Engineering has its own unique disciplinary culture that establishes norms and ideals. Many of these norms and ideals are centered on White, masculine, heteronormative constructs, which tend to presuppose able-bodiedness. Students with disabilities in engineering must navigate spaces that contain inherent social and physical barriers.
Purpose/Hypothesis(es)
The overarching goal of this research project is to understand the experiences of students with disabilities in engineering and to understand engineering students' attitudes and perceived norms toward disability and accommodations.
Design/Method
In a mixed-methods design, quantitative survey and qualitative interview data were collected from undergraduate engineering students at a public, Midwest, R1 institution. Quantitative and qualitative data were analyzed separately and interpreted together.
Results
Attitudes for Academic Integrity, Accommodations Process, and Classroom Climate tended toward more positive attitudes, while Disability Acceptance and Disability Disclosure tended toward negative attitudes. Qualitative findings exploring the nuances of attitudes include the ideas of faking disability and reluctance to disclose disability.
Conclusions
Hidden notions of ableist ideology seem to undercurrent perceptions of disability and accommodations. Attitudes toward disability and requesting accommodations are generally positive, but some students are still reluctant to disclose their disability or use accommodations.
{"title":"Engineering students' attitudes and perceived norms toward disability and accommodations","authors":"Isabel Miller, Karin Jensen","doi":"10.1002/jee.70028","DOIUrl":"https://doi.org/10.1002/jee.70028","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Engineering has its own unique disciplinary culture that establishes norms and ideals. Many of these norms and ideals are centered on White, masculine, heteronormative constructs, which tend to presuppose able-bodiedness. Students with disabilities in engineering must navigate spaces that contain inherent social and physical barriers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose/Hypothesis(es)</h3>\u0000 \u0000 <p>The overarching goal of this research project is to understand the experiences of students with disabilities in engineering and to understand engineering students' attitudes and perceived norms toward disability and accommodations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>In a mixed-methods design, quantitative survey and qualitative interview data were collected from undergraduate engineering students at a public, Midwest, R1 institution. Quantitative and qualitative data were analyzed separately and interpreted together.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Attitudes for Academic Integrity, Accommodations Process, and Classroom Climate tended toward more positive attitudes, while Disability Acceptance and Disability Disclosure tended toward negative attitudes. Qualitative findings exploring the nuances of attitudes include the ideas of faking disability and reluctance to disclose disability.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Hidden notions of ableist ideology seem to undercurrent perceptions of disability and accommodations. Attitudes toward disability and requesting accommodations are generally positive, but some students are still reluctant to disclose their disability or use accommodations.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 4","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70028","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144869482","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}
Vladislav Krivoshchekov, Nihat Kotluk, Yoann Favre, Marina Fiori, Egon Werlen, Roland Tormey
Background
Engineering education often upholds masculinity norms such as individual competitiveness and emotional stoicism. These norms affect team dynamics and students' satisfaction with learning experiences in team projects.
Purpose
This study explores how social emotions experienced by computer science students, in conjunction with their (re)construction of masculinities, affect their satisfaction with learning experiences during team projects.
Method
Semi-structured interviews were conducted with 34 students engaged in team projects at two Swiss technical universities. Each participant was interviewed twice: once at the beginning and once at the end of the project. We asked about their emotions, the reasons behind them, and their satisfaction with learning experiences during the project. Data were analyzed using reflexive thematic analysis.
Results
Two main themes were generated: (i) Hegemonic Masculinities describe patterns where students reinforced masculinity norms (i.e., competitiveness, prioritizing performance over social connections, and suppressing emotions to appear competent), which often led to decreased satisfaction with their learning experiences; (ii) Counterhegemonic Practices refer to instances where participants challenged these norms by promoting collaboration, sharing emotions, and providing mutual support. These practices enhanced satisfaction with learning experiences by fostering more inclusive and supportive team environments.
Conclusion
The findings highlight the role of social emotions in sustaining or challenging masculinity norms within engineering education. Suppressing emotions upholds the status quo and diminishes learning satisfaction, whereas embracing emotional authenticity promotes inclusive team dynamics and improves learning experiences.
{"title":"“I felt there was no team to be included in”: Navigating social emotions and masculinities in engineering team projects","authors":"Vladislav Krivoshchekov, Nihat Kotluk, Yoann Favre, Marina Fiori, Egon Werlen, Roland Tormey","doi":"10.1002/jee.70026","DOIUrl":"https://doi.org/10.1002/jee.70026","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Engineering education often upholds masculinity norms such as individual competitiveness and emotional stoicism. These norms affect team dynamics and students' satisfaction with learning experiences in team projects.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>This study explores how social emotions experienced by computer science students, in conjunction with their (re)construction of masculinities, affect their satisfaction with learning experiences during team projects.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Semi-structured interviews were conducted with 34 students engaged in team projects at two Swiss technical universities. Each participant was interviewed twice: once at the beginning and once at the end of the project. We asked about their emotions, the reasons behind them, and their satisfaction with learning experiences during the project. Data were analyzed using reflexive thematic analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Two main themes were generated: (i) Hegemonic Masculinities describe patterns where students reinforced masculinity norms (i.e., competitiveness, prioritizing performance over social connections, and suppressing emotions to appear competent), which often led to decreased satisfaction with their learning experiences; (ii) Counterhegemonic Practices refer to instances where participants challenged these norms by promoting collaboration, sharing emotions, and providing mutual support. These practices enhanced satisfaction with learning experiences by fostering more inclusive and supportive team environments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The findings highlight the role of social emotions in sustaining or challenging masculinity norms within engineering education. Suppressing emotions upholds the status quo and diminishes learning satisfaction, whereas embracing emotional authenticity promotes inclusive team dynamics and improves learning experiences.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 4","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70026","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144767881","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}
Many students bring rich experiences and identities related to making activities into undergraduate engineering programs. However, the dominant technocentric narratives in engineering dictate which forms of making are legitimized in engineering practices, marginalizing students whose identities do not align with the canonical norms of engineering.
Purpose
This study characterizes the identity processes of students with rich experiences related to making as they navigate institutional cultures. It offers insights into how engineering programs can better support students' identity work through making.
Design
The study uses narrative inquiry to construct a case study of the engagement of an engineering student, Sarah, in an undergraduate course focused on exploring the relationships between making and engineering. The analysis closely examines Sarah's identity work throughout the course and investigates how the course supported the process.
Results
Sarah experienced tensions when navigating the institutionalized narratives of the engineering program, which led her to doubt the legitimacy of her past making experiences as valuable for her participation. Through her identity work negotiating the tensions she experienced, she resisted assimilating with those narratives, recognized her past making experiences as assets for engineering learning, and repositioned herself as a legitimate member of the program.
Conclusions
Understanding the tensions undergraduate students experience between their past making experiences and the institutionalized narratives of engineering programs can help educators and researchers to better understand their identity processes. Supporting students in viewing their past making experiences as assets for engineering learning can facilitate their identity work to legitimize their participation in engineering.
{"title":"Making facilitates an engineering student's identity work in becoming an engineer","authors":"Yume Menghe Xu, Brian E. Gravel","doi":"10.1002/jee.70027","DOIUrl":"https://doi.org/10.1002/jee.70027","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Many students bring rich experiences and identities related to making activities into undergraduate engineering programs. However, the dominant technocentric narratives in engineering dictate which forms of making are legitimized in engineering practices, marginalizing students whose identities do not align with the canonical norms of engineering.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>This study characterizes the identity processes of students with rich experiences related to making as they navigate institutional cultures. It offers insights into how engineering programs can better support students' identity work through making.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design</h3>\u0000 \u0000 <p>The study uses narrative inquiry to construct a case study of the engagement of an engineering student, Sarah, in an undergraduate course focused on exploring the relationships between making and engineering. The analysis closely examines Sarah's identity work throughout the course and investigates how the course supported the process.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Sarah experienced tensions when navigating the institutionalized narratives of the engineering program, which led her to doubt the legitimacy of her past making experiences as valuable for her participation. Through her identity work negotiating the tensions she experienced, she resisted assimilating with those narratives, recognized her past making experiences as assets for engineering learning, and repositioned herself as a legitimate member of the program.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Understanding the tensions undergraduate students experience between their past making experiences and the institutionalized narratives of engineering programs can help educators and researchers to better understand their identity processes. Supporting students in viewing their past making experiences as assets for engineering learning can facilitate their identity work to legitimize their participation in engineering.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 4","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144767880","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}
Jessica Swenson, Aaron W. Johnson, Karen Miel, Melissa Caserto, Max Magee, J. Boomer Perry, Chloe Kimberlin, Krista Beranger, John Toftegaard
Background
In professional contexts, engineers use engineering judgment to create mathematical models. Despite the importance of judgment in professional practice, the development and enactment of engineering judgment by engineering students are understudied. To better prepare students for engineering careers, there is a need to recognize and cultivate the beginnings of engineering judgment in undergraduate engineering students.
Purpose/Hypothesis
We offer a taxonomy for describing undergraduate students' emerging engineering modeling judgment skills in the context of open-ended problem solving and mathematical modeling. We characterize students' emerging engineering modeling judgment skills and identify opportunities to support students to engage in engineering judgment.
Design/Methods
In retrospective interviews, undergraduate students described how they had solved open-ended modeling problems. Through analysis of 34 interviews, we identified, categorized, and described emerging engineering modeling judgment.
Results
We developed the Emerging Engineering Modeling Judgment Taxonomy, which characterizes four emerging engineering modeling judgment skills: making assumptions; assessing the reasonableness of assumptions, outputs, and models; deciding when to override mathematically calculated answers; and deciding when and how to use technology tools. Undergraduate students demonstrated emerging engineering modeling judgment in these four skills.
Conclusions
This work highlights the capacity of undergraduate students to demonstrate productive beginnings of engineering judgment. We contribute a descriptive taxonomy to identify emerging engineering modeling judgment. Instructors may be able to use this taxonomy to identify and teach engineering judgment. These skills bridge the gap between closed-ended homework problems and the complex, ill-defined problems professional engineers solve.
{"title":"A taxonomy of emerging engineering modeling judgment in undergraduate engineering courses","authors":"Jessica Swenson, Aaron W. Johnson, Karen Miel, Melissa Caserto, Max Magee, J. Boomer Perry, Chloe Kimberlin, Krista Beranger, John Toftegaard","doi":"10.1002/jee.70011","DOIUrl":"https://doi.org/10.1002/jee.70011","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In professional contexts, engineers use engineering judgment to create mathematical models. Despite the importance of judgment in professional practice, the development and enactment of engineering judgment by engineering students are understudied. To better prepare students for engineering careers, there is a need to recognize and cultivate the beginnings of engineering judgment in undergraduate engineering students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose/Hypothesis</h3>\u0000 \u0000 <p>We offer a taxonomy for describing undergraduate students' emerging engineering modeling judgment skills in the context of open-ended problem solving and mathematical modeling. We characterize students' emerging engineering modeling judgment skills and identify opportunities to support students to engage in engineering judgment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Methods</h3>\u0000 \u0000 <p>In retrospective interviews, undergraduate students described how they had solved open-ended modeling problems. Through analysis of 34 interviews, we identified, categorized, and described emerging engineering modeling judgment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We developed the Emerging Engineering Modeling Judgment Taxonomy, which characterizes four emerging engineering modeling judgment skills: making assumptions; assessing the reasonableness of assumptions, outputs, and models; deciding when to override mathematically calculated answers; and deciding when and how to use technology tools. Undergraduate students demonstrated emerging engineering modeling judgment in these four skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This work highlights the capacity of undergraduate students to demonstrate productive beginnings of engineering judgment. We contribute a descriptive taxonomy to identify emerging engineering modeling judgment. Instructors may be able to use this taxonomy to identify and teach engineering judgment. These skills bridge the gap between closed-ended homework problems and the complex, ill-defined problems professional engineers solve.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 4","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144751740","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}
Monique S. Ross, Susan McGrade, Tamecia Jones, Atalie Garcia, Antonella Avogadro, Brenda Guerrero
Background
Computing degree programs have struggled immensely over the years with broadening participation in the field. In the United States, scholars and educators alike have grappled with the many barriers that impede the participation of women and people of color and exacerbate the education debt so prevalent in computing.
Purpose/Hypothesis(es)
An exploration of the pathways to and through computing of Black and Latiné women from both computer science (CS) and computer engineering (CE) has the potential to unlock an understanding of these barriers as well as gain insight into the mechanisms leveraged to navigate an often lonely and hostile learning environment.
Design/Method
This qualitative inquiry presents the findings from interviews with 30 women who self-identify as Black and/or Latiné and were enrolled in a CS or CE undergraduate or graduate program. This research was guided by social identity theory and intersectionality and interpreted leveraging feminist theories during the analytical phases.
Results
The findings suggest that one mechanism that these women used to find and navigate through computing was friendship. These friendships included other Black and Latiné women (homophily) and men (allyship). They were facilitated by closeness and frequency of contact (propinquity).
Conclusions
Creating space and opportunity for computing students to foster friendships is critical to their participation and persistence in computing. Furthermore, such space and opportunity can be established in the computing classroom, but this would require a stark departure from the highly competitive and isolating practices that currently dominate traditional teaching methods.
{"title":"What about your friends: A critical qualitative inquiry of the experiences of Black and Latiné women in computing","authors":"Monique S. Ross, Susan McGrade, Tamecia Jones, Atalie Garcia, Antonella Avogadro, Brenda Guerrero","doi":"10.1002/jee.70025","DOIUrl":"https://doi.org/10.1002/jee.70025","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Computing degree programs have struggled immensely over the years with broadening participation in the field. In the United States, scholars and educators alike have grappled with the many barriers that impede the participation of women and people of color and exacerbate the education debt so prevalent in computing.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose/Hypothesis(es)</h3>\u0000 \u0000 <p>An exploration of the pathways to and through computing of Black and Latiné women from both computer science (CS) and computer engineering (CE) has the potential to unlock an understanding of these barriers as well as gain insight into the mechanisms leveraged to navigate an often lonely and hostile learning environment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>This qualitative inquiry presents the findings from interviews with 30 women who self-identify as Black and/or Latiné and were enrolled in a CS or CE undergraduate or graduate program. This research was guided by social identity theory and intersectionality and interpreted leveraging feminist theories during the analytical phases.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The findings suggest that one mechanism that these women used to find and navigate through computing was friendship. These friendships included other Black and Latiné women (homophily) and men (allyship). They were facilitated by closeness and frequency of contact (propinquity).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Creating space and opportunity for computing students to foster friendships is critical to their participation and persistence in computing. Furthermore, such space and opportunity can be established in the computing classroom, but this would require a stark departure from the highly competitive and isolating practices that currently dominate traditional teaching methods.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70025","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144672005","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 demand for a highly skilled engineering workforce is escalating because of rapid technological change and global investments in STEM. Although education and industry systems are responding with new training models and policies, engineering education research has been slower to adapt. Despite its relevance, engineering workforce development (EWD) has remained a peripheral topic in journals such as the Journal of Engineering Education.
Purpose
This editorial challenges the field to reposition EWD as a central domain of inquiry. We advocate for a broader and more inclusive definition of EWD that reflects diverse educational pathways, credentials, and professional roles.
Scope
We draw from interdisciplinary research, global policy initiatives, and national workforce trends to highlight opportunities for deeper engagement. We analyze the current marginalization of EWD within engineering education research, especially in journal publication patterns, and point to promising efforts in professional societies and federal funding.
Results
To move EWD from the margins to the center of engineering education, we recommend (i) expanding research agendas to reflect lifelong learning and diverse career pathways, (ii) embedding EWD within professional infrastructures such as journals and societies, and (iii) increasing dedicated funding for EWD research across education levels and sectors.
Conclusions
Engineering education must evolve in tandem with the changing workforce it serves. Centering EWD as a research priority will improve relevance, expand impact, and better prepare learners for the demands of modern engineering work.
{"title":"From the margins to the center: Repositioning workforce development in engineering education","authors":"John Liu, Samantha Brunhaver","doi":"10.1002/jee.70022","DOIUrl":"https://doi.org/10.1002/jee.70022","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The demand for a highly skilled engineering workforce is escalating because of rapid technological change and global investments in STEM. Although education and industry systems are responding with new training models and policies, engineering education research has been slower to adapt. Despite its relevance, engineering workforce development (EWD) has remained a peripheral topic in journals such as the <i>Journal of Engineering Education</i>.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>This editorial challenges the field to reposition EWD as a central domain of inquiry. We advocate for a broader and more inclusive definition of EWD that reflects diverse educational pathways, credentials, and professional roles.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Scope</h3>\u0000 \u0000 <p>We draw from interdisciplinary research, global policy initiatives, and national workforce trends to highlight opportunities for deeper engagement. We analyze the current marginalization of EWD within engineering education research, especially in journal publication patterns, and point to promising efforts in professional societies and federal funding.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>To move EWD from the margins to the center of engineering education, we recommend (i) expanding research agendas to reflect lifelong learning and diverse career pathways, (ii) embedding EWD within professional infrastructures such as journals and societies, and (iii) increasing dedicated funding for EWD research across education levels and sectors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Engineering education must evolve in tandem with the changing workforce it serves. Centering EWD as a research priority will improve relevance, expand impact, and better prepare learners for the demands of modern engineering work.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144672848","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}
Katherine Drinkwater Gregg, Olivia Ryan, Andrew Katz, Mark Huerta, Susan Sajadi
Background
Courses in engineering often use peer evaluation to monitor teamwork behaviors and team dynamics. The qualitative peer comments written for peer evaluations hold potential as a valuable source of formative feedback for students, yet little is known about their content and quality.
Purpose
This study uses a large language model (LLM) to apply a previously tested feedback quality rubric to peer feedback comments. Our research questions interrogate the reliability of LLMs for qualitative analysis with a rubric and use Bandura's self-regulated learning theory to assess peer feedback quality of first-year engineering students' comments.
Method
An open-source, local LLM was used to score each comment according to four rubric criteria. Inter-rater reliability (IRR) with human raters using Cohen's quadratic weighted kappa was the primary metric of reliability. Our assessment of peer feedback quality utilized descriptive statistics.
Results
The LLM achieved lower IRR than human raters, but the model's challenges mimic those of human raters. The model did achieve an excellent quadratic weighted kappa of 0.80 for one rubric criterion, which shows promise for LLM capability. For feedback quality, students generally wrote low- to medium-quality comments that were infrequently grounded in specific teamwork behaviors. We identified five types of peer feedback that inform how students perceive the feedback process.
Conclusions
Our implementation of GAI suggests that LLMs can be helpful for rapid iteration of research designs, but consistent and reliable analysis with generative artificial intelligence (GAI) requires significant effort and testing. To develop feedback literacy, students must understand how to provide high-quality feedback.
{"title":"Expanding possibilities for generative AI in qualitative analysis: Fostering student feedback literacy through the application of a feedback quality rubric","authors":"Katherine Drinkwater Gregg, Olivia Ryan, Andrew Katz, Mark Huerta, Susan Sajadi","doi":"10.1002/jee.70024","DOIUrl":"https://doi.org/10.1002/jee.70024","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Courses in engineering often use peer evaluation to monitor teamwork behaviors and team dynamics. The qualitative peer comments written for peer evaluations hold potential as a valuable source of formative feedback for students, yet little is known about their content and quality.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>This study uses a large language model (LLM) to apply a previously tested feedback quality rubric to peer feedback comments. Our research questions interrogate the reliability of LLMs for qualitative analysis with a rubric and use Bandura's self-regulated learning theory to assess peer feedback quality of first-year engineering students' comments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>An open-source, local LLM was used to score each comment according to four rubric criteria. Inter-rater reliability (IRR) with human raters using Cohen's quadratic weighted kappa was the primary metric of reliability. Our assessment of peer feedback quality utilized descriptive statistics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The LLM achieved lower IRR than human raters, but the model's challenges mimic those of human raters. The model did achieve an excellent quadratic weighted kappa of 0.80 for one rubric criterion, which shows promise for LLM capability. For feedback quality, students generally wrote low- to medium-quality comments that were infrequently grounded in specific teamwork behaviors. We identified five types of peer feedback that inform how students perceive the feedback process.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Our implementation of GAI suggests that LLMs can be helpful for rapid iteration of research designs, but consistent and reliable analysis with generative artificial intelligence (GAI) requires significant effort and testing. To develop feedback literacy, students must understand how to provide high-quality feedback.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70024","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144647613","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}
Jamiel Williams, Jared Cammon, David Horton Jr., Jerrod A. Henderson
Background
Despite ongoing efforts to broaden the participation of Black males in engineering, historical data point to a stagnation in their engineering bachelor's degree attainment. Furthermore, the relative dearth of literature that centers the voices of Black male engineering students has limited the propagation of positive change in producing more Black engineers.
Purpose
Given links between engineering identity and educational outcomes, such as persistence in engineering, we engaged engineering role identity to sensitize ourselves to themes that might emerge during the study of how Black male undergraduate engineering students constructed and negotiated their identities as engineers.
Design/Method
Guided by interpretative phenomenological analysis (IPA), we conducted semi-structured interviews with seven Black male engineering undergraduates to explore the following question: How do Black males construct and negotiate their engineering identities?
Results
We inductively developed three themes, namely “Identity as Others,” “Identity as Validators,” and “Identity as Representatives for All.”
Conclusions
Findings highlight the psychological costs that these Black males experienced and how their racial and engineering identities were inseparable—what we describe as “Engineering While Black.” At the same time, navigating engineering classrooms and workspaces demanded ongoing negotiation that cultivated a sense of agency and empowered participants to define and assert their identities on their own terms.
{"title":"Engineering while Black: An interpretative phenomenological analysis of Black males' construction and negotiation of engineering identity","authors":"Jamiel Williams, Jared Cammon, David Horton Jr., Jerrod A. Henderson","doi":"10.1002/jee.70023","DOIUrl":"https://doi.org/10.1002/jee.70023","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Despite ongoing efforts to broaden the participation of Black males in engineering, historical data point to a stagnation in their engineering bachelor's degree attainment. Furthermore, the relative dearth of literature that centers the voices of Black male engineering students has limited the propagation of positive change in producing more Black engineers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>Given links between engineering identity and educational outcomes, such as persistence in engineering, we engaged engineering role identity to sensitize ourselves to themes that might emerge during the study of how Black male undergraduate engineering students constructed and negotiated their identities as engineers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>Guided by interpretative phenomenological analysis (IPA), we conducted semi-structured interviews with seven Black male engineering undergraduates to explore the following question: How do Black males construct and negotiate their engineering identities?</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We inductively developed three themes, namely “Identity as Others,” “Identity as Validators,” and “Identity as Representatives for All.”</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Findings highlight the psychological costs that these Black males experienced and how their racial and engineering identities were inseparable—what we describe as “Engineering While Black.” At the same time, navigating engineering classrooms and workspaces demanded ongoing negotiation that cultivated a sense of agency and empowered participants to define and assert their identities on their own terms.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70023","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144635375","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}
Makerspaces provide university engineering students with experience in creative hands-on design/build projects. They offer significant benefits for engagement, retention, and skill development for student users. Many university makerspaces rely on student workers. However, not much is known about how these student workers understand their role in the makerspace.
Purpose
This study investigates the qualitatively different ways that undergraduate makerspace assistants (UMAs) understand their role in an engineering makerspace.
Method
We employed phenomenography to study the variations of conceptions relating to employment in a university engineering makerspace. Data were collected from semistructured interviews with 13 UMAs.
Results
Three conceptions of the role of UMAs were described, with a hierarchy of increasingly strong connections to the makerspace and educational program. These conceptions were presence and availability, active support of the program, and representation for the makerspace community.
Conclusions
UMAs have different conceptions of what their jobs entail, which dictate their relationship with the makerspace and student users. UMAs develop into role models and leaders by engaging with the community and making. This can support a self-sustaining cycle of peer UMA recruitment and mentorship. By understanding and managing these conceptions, makerspace management teams may improve both the function of their makerspaces and the support that such spaces provide to their curricula.
{"title":"The role of undergraduate assistants in a university makerspace","authors":"Benjamin D. Chambers, Zachary Dowell","doi":"10.1002/jee.70018","DOIUrl":"https://doi.org/10.1002/jee.70018","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Makerspaces provide university engineering students with experience in creative hands-on design/build projects. They offer significant benefits for engagement, retention, and skill development for student users. Many university makerspaces rely on student workers. However, not much is known about how these student workers understand their role in the makerspace.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>This study investigates the qualitatively different ways that undergraduate makerspace assistants (UMAs) understand their role in an engineering makerspace.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>We employed phenomenography to study the variations of conceptions relating to employment in a university engineering makerspace. Data were collected from semistructured interviews with 13 UMAs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Three conceptions of the role of UMAs were described, with a hierarchy of increasingly strong connections to the makerspace and educational program. These conceptions were presence and availability, active support of the program, and representation for the makerspace community.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>UMAs have different conceptions of what their jobs entail, which dictate their relationship with the makerspace and student users. UMAs develop into role models and leaders by engaging with the community and making. This can support a self-sustaining cycle of peer UMA recruitment and mentorship. By understanding and managing these conceptions, makerspace management teams may improve both the function of their makerspaces and the support that such spaces provide to their curricula.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70018","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144598237","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}
We continue to reflect upon and seek to improve how JEE serves the broader engineering education research community. If you are interested in joining the editorial board, please reach out to us—we are always working on building our team. And most importantly, we appreciate that authors from around the globe choose to share their work in JEE and keep it a top destination for high quality engineering education research.
{"title":"JEE's role in publishing high quality engineering education research","authors":"David B. Knight, Joyce B. Main","doi":"10.1002/jee.70021","DOIUrl":"https://doi.org/10.1002/jee.70021","url":null,"abstract":"<p>We continue to reflect upon and seek to improve how JEE serves the broader engineering education research community. If you are interested in joining the editorial board, please reach out to us—we are always working on building our team. And most importantly, we appreciate that authors from around the globe choose to share their work in JEE and keep it a top destination for high quality engineering education research.</p>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70021","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144537144","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}
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