Leonard Taylor Jr., Margaret Mastrogiovanni, Joni M. Lakin, Virginia Davis
Background
Engineering-oriented bridge programs and camps are popular strategies for broadening participation. The students who often serve as counselors and mentors in these programs are integral to their success.
Purpose
Predicated on the belief that mentoring contributes to positive outcomes for the mentors themselves, we sought to understand how undergraduate student mentors approached and experienced their work with a 6-day overnight, NSF-sponsored youth engineering camp (YEC). This study was guided by the question: How did YEC camp counselors approach and experience their roles as mentors?
Design/Methods
We conducted an exploratory qualitative study of four Black undergraduate engineering students' experiences with and approaches to near-peer mentorship in the YEC program. Data consisted of transcripts from two post-program interviews and one written reflection from each participant. We analyzed data through abductive coding and the funds of knowledge framework.
Results
Through subsequent interpretation of code categories, we found YEC mentors: (1) engaged in altruistic motivations as YEC mentors, (2) leveraged previous experiences to guide their approaches to mentorship, and (3) engaged in self-directed learning and development.
Conclusions
This study highlights the knowledge and strategies that YEC mentors drew upon in their roles, and how they sought and achieved various personal, academic, and professional benefits. Insights from this study illustrate how near-peer mentors can support their and others' engineering aspirations.
{"title":"Give and gain: Black engineering students as near-peer mentors","authors":"Leonard Taylor Jr., Margaret Mastrogiovanni, Joni M. Lakin, Virginia Davis","doi":"10.1002/jee.20520","DOIUrl":"https://doi.org/10.1002/jee.20520","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Engineering-oriented bridge programs and camps are popular strategies for broadening participation. The students who often serve as counselors and mentors in these programs are integral to their success.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>Predicated on the belief that mentoring contributes to positive outcomes for the mentors themselves, we sought to understand how undergraduate student mentors approached and experienced their work with a 6-day overnight, NSF-sponsored youth engineering camp (YEC). This study was guided by the question: How did YEC camp counselors approach and experience their roles as mentors?</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Methods</h3>\u0000 \u0000 <p>We conducted an exploratory qualitative study of four Black undergraduate engineering students' experiences with and approaches to near-peer mentorship in the YEC program. Data consisted of transcripts from two post-program interviews and one written reflection from each participant. We analyzed data through abductive coding and the funds of knowledge framework.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Through subsequent interpretation of code categories, we found YEC mentors: (1) engaged in altruistic motivations as YEC mentors, (2) leveraged previous experiences to guide their approaches to mentorship, and (3) engaged in self-directed learning and development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This study highlights the knowledge and strategies that YEC mentors drew upon in their roles, and how they sought and achieved various personal, academic, and professional benefits. Insights from this study illustrate how near-peer mentors can support their and others' engineering aspirations.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"112 2","pages":"365-381"},"PeriodicalIF":3.4,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50119952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Black engineering graduate students represent a critical and understudied population in engineering education. Gaining an understanding of the lived experiences of Black engineering graduate students while they are simultaneously weathering two pandemics, COVID-19 and systemic racism, is of paramount importance.
Purpose/Hypothesis
Black engineering graduate students hold a unique duality, as both Black people in the United States and Black graduate students in US engineering programs that espouse white supremacist ideals. Their real-world experiences necessitate understanding, and this paper highlights the related impact on the students themselves, their adaptations to the pandemics, and how those adaptations relate to and affect their support needs and navigation of their engineering academic environments.
Design/Method
An interpretive phenomenological analysis (IPA) approach was combined with community-based participatory action research and was situated in Boykin's Triple Quandary. A family check-in was conducted with 10 Black engineering graduate students enrolled in doctoral programs across the country to delve deep into their lived experience as a cultural community.
Results
Findings include an emergent framework of Black engineering graduate student values in response to the pandemics. These values aligned with the Black Cultural Ethos, demonstrating an adoption of collectivistic cultural values in times of crises. Further, COVID-19 and systemic racism differentially impacted Black engineering graduate students and, thus, the manifestations of their values.
Conclusion
For institutions to be able to effectively support their Black engineering graduate students, they must gain awareness of the students' experiences, values, and needs, in general, and amid crises specifically. The findings presented here provide a critical window into this information.
{"title":"“The lab isn't life”: Black engineering graduate students reprioritize values at the intersection of two pandemics","authors":"Brooke Coley, Katreena Thomas","doi":"10.1002/jee.20518","DOIUrl":"https://doi.org/10.1002/jee.20518","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Black engineering graduate students represent a critical and understudied population in engineering education. Gaining an understanding of the lived experiences of Black engineering graduate students while they are simultaneously weathering two pandemics, COVID-19 and systemic racism, is of paramount importance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose/Hypothesis</h3>\u0000 \u0000 <p>Black engineering graduate students hold a unique duality, as both Black people in the United States and Black graduate students in US engineering programs that espouse white supremacist ideals. Their real-world experiences necessitate understanding, and this paper highlights the related impact on the students themselves, their adaptations to the pandemics, and how those adaptations relate to and affect their support needs and navigation of their engineering academic environments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>An interpretive phenomenological analysis (IPA) approach was combined with community-based participatory action research and was situated in Boykin's Triple Quandary. A family check-in was conducted with 10 Black engineering graduate students enrolled in doctoral programs across the country to delve deep into their lived experience as a cultural community.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Findings include an emergent framework of Black engineering graduate student values in response to the pandemics. These values aligned with the Black Cultural Ethos, demonstrating an adoption of collectivistic cultural values in times of crises. Further, COVID-19 and systemic racism differentially impacted Black engineering graduate students and, thus, the manifestations of their values.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>For institutions to be able to effectively support their Black engineering graduate students, they must gain awareness of the students' experiences, values, and needs, in general, and amid crises specifically. The findings presented here provide a critical window into this information.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"112 2","pages":"542-564"},"PeriodicalIF":3.4,"publicationDate":"2023-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20518","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50119729","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}
Karen Miel, Rebecca D. Swanson, Merredith Portsmore, Kelli M. Paul, Elizabeth A. Moison, Jungsun Kim, Adam V. Maltese
Background
Despite the prevalence and potential of K–12 engineering outreach programs, the moment-to-moment dynamics of outreach educators' facilitation of engineering learning experiences are understudied. There is a need to identify outreach educators' teaching moves and to explore the implications of these moves.
Purpose/Hypothesis
We offer a preliminary framework for characterizing engineering outreach educators' teaching moves in relation to principles of ambitious instruction. This study describes outreach educators' teaching moves and identifies learning opportunities afforded by these moves.
Design/Method
Through discourse analysis of video recordings of a university-led engineering outreach program, we identified teaching moves of novice engineering outreach educators in interaction with elementary student design teams. We considered 18 outreach educators' teaching moves through a lens of ambitious instruction.
Results
In small group interactions, outreach educators used ambitious, conservative, and inclusive teaching moves. These novice educators utilized talk moves that centered students' ideas and agency. Ambitious moves included two novel teaching moves: design check-ins and revoicing tangible manifestations of students' ideas. Ambitious moves offered students opportunities to engage in engineering design. Conservative moves provided opportunities for students to make technical and affective progress, and to experience engineering norms.
Conclusions
Our work is formative in describing engineering outreach educators' teaching moves and points to outreach educators' capability in using ambitious moves. Ambitious engineering instruction may be a useful framework for designing engineering outreach to support students' participation and progress in engineering design. Additionally, conservative teaching moves, typically considered constraining, may support productive student affect and engagement in engineering design.
{"title":"Characterizing engineering outreach educators' talk moves: An exploratory framework","authors":"Karen Miel, Rebecca D. Swanson, Merredith Portsmore, Kelli M. Paul, Elizabeth A. Moison, Jungsun Kim, Adam V. Maltese","doi":"10.1002/jee.20514","DOIUrl":"https://doi.org/10.1002/jee.20514","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Despite the prevalence and potential of K–12 engineering outreach programs, the moment-to-moment dynamics of outreach educators' facilitation of engineering learning experiences are understudied. There is a need to identify outreach educators' teaching moves and to explore the implications of these moves.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose/Hypothesis</h3>\u0000 \u0000 <p>We offer a preliminary framework for characterizing engineering outreach educators' teaching moves in relation to principles of ambitious instruction. This study describes outreach educators' teaching moves and identifies learning opportunities afforded by these moves.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>Through discourse analysis of video recordings of a university-led engineering outreach program, we identified teaching moves of novice engineering outreach educators in interaction with elementary student design teams. We considered 18 outreach educators' teaching moves through a lens of ambitious instruction.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>In small group interactions, outreach educators used ambitious, conservative, and inclusive teaching moves. These novice educators utilized talk moves that centered students' ideas and agency. Ambitious moves included two novel teaching moves: design check-ins and revoicing tangible manifestations of students' ideas. Ambitious moves offered students opportunities to engage in engineering design. Conservative moves provided opportunities for students to make technical and affective progress, and to experience engineering norms.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Our work is formative in describing engineering outreach educators' teaching moves and points to outreach educators' capability in using ambitious moves. Ambitious engineering instruction may be a useful framework for designing engineering outreach to support students' participation and progress in engineering design. Additionally, conservative teaching moves, typically considered constraining, may support productive student affect and engagement in engineering design.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"112 2","pages":"337-364"},"PeriodicalIF":3.4,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20514","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50155578","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}
The experiences of students and professionals with disabilities are routinely excluded from scholarly and policy debates about equity in engineering. Emergent research suggests that engineering is particularly ableist, yet systematic accounts of the possible exclusion and devaluation faced by engineers with disabilities are largely missing.
Purpose/Hypothesis
This paper asks, do engineers with disabilities have more negative interpersonal experiences in engineering classrooms and workplaces than those without disabilities? Utilizing a social relational model of disability, I hypothesize that engineers with physical disabilities and chronic and mental illness are more likely to experience exclusion and professional devaluation than their peers and, partly as a result, have lower persistence intentions.
Data/Methods
The paper uses survey data from 1729 students enrolled in eight US engineering programs (American Society for Engineering Education Diversity and Inclusion Survey) and 8321 US-employed engineers (Science, Technology, Engineering, and Math Inclusion Study Survey). Analyses use regression, mediation, and intersectional approaches.
Results
Consistent with expectations, engineering students and professionals with disabilities are less likely than their peers to experience social inclusion and professional respect at school and work. Students with disabilities are more likely to intend to leave their engineering programs and professionals with disabilities are more likely to have thought about leaving their engineering jobs compared to peers, and their greater risks of encountering interpersonal bias help account for these differences. Analyses also reveal intersectional variation by gender and race/ethnicity.
Conclusion
These results suggest that engineering harbors widespread ableism across education and work. The findings demand more scholarly attention to the social, cultural, and physical barriers that block people with disabilities from full and equal participation in engineering.
{"title":"Engineering ableism: The exclusion and devaluation of engineering students and professionals with physical disabilities and chronic and mental illness","authors":"Erin A. Cech","doi":"10.1002/jee.20522","DOIUrl":"10.1002/jee.20522","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The experiences of students and professionals with disabilities are routinely excluded from scholarly and policy debates about equity in engineering. Emergent research suggests that engineering is particularly ableist, yet systematic accounts of the possible exclusion and devaluation faced by engineers with disabilities are largely missing.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose/Hypothesis</h3>\u0000 \u0000 <p>This paper asks, do engineers with disabilities have more negative interpersonal experiences in engineering classrooms and workplaces than those without disabilities? Utilizing a social relational model of disability, I hypothesize that engineers with physical disabilities and chronic and mental illness are more likely to experience exclusion and professional devaluation than their peers and, partly as a result, have lower persistence intentions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Data/Methods</h3>\u0000 \u0000 <p>The paper uses survey data from 1729 students enrolled in eight US engineering programs (American Society for Engineering Education Diversity and Inclusion Survey) and 8321 US-employed engineers (Science, Technology, Engineering, and Math Inclusion Study Survey). Analyses use regression, mediation, and intersectional approaches.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Consistent with expectations, engineering students and professionals with disabilities are less likely than their peers to experience <i>social inclusion</i> and <i>professional respect</i> at school and work. Students with disabilities are more likely to <i>intend to leave their engineering programs</i> and professionals with disabilities are more likely to have <i>thought about leaving their engineering jobs</i> compared to peers, and their greater risks of encountering interpersonal bias help account for these differences. Analyses also reveal intersectional variation by gender and race/ethnicity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>These results suggest that engineering harbors widespread ableism across education and work. The findings demand more scholarly attention to the social, cultural, and physical barriers that block people with disabilities from full and equal participation in engineering.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"112 2","pages":"462-487"},"PeriodicalIF":3.4,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10544659/pdf/nihms-1932057.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41154283","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}
Jerrod A. Henderson, Waldemiro Junqueira, Le Shorn S. Benjamin, Erik M. Hines, Jeannette D. Alarcón, Jared L. Davis, Sebastian Cavazos
Background
Though minoritized undergraduate engineering students earn less than 25% of engineering bachelor's degrees, minority-serving institutions (MSIs) are leading the way in producing a large percentage of those underrepresented engineering bachelor's degree holders. However, much of the published research about the experiences of underrepresented engineering students occurs within the context of predominantly White institutions. Upon deeper inspection into the apparent success of some MSIs, graduation rates of specific minoritized populations (e.g., Black students) remain critically low. This suggests that there is more to be learned about how to better support Black engineering students' success.
Purpose
We explored the experiences of Black undergraduate engineering students at a large public doctoral university with very high research activity.
Design/Method
We used interpretative phenomenological analysis to understand the experiences of eight participants.
Findings
We inductively developed two themes to describe how Black engineering students experience success at a Hispanic-serving institution, which include building success networks and implementing rules of engagement.
Conclusion
Participants enacted their cultural capital to construct their circles of success through the intentional engagement of others, resources, and themselves to realize success. This work sheds light on how Black students describe what it means to be successful in their engineering environment.
{"title":"Circle of success—An interpretative phenomenological analysis of how Black engineering students experience success","authors":"Jerrod A. Henderson, Waldemiro Junqueira, Le Shorn S. Benjamin, Erik M. Hines, Jeannette D. Alarcón, Jared L. Davis, Sebastian Cavazos","doi":"10.1002/jee.20509","DOIUrl":"https://doi.org/10.1002/jee.20509","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Though minoritized undergraduate engineering students earn less than 25% of engineering bachelor's degrees, minority-serving institutions (MSIs) are leading the way in producing a large percentage of those underrepresented engineering bachelor's degree holders. However, much of the published research about the experiences of underrepresented engineering students occurs within the context of predominantly White institutions. Upon deeper inspection into the apparent success of some MSIs, graduation rates of specific minoritized populations (e.g., Black students) remain critically low. This suggests that there is more to be learned about how to better support Black engineering students' success.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>We explored the experiences of Black undergraduate engineering students at a large public doctoral university with very high research activity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>We used interpretative phenomenological analysis to understand the experiences of eight participants.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>We inductively developed two themes to describe how Black engineering students experience success at a Hispanic-serving institution, which include building success networks and implementing rules of engagement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Participants enacted their cultural capital to construct their circles of success through the intentional engagement of others, resources, and themselves to realize success. This work sheds light on how Black students describe what it means to be successful in their engineering environment.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"112 2","pages":"403-417"},"PeriodicalIF":3.4,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20509","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50147293","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}
Brianna Benedict McIntyre, Jacqueline Rohde, Herman Ronald Clements, Allison Godwin
Background
The COVID-19 pandemic has highlighted, exacerbated, and caused many challenges within engineering education. At the same time, the pandemic provided opportunities for engineering educators to learn from forced change to promote strategic efforts to improve classroom engagement and connection to better support engineering students.
Purpose
We leveraged students' stories to discuss ways university administrators, faculty, and instructors can better support their students during times of global crisis and beyond the current pandemic.
Design/Method
We conducted longitudinal narrative interviews with four White women engineering students from different universities in their third and fourth years. The students were selected from a larger research project because their rich and reflective stories resonated with other participant narratives, the research team, and ongoing conversations about educating during and after the COVID-19 pandemic. Through narrative inquiry, we constructed “restoryed” vignettes and identified patterns within the four students' distinctive stories by drawing on a theoretical framework designed to examine connection and alienation.
Results
The findings provided insights into how students were stressed and disconnected from their education in undesirable ways. The findings also provide insight into how those same students received support and maintained a connection to their institution, advisors, and instructors that educators could emulate.
Conclusions
Our theoretical framework of connection and alienation proved helpful for understanding the experiences of four engineering students. Additionally, these stories provide practical examples of how faculty and staff can support student connections beyond the pandemic.
{"title":"Connection and alienation during the COVID-19 pandemic: The narratives of four engineering students","authors":"Brianna Benedict McIntyre, Jacqueline Rohde, Herman Ronald Clements, Allison Godwin","doi":"10.1002/jee.20519","DOIUrl":"https://doi.org/10.1002/jee.20519","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The COVID-19 pandemic has highlighted, exacerbated, and caused many challenges within engineering education. At the same time, the pandemic provided opportunities for engineering educators to learn from forced change to promote strategic efforts to improve classroom engagement and connection to better support engineering students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>We leveraged students' stories to discuss ways university administrators, faculty, and instructors can better support their students during times of global crisis and beyond the current pandemic.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>We conducted longitudinal narrative interviews with four White women engineering students from different universities in their third and fourth years. The students were selected from a larger research project because their rich and reflective stories resonated with other participant narratives, the research team, and ongoing conversations about educating during and after the COVID-19 pandemic. Through narrative inquiry, we constructed “restoryed” vignettes and identified patterns within the four students' distinctive stories by drawing on a theoretical framework designed to examine connection and alienation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The findings provided insights into how students were stressed and disconnected from their education in undesirable ways. The findings also provide insight into how those same students received support and maintained a connection to their institution, advisors, and instructors that educators could emulate.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Our theoretical framework of connection and alienation proved helpful for understanding the experiences of four engineering students. Additionally, these stories provide practical examples of how faculty and staff can support student connections beyond the pandemic.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"112 2","pages":"521-541"},"PeriodicalIF":3.4,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50146728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Anita Patrick, Madison Andrews, Catherine Riegle-Crumb, Meagan R. Kendall, John Bachman, Vignesh Subbian
Background
Retaining women and racially minoritized individuals in engineering programs has been a subject of widespread discussion and investigation. While the sense of belonging and its link to retention have been studied based on student characteristics, there is an absence of studies investigating the importance of students' social identities to their sense of belonging in engineering.
Purpose/Hypothesis
This study examines differences in race/ethnic identity centrality, gender identity centrality, and sense of belonging in engineering by subgroups of undergraduate engineering students at Hispanic-Serving Institutions (HSIs). Subsequently, it examines the extent to which these identity centralities predict a sense of belonging in engineering for each subgroup.
Design/Method
Survey data was collected from 903 Latinx and 452 White undergraduate engineering students from seven HSIs across the continental United States. Multivariate analysis of variance and sequential multivariate linear regression were used to evaluate the research questions.
Results
Latinx students had higher identity centralities but a similar sense of belonging in the engineering community as White students. Latinos and Latinas had an equivalent sense of belonging in engineering, whereas White women were higher than White men. In the full models, race/ethnic identity centrality significantly, and positively predicted a sense of belonging in engineering for Latinos and White women. Gender identity centrality was not a significant predictor of a sense of belonging in engineering for either Latinx or White students.
Conclusions
Race/ethnic and gender identity centrality are differentially important to the sense of belonging in engineering for students at Hispanic-Serving Institutions based on their group membership at the intersection of race and gender.
{"title":"Sense of belonging in engineering and identity centrality among undergraduate students at Hispanic-Serving Institutions","authors":"Anita Patrick, Madison Andrews, Catherine Riegle-Crumb, Meagan R. Kendall, John Bachman, Vignesh Subbian","doi":"10.1002/jee.20510","DOIUrl":"https://doi.org/10.1002/jee.20510","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Retaining women and racially minoritized individuals in engineering programs has been a subject of widespread discussion and investigation. While the sense of belonging and its link to retention have been studied based on student characteristics, there is an absence of studies investigating the importance of students' social identities to their sense of belonging in engineering.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose/Hypothesis</h3>\u0000 \u0000 <p>This study examines differences in race/ethnic identity centrality, gender identity centrality, and sense of belonging in engineering by subgroups of undergraduate engineering students at Hispanic-Serving Institutions (HSIs). Subsequently, it examines the extent to which these identity centralities predict a sense of belonging in engineering for each subgroup.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>Survey data was collected from 903 Latinx and 452 White undergraduate engineering students from seven HSIs across the continental United States. Multivariate analysis of variance and sequential multivariate linear regression were used to evaluate the research questions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Latinx students had higher identity centralities but a similar sense of belonging in the engineering community as White students. Latinos and Latinas had an equivalent sense of belonging in engineering, whereas White women were higher than White men. In the full models, race/ethnic identity centrality significantly, and positively predicted a sense of belonging in engineering for Latinos and White women. Gender identity centrality was not a significant predictor of a sense of belonging in engineering for either Latinx or White students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Race/ethnic and gender identity centrality are differentially important to the sense of belonging in engineering for students at Hispanic-Serving Institutions based on their group membership at the intersection of race and gender.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"112 2","pages":"316-336"},"PeriodicalIF":3.4,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20510","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50147008","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}
Elif Eda Miskioğlu, Caitlyn Aaron, Caroline Bolton, Kaela M. Martin, Madeline Roth, Sanjeev M. Kavale, Adam R. Carberry
Background
A defining characteristic of expertise is the use of intuition to navigate tasks. The construct of intuition and its importance is well-studied in other disciplines, but little is known about how it translates to engineering. Existing literature on intuition does not clearly define the construct and its relationship to problem solving, which creates a substantial gap in our understanding of intuition and its applicability to engineering.
Purpose
This study's purpose is to better understand the relationship between expertise, decision-making, and intuition from the perspective of engineering practitioners. We additionally seek to define engineering intuition from this same perspective.
Design/Methods
Seventeen semi-structured interviews were conducted with engineering practitioners with at least 6 years of experience. Sensitizing concepts tied to models of expertise development and dual process cognition were used to guide the study's design and data analysis. Iterative qualitative analysis culminating in code mapping supported the development of a definition and theory of engineering intuition.
Results
This study's result is an emergent definition of engineering intuition and a complementary framework called Leveraging Intuition Toward Engineering Solutions (LITES). LITES uniquely situates intuition as part of the problem-solving process among experienced engineering practitioners and describes how practitioners use their intuition.
Conclusions
This work advances knowledge of the relationship between intuition and expertise in engineering education by providing a definition of engineering intuition and a framework describing intuition's role in engineering problem solving. This contribution furthers efforts to equip current and future engineers with the necessary skills to navigate existing and upcoming societal challenges.
{"title":"Situating intuition in engineering practice","authors":"Elif Eda Miskioğlu, Caitlyn Aaron, Caroline Bolton, Kaela M. Martin, Madeline Roth, Sanjeev M. Kavale, Adam R. Carberry","doi":"10.1002/jee.20521","DOIUrl":"https://doi.org/10.1002/jee.20521","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>A defining characteristic of expertise is the use of intuition to navigate tasks. The construct of intuition and its importance is well-studied in other disciplines, but little is known about how it translates to engineering. Existing literature on intuition does not clearly define the construct and its relationship to problem solving, which creates a substantial gap in our understanding of intuition and its applicability to engineering.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>This study's purpose is to better understand the relationship between expertise, decision-making, and intuition from the perspective of engineering practitioners. We additionally seek to define engineering intuition from this same perspective.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Methods</h3>\u0000 \u0000 <p>Seventeen semi-structured interviews were conducted with engineering practitioners with at least 6 years of experience. Sensitizing concepts tied to models of expertise development and dual process cognition were used to guide the study's design and data analysis. Iterative qualitative analysis culminating in code mapping supported the development of a definition and theory of engineering intuition.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>This study's result is an emergent definition of engineering intuition and a complementary framework called Leveraging Intuition Toward Engineering Solutions (LITES). LITES uniquely situates intuition as part of the problem-solving process among experienced engineering practitioners and describes how practitioners use their intuition.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This work advances knowledge of the relationship between intuition and expertise in engineering education by providing a definition of engineering intuition and a framework describing intuition's role in engineering problem solving. This contribution furthers efforts to equip current and future engineers with the necessary skills to navigate existing and upcoming societal challenges.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"112 2","pages":"418-444"},"PeriodicalIF":3.4,"publicationDate":"2023-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20521","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50143557","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}
Trina L. Fletcher, Jay P. Jefferson, Brittany Boyd, Sung Eun Park, Lesia Crumpton-Young
Background
COVID-19 has spurred a global crisis that has disrupted everyday lives and impacted the traditional methods, experiences, and abilities of higher education institutions' students, faculty, and staff, especially at Historically Black Colleges and Universities (HBCUs).
Purpose/Hypothesis
Given the pressing need demonstrated by the National Academies to advance the utilization of science, technology, engineering, and mathematics (STEM) education at HBCUs, this study aimed to explore the abrupt transition to remote teaching and learning at HBCUs guided by the following research question: How has COVID-19 impacted the success and persistence of engineering students, faculty, and staff at HBCUs?
Design/Methods
Three surveys were developed, tested, piloted, and sent to HBCU stakeholders using a snowball sampling approach via email and social media outreach.
Results
Of the 171 student respondents (126 engineering majors), 79% agreed that not being able to access faculty in person affected their academic performance. Additionally, across all HBCU stakeholders' surveys, students had a statistically significant higher response when asked if the transition to virtual learning increased their overall levels of stress and anxiety.
Conclusions
During a global pandemic, HBCUs continue to provide a culture of support and inclusion for students, faculty, and staff in engineering. Increased stress levels experienced by students indicate that a safe and adequate transition back to campus is essential for their social and academic persistence. Due to the well-documented inequities HBCUs faced before the pandemic, the impact of this unprecedented on their continued contributions toward broadening participation in engineering for students should be further explored.
{"title":"Impact of COVID-19 on sense of belonging: Experiences of engineering students, faculty, and staff at Historically Black Colleges and Universities (HBCUs)","authors":"Trina L. Fletcher, Jay P. Jefferson, Brittany Boyd, Sung Eun Park, Lesia Crumpton-Young","doi":"10.1002/jee.20512","DOIUrl":"https://doi.org/10.1002/jee.20512","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>COVID-19 has spurred a global crisis that has disrupted everyday lives and impacted the traditional methods, experiences, and abilities of higher education institutions' students, faculty, and staff, especially at Historically Black Colleges and Universities (HBCUs).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose/Hypothesis</h3>\u0000 \u0000 <p>Given the pressing need demonstrated by the National Academies to advance the utilization of science, technology, engineering, and mathematics (STEM) education at HBCUs, this study aimed to explore the abrupt transition to remote teaching and learning at HBCUs guided by the following research question: How has COVID-19 impacted the success and persistence of engineering students, faculty, and staff at HBCUs?</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Methods</h3>\u0000 \u0000 <p>Three surveys were developed, tested, piloted, and sent to HBCU stakeholders using a snowball sampling approach via email and social media outreach.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Of the 171 student respondents (126 engineering majors), 79% agreed that not being able to access faculty in person affected their academic performance. Additionally, across all HBCU stakeholders' surveys, students had a statistically significant higher response when asked if the transition to virtual learning increased their overall levels of stress and anxiety.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>During a global pandemic, HBCUs continue to provide a culture of support and inclusion for students, faculty, and staff in engineering. Increased stress levels experienced by students indicate that a safe and adequate transition back to campus is essential for their social and academic persistence. Due to the well-documented inequities HBCUs faced before the pandemic, the impact of this unprecedented on their continued contributions toward broadening participation in engineering for students should be further explored.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"112 2","pages":"488-520"},"PeriodicalIF":3.4,"publicationDate":"2023-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20512","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50143558","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}
<p>Engineering programs worldwide have seen a rise in the number of international students enrolling since the last century (Gürüz & Zimpher, <span>2011</span>). As of 2020, the percentage of international students pursuing engineering degrees in Germany, Russia, and the United States has reached 27%, 22%, and 21%, respectively (IIE, <span>2020</span>). In the United States, for instance, which is the top host destination for international engineering students (IESs), 11.2% of bachelor's degrees, 53.2% of master's degrees, and 58.8% of doctorate degrees in engineering were awarded to international students (ASEE, <span>2021</span>). IESs contribute to the intellectual engagement of university research laboratories, industry R&D departments, and other key areas that drive global technological advancement, in addition to making a significant contribution to the host country's economy (Chellaraj et al., <span>2008</span>; NAFSA, <span>n.d.</span>; Conlon et al., <span>2019</span>).</p><p>Furthermore, IESs bring unique values, attitudes, and knowledge to enrich the pool of information, skills, and heuristics when collaborating to solve engineering problems (Harrison & Klein, <span>2007</span>). Wulf (<span>2002</span>) suggested that engineering teams with diverse life experiences have a better chance of developing creative and optimal engineering solutions while meeting various constraints. Only by recognizing and leveraging the strengths of IESs can engineering teams take advantage of such complementary and diverse assets (Page, <span>2019</span>; Van Knippenberg et al., <span>2004</span>). However, despite the significant contribution and high numbers of IESs, the engineering education community pays inadequate attention to their experiences, and there is a dearth of literature about IESs. Faced with many similar difficulties as other marginalized populations, IESs are rarely included in the discussion of advocacy efforts.</p><p>As former and current IESs, we are deeply concerned that the engineering workforce and engineering education community undervalue this population. Therefore, in this article, we aim to shed light on the challenges that marginalized IESs face and propose potential actions that the engineering community can take to promote inclusion and support for this group.</p><p>IESs are a vastly diverse group but are often homogenized under the label of “International” in most contexts. This legal status is so powerful that it defines who IESs are and overshadows other identities they may possess. Under this label, IESs face complex sociopolitical situations that impact various aspects of their education journey. They could be perceived concurrently with benefits (e.g., revenues, research labor, and international goodwill) and threats (e.g., global competition and threats to national security) by the host country (Adnett, <span>2010</span>; Allen & Bista, <span>2022</span>). Their academic and career plans are vulnerable
自上个世纪以来，全球工程项目的国际学生人数有所增加（Gürüz&；Zimpher，2011）。截至2020年，在德国、俄罗斯和美国攻读工程学位的国际学生比例分别达到27%、22%和21%（IIE，2020）。例如，在美国，作为国际工程学生的首选目的地，11.2%的学士学位、53.2%的硕士学位和58.8%的工程博士学位授予了国际学生（ASEE，2021）。IES有助于大学研究实验室、工业R&；D部门和其他推动全球技术进步的关键领域，除了对东道国经济做出重大贡献外（Chellaraj et al.，2008；NAFSA，n.D.；Conlon et al.，2019）。此外，IES带来了独特的价值观、态度和知识，丰富了信息、技能、，以及在合作解决工程问题时的启发式（Harrison&；Klein，2007）。Wulf（2002）认为，具有不同生活经验的工程团队在满足各种约束的同时，更有机会开发出创造性和最佳的工程解决方案。只有认识到并利用IES的优势，工程团队才能利用这种互补和多样化的资产（Page，2019；Van Knippenberg et al.，2004）。然而，尽管IES做出了重大贡献，数量众多，但工程教育界对他们的经验关注不足，而且缺乏关于IES的文献。与其他边缘化人群一样，面对许多类似的困难，IES很少被纳入宣传工作的讨论中。作为以前和现在的IES，我们深感关切的是，工程劳动力和工程教育界低估了这一群体的价值。因此，在本文中，我们旨在阐明边缘化IES面临的挑战，并提出工程界可以采取的潜在行动，以促进对这一群体的包容和支持。IES是一个非常多样化的群体，但在大多数情况下，在“国际”的标签下往往是同质化的。这种法律地位是如此强大，以至于它定义了谁是IES，并掩盖了他们可能拥有的其他身份。在这个标签下，IES面临着复杂的社会政治局势，这些局势影响着他们教育历程的各个方面。它们可以与东道国的利益（如收入、研究劳动力和国际善意）和威胁（如全球竞争和对国家安全的威胁）同时被感知（Adnett，2010；Allen和Bista，2022）。他们的学术和职业计划很容易受到东道国外交和高等教育政策变化的影响，并因潜在就业机会的法律法规而变得更加复杂（Bollag，2006；Gürüz&；Zimpher，2011；Lomer，2018）。这种不确定性导致IES在整个学习过程中都处于不断变化的社会政治背景下，他们经常被视为受欢迎的“访客”，但不被视为国内学生的对等对象（Marginson，2012）。这种其他情况可能表现为各种形式，例如难以在课堂项目团队中与国内学生融合，在寻找实习机会时受到公司的歧视，被排除在许多基于成绩的奖学金之外，以及实践文化习俗的机会更少。仅以其法律定义的国际身份为特征的IES的观点是有问题的，因为它过于简单化了IES作为一个同质群体，并可能进一步边缘化那些具有其他类型受压迫身份的人（Malcolm&；Mendoza，2014；斯隆等人，2018）性别、种族、民族、年龄、宗教、社会阶层、语言能力、个性、文化实践等，相对于东道国的感知（Lee&Rice，2007；刘，2017；Sparks et al.，2019）。要了解IES的经历，我们需要全面考虑他们的歧视和微侵犯经历、留学年限、，家庭期望、成功的定义、追求的学位类型、学习领域、感知的职业机会等等——工程教育研究界可以帮助建立这种理解。那些没有相关第一手经验的人往往不会认识到这些因素的深刻影响和相互作用。在这个尴尬的隐形位置上，许多IES默默地从高等教育系统的裂缝中跌落，在几乎找不到指导的情况下感到失落（Laufer&；Gorup，2019）。 由于影响IES的复杂因素，支持IES需要校园内多个单位的系统合作。然而，支持IES的责任通常只有一两个办公室，甚至只有少数工作人员。这些专家很少有足够的资源为IES提供全面支持。在当前的高等教育体系中，其他国际学生已经成为一种常见的、无意识的做法，这加剧了对IES缺乏机构支持的情况。尽管IES在课堂和研究实验室中占有重要地位，但许多教职员工对IES可能面临的日常困难和担忧的了解有限。这种缺乏为IES创造一个包容和受欢迎的学习和工作环境的意识和意图的情况令人担忧。例如，一些教师可能不理解不断变化的政治氛围如何导致IES高度焦虑，他们担心自己的签证状况、实习和工作机会、与同龄人和顾问的关系、身体和心理安全等等。这些担忧会深刻影响雅思的学业和专业表现。IES在试图表达自己的担忧时可能会感到被忽视，并可能对自己的挣扎保持沉默，这可能会导致对他们的系统关注和干预减少。至关重要的是，教职员工要认识到并承认IES面临的挑战，并采取积极措施创造一个支持性和包容性的环境。当然，也有一些建设性的研究和编程工作，侧重于帮助国际学生适应东道国（例如，Wu et al.，2015）。然而，如果忽视国际学生的其他身份，这些工作可能会产生有限的效果，甚至可能隐含地将国际学生定位为劣势。为了弥补这一差距，我们需要从基于资产的角度来研究和实践这一人群，而不是将IES视为因其移民身份或其他边缘化身份而存在缺陷。其他IES不仅是伦理和社会正义的问题，而且也限制了整个工程界有效解决复杂问题的能力。因此，我们主张真正纳入IES，这需要合法和充分的研究以及包容性的实践。在不中断当前弱势IES的社会污名化和系统性压迫现状的情况下，实现社会正义和最大限度地发挥这一群体的潜力将是一项挑战。为了真正包含和重视IES，研究人员和从业者需要考虑IES与其他群体之间固有的权力差异（Minda，1995；纳什，2008年）。在这里，我们提出了研究和实践议程，以将当前的工程教育社区和劳动力队伍转变为更具包容性的实践。
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