Pub Date : 2022-07-03DOI: 10.1080/22054952.2023.2184912
Andrew Danowitz, K. Beddoes
ABSTRACT Mental health issues have long posed a challenge on university campuses. While no population is immune, research has shown that students from marginalised backgrounds can have higher rates of mental health issues and suffer worse outcomes as a result. These discrepancies have been attributed to everything from different cultural norms to the micro-aggressions and other barriers that students from marginalised populations face on university campuses. With the onset of COVID-19 in the United States, many residential universities switched to a remote learning model, fundamentally changing the relationship between students, campus, family support. This work uses survey data from students in the United States to explore how COVID-19 affected mental health issues among students from different backgrounds. While the pandemic drastically increased rates of depressive disorder among all respondents, discrepancies between mental health rates for women and Hispanic/Latinx compared to men and White respondents either decreased or disappeared. Additionally, respondents identifying as Asians were less likely to screen positive for several mental health conditions than White, Non-Hispanic respondents. These findings may point to important new insights about the ways in which engineering education undermines some groups’ mental health.
{"title":"How the COVID-19 pandemic reshaped demographic variation in mental health among diverse engineering student populations","authors":"Andrew Danowitz, K. Beddoes","doi":"10.1080/22054952.2023.2184912","DOIUrl":"https://doi.org/10.1080/22054952.2023.2184912","url":null,"abstract":"ABSTRACT Mental health issues have long posed a challenge on university campuses. While no population is immune, research has shown that students from marginalised backgrounds can have higher rates of mental health issues and suffer worse outcomes as a result. These discrepancies have been attributed to everything from different cultural norms to the micro-aggressions and other barriers that students from marginalised populations face on university campuses. With the onset of COVID-19 in the United States, many residential universities switched to a remote learning model, fundamentally changing the relationship between students, campus, family support. This work uses survey data from students in the United States to explore how COVID-19 affected mental health issues among students from different backgrounds. While the pandemic drastically increased rates of depressive disorder among all respondents, discrepancies between mental health rates for women and Hispanic/Latinx compared to men and White respondents either decreased or disappeared. Additionally, respondents identifying as Asians were less likely to screen positive for several mental health conditions than White, Non-Hispanic respondents. These findings may point to important new insights about the ways in which engineering education undermines some groups’ mental health.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88448702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/22054952.2022.2162673
F. Salehi, Javad Mohammadpour, R. Abbassi, Shaokoon Cheng, S. Diasinos, R. Eaton
ABSTRACT Fundamental engineering units such as fluid mechanics are usually challenging for students to learn since they are practical and linked with mathematics. Traditional physical laboratories are useful for enhancing students’ learning; however, they are expensive and require large space. New technologies such as virtual reality (VR) could benefit students without limiting enrolment capacity or laboratory availability. This paper presents a case study focusing on the development of VR experience for the Fluid Mechanics unit at the School of Engineering, Macquarie University. The VR module is an extension of the physical laboratory session where students use wind tunnel facilities to understand the flow features around an object. 3D computational fluid dynamics simulation datasets for a wing are incorporated into the VR platform that uses SteamVR, Oculus and Ansys/EnSight. A survey is conducted to assess students’ opinions about the VR experience. Preliminary feedback was highly positive, as most students (>86%) indicated that the VR module was enjoyable, engaging, and interactive. 37% of students agreed that the VR session directly helps them to improve their performance in the Fluid Mechanics unit, while most students (>93%) like to see more VR sessions in Fluid Mechanics.
{"title":"Developing an Interactive Digital Reality Module for Simulating Physical Laboratories in Fluid Mechanics","authors":"F. Salehi, Javad Mohammadpour, R. Abbassi, Shaokoon Cheng, S. Diasinos, R. Eaton","doi":"10.1080/22054952.2022.2162673","DOIUrl":"https://doi.org/10.1080/22054952.2022.2162673","url":null,"abstract":"ABSTRACT Fundamental engineering units such as fluid mechanics are usually challenging for students to learn since they are practical and linked with mathematics. Traditional physical laboratories are useful for enhancing students’ learning; however, they are expensive and require large space. New technologies such as virtual reality (VR) could benefit students without limiting enrolment capacity or laboratory availability. This paper presents a case study focusing on the development of VR experience for the Fluid Mechanics unit at the School of Engineering, Macquarie University. The VR module is an extension of the physical laboratory session where students use wind tunnel facilities to understand the flow features around an object. 3D computational fluid dynamics simulation datasets for a wing are incorporated into the VR platform that uses SteamVR, Oculus and Ansys/EnSight. A survey is conducted to assess students’ opinions about the VR experience. Preliminary feedback was highly positive, as most students (>86%) indicated that the VR module was enjoyable, engaging, and interactive. 37% of students agreed that the VR session directly helps them to improve their performance in the Fluid Mechanics unit, while most students (>93%) like to see more VR sessions in Fluid Mechanics.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91362028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/22054952.2022.2162672
L. Ngu, Charlie ChinVoon Sia, Ming-kwan Lee, Rajeswari Lakshmanan, JiaChi Lai, T. Ling
ABSTRACT Various outcome-based education (OBE) performance measurement approaches demonstrate students’ attainment of a set of Graduate Attributes (GA) in the engineering programme. This paper presents four measurement models, namely the indicative, explicit, GA assessment, and culminating models, to measure GA attainment. The indicative model uses the total assessment mark as an indicator for GA attainment, whereas the explicit model utilises a specific mark from an assessment. The GA assessment and culminating models utilise the explicit approach from assessments that fulfil the GA requirement. The culminating model only consists of assessments from advanced and capstone courses. This research aims to determine whether the indicative model that uses an indicator approach can significantly represent GA attainment. This research also explores assessment selection differences in GA attainment. Statistical analysis was used to determine if the models were significantly different through the paired two-sample means t-test. The indicative model could not represent the GA attainment as it differed substantially from the explicit model. Both GA assessment and culminating models can be used to represent the attainment of students’ GA. GA assessment model provides monitoring of students’ progress in GA attainment, while the culminating models enable measurement at capstones and in advanced years.
{"title":"Engineering graduate attribute attainment measurement models","authors":"L. Ngu, Charlie ChinVoon Sia, Ming-kwan Lee, Rajeswari Lakshmanan, JiaChi Lai, T. Ling","doi":"10.1080/22054952.2022.2162672","DOIUrl":"https://doi.org/10.1080/22054952.2022.2162672","url":null,"abstract":"ABSTRACT Various outcome-based education (OBE) performance measurement approaches demonstrate students’ attainment of a set of Graduate Attributes (GA) in the engineering programme. This paper presents four measurement models, namely the indicative, explicit, GA assessment, and culminating models, to measure GA attainment. The indicative model uses the total assessment mark as an indicator for GA attainment, whereas the explicit model utilises a specific mark from an assessment. The GA assessment and culminating models utilise the explicit approach from assessments that fulfil the GA requirement. The culminating model only consists of assessments from advanced and capstone courses. This research aims to determine whether the indicative model that uses an indicator approach can significantly represent GA attainment. This research also explores assessment selection differences in GA attainment. Statistical analysis was used to determine if the models were significantly different through the paired two-sample means t-test. The indicative model could not represent the GA attainment as it differed substantially from the explicit model. Both GA assessment and culminating models can be used to represent the attainment of students’ GA. GA assessment model provides monitoring of students’ progress in GA attainment, while the culminating models enable measurement at capstones and in advanced years.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86901599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/22054952.2022.2191497
S. Male
The Australasian Journal of Engineering Education operates under the auspices of the Australasian Association for Engineering Education, which is a technical society of Engineers Australia. The Journal publishes research of Australasian and of international significance. Of papers published since Taylor & Francis has been publishing the Journal, the open access paper with the highest number of downloads has more than 11 times the number of downloads of any paper that is not open access. Due to publishing agreements, the majority of the papers that have been published open access and have been written by authors in Europe. In 2022 Taylor & Francis and the Council of Australian University Librarians (CAUL) signed a highly significant 3-year agreement. Participating institutions can combine subscription to access papers with open access publication. It is reasonable to expect that by negotiating such agreements with publishers CAUL has dramatically increased the readership and therefore impact of papers by authors at Australian universities – an outcome directly aligned with the aims of the Journal.
{"title":"Open access matters","authors":"S. Male","doi":"10.1080/22054952.2022.2191497","DOIUrl":"https://doi.org/10.1080/22054952.2022.2191497","url":null,"abstract":"The Australasian Journal of Engineering Education operates under the auspices of the Australasian Association for Engineering Education, which is a technical society of Engineers Australia. The Journal publishes research of Australasian and of international significance. Of papers published since Taylor & Francis has been publishing the Journal, the open access paper with the highest number of downloads has more than 11 times the number of downloads of any paper that is not open access. Due to publishing agreements, the majority of the papers that have been published open access and have been written by authors in Europe. In 2022 Taylor & Francis and the Council of Australian University Librarians (CAUL) signed a highly significant 3-year agreement. Participating institutions can combine subscription to access papers with open access publication. It is reasonable to expect that by negotiating such agreements with publishers CAUL has dramatically increased the readership and therefore impact of papers by authors at Australian universities – an outcome directly aligned with the aims of the Journal.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84452715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
WELCOME ADDITIONS TO THE JEE EDITORIAL BOARD We are pleased to welcome three new members to the I JEE i EDITORIAL BOARD: B Dr. Geoffrey Herman and Dr. James Huff b as Associate Editors and B Dr. Angela Minichiello b as an Assistant Editor. He has a BS in Computer Engineering from Harding University and an MS in Electrical and Computer Engineering and a PhD in Engineering Education, both from Purdue University. This issue of I JEE i provides some guidance for establishing a "new normal" in engineering education as it includes the first in a series of special themed sections on the Effects of the COVID-19 Pandemic on the Engineering Education Community. [Extracted from the article] Copyright of Journal of Engineering Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
{"title":"The New Normal","authors":"Lisa Benson","doi":"10.1002/jee.20461","DOIUrl":"https://doi.org/10.1002/jee.20461","url":null,"abstract":"WELCOME ADDITIONS TO THE JEE EDITORIAL BOARD We are pleased to welcome three new members to the I JEE i EDITORIAL BOARD: B Dr. Geoffrey Herman and Dr. James Huff b as Associate Editors and B Dr. Angela Minichiello b as an Assistant Editor. He has a BS in Computer Engineering from Harding University and an MS in Electrical and Computer Engineering and a PhD in Engineering Education, both from Purdue University. This issue of I JEE i provides some guidance for establishing a \"new normal\" in engineering education as it includes the first in a series of special themed sections on the Effects of the COVID-19 Pandemic on the Engineering Education Community. [Extracted from the article] Copyright of Journal of Engineering Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77853225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Traditionally, engineering education researchers rely on quantitative, qualitative, and mixed- or multi-method approaches for their research designs, each with its nuances, set of rules, and worldviews. Here we present a new approach that is yet to be widely accepted in engineering education research (EER): namely the multi-modal approach. This guest editorial is particularly timely because, in 2020, the EER taxonomy underwent a revision (Version 1.2), where the term “ multi-modal approaches ” was added to Section 12.d.iv (Finelli, 2020). With this addition to the taxonomy, it is important for EER scholars to understand what multi-modal approaches entail and how they are different from other approaches present in mixed-methods or multi-methods. To clarify this new approach further, we give examples of how multi-modal research is used in EER and other related studies.
{"title":"Situating multi‐modal approaches in engineering education research","authors":"Idalis Villanueva Alarcón, S. Anwar","doi":"10.1002/jee.20460","DOIUrl":"https://doi.org/10.1002/jee.20460","url":null,"abstract":"Traditionally, engineering education researchers rely on quantitative, qualitative, and mixed- or multi-method approaches for their research designs, each with its nuances, set of rules, and worldviews. Here we present a new approach that is yet to be widely accepted in engineering education research (EER): namely the multi-modal approach. This guest editorial is particularly timely because, in 2020, the EER taxonomy underwent a revision (Version 1.2), where the term “ multi-modal approaches ” was added to Section 12.d.iv (Finelli, 2020). With this addition to the taxonomy, it is important for EER scholars to understand what multi-modal approaches entail and how they are different from other approaches present in mixed-methods or multi-methods. To clarify this new approach further, we give examples of how multi-modal research is used in EER and other related studies.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88398142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Laboratory studies explore the norms and characteristics of scientific practice and explain the constructive nature of knowledge production. However, how learning and research are sustained in engineering research laboratories at the graduate level requires further investigation.
{"title":"An ethnographic study of an engineering community: Mentoring as a tacit rule and its implications for how people learn","authors":"Mehmet C. Ayar, Bugrahan Yalvac","doi":"10.1002/jee.20454","DOIUrl":"https://doi.org/10.1002/jee.20454","url":null,"abstract":"Laboratory studies explore the norms and characteristics of scientific practice and explain the constructive nature of knowledge production. However, how learning and research are sustained in engineering research laboratories at the graduate level requires further investigation.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79708214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While students possess procedural knowledge associated with engineering calculations and calculus, they often exhibit a disconnect between the conceptual meaning of mathematics and the problem being solved. This conceptual understanding of what mathematics “says” is defined by the theoretical framework of numeracy. Many engineering numeracy studies have been conducted, but they lacked a unifying theoretical framework, a common lexicon, or formal definitions to connect related numeracy topics.
{"title":"Extending the theoretical framework of numeracy to engineers","authors":"K. Hadley, Wasiu Oyetunji","doi":"10.1002/jee.20453","DOIUrl":"https://doi.org/10.1002/jee.20453","url":null,"abstract":"While students possess procedural knowledge associated with engineering calculations and calculus, they often exhibit a disconnect between the conceptual meaning of mathematics and the problem being solved. This conceptual understanding of what mathematics “says” is defined by the theoretical framework of numeracy. Many engineering numeracy studies have been conducted, but they lacked a unifying theoretical framework, a common lexicon, or formal definitions to connect related numeracy topics.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72555928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Eric A. Holloway, K. Douglas, D. Radcliffe, W. Oakes
There are long‐held concerns about how graduate research programs prepare engineering PhD students for professional practice. Suitable instruments are lacking to effectively assess how research experiences contribute to the success of graduate students becoming professionals.
{"title":"Research experiences instrument: Validation evidence for an instrument to assess the research experiences of engineering PhD students' professional practice opportunities","authors":"Eric A. Holloway, K. Douglas, D. Radcliffe, W. Oakes","doi":"10.1002/jee.20451","DOIUrl":"https://doi.org/10.1002/jee.20451","url":null,"abstract":"There are long‐held concerns about how graduate research programs prepare engineering PhD students for professional practice. Suitable instruments are lacking to effectively assess how research experiences contribute to the success of graduate students becoming professionals.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79539615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Feedback is one of the most powerful and essential tools for learning and assessment, particularly when it provides the information necessary to close an existing gap between actual and reference levels of performance. The literature on feedback has primarily focused on addressing strategies for providing effective feedback rather than aspects of students' readiness to engage with feedback.
{"title":"Reflection types and students' viewing of feedback in a first‐year engineering course using standards‐based grading","authors":"H. Diefes‐Dux, Laura M. Cruz Castro","doi":"10.1002/jee.20452","DOIUrl":"https://doi.org/10.1002/jee.20452","url":null,"abstract":"Feedback is one of the most powerful and essential tools for learning and assessment, particularly when it provides the information necessary to close an existing gap between actual and reference levels of performance. The literature on feedback has primarily focused on addressing strategies for providing effective feedback rather than aspects of students' readiness to engage with feedback.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89496073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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