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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
Students who are the first in their families to attend college are an integral part of undergraduate engineering programs. Growing bodies of research argue that educators could better support these students if they understood the unique backgrounds, experiences, and knowledge they bring with them to higher education.
{"title":"Recognizing the funds of knowledge of first‐generation college students in engineering: An instrument development","authors":"Dina Verdín, Jessica M. Smith, J. Lucena","doi":"10.1002/jee.20410","DOIUrl":"https://doi.org/10.1002/jee.20410","url":null,"abstract":"Students who are the first in their families to attend college are an integral part of undergraduate engineering programs. Growing bodies of research argue that educators could better support these students if they understood the unique backgrounds, experiences, and knowledge they bring with them to higher education.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83213268","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}
Mark V. Huerta, Adam R. Carberry, Teri Pipe, A. McKenna
There is clear consensus among influential education reports that an expansive range of intrapersonal (e.g., self‐regulation) and interpersonal competencies (e.g., empathy) highly influence educational and career success. Research on teaching and learning these competencies is limited in engineering education.
{"title":"Inner engineering: Evaluating the utility of mindfulness training to cultivate intrapersonal and interpersonal competencies among first‐year engineering students","authors":"Mark V. Huerta, Adam R. Carberry, Teri Pipe, A. McKenna","doi":"10.1002/jee.20407","DOIUrl":"https://doi.org/10.1002/jee.20407","url":null,"abstract":"There is clear consensus among influential education reports that an expansive range of intrapersonal (e.g., self‐regulation) and interpersonal competencies (e.g., empathy) highly influence educational and career success. Research on teaching and learning these competencies is limited in engineering education.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88812321","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}
Olusola O. Adesope, Washington State University (Lead Guest Editor) Maura Borrego, University of Texas at Austin Jeffrey Froyd, The Ohio State University John C. Nesbit, Simon Fraser University, Canada Peng Peng, University of Texas at Austin Emily Fyfe, Indiana University Bloomington Nathaniel Hunsu, University of Georgia, Athens Zhe Wang, East China Normal University Jason Power, University of Limerick, Ireland Lishan Zhang, Central China Normal University Yuqin Yang, Central China Normal University
奥卢ola O. Adesope，华盛顿州立大学(首席客座编辑)Maura Borrego，德克萨斯大学奥斯汀分校Jeffrey Froyd，俄亥俄州立大学John C. Nesbit，西蒙弗雷泽大学，加拿大彭鹏，德克萨斯大学奥斯汀分校Emily Fyfe，印第安纳大学布鲁明顿分校Nathaniel Hunsu，佐治亚大学雅典分校王哲，华东师范大学Jason Power，爱尔兰利默里克大学张立山，华中师范大学杨玉琴，华中师范大学
{"title":"Systematic reviews and meta‐analyses in engineering education","authors":"Olusola O. Adesope","doi":"10.1002/jee.20415","DOIUrl":"https://doi.org/10.1002/jee.20415","url":null,"abstract":"Olusola O. Adesope, Washington State University (Lead Guest Editor) Maura Borrego, University of Texas at Austin Jeffrey Froyd, The Ohio State University John C. Nesbit, Simon Fraser University, Canada Peng Peng, University of Texas at Austin Emily Fyfe, Indiana University Bloomington Nathaniel Hunsu, University of Georgia, Athens Zhe Wang, East China Normal University Jason Power, University of Limerick, Ireland Lishan Zhang, Central China Normal University Yuqin Yang, Central China Normal University","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84174983","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}
Zenaida Aguirre‐Muñoz, M. Pantoya, Magdalena Pando, Elías S. Loría Garro
Limited research examines the effects of integrated science and engineering (SE) instruction emphasizing disciplinary literacy and language activities on engineering identity and content understanding. Far fewer studies target English learners (ELs).
{"title":"Engineering integration in elementary science classrooms: Effects of disciplinary language scaffolds on English learners' content learning and engineering identity","authors":"Zenaida Aguirre‐Muñoz, M. Pantoya, Magdalena Pando, Elías S. Loría Garro","doi":"10.1002/jee.20409","DOIUrl":"https://doi.org/10.1002/jee.20409","url":null,"abstract":"Limited research examines the effects of integrated science and engineering (SE) instruction emphasizing disciplinary literacy and language activities on engineering identity and content understanding. Far fewer studies target English learners (ELs).","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73608998","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}
Although engineering practice occurs in social contexts, such contexts often remain obscure in engineering education. Since engineering sciences courses are crucial in shaping engineering students' knowledge and conceptions of problem‐solving in engineering, students in both an augmented and a traditional section of a feedback control systems course were interviewed to explore perceptions of the social justice dimensions of engineering.
{"title":"Engineering student perceptions of social justice in a feedback control systems course","authors":"J. Leydens, Kathryn E. Johnson, B. Moskal","doi":"10.1002/jee.20412","DOIUrl":"https://doi.org/10.1002/jee.20412","url":null,"abstract":"Although engineering practice occurs in social contexts, such contexts often remain obscure in engineering education. Since engineering sciences courses are crucial in shaping engineering students' knowledge and conceptions of problem‐solving in engineering, students in both an augmented and a traditional section of a feedback control systems course were interviewed to explore perceptions of the social justice dimensions of engineering.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87007962","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}
Graduation rates in engineering programs continue to be a concern in higher education. Prior research has documented an association between students' experiences in first‐year mathematics courses and graduation rates, but the influences of the mathematics courses completed and the grades earned are not fully understood.
{"title":"First mathematics course in college and graduating in engineering: Dispelling the myth that beginning in higher‐level mathematics courses is always a good thing","authors":"J. Wilkins, Bradley D. Bowen, Sara Brooke Mullins","doi":"10.1002/jee.20411","DOIUrl":"https://doi.org/10.1002/jee.20411","url":null,"abstract":"Graduation rates in engineering programs continue to be a concern in higher education. Prior research has documented an association between students' experiences in first‐year mathematics courses and graduation rates, but the influences of the mathematics courses completed and the grades earned are not fully understood.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80789196","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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