Journal of Engineering Education最新文献

The role of learner trust in generative artificially intelligent learning environments

IF 3.9 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2025-03-03 DOI: 10.1002/jee.70000

Maria Goldshtein, Noah L. Schroeder, Erin K. Chiou

引用次数: 0

Transitioning into engineering education: Diverse pathways of military veterans

IF 3.9 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2025-02-28 DOI: 10.1002/jee.20628

Joyce B. Main, Christina Pantoja, Susan M. Lord, Catherine Mobley, Catherine Brawner

Background

In the United States, there is increased demand to expand the engineering workforce. Many military veterans have received technical training that can be leveraged in engineering. Their pursuit of engineering degrees has great potential to expand and diversify the engineering workforce.

Purpose

This study examines the pathways of US military veterans from high school graduation through undergraduate engineering education and explores the resources they use to navigate their transition into engineering study.

Methods

Applying Schlossberg's transition model, this multimethod study uses semi-structured interviews of 28 student veterans in engineering (SVEs) across four universities. Illustrative examples integrate thematic analyses of interview data and path analysis of key event timeline data.

Results

Path diagrams illustrate that SVEs embark on diverse pathways and engage in multiple transitions across high school graduation, military training, and undergraduate engineering education. Military experiences, especially engineering-related work, and encouragement from military supervisors, other veterans, and family contribute to SVEs' pursuit of engineering degrees. SVEs also leverage a combination of supports and strategies in their transition to engineering education.

Conclusions

Findings highlight that educational pathways into engineering can be complex and that serving in the military can be a pathway to engineering success, challenging the idea that engineering students must follow a linear path. Key stakeholders (administrators, faculty, and student services professionals) can apply these findings to recruit and retain SVEs, and other students with complex pathways, in engineering. Research findings reveal areas for promoting student veterans' participation in engineering and developing strategies to support SVE success.

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引用次数: 0

Exploring engagement narratives among self-identified Hispanic women's experiences in engineering counterspaces

IF 3.9 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2025-02-13 DOI: 10.1002/jee.20630

Madeline Polmear, Elizabeth Volpe, Idalis Villanueva Alarcón, Denise R. Simmons

Background

Diversity, equity, and inclusion efforts in higher education are increasingly recognizing the importance of understanding students' lived experience. More research is needed to deeply and contextually uncover voices, meanings, and stories that are enveloped within the complex realities of Hispanic women in engineering.

Purpose

While the Latiné/x/a/o, Hispanic women population is one of the fastest growing ethnic groups in the United States, they receive only 3% of engineering undergraduate degrees. This research explored how self-identified Hispanic women experienced engagement outside of class.

Design/Method

This exploratory qualitative research employed narrative inquiry design using a paradigmatic analysis method. We conducted two in-depth interviews with five undergraduate engineering students who self-identified as international Hispanic women.

Findings

By examining the narratives through a novel synthesis of a socio-ecological framework of engagement and community cultural wealth, we identified three themes that tell the story of students' experiences outside of class: (i) Perceived benefits and level of involvement informed student dispositions and aspirational capital in counterspaces; (ii) Linguistic capital served as the entry point for receiving social and navigational capital; and (iii) Cultural and linguistic similarities provide a counterspace where students gained the drive, disposition, and aspiration to persist in engineering.

Conclusions

The findings identified the capital that drove students to engage outside of the classroom and capital they gained in return. Out-of-class activities provided a counterspace for Hispanic women in engineering that supported their sense of belonging, ability to navigate engineering, and professional development. Based on these findings, we provide recommendations for engineering education and research.

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引用次数: 0

Supporting engineering students' representational competencies in individual and collaborative learning settings

IF 3.9 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2025-02-13 DOI: 10.1002/jee.20631

Jihyun Rho, Martina A. Rau, Barry Van Veen

Background

Visual representations are pervasive in electrical engineering instruction in various instructional settings. Further, electrical engineering instruction often requires students to extend simple visual representations to learn about more complex visualization in subsequent instruction. Yet, students often struggle to understand visualizations. An open question is whether supporting students' understanding of visual representations enhances their subsequent learning. We investigate this question in both individual and collaborative learning settings.

Purpose

We investigated the impact of support for students' understanding of simple visual representations on students' learning of subsequently presented complex visual representations. Further, we investigated whether students' level of mental rotation skills moderates the impact of such instructional support.

Method

Two experiments tested the impact of instructional support for visual representations in an individual or a collaborative learning setting. Students were randomly assigned to receive different versions of instructional support, or none.

Results

Study 1 was conducted in an individual learning setting. While students with high mental rotation skills benefited from the instructional support, students with low mental rotation skills did not benefit. Study 2 was conducted in a collaborative learning setting. Here, all students benefited equally from the support.

Conclusions

Our findings suggest that instructional support for simple visual representations can enhance students' subsequent learning with complex visual representations. Further, our findings suggest that a collaborative learning setting may be particularly beneficial to students with low mental rotation skills. This study contributes to an understanding of instructional environments that can improve learning with visual representations in engineering education.

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引用次数: 0

Mental health and treatment use in undergraduate engineering students: A comparative analysis to students in other academic fields of study

IF 3.9 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2025-01-28 DOI: 10.1002/jee.20629

Matthew D. Whitwer, Sarah A. Wilson, Joseph H. Hammer, Brenna Gomer

Background

Engineering students experience high levels of distress and low rates of mental health treatment seeking, yet there is a gap in knowledge around how this compares with that of students in other fields of study. Given the influence of social identity (e.g., gender identity, race/ethnicity) on mental health and treatment seeking, it is important to account for sociodemographic variation across fields when performing such comparisons.

Purpose

This study used Andersen's Behavioral Model to compare mental health distress and treatment use between students in engineering and other fields while controlling for sociodemographic factors.

Methods

Survey data came from the 2021–2022 Healthy Minds Study (N > 50,000). Measures related to mental health, treatment use, and diagnosis were examined. Descriptive statistics were determined for each field of study, and regression analyses were used to assess differences across fields while accounting for covariates.

Results

Compared to students from other fields, engineering students were among the least likely to report symptoms of depression and anxiety. However, 44.4% of undergraduate engineering students screened positive for current depression and/or anxiety. Of those who screened positive, only 40.4% had received therapy/counseling in the past year. Further, they were the least likely to have received a depression or anxiety diagnosis when compared to students from other fields.

Conclusion

When controlling for sociodemographic factors, undergraduate engineering students reported lower rates of mental health distress and treatment use compared to students in other fields. This study highlights the need for considering engineering culture in the interpretation of student mental health and treatment.

{"title":"Mental health and treatment use in undergraduate engineering students: A comparative analysis to students in other academic fields of study","authors":"Matthew D. Whitwer, Sarah A. Wilson, Joseph H. Hammer, Brenna Gomer","doi":"10.1002/jee.20629","DOIUrl":"https://doi.org/10.1002/jee.20629","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Engineering students experience high levels of distress and low rates of mental health treatment seeking, yet there is a gap in knowledge around how this compares with that of students in other fields of study. Given the influence of social identity (e.g., gender identity, race/ethnicity) on mental health and treatment seeking, it is important to account for sociodemographic variation across fields when performing such comparisons.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>This study used Andersen's Behavioral Model to compare mental health distress and treatment use between students in engineering and other fields while controlling for sociodemographic factors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Survey data came from the 2021–2022 Healthy Minds Study (<i>N</i> > 50,000). Measures related to mental health, treatment use, and diagnosis were examined. Descriptive statistics were determined for each field of study, and regression analyses were used to assess differences across fields while accounting for covariates.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Compared to students from other fields, engineering students were among the least likely to report symptoms of depression and anxiety. However, 44.4% of undergraduate engineering students screened positive for current depression and/or anxiety. Of those who screened positive, only 40.4% had received therapy/counseling in the past year. Further, they were the least likely to have received a depression or anxiety diagnosis when compared to students from other fields.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>When controlling for sociodemographic factors, undergraduate engineering students reported lower rates of mental health distress and treatment use compared to students in other fields. This study highlights the need for considering engineering culture in the interpretation of student mental health and treatment.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20629","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143120495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A systematic review of differences for disabled students in STEM versus other disciplinary undergraduate settings

IF 3.9 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2025-01-08 DOI: 10.1002/jee.20627

Ariel Chasen, Maura Borrego, Elisa Koolman, Emily Landgren, Hannah Chapman Tripp

Background

Engineering education and other discipline-based education researchers may motivate their work with claims that STEM (science, technology, engineering, and mathematics) norms and culture are unique, thus requiring focused study. As research on disabled students gains momentum in engineering education, it is important to understand differences that limit generalizability of prior work in other disciplines to STEM.

Purpose

What do studies document as differences between STEM and non-STEM settings that impact disabled undergraduates, and to what extent are these studies using asset-based perspectives of disability?

Scope/Method

This systematic review identified US studies that compared STEM to non-STEM disciplines in regards to disabled undergraduate students. The qualifying studies, published during 1979–2023, comprise 22 journal articles and 15 doctoral or master's theses. Most studies used quantitative methods (n = 28).

Results

Of the 37 qualifying studies, 20 instructor studies provided moderate evidence that STEM instructors are less willing or less knowledgeable about how to support disabled students through accommodations or course design. We highlight a small number of student studies identifying assets of disabled students, although most took a deficit view by comparing disabled student experiences to an able-bodied norm. Few studies emphasized the structural characteristics of STEM such as culture and educational practices that contribute to socially constructing disability by acting as barriers that disable students.

Conclusions

More work is needed to examine instructor actions beyond their intentions and attitudes toward disabled students. Critical and asset-based perspectives are needed in future study designs that center disability to uncover systemic barriers and identify assets disabled students bring to STEM.

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引用次数: 0

Promoting sociotechnical perspectives of engineering during a summer bridge program

IF 3.9 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2024-12-28 DOI: 10.1002/jee.20626

Jacob Pleasants, Richard Velasco, Claudia Colonnello, Shansley Glenn, Samuel Crapitto, Kate Raymond, Brandon Abbott

Background

To address complex challenges of modern society, engineering education needs to help students develop sociotechnical perspectives of engineering. Research has documented efforts to incorporate sociotechnical thinking into undergraduate engineering education, but those perspectives must often compete with more dominant technocentric views. Research is needed to investigate how and why students do or do not adopt sociotechnical views.

Purpose/Hypothesis(es)

In this study, we investigated the extent to which students' views of engineering changed in the context of an Engineering Summer Bridge (ESB) program, in which engineering is promoted as a socially engaged practice.

Design/Method

We used a multiple case study methodology to investigate patterns across 24 ESB participants. We gathered multiple sources of data to investigate changes in participants' thinking, including pre/post surveys, weekly reflections during ESB, and follow-up participant interviews. We grouped participants based on the extent to which they added socially engaged perspectives to their perceptions of engineering. We then identified variables associated with those groupings.

Results

Approximately one-third of participants added socially engaged perspectives to their views of engineering. These students tended to have fewer prior engineering experiences prior to ESB and often self-identified as having limited prior knowledge of engineering. They were also more likely to hold motivations and interests oriented toward the public good.

Conclusions

Our study identifies variables that potentially support and inhibit students' development of socially engaged views of engineering. It highlights the importance of early learning experiences and suggests that technocentric perspectives can be well established even before students begin their undergraduate programs.

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引用次数: 0

Elements of disenchantment: Exploring the development of academic disenchantment among US engineering graduate students 迷失的要素：探索美国工程学研究生的学术失意发展历程

IF 3.9 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2024-12-19 DOI: 10.1002/jee.20624

Kanembe Shanachilubwa, Gabriella Sallai, Catherine G. P. Berdanier

Background

Given high attrition rates and lack of interest in faculty careers, it is crucial to understand how doctoral engineering students conceptualize academia and academic careers.

Purpose/Hypothesis

This study aims to characterize the development of academic disenchantment among engineering students who have considered departure from their doctoral programs. Schema theory was used to explore how students develop and evolve in their conceptualizations of academia through their lived experiences.

Design/Method

Data were collected from 42 graduate students from research-intensive universities across the United States who participated in qualitative, semi-structured interviews investigating expectations for graduate school, experiences, attrition and persistence considerations, and career trajectories. The transcripts were thematically analyzed through open and axial coding to understand how students constructed their schemas of the academy.

Findings

Experiences and quotations of four participants are presented to describe the results of the transcripts. Participants' misaligned expectations of their graduate program's values and practices, coupled with a lack of agency and support, led them to see their graduate programs as antagonistic to their short- and long-term career success. Even for students who may likely persist through to PhD degree completion, the development of disenchantment dissuades students—even those who once desired a faculty career—from interest in the academy.

Conclusions

By understanding how disenchantment arose in our participants' experiences, we better understand how to equip students with resources that will help them navigate graduate programs. This research advances the literature by identifying underutilized opportunities to prepare students to cope with the challenges of engineering doctoral education.

背景鉴于自然减员率高以及对教师职业缺乏兴趣，了解工科博士生如何看待学术界和学术职业至关重要。目的/假设本研究旨在描述那些曾考虑离开其博士课程的工科学生对学术失去兴趣的发展过程。研究采用了模式理论来探讨学生如何通过他们的生活经历发展和演变他们的学术概念。设计/方法收集了来自美国研究密集型大学的 42 名研究生的数据，他们参加了半结构化定性访谈，调查了他们对研究生院的期望、经历、减员和坚持的考虑因素以及职业轨迹。我们通过开放式编码和轴向编码对访谈记录进行了主题分析，以了解学生是如何构建他们的学院图式的。研究结果本文介绍了四位参与者的经历和引文，以描述记录誊本的结果。参与者对他们研究生项目的价值观和实践的期望不一致，再加上缺乏代理和支持，导致他们认为他们的研究生项目与他们短期和长期的职业成功是对立的。即使是那些有可能坚持到博士毕业的学生，他们也会因为对研究生项目的失望而对学术界失去兴趣，即使是那些曾经希望从事教师职业的学生也不例外。结论通过了解我们的参与者是如何产生厌学情绪的，我们可以更好地理解如何为学生提供资源，帮助他们顺利完成研究生课程。这项研究发现了一些未被充分利用的机会，以帮助学生做好准备应对工程学博士教育的挑战，从而推动了相关文献的发展。

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引用次数: 0

Exploring how personal and program characteristics inform the experiences of engineering students abroad 探讨个人和项目特点如何影响国外工程专业学生的经历

IF 3.9 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2024-12-09 DOI: 10.1002/jee.20625

Kirsten A. Davis, David B. Knight

Background

As more universities seek to offer international experiences for engineering students, it is important to design such programs to effectively support student learning abroad. Previous research on study abroad has focused on a limited number of outcomes and therefore failed to consider the diversity of experiences students may have in the same program and the range of learning outcomes they may develop while abroad.

Purpose

We explored student experiences across multiple types of engineering study abroad programs to address the research question: How do the types of significant experiences students highlighted from their time abroad differ based on student and/or program characteristics?

Method

We interviewed 79 engineering students after completing their study abroad programs using the critical incident technique to identify significant experiences from their time abroad. We used multiple rounds of coding to characterize the critical incidents identified by students and then compared the frequency of our main themes across student and program characteristics.

Results

We found that student experiences differed across both personal and program characteristics, in particular students' prior travel experiences, program duration, and the destination's cultural distance from the United States.

Conclusions

Our findings can inform the design of global engineering programs, which should consider the impact of program characteristics on student experiences and employ a variety of pedagogies to accommodate differences in students' needs and prior experiences. We also argue that it is important to consider students' experiences more holistically in research and evaluation of global engineering programs.

随着越来越多的大学寻求为工科学生提供国际经验，设计这样的项目来有效地支持学生的海外学习是很重要的。以往关于出国留学的研究关注的是有限的结果，因此没有考虑到学生在同一个项目中可能拥有的经历的多样性，以及他们在国外可能发展的学习成果的范围。我们探讨了学生在多种类型的海外工程学习项目中的经历，以解决研究问题：学生在海外学习期间所强调的重要经历的类型如何根据学生和/或项目的特点而有所不同？方法采用关键事件技术对79名完成海外留学项目的工科学生进行访谈，找出他们在海外学习期间的重要经历。我们使用多轮编码来描述学生识别的关键事件，然后比较我们的主题在学生和项目特征中的频率。我们发现，学生的经历在个人和项目特征上都存在差异，特别是学生之前的旅行经历、项目持续时间以及目的地与美国的文化距离。我们的研究结果可以为全球工程专业的设计提供信息，他们应该考虑课程特征对学生体验的影响，并采用各种教学法来适应学生需求和先前经验的差异。我们还认为，在全球工程项目的研究和评估中，更全面地考虑学生的经历是很重要的。

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引用次数: 0

Assessing the impact of online collaborative problem solving on a calculus class for first-year engineering students: A communities of practice lens 评估在线协作解决问题对一年级工科学生微积分课的影响：一个实践镜头的社区

IF 3.9 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2024-12-02 DOI: 10.1002/jee.20622

Brayan Díaz, Daniela Luengo-Aravena, Pia Barahona, Patricio Felmer

Background

We examine the efficacy of an online collaborative problem-solving (CPS) teaching approach in academic performance and student connections with other peers, among first-year engineering calculus students at a Latin American university. Our research uses communities of practice (CoP) to emphasize the social nature of learning and the importance of participation and interaction within a community.

Methods

The work applies a quasi-experimental design and social network analysis (SNA). A total of 202 engineering students were instructed using CPS methodology (experimental group), while 380 students received traditional online teaching methods (control group) during one semester in the first calculus class for engineers.

Results

Results show no significant difference in the grades obtained between the experimental and control groups. However, students exposed to CPS reported a statistically significant higher passing rate, as well as larger and more significant academic and social connections. Additionally, SNA results suggest that CPS facilitated stronger peer connections and promoted a more equitable distribution of participation among students, particularly women, compared to students taught under traditional online teaching methods.

Conclusions

The study underscores the importance of fostering collaborative learning environments and highlights CPS as a strategy to enhance student performance and network formation. Findings suggest that CPS can improve academic outcomes and promote more equitable learning practices, potentially reducing dropout rates among women engineering students. These findings contribute to the ongoing efforts to address systematic biases and enhance learning experiences in engineering education.

本研究以一所拉丁美洲大学的一年级工程微积分学生为研究对象，考察了在线协作解决问题（CPS）教学方法在学习成绩和学生与其他同学联系方面的效果。我们的研究使用实践社区（CoP）来强调学习的社会性质以及社区内参与和互动的重要性。方法采用准实验设计和社会网络分析（SNA）。在第一学期的工程师微积分课上，共有202名工程学生使用CPS方法进行教学（实验组），380名学生使用传统的在线教学方法（对照组）。结果实验组与对照组的成绩无显著差异。然而，接触过CPS的学生报告了统计上显著更高的通过率，以及更大、更重要的学术和社会联系。此外，SNA结果表明，与传统的在线教学方法相比，CPS促进了更强的同伴联系，并促进了学生（特别是女性）更公平的参与分配。该研究强调了培养协作学习环境的重要性，并强调CPS是提高学生表现和网络形成的一种策略。研究结果表明，CPS可以提高学习成绩，促进更公平的学习实践，有可能降低女性工程专业学生的辍学率。这些发现有助于解决系统偏见和提高工程教育中的学习经验。

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引用次数: 0