Teirra K. Holloman, Walter C. Lee, J. London, Chaneé D. Hawkins Ash, B. Watford
In the field of engineering education, assessment and evaluation have been given insufficient attention as they relate to broadening participation. We posit that this lack of attention negatively impacts our ability to develop and implement sustainable solutions at scale.
{"title":"The assessment cycle: Insights from a systematic literature review on broadening participation in engineering and computer science","authors":"Teirra K. Holloman, Walter C. Lee, J. London, Chaneé D. Hawkins Ash, B. Watford","doi":"10.1002/jee.20425","DOIUrl":"https://doi.org/10.1002/jee.20425","url":null,"abstract":"In the field of engineering education, assessment and evaluation have been given insufficient attention as they relate to broadening participation. We posit that this lack of attention negatively impacts our ability to develop and implement sustainable solutions at scale.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"81 1","pages":"1027 - 1048"},"PeriodicalIF":0.0,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78107267","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}
Community engagement has recently become a focus in engineering education. However, systematic reviews that catalog best practices and identify research patterns and gaps remain scarce.
社区参与最近成为工程教育的焦点。然而，对最佳实践进行分类并确定研究模式和差距的系统审查仍然很少。
{"title":"Community engagement in engineering education: A systematic literature review","authors":"Malini Natarajarathinam, Shaoping Qiu, Wei Lu","doi":"10.1002/jee.20424","DOIUrl":"https://doi.org/10.1002/jee.20424","url":null,"abstract":"Community engagement has recently become a focus in engineering education. However, systematic reviews that catalog best practices and identify research patterns and gaps remain scarce.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"48 1","pages":"1049 - 1077"},"PeriodicalIF":0.0,"publicationDate":"2021-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76337085","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}
Social community may play a role in how successful undergraduate engineering mentoring programs are in increasing diversity, retention rates, and graduation rates. However, there is minimal research about how mentoring programs influence the development of the social community outcomes of connectedness, satisfaction, social capital, resilience, and communities of practice, or whether these outcomes differ among demographic groups.
{"title":"A need for engagement opportunities and personal connections: Understanding the social community outcomes of engineering undergraduates in a mentoring program","authors":"Valerie N. Washington, J. Mondisa","doi":"10.1002/jee.20422","DOIUrl":"https://doi.org/10.1002/jee.20422","url":null,"abstract":"Social community may play a role in how successful undergraduate engineering mentoring programs are in increasing diversity, retention rates, and graduation rates. However, there is minimal research about how mentoring programs influence the development of the social community outcomes of connectedness, satisfaction, social capital, resilience, and communities of practice, or whether these outcomes differ among demographic groups.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"1 1","pages":"902 - 924"},"PeriodicalIF":0.0,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90683339","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}
The number of engineering PhDs pursuing postdoctoral research scholar (postdoc) positions has steadily increased in the last 30 years. Postdoc positions are commonly thought of as a step toward academic careers. However, engineering PhDs are more likely to work in industry, which leaves open the question of the role of postdocs in the career trajectories of engineering PhDs.
{"title":"The career outlook of engineering PhDs: Influence of postdoctoral research positions on early career salaries and the attainment of tenure‐track faculty positions","authors":"Joyce B. Main, Yanbing Wang, Li Tan","doi":"10.1002/jee.20416","DOIUrl":"https://doi.org/10.1002/jee.20416","url":null,"abstract":"The number of engineering PhDs pursuing postdoctoral research scholar (postdoc) positions has steadily increased in the last 30 years. Postdoc positions are commonly thought of as a step toward academic careers. However, engineering PhDs are more likely to work in industry, which leaves open the question of the role of postdocs in the career trajectories of engineering PhDs.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"42 1","pages":"1002 - 977"},"PeriodicalIF":0.0,"publicationDate":"2021-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75303418","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}
Zachary S. Gold, J. Elicker, Carly D. Evich, A. A. Mishra, N. Howe, Abigail E. Weil
Engineering play is an emerging framework for understanding young children's constructive block play as an engineering design process. Few studies have evaluated engineering thinking, language, or behavior in preschool‐age children, especially quantitative evaluations that systematically document specific early engineering behavior. More research is needed to support diverse children's engineering education in ecologically valid classroom contexts and understand relations with the key cognitive domains that predict school readiness.
{"title":"Engineering play with blocks as an informal learning context for executive function and planning","authors":"Zachary S. Gold, J. Elicker, Carly D. Evich, A. A. Mishra, N. Howe, Abigail E. Weil","doi":"10.1002/jee.20421","DOIUrl":"https://doi.org/10.1002/jee.20421","url":null,"abstract":"Engineering play is an emerging framework for understanding young children's constructive block play as an engineering design process. Few studies have evaluated engineering thinking, language, or behavior in preschool‐age children, especially quantitative evaluations that systematically document specific early engineering behavior. More research is needed to support diverse children's engineering education in ecologically valid classroom contexts and understand relations with the key cognitive domains that predict school readiness.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"41 1","pages":"803 - 818"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80615968","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}
Engineering competition teams (ECTs) allow college students to learn about and practice leadership within a technical domain, yet we know little about the mechanisms by which leadership development occurs within these teams. This paper explores how ECT participation contributes to students' leadership identity development (LID).
{"title":"The influence of engineering competition team participation on students' leadership identity development","authors":"K. Wolfinbarger, R. Shehab, D. Trytten, S. Walden","doi":"10.1002/jee.20418","DOIUrl":"https://doi.org/10.1002/jee.20418","url":null,"abstract":"Engineering competition teams (ECTs) allow college students to learn about and practice leadership within a technical domain, yet we know little about the mechanisms by which leadership development occurs within these teams. This paper explores how ECT participation contributes to students' leadership identity development (LID).","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"1 1","pages":"925 - 948"},"PeriodicalIF":0.0,"publicationDate":"2021-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73213689","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}
Stephen Secules, NicolaW. Sochacka, James L. Huff, Joachim Walther
Shame is a deeply painful emotion people feel when they perceive that they have fallen short of socially constructed expectations. In this study, professional shame refers to shame experiences that stem from people's perceptions that they have failed to meet expectations or standards that are relevant to their identities in a professional domain. While socially constructed expectations placed on engineering students have been implicitly addressed in the engineering education literature, they have rarely been the subject of specific inquiry.
{"title":"The social construction of professional shame for undergraduate engineering students","authors":"Stephen Secules, NicolaW. Sochacka, James L. Huff, Joachim Walther","doi":"10.1002/jee.20419","DOIUrl":"https://doi.org/10.1002/jee.20419","url":null,"abstract":"Shame is a deeply painful emotion people feel when they perceive that they have fallen short of socially constructed expectations. In this study, professional shame refers to shame experiences that stem from people's perceptions that they have failed to meet expectations or standards that are relevant to their identities in a professional domain. While socially constructed expectations placed on engineering students have been implicitly addressed in the engineering education literature, they have rarely been the subject of specific inquiry.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"434 1","pages":"861 - 884"},"PeriodicalIF":0.0,"publicationDate":"2021-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77007027","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 : 2021-07-03DOI: 10.1080/22054952.2021.1940736
D. Pons
ABSTRACT This paper provides a novel theoretical framework of engineering ethics, specifically how engineering professional practitioners make sense of ethics. Multiple regression was applied to 2009 survey data (N=2276, 38% return) of practising engineers, to identify groups of competencies correlated with ethics. These were identified as values within an ethics worldview model. The model has two compartments. One is the development of a professional worldview, whereby professional engineers reconstruct their own values over time, and then seek to embody those in their own life. The other is an awareness of the need for professional judgement in complex decision-making. All the significant variables identified in the survey may be accommodated in this model. While the raw data (ex 2009) were dated, the method and findings help move the field forward by providing new insights into how practising engineers make sense of ethics.
{"title":"Towards a descriptive framework of the engineering ethical worldview","authors":"D. Pons","doi":"10.1080/22054952.2021.1940736","DOIUrl":"https://doi.org/10.1080/22054952.2021.1940736","url":null,"abstract":"ABSTRACT This paper provides a novel theoretical framework of engineering ethics, specifically how engineering professional practitioners make sense of ethics. Multiple regression was applied to 2009 survey data (N=2276, 38% return) of practising engineers, to identify groups of competencies correlated with ethics. These were identified as values within an ethics worldview model. The model has two compartments. One is the development of a professional worldview, whereby professional engineers reconstruct their own values over time, and then seek to embody those in their own life. The other is an awareness of the need for professional judgement in complex decision-making. All the significant variables identified in the survey may be accommodated in this model. While the raw data (ex 2009) were dated, the method and findings help move the field forward by providing new insights into how practising engineers make sense of ethics.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"48 1","pages":"201 - 218"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76264042","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 : 2021-07-03DOI: 10.1080/22054952.2021.1979174
G. Currie, A. Henderson, R. Hoult
ABSTRACT Innovation in higher education is challenging as staff are often overloaded and highly independent. The rollout of new initiatives in higher education is difficult. This paper explores a successful innovation in higher education: the rollout of new staff training methods as part of a new learning management system (LMS) in an engineering school. The research question explored was whether diffusion of innovation theory offers a successful project structure for innovation in higher education. The measures used in this research were LMS logins in engineering compared to the whole university and feedback from the target group towards the beginning and end of the training. The findings are: (a) diffusion of innovation theory is a useful guide to innovate in higher education (b) a community of practice can play a key role in innovation in education. We conclude that key elements of a successful innovation include: (1) senior management support, (2) the time needed to change practices, (3) appropriate skill development, (4) contextualised innovation, (5) supportive networks, (6) a solid institutional infrastructure. Implications for practice or policy: This paper offers a method to encourage innovation in teaching and learning in higher education. Managers of higher education may use this method to increase staff motivation to develop teaching skills and improve the quality of teaching practice.
{"title":"Diffusion of innovation in an Australian engineering school","authors":"G. Currie, A. Henderson, R. Hoult","doi":"10.1080/22054952.2021.1979174","DOIUrl":"https://doi.org/10.1080/22054952.2021.1979174","url":null,"abstract":"ABSTRACT Innovation in higher education is challenging as staff are often overloaded and highly independent. The rollout of new initiatives in higher education is difficult. This paper explores a successful innovation in higher education: the rollout of new staff training methods as part of a new learning management system (LMS) in an engineering school. The research question explored was whether diffusion of innovation theory offers a successful project structure for innovation in higher education. The measures used in this research were LMS logins in engineering compared to the whole university and feedback from the target group towards the beginning and end of the training. The findings are: (a) diffusion of innovation theory is a useful guide to innovate in higher education (b) a community of practice can play a key role in innovation in education. We conclude that key elements of a successful innovation include: (1) senior management support, (2) the time needed to change practices, (3) appropriate skill development, (4) contextualised innovation, (5) supportive networks, (6) a solid institutional infrastructure. Implications for practice or policy: This paper offers a method to encourage innovation in teaching and learning in higher education. Managers of higher education may use this method to increase staff motivation to develop teaching skills and improve the quality of teaching practice.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"90 1","pages":"219 - 226"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72830131","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}
This study addresses gender differences in early career experiences in engineering by examining entry‐level jobs of Bachelor of Engineering (BEng) graduates in Canada.
本研究通过调查加拿大工程学士(BEng)毕业生的入门级工作，探讨了工程领域早期职业经历的性别差异。
{"title":"Gender differences in job searches by new engineering graduates in Canada","authors":"V. Osten","doi":"10.1002/jee.20408","DOIUrl":"https://doi.org/10.1002/jee.20408","url":null,"abstract":"This study addresses gender differences in early career experiences in engineering by examining entry‐level jobs of Bachelor of Engineering (BEng) graduates in Canada.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"5 1","pages":"750 - 764"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87116904","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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