Journal of Engineering Education最新文献

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

Group diversity, diversity beliefs, and group processes in a design course for engineering students 工科学生设计课程中的群体多样性、多样性信念和群体过程

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.20623

Cui Ping, Ad Kleingeld, Marloes Hendrickx, Sonja Rispens, Ruurd Taconis

Background

The engineering profession has changed dramatically, and engineers today must work in diverse (multidisciplinary or international) groups. As such, practice in diverse student groupwork can be beneficial to develop all-round skillsets. However, simply mixing students with different backgrounds into one group is not always effective in engineering group projects.

Purpose

This study investigates how a diverse student group composition is related to group processes and, subsequently, group output, and also to see whether students' positive diversity beliefs influence the relation between diverse student group composition and group processes.

Method

Multilevel analyses were performed on 124 groups to analyze associations between diversity in group compositions (nationality and gender diversity), group processes (task elaboration, shared understanding of the task, and trust in the group), and group outcomes (performance and satisfaction), at both the individual and group level. Positive diversity beliefs were included as moderators.

Results

We found negative group-level associations between nationality diversity and shared understanding of the task and trust in the group. On the individual level, we found students' relative positive diversity beliefs to be positively associated with their perceptions of all group processes, which, in turn, were positively associated with perceived group performance and satisfaction.

Conclusions

A student group with different nationalities may encounter challenges in group processes, although we did not find direct implications for group performance and group-level satisfaction. Individual student perceptions of group processes were more clearly associated with outcomes than group-level aggregates. To facilitate diverse student groupwork, educators need to pay attention to and enhance students' awareness of the value of working in a diverse group.

工程专业已经发生了巨大的变化，今天的工程师必须在不同的（多学科或国际）团队中工作。因此，在不同的学生小组工作中进行实践有助于培养全面的技能。然而，在工程小组项目中，简单地将不同背景的学生混合在一起并不总是有效的。本研究旨在探讨多元化的学生群体构成与群体过程以及群体产出之间的关系，并探讨学生积极的多样性信念是否会影响多元化的学生群体构成与群体过程之间的关系。方法对124个群体进行多水平分析，从个人和群体层面分析群体构成多样性（国籍和性别多样性）、群体过程多样性（任务阐述、对任务的共同理解和对群体的信任）和群体结果多样性（绩效和满意度）之间的关系。积极的多样性信念作为调节因素。结果在群体层面上，国籍多样性对任务的共同理解和对群体的信任呈负相关。在个体层面上，我们发现学生的相对积极的多样性信念与他们对所有群体过程的感知呈正相关，而群体过程的感知又与群体表现和满意度呈正相关。结论不同国籍的学生群体在群体过程中可能会遇到挑战，尽管我们没有发现群体表现和群体水平满意度的直接影响。学生个体对群体过程的感知与结果的关系比群体层面的总和更明显。为了促进多样化的学生小组工作，教育工作者需要关注并提高学生对多元化小组工作价值的认识。

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引用次数: 0

Building bridges to engineering interest: Connections between student perceptions of instructor actions and interest in engineering classes 建立对工程兴趣的桥梁：学生对教师行为的感知与对工程课程的兴趣之间的联系

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

Journal of Engineering Education

Pub Date : 2024-11-29 DOI: 10.1002/jee.20621

Ella Miesner, Diane L. Schallert

Background

Development of subject-matter interest can motivate long-term learning. Prior research indicates that what instructors do in learning environments and how students feel about their relationship to instructors influence students' learning via the motivational mechanism of interest. This study's research into instructor actions in online learning contexts and in student perceptions of relatedness and interest was inspired by the 21st century transition to online instruction accelerated by COVID-19.

Purpose/Hypothesis(es)

This study sought to determine links between student-perceived teaching presence and immediacy behaviors, perceptions of relatedness to the instructor, and course subject interest. We hypothesized that student interest develops from instructor actions mediated by perceptions of relatedness to the instructor.

Design/Method

Multiple methods were used to investigate associations between instructor actions in college-level engineering courses taught synchronously online and students' perceptions of relatedness to instructor and interest. Qualitative interviews with engineering instructors corroborated use of teaching presence and immediacy behaviors as constructs to describe online instructional actions. Quantitative surveys were administered to undergraduate students (n = 141) enrolled in synchronous, online engineering classes. Qualitative interviews with 10 students supplemented survey findings.

Results

Path modeling and regression models of results indicated that students' perceptions of teaching presence online, but not immediacy behaviors, were predictive of relatedness to instructor and situational interest in course content. Qualitative data corroborated the survey findings by giving voice to students' lived experience.

Conclusions

Synthesis of results suggests strategies that could develop teaching presence and enhance student perceptions of relatedness to instructors online, ultimately enhancing interest in engineering.

主题兴趣的发展可以激发长期学习。已有研究表明，教师在学习环境中的行为以及学生对教师关系的感受通过兴趣动机机制影响学生的学习。受新冠肺炎疫情加速的21世纪在线教学转型的启发，本研究对教师在在线学习环境中的行为以及学生对相关性和兴趣的看法进行了研究。目的/假设：本研究旨在确定学生感知的教学存在与即时性行为、与教师的关系感知和课程主题兴趣之间的联系。我们假设学生的兴趣是从教师的行为中发展起来的，而教师的行为是由与教师的关系感知所介导的。设计/方法采用多种方法调查大学水平的在线同步教学工程课程中教师行为与学生对教师关系和兴趣的感知之间的关系。与工程教师的定性访谈证实了使用教学在场和即时行为作为描述在线教学行为的结构。对同步在线工程课程的本科生（n = 141）进行了定量调查。对10名学生的定性访谈补充了调查结果。结果路径模型和回归模型结果表明，学生对在线教学存在感的感知，而不是即时行为，可以预测与教师的关系和对课程内容的情境兴趣。定性数据通过表达学生的生活经历证实了调查结果。结论：综合研究结果，我们提出了一些策略，可以提高教学存在感，增强学生对在线教师的归属感，最终提高他们对工程学的兴趣。

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引用次数: 0

Engineering students' interests in nonprofit and public policy careers: Applying a data-driven approach to identifying contributing factors 工科学生对非营利和公共政策职业的兴趣：运用数据驱动法确定促成因素

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

Journal of Engineering Education

Pub Date : 2024-11-14 DOI: 10.1002/jee.20620

Dayoung Kim, Andrew Katz

Background

Engineering students have an array of career opportunities they can pursue. Some of these opportunities will place them in different sectors of the economy. Whereas many may want to pursue careers in the private/corporate sector, there are important roles for engineers to play in the nonprofit/NGO sector and the public policy/government sector.

Purpose/Hypothesis

The aim of this research was to use a data-driven approach to understanding factors associated with engineering students' likelihood of pursuing careers in the nonprofit/NGO and public policy/government sectors.

Methods

We analyzed data from a national survey of final-year engineering students. We used a data-driven approach combining an ordinal random forest, projection predictive variable selection, and ordinal logistic regression analysis.

Results

The importance of certain factors in the students' career satisfaction (e.g., helping others, volunteering with a charity group) was the most predictive item for students pursuing careers in the nonprofit/NGO sector. The importance of making money was negatively associated with students pursuing careers in the nonprofit/NGO sector. Conversely, the students' interest in working on certain topics (e.g., terrorism and war, climate change) was the most predictive for those pursuing careers in the public policy/government sector. Certain academic majors were also positively associated with students' likelihood of joining the public policy/government sector. Job security was also an influential factor for pursuing careers in both sectors.

Conclusion

This study highlights important but understudied areas for workforce development in alternative career paths beyond the private sector, which could potentially contribute to broadening participation in engineering.

背景工程专业的学生有一系列的职业发展机会。其中一些机会会让他们进入不同的经济部门。许多人可能想在私营/公司部门发展，但工程师在非营利/非政府组织部门和公共政策/政府部门也可以发挥重要作用。目的/假设本研究旨在使用数据驱动法来了解与工科学生在非营利/非政府组织和公共政策/政府部门就业的可能性相关的因素。方法我们分析了一项针对工科学生毕业班学生的全国性调查数据。我们使用了一种数据驱动方法，该方法结合了序数随机森林、投射预测变量选择和序数逻辑回归分析。结果在学生的职业满意度中，某些因素的重要性（如帮助他人、在慈善团体做志愿者）是最能预测学生在非营利组织/非政府组织部门就业的项目。赚钱的重要性与学生从事非营利/非政府组织行业的职业负相关。相反，学生对某些主题（如恐怖主义和战争、气候变化）的兴趣对从事公共政策/政府部门工作的学生最有预测性。某些学术专业也与学生加入公共政策/政府部门的可能性呈正相关。工作保障也是从事这两个行业的一个影响因素。结论本研究强调了在私营部门以外的其他职业道路上劳动力发展的重要但研究不足的领域，这有可能有助于扩大对工程学的参与。

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引用次数: 0

The Undergraduate Engineering Mental Health Help-Seeking Instrument (UE-MH-HSI): Development and validity evidence 本科生工程学心理健康求助工具（UE-MH-HSI）：开发与有效性证据

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

Journal of Engineering Education

Pub Date : 2024-10-14 DOI: 10.1002/jee.20615

Joseph H. Hammer, Courtney J. Wright, Melanie E. Miller, Sarah A. Wilson

Background

Undergraduate engineering students experiencing distress are less likely than peers to ask for professional help. A population-specific instrument to facilitate the identification of factors that influence mental healthcare utilization could guide development and testing of interventions to increase help seeking.

Purpose

We used mixed methods guided by the Integrated Behavioral Model (IBM) to develop and evaluate the Undergraduate Engineering Mental Health Help-Seeking Instrument (UE-MH-HSI).

Method

First, we adapted existing measures of mental health help-seeking intention and mechanisms (i.e., attitudes, perceived norm: injunctive, perceived norm: descriptive, personal agency: autonomy, personal agency: capacity). Second, we coded qualitative interviews (N = 33) to create population-specific mental health help-seeking belief measures (i.e., outcome beliefs, experiential beliefs, beliefs about others' expectations, beliefs about others' behavior, beliefs about barriers and facilitators). Third, we tested the psychometric properties using data from 596 undergraduate engineering students at a historically White, research-focused institution in southern United States.

Results

Psychometric analyses indicated that (1) help-seeking mechanism and intention measures demonstrated unidimensionality, internal consistency, construct replicability, and sufficient variability; (2) mechanism measures demonstrated criterion evidence of validity; and (3) most items within the belief measures demonstrated sufficient variability and convergent evidence of validity.

Conclusions

The UE-MH-HSI is an evidence-based tool for investigating mental health help-seeking factors and their relationship to help-seeking behavior, well-being, academic success, and engineering identity formation. Guidelines for use are provided.

背景工程学专业的本科生在遇到困难时寻求专业帮助的可能性低于同龄人。如果能有一个针对特定人群的工具来帮助识别影响心理保健利用率的因素，就能指导干预措施的开发和测试，从而提高求助率。目的我们采用综合行为模型（IBM）指导下的混合方法，开发并评估了本科生工程学心理健康求助工具（UE-MH-HSI）。方法首先，我们改编了现有的心理健康求助意向和机制测量方法（即态度、感知规范：强制性、感知规范：描述性、个人代理：自主性、个人代理：能力）。其次，我们对定性访谈（N = 33）进行了编码，以创建针对特定人群的心理健康求助信念测量指标（即结果信念、经验信念、对他人期望的信念、对他人行为的信念、对障碍和促进因素的信念）。第三，我们使用美国南部一所历史悠久、以研究为主的白人院校的 596 名工科本科生的数据，测试了心理测量特性。结果心理测量分析表明：(1) 求助机制和意向测量具有单维性、内部一致性、结构可复制性和足够的变异性；(2) 求助机制测量具有标准效度证据；(3) 求助意向测量中的大多数项目具有足够的变异性和收敛效度证据。结论 UE-MH-HSI 是一种以证据为基础的工具，可用于调查心理健康求助因素及其与求助行为、幸福感、学业成功和工程身份形成之间的关系。现提供使用指南。

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引用次数: 0

How can I help move my manuscript smoothly through the review process? 如何帮助稿件顺利通过审查？

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

Journal of Engineering Education

Pub Date : 2024-10-10 DOI: 10.1002/jee.20618

Joyce B. Main, David B. Knight

We hope that these questions to consider will be helpful as you prepare your next manuscript for submission to JEE. Perhaps another avenue to maximize the success of the papers you author that is often overlooked is to serve as a reviewer. Indeed, reviewing is an important aspect of being a part of a research community. In our March 2024 editorial, we highlighted some tips for reviewers (Knight & Main, 2024). Through reviewing and authoring scholarly works, we engage with our engineering education and larger communities in the exchange of ideas and dissemination of high-quality research that has potential for change and transformation.

我们希望这些需要考虑的问题能对您准备向 JEE 投稿的下一篇稿件有所帮助。也许还有一种途径可以最大限度地提高您所撰写论文的成功率，但这种途径往往被忽视，那就是担任审稿人。事实上，审稿是加入研究团体的一个重要方面。在我们 2024 年 3 月的社论中，我们强调了给审稿人的一些建议（Knight & Main, 2024）。通过审查和撰写学术著作，我们与工程教育界和更大的社区进行了思想交流，并传播了具有变革和转型潜力的高质量研究成果。

引用次数: 0

Reasons and root causes: Conventional characterizations of doctoral engineering attrition obscure underlying structural issues 原因和根源：对工程学博士流失的传统描述掩盖了潜在的结构性问题

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

Journal of Engineering Education

Pub Date : 2024-10-04 DOI: 10.1002/jee.20619

Gabriella M. Sallai, Catherine G. P. Berdanier

Background

Although most engineering graduate students are funded and usually complete their degrees faster than other disciplines, attrition remains a problem in engineering. Existing research has explored the psychological and sociological factors contributing to attrition but not the structural factors impacting attrition.

Purpose/Hypothesis

Using systems theory, this study seeks to understand nuance in how underlying structural causes affect engineering graduate students' attrition experiences in ways that may differ from their official reasons for departure.

Design/Methods

Data were collected through semi-structured interviews with seven departing or already departed engineering doctoral students from R1 graduate programs across the United States. Using thematic analysis, root cause analyses were conducted to understand participants' attrition experiences to explore how structures influence causes of departure.

Results

The ways participants discuss root causes of their departure indicate differences in formal reasons for departure and underlying causes of departure. We highlight the role of informal and formal policy as root causes of a different attrition rationale often passed off as interpersonal issues. When interpreted as evidence of structural issues, the causes of departure show ways in which action–inaction, policy–“null” policy serve as structural features governing student attrition decision processes. We also highlight a form of benign neglect toward struggling graduate students.

Conclusion

This study reveals important nuances underlying face-value reasons of attrition indicating foundational structural issues contributing to engineering graduate student attrition. Coaching faculty in team management and encouraging close revision of departmental policies could help mitigate students' negative graduate experiences and decrease unnecessary attrition.

背景尽管大多数工科研究生都得到了资助，而且通常比其他学科的学生更快地完成学业，但工科研究生的流失仍然是一个问题。现有研究探讨了导致自然减员的心理和社会学因素，但没有探讨影响自然减员的结构性因素。目的/假设本研究运用系统理论，试图了解潜在的结构性原因对工科研究生自然减员经历的细微影响，这些影响可能不同于他们正式离职的原因。设计/方法通过对来自美国 R1 个研究生项目的七名即将或已经离校的工科博士生进行半结构化访谈收集数据。通过主题分析、根本原因分析来了解参与者的流失经历，从而探索结构如何影响离职原因。结果参与者讨论离职根本原因的方式表明，正式离职原因和潜在离职原因存在差异。我们强调了非正式和正式政策的作用，它们是造成不同自然减员理由的根本原因，而这些理由往往被认为是人际关系问题。当被解释为结构性问题的证据时，离校原因显示了行动--行动、政策--"无效 "政策作为支配学生流失决策过程的结构性特征的方式。我们还强调了一种对陷入困境的研究生的善意忽视。结论本研究揭示了导致研究生流失的表面原因背后的重要细微差别，指出了导致工科研究生流失的根本性结构问题。对教师进行团队管理方面的指导，并鼓励他们对系里的政策进行仔细修订，可以帮助减轻学生的负面研究生经历，减少不必要的流失。

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引用次数: 0

Special issue on systematic reviews and meta-analyses in engineering education: Highlights and future research directions 工程学教育系统综述和元分析特刊：亮点和未来研究方向

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

Journal of Engineering Education

Pub Date : 2024-09-19 DOI: 10.1002/jee.20613

Olusola O. Adesope

It gives me great pleasure to explore and synthesize the unique and synergistic contributions of 14 articles for this important special issue, as well as to set future directions for the field of engineering education. Given that evidence-based syntheses help shape key research advances in the medical, psychological, and educational fields, we sought papers that used state-of-the-art methods for systematic reviews and meta-analyses to explore fundamental topics in engineering education. We received many excellent manuscripts, and eventually accepted 14 for this special issue. They cover a range of topics, including reading and writing in engineering, the use of concept maps for assessment in engineering, and other key topics. Most papers used systematic review methods, while three used scoping reviews and bibliometric methods. However, none used meta-analysis. Although this is surprising, it presents an opportunity to call for more rigorous experimental and quantitative research on key topics in engineering education. Experimental studies can uncover cause and effect relationships and enable researchers to draw inferences more easily. While I advocate for all traditions of rigorous research, the collection of reviews in this special issue points to a pressing need for more experimental studies in the field of engineering education.

我很高兴能为这期重要的特刊探讨和综合 14 篇文章的独特和协同贡献，并为工程教育领域确定未来的发展方向。基于证据的综述有助于塑造医学、心理学和教育领域的关键研究进展，因此我们征集使用最先进的系统综述和荟萃分析方法探讨工程教育基本主题的论文。我们收到了许多优秀稿件，最终本特刊接受了 14 篇。这些稿件涵盖了一系列主题，包括工程学中的阅读与写作、在工程学评估中使用概念图以及其他重要主题。大多数论文使用了系统综述方法，三篇使用了范围综述和文献计量学方法。但是，没有一篇采用荟萃分析法。尽管这种情况令人吃惊，但它提供了一个机会，呼吁对工程教育中的关键课题进行更严格的实验和定量研究。实验研究可以发现因果关系，使研究人员更容易得出推论。虽然我提倡所有传统的严谨研究，但本特刊收集的综述表明，工程教育领域迫切需要更多的实验研究。

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