Journal of Engineering Education最新文献_第3页

Systematic literature review of the factors influencing development of engineering education researchers 影响工程教育研究者发展因素的系统文献综述

IF 3.4 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2025-08-26 DOI: 10.1002/jee.70030

Sarah Dart, Amy Young, Emma-Lee Steindl

Background

Given the increasing number of researchers engaging in engineering education research (EER) globally, there is intensifying interest in researcher development.

Purpose

This study systematically reviewed the literature guided by the research question: “What are the key factors and how do they influence the development of engineering education researchers?” The review aimed to contribute practical recommendations for enhancing engineering education researcher development and suggest future research directions.

Scope/Method

Database search with the application of screening criteria and a quality assessment resulted in 49 papers being included in the systematic review.

Results

Mapping the context of included papers showed that scholarly activity was increasing over time, that research on participants operating outside of the United States and Australia was underrepresented, and that studies were dominated by qualitative approaches applied to small sample sizes. The key factors influencing engineering education researcher development aligned to the following themes (and subthemes indicated in brackets): environment (funding, employment context, and recognition of impact); community (socialization and collaboration); knowledge acquisition (development pathways and engaging in a new research paradigm); and personal attributes (motivation and identity transition).

Conclusions

Recommendations are made for enhancing engineering education researcher development for researchers, EER leaders, and institutional leaders. Future research should seek to examine development experiences in a wider range of national contexts, ask more questions aligned to the size and significance of phenomena that require greater implementation of quantitative methods, and ask more comparative research questions that can foster understanding of what strategies have the greatest impact according to individual circumstances.

随着全球从事工程教育研究（EER）的研究人员越来越多，人们对研究人员发展的兴趣日益浓厚。本研究以“影响工程教育研究人员发展的关键因素是什么？它们如何影响工程教育研究人员的发展？”本文旨在为加强工程教育研究人员的发展提供切实可行的建议，并提出未来的研究方向。范围/方法应用筛选标准和质量评估对数据库进行检索，49篇论文被纳入系统评价。绘制纳入论文的背景显示，学术活动随着时间的推移而增加，对美国和澳大利亚以外的参与者进行的研究代表性不足，研究主要采用小样本量的定性方法。影响工程教育研究人员发展的关键因素与以下主题（以及括号中所示的副主题）相一致：环境（资金、就业背景和对影响的认识）；社区（社会化和协作）；知识获取（发展路径和参与新的研究范式）；以及个人属性（动机和身份转换）。结论针对研究人员、EER领导者和机构领导者提出了加强工程教育研究人员发展的建议。今后的研究应设法在更广泛的国家背景下审查发展经验，提出更多与需要更多地实施定量方法的现象的规模和重要性相一致的问题，并提出更多的比较研究问题，以促进对根据个人情况产生最大影响的战略的理解。

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引用次数: 0

Expanding conceptualizations of engineering persistence: Examining four undergraduate Black men's dual-degree experiences 扩展工程坚持的概念：考察四个黑人本科生的双学位经历

IF 3.4 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2025-08-21 DOI: 10.1002/jee.70031

Christopher C. Jett

Background

There have been many efforts designed to broaden the participation of racially minoritized groups in engineering fields, including Black men. One pathway to attaining an undergraduate engineering degree is the dual-degree program, which has been in existence for several decades. However, much remains unknown about students' experiences in these programs. This study contributes new knowledge by studying four Black male college students who are matriculating through a dual-degree program and expanding conceptualizations of engineering persistence.

Purpose

The purpose of this article is to examine the experiences of four Black male dual-degree engineering majors using the transfer-receiving framework. In so doing, this article also explores their pre-college interests that catapulted their engineering aspirations.

Methods

This study employs the case study methodological approach to understand the four Black men's experiences. More specifically, the study uses multiple cases to build descriptions and explanations, offer different viewpoints, and produce compelling interpretations across the cases.

Findings

The data revealed three overarching themes. The participants (i) had different, yet meaningful pre-college experiences that ignited their engineering interests; (ii) took advantage of the support mechanisms at the engineering-granting institution; and (iii) navigated various challenges as dual-degree students.

Conclusion

The study provides recommendations for practice, policy, and future research about ways to study and acquire more knowledge of dual-degree engineering programs, improve the transfer process, and cultivate future Black male engineers.

为了扩大包括黑人在内的少数种族群体在工程领域的参与，已经做出了许多努力。获得本科工程学位的一种途径是双学位课程，这种课程已经存在了几十年。然而，学生们在这些项目中的经历还有很多未知之处。本研究通过对四名攻读双学位的黑人男大学生进行研究，拓展了工程坚持的概念，从而提供了新的知识。本文的目的是利用转学接收框架来研究四名黑人男性双学位工程专业学生的经历。在此过程中，本文还探讨了他们大学前的兴趣，这些兴趣激发了他们的工程抱负。方法采用个案研究的方法，对这四位黑人男性的经历进行分析。更具体地说，该研究使用多个案例来构建描述和解释，提供不同的观点，并在案例中产生令人信服的解释。数据揭示了三个主要主题。参与者(1)有不同但有意义的大学前经历，激发了他们的工程兴趣；（ii）利用工程资助机构的支持机制；（三）作为双学位学生应对各种挑战。结论本研究为实践、政策和未来的研究提供了建议，包括如何学习和获取更多的双学位工程专业知识，改善转学过程，培养未来的黑人男性工程师。

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引用次数: 0

Engineering students' attitudes and perceived norms toward disability and accommodations 工科学生对残疾和住宿的态度和认知规范

IF 3.4 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2025-08-18 DOI: 10.1002/jee.70028

Isabel Miller, Karin Jensen

Background

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.

工程学有自己独特的学科文化，确立了规范和理想。许多这些规范和理想都以白人、男性、异性恋规范的结构为中心，这些结构往往以健全的身体为前提。工程专业的残疾学生必须在包含固有社会和物理障碍的空间中穿行。目的/假设本研究项目的首要目标是了解工程专业残疾学生的经历，并了解工程专业学生对残疾和住宿的态度和感知规范。设计/方法采用混合方法设计，从美国中西部一所公立大学的工科本科生中收集定量调查和定性访谈数据。定量和定性数据分别分析，一起解释。结果对学术诚信、住宿流程和课堂气氛的态度倾向于积极态度，而对残疾接受和残疾披露的态度倾向于消极态度。定性的研究结果探讨了态度的细微差别，包括假装残疾和不愿透露残疾的想法。残疾主义意识形态的隐藏概念似乎暗流着对残疾和住宿的看法。对残疾和要求住宿的态度通常是积极的，但一些学生仍然不愿意透露他们的残疾或使用住宿。

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引用次数: 0

“I felt there was no team to be included in”: Navigating social emotions and masculinities in engineering team projects “我觉得没有团队可以加入”：在工程团队项目中处理社会情绪和男性化

IF 3.4 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2025-08-04 DOI: 10.1002/jee.70026

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.

工程教育通常支持男性气概规范，如个人竞争力和情感坚忍。这些规范影响团队动态和学生对团队项目学习经验的满意度。目的本研究旨在探讨计算机系学生的社会情绪体验，以及他们对男子气概的建构，如何影响他们对团队专案学习经验的满意度。方法采用半结构化访谈法对瑞士两所理工大学34名参与团队项目的学生进行访谈。每个参与者都接受了两次采访：一次在项目开始时，一次在项目结束时。我们询问了他们的情绪，背后的原因，以及他们对项目期间学习经验的满意度。数据分析采用反身性主题分析。(1)霸道男子气概描述了学生强化男子气概规范的模式（即，竞争，优先考虑表现而不是社会关系，压抑情绪以显示能力），这通常导致他们对学习经历的满意度下降；（ii）反霸权实践是指参与者通过促进合作、分享情感和提供相互支持来挑战这些规范的实例。这些实践通过培养更具包容性和支持性的团队环境，提高了对学习经验的满意度。研究结果强调了社会情绪在维持或挑战工程教育中的男性气质规范中的作用。压抑情绪会维持现状并降低学习满意度，而拥抱情感真实性则会促进包容性团队动力并改善学习体验。

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引用次数: 0

Making facilitates an engineering student's identity work in becoming an engineer 制作有助于工程专业学生成为工程师的身份工作

IF 3.4 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2025-08-04 DOI: 10.1002/jee.70027

Yume Menghe Xu, Brian E. Gravel

Background

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.

许多学生带着丰富的经验和身份进入本科工程课程。然而，在工程中占主导地位的以技术为中心的叙述决定了哪些制造形式在工程实践中是合法的，将那些身份与工程规范不一致的学生边缘化。本研究描述了具有丰富制作经验的学生在机构文化中的身份认同过程。它提供了关于工程项目如何通过制作更好地支持学生身份工作的见解。本研究采用叙事探究的方法构建了一个工程专业学生Sarah参与的案例研究，该学生在本科课程中专注于探索制造与工程之间的关系。分析仔细检查了Sarah在整个课程中的身份工作，并调查了课程是如何支持这一过程的。Sarah在工程项目的制度化叙述中经历了紧张，这导致她怀疑她过去的经历对她的参与是否有价值。通过她的身份认同工作来处理她所经历的紧张关系，她拒绝被这些叙述同化，认识到她过去的制作经验是工程学习的资产，并将自己重新定位为项目的合法成员。理解本科生在他们过去的制作经历和工程项目的制度化叙述之间的紧张关系，可以帮助教育工作者和研究人员更好地理解他们的身份过程。支持学生将他们过去的制作经验视为工程学习的资产，可以促进他们的身份工作，使他们参与工程合法化。

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引用次数: 0

A taxonomy of emerging engineering modeling judgment in undergraduate engineering courses 本科工程课程中新兴工程建模判断的分类

IF 3.4 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2025-07-31 DOI: 10.1002/jee.70011

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.

在专业环境中，工程师使用工程判断来创建数学模型。尽管判断在专业实践中很重要，但工科学生对工程判断的发展和制定的研究还不足。为了更好地为学生的工程职业生涯做好准备，有必要认识和培养本科工程专业学生的工程判断能力。目的/假设我们提供了一个分类法来描述本科生在开放式问题解决和数学建模背景下新兴的工程建模判断技能。我们描述了学生新兴的工程建模判断技能，并确定了支持学生从事工程判断的机会。设计/方法在回顾性访谈中，本科生描述了他们如何解决开放式建模问题。通过对34个访谈的分析，我们识别、分类并描述了新兴的工程建模判断。结果建立了新兴工程建模判断分类法，该分类法描述了四种新兴的工程建模判断技能：假设；评估假设、产出和模型的合理性；决定何时推翻数学计算的答案；决定何时以及如何使用技术工具。大学生在这四项技能中表现出了新兴的工程建模判断能力。这项工作突出了本科生展示工程判断的生产性开端的能力。我们提供了一个描述性的分类法来识别新兴的工程建模判断。教师可以使用这种分类法来识别和教授工程判断。这些技能弥合了封闭的家庭作业问题与专业工程师解决的复杂、不明确的问题之间的差距。

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引用次数: 0

What about your friends: A critical qualitative inquiry of the experiences of Black and Latiné women in computing 你的朋友呢：对黑人和拉丁裔女性在计算机领域的经历进行了批判性的定性调查

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

Journal of Engineering Education

Pub Date : 2025-07-22 DOI: 10.1002/jee.70025

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.

背景计算学位课程多年来一直在努力扩大该领域的参与。在美国，学者和教育工作者都在努力克服许多障碍，这些障碍阻碍了女性和有色人种的参与，加剧了计算机行业普遍存在的教育债务。目的/假设（es）探索黑人和拉丁裔女性从计算机科学（CS）和计算机工程（CE）进入计算机和通过计算机的途径，有可能解开对这些障碍的理解，并深入了解在一个经常孤独和充满敌意的学习环境中导航的机制。设计/方法本定性调查展示了对30名女性的访谈结果，这些女性自认为是黑人和/或拉丁裔，并就读于CS或CE本科或研究生课程。本研究以社会认同理论和交叉性理论为指导，在分析阶段利用女性主义理论进行解释。研究结果表明，这些女性在电脑中寻找和导航的一种机制是友谊。这些友谊包括其他黑人和拉丁裔女性（同性恋）和男性（盟友）。接触的亲密度和频率（接近度）促进了它们的发展。为计算机学生创造培养友谊的空间和机会对他们参与和坚持计算机至关重要。此外，这样的空间和机会可以在计算机课堂中建立起来，但这需要彻底改变目前主导传统教学方法的高度竞争和孤立的做法。

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引用次数: 0

From the margins to the center: Repositioning workforce development in engineering education 从边缘到中心：重新定位工程教育中的劳动力发展

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

Journal of Engineering Education

Pub Date : 2025-07-21 DOI: 10.1002/jee.70022

John Liu, Samantha Brunhaver

Background

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.

由于快速的技术变革和全球对STEM的投资，对高技能工程劳动力的需求正在不断升级。尽管教育和工业系统正在响应新的培训模式和政策，但工程教育研究的适应速度较慢。尽管具有相关性，工程劳动力发展（EWD）仍然是工程教育杂志等期刊的外围话题。这篇社论挑战该领域重新定位EWD作为调查的中心领域。我们提倡对EWD进行更广泛、更包容的定义，以反映不同的教育途径、证书和专业角色。我们从跨学科研究、全球政策举措和国家劳动力趋势中汲取灵感，突出更深入参与的机会。我们分析了目前工程教育研究中EWD的边缘化，特别是在期刊出版模式中，并指出了专业协会和联邦基金的有希望的努力。为了将EWD从边缘转移到工程教育的中心，我们建议(i)扩大研究议程，以反映终身学习和多样化的职业道路，（ii）将EWD嵌入专业基础设施，如期刊和学会，以及（iii）增加跨教育水平和部门的EWD研究的专用资金。工程教育必须与它所服务的不断变化的劳动力同步发展。将EWD作为研究重点将提高相关性，扩大影响，并使学习者更好地为现代工程工作的需求做好准备。

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引用次数: 0

Expanding possibilities for generative AI in qualitative analysis: Fostering student feedback literacy through the application of a feedback quality rubric 扩大在定性分析中生成人工智能的可能性：通过应用反馈质量准则培养学生的反馈素养

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

Journal of Engineering Education

Pub Date : 2025-07-18 DOI: 10.1002/jee.70024

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.

背景工程课程经常使用同伴评价来监督团队行为和团队动力。为同侪评估而写的同侪评鉴有可能成为学生形成性反馈的宝贵来源，但我们对其内容和质量知之甚少。本研究使用大型语言模型（LLM）将先前测试过的反馈质量准则应用于同行反馈评论。我们的研究问题是用一个标题来询问法学硕士进行定性分析的可靠性，并使用Bandura的自我调节学习理论来评估一年级工程学生评论的同伴反馈质量。方法采用开放源代码的本地法学模型，根据四个评分标准对每条评论进行评分。评估者间信度（IRR）与人类评估者使用科恩的二次加权kappa是可靠性的主要指标。我们对同行反馈质量的评估使用了描述性统计。结果LLM的IRR比人类评分者低，但模型的挑战模仿了人类评分者。该模型在一个准则下获得了0.80的二次加权kappa，显示了LLM能力的前景。对于反馈的质量，学生们通常写出低到中等质量的评论，这些评论很少基于特定的团队行为。我们确定了五种类型的同伴反馈，告知学生如何看待反馈过程。我们对GAI的实施表明，llm可以帮助快速迭代研究设计，但与生成式人工智能（GAI）一致和可靠的分析需要大量的努力和测试。要培养反馈素养，学生必须懂得如何提供高质量的反馈。

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引用次数: 0

Engineering while Black: An interpretative phenomenological analysis of Black males' construction and negotiation of engineering identity 黑人的工程：黑人男性工程身份建构与协商的解释性现象学分析

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

Journal of Engineering Education

Pub Date : 2025-07-15 DOI: 10.1002/jee.70023

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.

尽管不断努力扩大黑人男性在工程领域的参与，但历史数据表明，他们获得工程学士学位的人数停滞不前。此外，以黑人男性工程专业学生的声音为中心的文献的相对缺乏，限制了培养更多黑人工程师的积极变化的传播。考虑到工程身份与教育成果之间的联系，比如在工程领域的坚持，我们利用工程角色身份来敏感自己在研究黑人男性工程本科学生如何构建和协商他们作为工程师的身份时可能出现的主题。设计/方法在解释现象学分析（IPA）的指导下，我们对7名黑人男性工程本科生进行了半结构化访谈，探讨以下问题：黑人男性如何构建和协商他们的工程身份？结果归纳出三个主题，即“作为他人的身份”、“作为验证者的身份”和“作为所有人的代表的身份”。研究结果强调了这些黑人男性所经历的心理成本，以及他们的种族和工程师身份是如何不可分割的——我们称之为“黑人的工程师”。与此同时，在工程教室和工作空间中导航需要持续的协商，培养一种代理感，并授权参与者以自己的方式定义和维护他们的身份。

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引用次数: 0