptions of new engineers J. Eng. Educ. (IF 3.4) Pub Date : 2023-12-09 Jessica R. Deters, Marie C. Paretti, Logan A. Perry, Robin Ott
Engineering education seeks to prepare students for engineering practice, but the concept of preparedness is often ill-defined. Moreover, findings from studies of different populations or in different contexts vary regarding how well new graduates are prepared. These variations, coupled with the lack of clarity, suggest the need to better understand what it means to be prepared for engineering work
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How do ethics and diversity, equity, and inclusion relate in engineering? A systematic review J. Eng. Educ. (IF 3.4) Pub Date : 2023-12-08 Justin L. Hess, Athena Lin, Andrew Whitehead, Andrew Katz
This paper begins with the premise that ethics and diversity, equity, and inclusion (DEI) overlap in engineering. Yet, the topics of ethics and DEI often inhabit different scholarly spaces in engineering education, thus creating a divide between these topics in engineering education research, teaching, and practice.
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Examining interactions between dominant discourses and engineering educational concepts in teachers' pedagogical reasoning J. Eng. Educ. (IF 3.4) Pub Date : 2023-11-13 Natalie De Lucca, Jessica Watkins, Rebecca D. Swanson, Merredith Portsmore
Engineering's introduction into K–12 classrooms has been purported to support meaningful and inclusive learning environments. However, teachers must contend with dominant discourses embedded in US schooling that justify inequitable distributions of resources.
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Engineering survivors: Students who persisted through academic failures J. Eng. Educ. (IF 3.4) Pub Date : 2023-11-06 Amanda C. Emberley, Dong San Choi, Taylor Williams, Michael C. Loui
In the United States, the current 6-year completion rate in engineering is a mere 54% among full-time students who enter a 4-year course. Researchers have identified many reasons why students leave engineering, including academic difficulties and poor teaching. However, the problems experienced by the departing students are also experienced by students who persist in engineering. Why do some students
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Leveraging a comprehensive systems thinking framework to analyze engineer complex problem-solving approaches J. Eng. Educ. (IF 3.4) Pub Date : 2023-11-03 Kelley E. Dugan, Erika A. Mosyjowski, Shanna R. Daly, Lisa R. Lattuca
To prepare engineers who can address complex sociotechnical problems, a deep understanding of engineers' complex problem-solving approaches is needed.
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A systematic literature review of reciprocity in engineering service-learning/community engagement J. Eng. Educ. (IF 3.4) Pub Date : 2023-10-18 David A. Delaine, Sarah Redick, Dhinesh Radhakrishnan, Amena Shermadou, Mandy McCormick Smith, Rohit Kandakatla, Linjue Wang, Claudio Freitas, Casey L. Dalton, Lina Dee Dostilio, Jennifer DeBoer
Scholars agree that reciprocity is a cornerstone of service-learning and community engagement (SLCE); however, engagement with this concept varies widely in practice and across disciplines. To enhance the potential of SLCE to fulfill its promise for societal impact, engineering education must understand how reciprocity is achieved, recognize barriers that inhibit its progress, and identify strategies
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Sketching assessment in engineering education: A systematic literature review J. Eng. Educ. (IF 3.4) Pub Date : 2023-10-18 Hillary E. Merzdorf, Donna Jaison, Morgan B. Weaver, Julie Linsey, Tracy Hammond, Kerrie A. Douglas
Sketching exists in many disciplines and varies in how it is assessed, making it challenging to define fundamental sketching skills and the characteristics of a high-quality sketch. For instructors to apply effective strategies for teaching and assessing engineering sketching, a clear summary of the constructs, metrics, and objectives for sketching assessment across engineering education and related
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Barriers instructors experience in adopting active learning: Instrument development J. Eng. Educ. (IF 3.4) Pub Date : 2023-09-27 Laura J. Carroll, David Reeping, Cynthia J. Finelli, Michael J. Prince, Jenefer Husman, Matthew Graham, Maura J. Borrego
Despite well-documented benefits, instructor adoption of active learning has been limited in engineering education. Studies have identified barriers to instructors’ adoption of active learning, but there is no well-tested instrument to measure instructors perceptions of these barriers.
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Understanding professional skills in engineering education: A phenomenographic study of faculty conceptions J. Eng. Educ. (IF 3.4) Pub Date : 2023-09-27 Una Beagon, Brian Bowe
Globalization and socially complex problems will greatly affect the way engineers work in the future. Therefore, efforts to transform engineering education must focus on professional skills and engagement of faculty as key change agents.
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Photovoice: Visualizing the engineering identity experiences of sophomore students J. Eng. Educ. (IF 3.4) Pub Date : 2023-09-15 Jerrod A. Henderson, Brian L. McGowan, Joan Wawire, Le Shorn S. Benjamin, Kristin L. Schaefer, Jeannette D. Alarcón
Researchers have shown that students leave undergraduate engineering programs during the first 2 years. Justifiably, many studies have tried to tackle engineering student persistence and attrition, especially during the first year, and then developed interventions to address the challenges. Although those interventions have improved freshmen retention in some institutions, less has been published on
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Encouraging engineering design teams to engage in expert iterative practices with tools to support coaching in problem-based learning J. Eng. Educ. (IF 3.4) Pub Date : 2023-09-05 Daniel G. Rees Lewis, Spencer E. Carlson, Christopher K. Riesbeck, Elizabeth M. Gerber, Matthew W. Easterday
To create design solutions experienced engineering designers engage in expert iterative practice. Researchers find that students struggle to learn this critical engineering design practice, particularly when tackling real-world engineering design problems.
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Exploring scenario-based assessment of students' global engineering competency: Building evidence of validity of a China-based situational judgment test J. Eng. Educ. (IF 3.4) Pub Date : 2023-08-27 Kirsten A. Davis, Brent K. Jesiek, David B. Knight
Engineers operate in an increasingly global environment, making it important that engineering students develop global engineering competency to prepare them for success in the workplace. To understand this learning, we need assessment approaches that go beyond traditional self-report surveys. A previous study (Jesiek et al., Journal of Engineering Education 2020; 109(3):1–21) began this process by
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Children's engineering identities-in-practice: An exploration of child–adult interactions in an out-of-school context J. Eng. Educ. (IF 3.4) Pub Date : 2023-08-16 Amber Simpson, Peter N. Knox, Jing Yang
Research points to family talk and interactions involving STEM concepts as one of the most influential informal learning experiences that shape an individual's STEM identity development and encourage their pursuit of a STEM career. However, a recent literature review uncovers limited research regarding the development of engineering identity in young children.
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Mental health in undergraduate engineering students: Identifying facilitators and barriers to seeking help J. Eng. Educ. (IF 3.4) Pub Date : 2023-07-28 Courtney J. Wright, Sarah A. Wilson, Joseph H. Hammer, Lucy E. Hargis, Melanie E. Miller, Ellen L. Usher
Engineering students encounter high levels of stress, which may negatively impact their mental health. Nevertheless, engineering students who experience mental health distress are less likely than their peers to seek professional help, even when controlling for gender and race/ethnicity.
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Interpersonal skills and STEM career choice of three types of FIRST mentors J. Eng. Educ. (IF 3.4) Pub Date : 2023-07-27 Shahaf Rocker Yoel, Yehudit Judy Dori
For Inspiration and Recognition of Science and Technology (FIRST) robotics is an international, extra-curricular program that fosters young students' interpersonal skills and career choices in science, technology, engineering, and mathematics (STEM). FIRST teams are guided by mentors, about half of whom are also mentees.
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Supporting inclusivity in STEM makerspaces through critical theory: A systematic review J. Eng. Educ. (IF 3.4) Pub Date : 2023-07-18 Madison E. Andrews, Audrey Boklage
Makerspaces have increased in popularity recently and hold many promises for STEM education. However, they may also fall prey to hegemonic, marginalizing norms and ultimately narrow the definition of making and exclude who counts as makers. Explicitly focusing on diversity, equity, and inclusion when examining makerspaces is of utmost urgency and importance for STEM education researchers; one way to
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A scoping review of engineering education systematic reviews J. Eng. Educ. (IF 3.4) Pub Date : 2023-07-13 Margaret Phillips, Jason B. Reed, Dave Zwicky, Amy S. Van Epps
Systematic review or systematic literature review (SLR) methodologies are a powerful tool for evidence-based decision making. The method originated in the medical sciences but has since been adopted by other disciplines, including engineering education (EE).
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Undergraduate students' espoused beliefs about different approaches to engineering design decisions J. Eng. Educ. (IF 3.4) Pub Date : 2023-07-13 Giselle Guanes, Alexia Leonard, Emily Dringenberg
Engineers are socialized to value rational approaches to problem solving. A lack of awareness of how engineers use different decision-making approaches is problematic because it perpetuates the ongoing development of inequitable engineering designs and contributes to a lack of inclusion in the field. Although researchers have explored how engineering students are socialized, further work is needed
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Application of concept maps as an assessment tool in engineering education: Systematic literature review J. Eng. Educ. (IF 3.4) Pub Date : 2023-07-06 Alexandra Jackson, Elise Barrella, Cheryl Bodnar
Concept maps are a valid assessment tool to explore student understanding of diverse topics. Many types of academic programs have integrated concept mapping into their courses, resulting in various activities and scoring methods to understand student perceptions.
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Fifty-three years of the Journal of Engineering Education: A bibliometric overview J. Eng. Educ. (IF 3.4) Pub Date : 2023-07-05 Shaoping Qiu, Malini Natarajarathinam
The Journal of Engineering Education (JEE) is a leading academic journal that serves to cultivate, disseminate, and archive scholarly research in engineering education. Bibliometric analysis has been gaining considerable interest from the scientific community in recent years. However, to the best of our knowledge, bibliometric analysis was not employed to analyze the publications of JEE.
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Black women's placemaking in undergraduate engineering J. Eng. Educ. (IF 3.4) Pub Date : 2023-07-08 Atota B. Halkiyo, Meseret F. Hailu
Black women students in engineering higher education are underrepresented and often face barriers at the nexus of race, gender, and engineering. When seeking to improve student outcomes, universities often prioritize academic success and neglect psychological, social, and emotional well-being. Little is known about why and how Black women in engineering engage in Black placemaking as they maneuver
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How did the landscape of student belonging shift during COVID-19? J. Eng. Educ. (IF 3.4) Pub Date : 2023-07-04 Shruti Misra, Neha Kardam, Jennifer VanAntwerp, Denise Wilson
Belonging is a fundamental human motivation associated with a wide range of positive psychological, educational, social, and job outcomes. Frequent and predominantly conflict-free interactions within a stable, relational framework of caring are required to facilitate belonging.
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(Un)equal demands and opportunities: Conceptualizing student navigation in undergraduate engineering programs J. Eng. Educ. (IF 3.4) Pub Date : 2023-06-27 Walter C. Lee, Janice L. Hall, Malini Josiam, Crystal M. Pee
It is well known that earning a bachelor's degree in engineering is a demanding task, but ripe with opportunity. For students from historically excluded demographic groups, this task is exacerbated by oppressive circumstances. Although considerable research has documented how student outcomes differ across demographic groups, much less is known about the dynamic processes that marginalize some students
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Compassion and engineering students' moral reasoning: The emotional experience of engineering ethics cases J. Eng. Educ. (IF 3.4) Pub Date : 2023-06-20 Nihat Kotluk, Roland Tormey
There has been an increase in interest in emotion in engineering and science ethics education. There is also evidence that emotional content in case studies may improve students' learning and enhance awareness, understanding, and motivation concerning ethical issues. Despite these potential benefits, however, emotions' relationship to moral reasoning remains controversial, with ongoing debate as to
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Belonging as a gateway for learning: First-year engineering students' characterizations of factors that promote and detract from sense of belonging in a pandemic J. Eng. Educ. (IF 3.4) Pub Date : 2023-06-20 J. B. Buckley, B. S. Robinson, T. R. Tretter, C. Biesecker, A. N. Hammond, A. K. Thompson
A predictor of student success, sense of belonging (SB) is often inhibited for minoritized students in engineering environments and difficult to foster in online courses. A shift to remote learning formats necessitated by COVID-19, therefore, posed an additive threat to SB for engineering first-year students, especially those with minoritized identities. Research is needed to understand impacts of
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How Latiné engineering students resist White male engineering culture: A multi-institution analysis of academic engagement J. Eng. Educ. (IF 3.4) Pub Date : 2023-06-13 Patton O. Garriott, Ayli Carrero Pinedo, Heather K. Hunt, Rachel L. Navarro, Lisa Y. Flores, Cerynn D. Desjarlais, David Diaz, Julio Brionez, Bo Hyun Lee, Evelyn Ayala, Leticia D. Martinez, Xiaotian Hu, Megan K. Smith, Han Na Suh, Gloria G. McGillen
Although participation rates vary by field, Latiné and women engineers continue to be underrepresented across most segments of the engineering workforce. Research has examined engagement and persistence of Latiné and White women in engineering; however, few studies have investigated how race, ethnicity, gender, and institutional setting interact to produce inequities in the field.
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Self-explanation activities in statics: A knowledge-building activity to promote conceptual change J. Eng. Educ. (IF 3.4) Pub Date : 2023-05-28 Jose Luis De La Hoz, Camilo Vieira, Carlos Arteta
The complexity and diversity of problems and concepts in different engineering subjects represent a great challenge for students. Traditional approaches to teaching statics are ineffective in helping some students overcome the learning barriers that underlie learning statics and developing problem-solving skills.
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Investigating the tension between persistence and well-being in engineering doctoral programs J. Eng. Educ. (IF 3.4) Pub Date : 2023-05-22 Kanembe Shanachilubwa, Gabriella Sallai, Catherine G. P. Berdanier
While studies examining graduate engineering student attrition have grown more prevalent, there is an incomplete understanding of the plight faced by persisting students. As mental health and well-being crises emerge in graduate student populations, it is important to understand how students conceptualize their well-being in relation to their decisions to persist or depart from their program.
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Person-centered analyses in quantitative studies about broadening participation for Black engineering and computer science students J. Eng. Educ. (IF 3.4) Pub Date : 2023-05-22 David Reeping, Walter Lee, Jeremi London
There have been calls to shift how engineering education researchers investigate the experiences of engineering students from racially minoritized groups. These conversations have primarily involved qualitative researchers, but an echo of equal magnitude from quantitative inquiry has been largely absent.
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Persistence at what cost? How graduate engineering students consider the costs of persistence within attrition considerations J. Eng. Educ. (IF 3.4) Pub Date : 2023-05-06 Gabriella M. Sallai, Matthew Bahnson, Kanembe Shanachilubwa, Catherine G. P. Berdanier
While previous work in higher education documents the impact of high tuition costs of attending graduate school as a key motivator in attrition decisions, in engineering, most graduate students are fully funded on research fellowships, indicating there are different issues causing individuals to consider departure. There has been little work characterizing nonfinancial costs for students in engineering
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Toward developing a valid and reliable assessment of adults' nature of engineering views J. Eng. Educ. (IF 3.4) Pub Date : 2023-04-29 Erdogan Kaya, Hasan Deniz, Ezgi Yesilyurt
Pre-college engineering education reform documents aim to help students develop engineering literacy. Helping students develop sophisticated epistemological views about engineering makes a significant contribution toward developing engineering-literate citizenry. Despite these widely recognized benefits, research on students' and teachers' epistemological views about engineering, commonly termed nature
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Everyday engineering: The effects of transformative experience in middle school engineering J. Eng. Educ. (IF 3.4) Pub Date : 2023-04-28 Benjamin C. Heddy, Robert W. Danielson, Kelly Ross, Jacqueline A. Goldman
Promoting engagement and motivation in early engineering experiences is important for fostering interest and retention in engineering. One method that has been effective for doing so is facilitating transformative experiences (TEs), which occurs when students apply academic content to everyday experience. Our goal was to explore the effectiveness of an intervention to encourage TE, positive emotions
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Lacking time: A case study of student and faculty perceptions of academic workload in the COVID-19 pandemic J. Eng. Educ. (IF 3.4) Pub Date : 2023-04-27 Isabel Hilliger, Gabriel Astudillo, Jorge Baier
To avoid the spread of COVID-19, most engineering programs rapidly shifted to emergency online education, and prior research has associated online education with academic overload. Before the pandemic, engineering curricula were already packed with content and course assignments, so more studies should explore how the unprecedented conditions of remote learning affected the intensive academic workload