Pub Date : 2023-11-23DOI: 10.1080/03043797.2023.2286315
Danielle Herro, Kristin Frady, Robert O’Hara
{"title":"Exploring technical college student’s collaborative problem solving and teamwork skills in multi-educational level engineering design teams","authors":"Danielle Herro, Kristin Frady, Robert O’Hara","doi":"10.1080/03043797.2023.2286315","DOIUrl":"https://doi.org/10.1080/03043797.2023.2286315","url":null,"abstract":"","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"48 ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139243908","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 : 2023-11-06DOI: 10.1080/03043797.2023.2279055
Ebru Turanoglu Bekar, Anders Skoogh, Jon Bokrantz
Empowering students to actively shape their learning is essential. Various student involvement models, such as design-based research, participatory design, and co-creation, emphasise students’ growing role in shaping educational activities. Engaging students in course design, as seen in student co-creation, can enhance agency, improve the student experience, and boost outcomes. Considering this, we propose a systematic approach combining multi-criteria decision-making with constructive alignment theory to involve students as co-creators in course design. This approach aims to engage students in the course design process and co-create intended learning outcomes, which can be regarded as the primary participatory phase in developing a co-created course. By involving students, our approach aims to gain insight into their needs, prioritise their views, and guide the formulation of appropriate course specifications throughout the course design process. The approach is applied to a new multi-disciplinary engineering course, and the results are summarised following its corresponding steps. Students’ feedback indicates that the approach positively influenced their motivation, engagement with course objectives, collaboration with teachers, and overall achievement of intended learning outcomes. This study’s significance lies in its contribution to higher education, offering a more integrated and systematic approach to support co-creation between educators and learners in academic course design.
{"title":"Involving students in engineering course design: a combined approach based on constructive alignment and multi-criteria decision-making","authors":"Ebru Turanoglu Bekar, Anders Skoogh, Jon Bokrantz","doi":"10.1080/03043797.2023.2279055","DOIUrl":"https://doi.org/10.1080/03043797.2023.2279055","url":null,"abstract":"Empowering students to actively shape their learning is essential. Various student involvement models, such as design-based research, participatory design, and co-creation, emphasise students’ growing role in shaping educational activities. Engaging students in course design, as seen in student co-creation, can enhance agency, improve the student experience, and boost outcomes. Considering this, we propose a systematic approach combining multi-criteria decision-making with constructive alignment theory to involve students as co-creators in course design. This approach aims to engage students in the course design process and co-create intended learning outcomes, which can be regarded as the primary participatory phase in developing a co-created course. By involving students, our approach aims to gain insight into their needs, prioritise their views, and guide the formulation of appropriate course specifications throughout the course design process. The approach is applied to a new multi-disciplinary engineering course, and the results are summarised following its corresponding steps. Students’ feedback indicates that the approach positively influenced their motivation, engagement with course objectives, collaboration with teachers, and overall achievement of intended learning outcomes. This study’s significance lies in its contribution to higher education, offering a more integrated and systematic approach to support co-creation between educators and learners in academic course design.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135684016","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 : 2023-10-25DOI: 10.1080/03043797.2023.2272819
Andrea Chan, Cindy Rottmann, Doug Reeve, Emily Moore, Milan Maljkovic, Dimpho Radebe
ABSTRACT There is an assumption of meritocracy in engineering that belies the interpersonal and institutional supports that contribute to professional outcomes. In a qualitative study involving career history interviews and using social support theories as a framing device, we explored the supports that contributed to the development and practice of engineering leadership for 29 Canadian engineering leaders working across different industry sectors. Our findings suggest that leaders were consistently supported through sponsorship, constructive appraisal, a learning workplace culture, and the care work of family, peers, and others. Consistent with the literature on professional development, we found a disparity between genders in the way engineering leaders were supported, from the level of sponsorship to experiences of negative organisational culture and the way gendered family norms affected leadership advancement opportunities. Drawing from our findings, we present lessons for engineering leadership educators, including the need to centre equity in leadership education. We do this in part to prepare students for the challenges and inequities within current workplace realities, but also to equip them with the knowledge and skills to contribute to more equitable practices and channels towards engineering leadership.
{"title":"Making the path to engineering leadership more equitable: illuminating the (gendered) supports to leadership","authors":"Andrea Chan, Cindy Rottmann, Doug Reeve, Emily Moore, Milan Maljkovic, Dimpho Radebe","doi":"10.1080/03043797.2023.2272819","DOIUrl":"https://doi.org/10.1080/03043797.2023.2272819","url":null,"abstract":"ABSTRACT There is an assumption of meritocracy in engineering that belies the interpersonal and institutional supports that contribute to professional outcomes. In a qualitative study involving career history interviews and using social support theories as a framing device, we explored the supports that contributed to the development and practice of engineering leadership for 29 Canadian engineering leaders working across different industry sectors. Our findings suggest that leaders were consistently supported through sponsorship, constructive appraisal, a learning workplace culture, and the care work of family, peers, and others. Consistent with the literature on professional development, we found a disparity between genders in the way engineering leaders were supported, from the level of sponsorship to experiences of negative organisational culture and the way gendered family norms affected leadership advancement opportunities. Drawing from our findings, we present lessons for engineering leadership educators, including the need to centre equity in leadership education. We do this in part to prepare students for the challenges and inequities within current workplace realities, but also to equip them with the knowledge and skills to contribute to more equitable practices and channels towards engineering leadership.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135219262","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}
Problem- and project-based learning (PBL) is often highlighted as a valuable approach for addressing the need for interdisciplinarity in engineering education. However, studies indicate that applied projects in engineering education tend to be limited to a single discipline. This article presents a new project typology which can be applied in engineering education. The typology is based on an action research study in a systemic PBL environment. The model presented has two dimensions: a) the complexity of teams, ranging from single team to networks of teams, and b) the complexity of interdisciplinarity, ranging from disciplinary projects to broad interdisciplinary projects. This results in the identification of six different project types. This typology can be used as a conceptual framework for interdisciplinary learning throughout engineering education. The project types embrace both single-team projects and larger projects consisting of multiple teams working together on complex problems.
{"title":"Interdisciplinary project types in engineering education","authors":"Anette Kolmos, Jette Egelund Holgaard, Henrik Worm Routhe, Maiken Winther, Lykke Bertel","doi":"10.1080/03043797.2023.2267476","DOIUrl":"https://doi.org/10.1080/03043797.2023.2267476","url":null,"abstract":"Problem- and project-based learning (PBL) is often highlighted as a valuable approach for addressing the need for interdisciplinarity in engineering education. However, studies indicate that applied projects in engineering education tend to be limited to a single discipline. This article presents a new project typology which can be applied in engineering education. The typology is based on an action research study in a systemic PBL environment. The model presented has two dimensions: a) the complexity of teams, ranging from single team to networks of teams, and b) the complexity of interdisciplinarity, ranging from disciplinary projects to broad interdisciplinary projects. This results in the identification of six different project types. This typology can be used as a conceptual framework for interdisciplinary learning throughout engineering education. The project types embrace both single-team projects and larger projects consisting of multiple teams working together on complex problems.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135767462","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 : 2023-10-14DOI: 10.1080/03043797.2023.2268023
Amy Young, Les Dawes, Bouchra Senadji
Engineering identity has been repeatedly linked to the retention and success of engineering students, however, the current methods for understanding identity may not capture the holistic engineering identity journey. This study reviewed the method of utilising journey maps as a new approach to capture student engineering identity experiences. Interviews were conducted with 30 engineering students and early career engineers in which the participants responded to semi-structured, open-ended questions through the creation of their individual journey map. These maps were then thematically analysed to identify the key influences of engineering identity and the stage of their university journey when these influences occur. We determined that participants who strongly identify as engineers more often discussed and valued social identity experiences in the mid-year and final years of their degree, in contrast to participants who did not feel like engineers. We found that utilising journey maps as a tool for understanding identity allowed for a retrospective correlation between experience and impact, provided the participants space for authentic reflection and honoured the individuality of identity development. This method of journey mapping could be used to inform engineering education research in the further exploration and understanding of student identity development, reflective experiences and narrative storytelling.
{"title":"Using journey maps as a holistic, reflective approach to capture student engineering identity experiences","authors":"Amy Young, Les Dawes, Bouchra Senadji","doi":"10.1080/03043797.2023.2268023","DOIUrl":"https://doi.org/10.1080/03043797.2023.2268023","url":null,"abstract":"Engineering identity has been repeatedly linked to the retention and success of engineering students, however, the current methods for understanding identity may not capture the holistic engineering identity journey. This study reviewed the method of utilising journey maps as a new approach to capture student engineering identity experiences. Interviews were conducted with 30 engineering students and early career engineers in which the participants responded to semi-structured, open-ended questions through the creation of their individual journey map. These maps were then thematically analysed to identify the key influences of engineering identity and the stage of their university journey when these influences occur. We determined that participants who strongly identify as engineers more often discussed and valued social identity experiences in the mid-year and final years of their degree, in contrast to participants who did not feel like engineers. We found that utilising journey maps as a tool for understanding identity allowed for a retrospective correlation between experience and impact, provided the participants space for authentic reflection and honoured the individuality of identity development. This method of journey mapping could be used to inform engineering education research in the further exploration and understanding of student identity development, reflective experiences and narrative storytelling.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135766435","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 : 2023-10-11DOI: 10.1080/03043797.2023.2268026
Daniel Rosner, Denis Iorga, Flavia Oprea, Cristian Pătru, Răzvan Rughiniș
ABSTRACTHigh school outreach activities in the engineering context aim to attract high school students to join a university engineering programme. Oftentimes, high school outreach activities are organised and conducted by university representatives, for instance, teachers and students, who employ different engagement strategies during their interaction with the high school students. While studies exist concerning the organisational and pedagogical aspects of high school engineering outreach activities, there are limited attempts to develop a conceptual framework specifically designed for profiling the engagement strategies employed by university representatives in this context. The current study uses existing research related to pre-university students and insights from sociology and psychology to advance such a conceptual framework. The application of the framework was illustrated by conducting five focus groups with 19 university representatives involved in high school outreach activities organised by a Romanian public engineering university.KEYWORDS: Outreachengineeringhigh schoolengagementframework Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsDaniel RosnerDaniel Rosner received the Ph.D. degree in computer science and engineering, on assisted living technologies for ubiquitous health, with a focus on IoT devices. He has ample experience in developing the IoT and IIoT (Industrial Internet of Things) hardware and software systems while working with start-ups, aiming to develop their prototypes or validate their technology assumptions. He is an Associate Professor with the Automatic Control and Computer Science Faculty, National University of Science and Technology POLITEHNICA BUCHAREST. His latest research projects featured IoT infrastructure deployment solutions, energy monitoring for smart homes, and embedded software solutions for automotive-grade microcontrollers.Denis IorgaDenis Iorga is a Ph.D. student at the Interdisciplinary School of Doctoral Studies, University of Bucharest. He obtained a bachelor`s degree in Human Resources and a master's degree in Advanced Sociological Research. He is currently working at the intersection of Sociology and Computer Science, employing both quantitative and qualitative methods. His current academic research interests concern topics like Human-Technology Interaction (HTI) and Sociological Artificial Intelligence Research (SAIR).Flavia OpreaFlavia Oprea. As a passionate innovator at the crossroads of technology and medical sciences, I'm dedicated to empowering students from high school to university. My focus revolves around building vibrant communities that nurture computer science, education, and human-computer interaction. I believe in the transformative power of knowledge and collaboration, working to inspire the next generation of leaders in these dynamic fields. Together, we're shaping a future where innovation knows
{"title":"A conceptual framework for profiling engagement strategies used in high school engineering outreach activities","authors":"Daniel Rosner, Denis Iorga, Flavia Oprea, Cristian Pătru, Răzvan Rughiniș","doi":"10.1080/03043797.2023.2268026","DOIUrl":"https://doi.org/10.1080/03043797.2023.2268026","url":null,"abstract":"ABSTRACTHigh school outreach activities in the engineering context aim to attract high school students to join a university engineering programme. Oftentimes, high school outreach activities are organised and conducted by university representatives, for instance, teachers and students, who employ different engagement strategies during their interaction with the high school students. While studies exist concerning the organisational and pedagogical aspects of high school engineering outreach activities, there are limited attempts to develop a conceptual framework specifically designed for profiling the engagement strategies employed by university representatives in this context. The current study uses existing research related to pre-university students and insights from sociology and psychology to advance such a conceptual framework. The application of the framework was illustrated by conducting five focus groups with 19 university representatives involved in high school outreach activities organised by a Romanian public engineering university.KEYWORDS: Outreachengineeringhigh schoolengagementframework Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsDaniel RosnerDaniel Rosner received the Ph.D. degree in computer science and engineering, on assisted living technologies for ubiquitous health, with a focus on IoT devices. He has ample experience in developing the IoT and IIoT (Industrial Internet of Things) hardware and software systems while working with start-ups, aiming to develop their prototypes or validate their technology assumptions. He is an Associate Professor with the Automatic Control and Computer Science Faculty, National University of Science and Technology POLITEHNICA BUCHAREST. His latest research projects featured IoT infrastructure deployment solutions, energy monitoring for smart homes, and embedded software solutions for automotive-grade microcontrollers.Denis IorgaDenis Iorga is a Ph.D. student at the Interdisciplinary School of Doctoral Studies, University of Bucharest. He obtained a bachelor`s degree in Human Resources and a master's degree in Advanced Sociological Research. He is currently working at the intersection of Sociology and Computer Science, employing both quantitative and qualitative methods. His current academic research interests concern topics like Human-Technology Interaction (HTI) and Sociological Artificial Intelligence Research (SAIR).Flavia OpreaFlavia Oprea. As a passionate innovator at the crossroads of technology and medical sciences, I'm dedicated to empowering students from high school to university. My focus revolves around building vibrant communities that nurture computer science, education, and human-computer interaction. I believe in the transformative power of knowledge and collaboration, working to inspire the next generation of leaders in these dynamic fields. Together, we're shaping a future where innovation knows ","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136097785","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 : 2023-10-04DOI: 10.1080/03043797.2023.2263377
Saba Qadhi, Xiangyun Du, Youmen Chaaban, Hessa Al-Thani, Alan Floyd
Despite the increasing number of women in STEM professions and higher education, they are underrepresented in middle management leadership roles. In these roles, they face challenges balancing multiple demands, especially in male-dominated cultures. This research used a life history approach to investigate the role identities of three female middle management leaders in a Qatari university. The Dynamic Systems Model of Role Identity guided the semi-structured interviews where participants shared their past, present, and future stories. The findings revealed the intricate manner in which the participants formed their leadership identities, emphasizing values like motherly care, trust, and respect. Through their goal-oriented self-perception, they fostered collegial support and motivated peers. While formal leadership training was lacking, they leaned on past experiences and family support to handle leadership tasks and life responsibilities. The study recommends better support for women academic leaders.
{"title":"The role identities of women middle management academic leaders in STEM higher education","authors":"Saba Qadhi, Xiangyun Du, Youmen Chaaban, Hessa Al-Thani, Alan Floyd","doi":"10.1080/03043797.2023.2263377","DOIUrl":"https://doi.org/10.1080/03043797.2023.2263377","url":null,"abstract":"Despite the increasing number of women in STEM professions and higher education, they are underrepresented in middle management leadership roles. In these roles, they face challenges balancing multiple demands, especially in male-dominated cultures. This research used a life history approach to investigate the role identities of three female middle management leaders in a Qatari university. The Dynamic Systems Model of Role Identity guided the semi-structured interviews where participants shared their past, present, and future stories. The findings revealed the intricate manner in which the participants formed their leadership identities, emphasizing values like motherly care, trust, and respect. Through their goal-oriented self-perception, they fostered collegial support and motivated peers. While formal leadership training was lacking, they leaned on past experiences and family support to handle leadership tasks and life responsibilities. The study recommends better support for women academic leaders.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135591034","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 : 2023-09-29DOI: 10.1080/03043797.2023.2265306
Faridaddin Vahdatikhaki, Ilona Friso-van den Bos, Sajad Mowlaei, Bas Kollöffel
Practical laboratory sessions are essential for engineering education, demanding efficient use of limited time. In recent years, Virtual Reality (VR) technologies have introduced Virtual Laboratories (VLs), offering the potential to enhance students’ educational experience. Despite their potential, VLs are rarely utilised in civil engineering education. This research investigates the effectiveness of a gamified VL designed to simulate a concrete laboratory, aimed at better preparing students for experiments. A quasi-experimental study divided 92 students into control and experimental groups using cluster sampling. The control group received traditional lab training, while the experimental group engaged with the VL training environment. The results demonstrate that students using the VL spent significantly less time in the physical lab, exhibited improved competence in navigating lab setups, posed fewer questions about experimental procedures, and required less assistance from lab assistants. Notably, VL users spent 16% less time in the physical lab and needed fewer interventions from lab assistants. This study highlights the potential of VLs as potent tools for preparing engineering students for traditional lab sessions. Post-experiment surveys revealed a strong willingness among students in the experimental group to use VLs in future similar lab sessions, emphasising the positive impact of integrating VLs into engineering education.
{"title":"Application of gamified virtual laboratories as a preparation tool for civil engineering students","authors":"Faridaddin Vahdatikhaki, Ilona Friso-van den Bos, Sajad Mowlaei, Bas Kollöffel","doi":"10.1080/03043797.2023.2265306","DOIUrl":"https://doi.org/10.1080/03043797.2023.2265306","url":null,"abstract":"Practical laboratory sessions are essential for engineering education, demanding efficient use of limited time. In recent years, Virtual Reality (VR) technologies have introduced Virtual Laboratories (VLs), offering the potential to enhance students’ educational experience. Despite their potential, VLs are rarely utilised in civil engineering education. This research investigates the effectiveness of a gamified VL designed to simulate a concrete laboratory, aimed at better preparing students for experiments. A quasi-experimental study divided 92 students into control and experimental groups using cluster sampling. The control group received traditional lab training, while the experimental group engaged with the VL training environment. The results demonstrate that students using the VL spent significantly less time in the physical lab, exhibited improved competence in navigating lab setups, posed fewer questions about experimental procedures, and required less assistance from lab assistants. Notably, VL users spent 16% less time in the physical lab and needed fewer interventions from lab assistants. This study highlights the potential of VLs as potent tools for preparing engineering students for traditional lab sessions. Post-experiment surveys revealed a strong willingness among students in the experimental group to use VLs in future similar lab sessions, emphasising the positive impact of integrating VLs into engineering education.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135195144","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 : 2023-09-27DOI: 10.1080/03043797.2023.2262412
Mary Elizabeth Lockhart, Karen Rambo-Hernandez
Engineering identity is a rapidly evolving construct within engineering, primarily due to its link to engineering persistence. Yet, most engineering identity research has been qualitative in nature or has described individuals within the analytical technique as coming from a single population. This study is the first to allow for the detection of different meaningful groups of engineering students demonstrating similarity on the construct using the new technique of Random Intercept Latent Transition Analysis. Through this study we identified three stable classes of engineering identity amongst first-year undergraduate students. Women demonstrated a greater likelihood of advancing to higher engineering identity classes over time than men. Unfortunately, the influence of COVID-19 yielded negative engineering identity developmental patterns for some students. Lastly, descriptive analyses of students’ first-year engineering identity class assignments in relation to their selection/non-selection of engineering majors revealed Calculus-readiness upon college entrance might be an important component in these relationships.
{"title":"Investigating engineering identity development and stability amongst first-year engineering students: a person-centred approach","authors":"Mary Elizabeth Lockhart, Karen Rambo-Hernandez","doi":"10.1080/03043797.2023.2262412","DOIUrl":"https://doi.org/10.1080/03043797.2023.2262412","url":null,"abstract":"Engineering identity is a rapidly evolving construct within engineering, primarily due to its link to engineering persistence. Yet, most engineering identity research has been qualitative in nature or has described individuals within the analytical technique as coming from a single population. This study is the first to allow for the detection of different meaningful groups of engineering students demonstrating similarity on the construct using the new technique of Random Intercept Latent Transition Analysis. Through this study we identified three stable classes of engineering identity amongst first-year undergraduate students. Women demonstrated a greater likelihood of advancing to higher engineering identity classes over time than men. Unfortunately, the influence of COVID-19 yielded negative engineering identity developmental patterns for some students. Lastly, descriptive analyses of students’ first-year engineering identity class assignments in relation to their selection/non-selection of engineering majors revealed Calculus-readiness upon college entrance might be an important component in these relationships.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135581826","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 : 2023-09-21DOI: 10.1080/03043797.2023.2245772
Panagiotis Apostolellis, Jessica Taggart, R. X. Schwartz
ABSTRACTGroup projects are expected in contemporary engineering curricula, and yet they often pose a challenge to students and instructors alike. Could making projects personally relevant help? The present study created and tested a conceptual framework regarding the impact of personal relevance on groupwork in a project-based learning (PBL) course. We examined how measures of personal relevance (PR), both at the course level (value, interest in specialisation) and specifically regarding projects (interest and investment in the project, and contribution to the project idea) relate to students’ expectancy, group connectedness, team dynamics (effectiveness, conflict, satisfaction, interdependence, and cohesiveness), and perceived effort; whether PR differs based on students’ gender, academic year, or time of the semester; and whether PR predicts students’ project performance. Seventy-one undergraduates in a project-based computer science course at a large public US university completed surveys assessing these constructs at five timepoints during the semester. Our findings suggest PR is related to positive outcomes in PBL courses, with interest and investment predicting an increase in the project grade. Similarly, gender predicted project grade with female students having significantly higher scores overall, above and beyond other measures. We discuss implications for creating project-based courses in higher education engineering courses.KEYWORDS: Personal relevanceproject-based learningmotivationperceived effortgroup connectednessteam dynamics AcknowledgmentsThis research was supported by the Center for Teaching Excellence of the University of Virginia. We thank the students who participated to this research, as well as our colleagues: Lindsay Wheeler for her insightful guidance throughout all stages of this work, Stefen Beeler-Duden for his assistance with data collection, and Xi Wang for her contribution in the literature review of this paper. We also want to acknowledge the significant contribution of Charles Rushton and Stephanie Morton to the preliminary analysis in an earlier version of this work.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsPanagiotis ApostolellisPanagiotis Apostolellis is a full-time Assistant Professor in the Computer Science Department at the University of Virginia. He received his PhD in Computer Science & Applications from Virginia Tech in 2017. He also holds a MSc in Computer Science from Virginia Tech (VT) and an MSc in Human-Centered Systems from the University of Sussex (UK). His research is focused on understanding the contributing factors to successful project-based engineering courses and improving computer science education. In the past, he worked as a Senior Interactive Designer and Developer at a cultural institution in his home country, Greece (2000–11), which informed his prior research on audience interaction with serious games
摘要在当代工程课程中，小组项目是被期待的，然而他们经常对学生和教师提出挑战。制作与个人相关的项目会有帮助吗?本研究在基于项目的学习(PBL)课程中创建并测试了一个关于个人关联对小组工作影响的概念框架。我们研究了个人相关性(PR)的衡量标准，无论是在课程层面(价值，对专业的兴趣)，还是在项目方面(对项目的兴趣和投资，以及对项目理念的贡献)，与学生的期望、团队联系、团队动态(有效性、冲突、满意度、相互依存和凝聚力)和感知努力之间的关系;PR是否因学生性别、学年或学期时间的不同而不同;以及公关是否能预测学生的项目表现。在美国一所大型公立大学的基于项目的计算机科学课程中，71名本科生在本学期的五个时间点完成了对这些结构的调查。我们的研究结果表明，PR与PBL课程的积极结果有关，兴趣和投资预示着项目成绩的提高。同样，性别预测项目成绩，女学生总体得分明显更高，高于其他指标。我们讨论了在高等教育工程课程中创建基于项目的课程的意义。关键词:个人关联、项目式学习动机、感知努力、群体联系、蒸汽动力学。我们还要感谢查尔斯·拉什顿(Charles Rushton)和斯蒂芬妮·莫顿(Stephanie Morton)对这项工作早期版本的初步分析做出的重大贡献。披露声明作者未报告潜在的利益冲突。关于贡献者的其他信息panagiotis Apostolellis panagiotis Apostolellis是弗吉尼亚大学计算机科学系的全职助理教授。他于2017年获得弗吉尼亚理工大学计算机科学与应用博士学位。他还拥有Virginia Tech (VT)的计算机科学硕士学位和University of Sussex (UK)的Human-Centered Systems硕士学位。他的研究重点是了解成功的基于项目的工程课程和改进计算机科学教育的因素。在过去，他曾在他的祖国希腊的一家文化机构担任高级交互设计师和开发人员(2000 - 2011)，这为他之前关于在非正式学习环境中严肃游戏和虚拟环境中的受众互动的研究提供了基础。Jessica Taggart，博士，是弗吉尼亚大学卓越教学中心的博士后研究员。她目前的研究是探索高等教育中有效的教学、学习和课程开发实践。她特别感兴趣的是更好地理解如何利用主动和协作的学习技巧来提高学生的成绩。x SchwartzR。X. Schwartz是the University of Virginia的研究生网络安全管理证书的学生，也是UVA系统工程学士学位的毕业生。他是数字健康和人机交互领域的研究人员。
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