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}
Engineers must learn to document their process to communicate effectively in teams—a skill that calls for knowing how and when to capture information, as well as the self-regulation to continually engage in this practice. Motivation to self-regulate requires that students be motivated to complete a goal and see value in the practice toward accomplishing that goal, raising the question of how students' experiences while participating in an engineering design task impact their motivation to self-regulate their documentation practices.
Purpose
The purpose of this study is to explore the sequence of events that lead to changes in students' motivation to self-regulate documentation practices to support their design process.
Method
We use Organismic Integration Theory on the phases of intrinsic motivation to self-regulate as a lens in a case study to capture the collective growth of a high school engineering design team collaborating over the course of a semester-long drone design challenge.
Results
Findings demonstrate that both successes and failures played an intimate role in increasing intrinsic motivation to engage in self-regulatory practices, as increased motivation to see their drone fly pushed students to question the role of documentation in the design process.
Conclusion
When high school students work on intrinsically motivating projects with opportunities for both successes and failures, they can learn to self-regulate documentation practices. We discuss the implications for instruction and research in turn.
{"title":"Getting the picture: Developing intrinsic motivation to self-regulate engineering documentation practices in a high school drone design challenge","authors":"Rachel N. Bonnette, Monica L. Miles","doi":"10.1002/jee.70019","DOIUrl":"https://doi.org/10.1002/jee.70019","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Engineers must learn to document their process to communicate effectively in teams—a skill that calls for knowing <i>how</i> and <i>when</i> to capture information, as well as the self-regulation to continually engage in this practice. Motivation to self-regulate requires that students be motivated to complete a goal and see value in the practice toward accomplishing that goal, raising the question of how students' experiences while participating in an engineering design task impact their motivation to self-regulate their documentation practices.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>The purpose of this study is to explore the sequence of events that lead to changes in students' <i>motivation to self-regulate</i> documentation practices to support their design process.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>We use Organismic Integration Theory on the phases of intrinsic motivation to self-regulate as a lens in a case study to capture the collective growth of a high school engineering design team collaborating over the course of a semester-long drone design challenge.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Findings demonstrate that both <i>successes and failures</i> played an intimate role in increasing intrinsic motivation to engage in self-regulatory practices, as increased motivation to see their drone fly pushed students to question the role of documentation in the design process.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>When high school students work on intrinsically motivating projects with opportunities for both successes and failures, they can learn to self-regulate documentation practices. We discuss the implications for instruction and research in turn.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70019","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144514947","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 relationship between ontology (i.e., being) and epistemology (i.e., knowing) holds importance for engineering education instruction and research in at least three ways: classroom pedagogy (i.e., theory and practice of learning), researcher positionality, and research methodology. Delineating this relationship seems particularly relevant in a time when the construct of identity politics is prominent in US discourse.
Purpose
I discuss the role and importance of theory, affirm the usefulness of our experiences as data, and insist we maximize the usefulness of that data by competently articulating its sociological significance.
Method
The guiding question for this editorial is: To what extent can one's personal experiences be a source of knowledge?
Conclusions
I urge our academic community to accentuate the imperative for making connections between experiential data and theory in order that the conclusions we draw will help us address core issues in engineering teaching, research, and professional practice. The prominence of experiential knowledge—whether researchers telling their own stories or the narratives we gather from participants during interviews—requires that we consider the extent to which we are relaying information versus analyzing and interpreting information.
{"title":"“Being is not knowing”: Cautionary discourse on reflexive sensemaking in engineering education","authors":"James Holly Jr.","doi":"10.1002/jee.70020","DOIUrl":"https://doi.org/10.1002/jee.70020","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The relationship between ontology (i.e., being) and epistemology (i.e., knowing) holds importance for engineering education instruction and research in at least three ways: classroom pedagogy (i.e., theory and practice of learning), researcher positionality, and research methodology. Delineating this relationship seems particularly relevant in a time when the construct of identity politics is prominent in US discourse.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>I discuss the role and importance of theory, affirm the usefulness of our experiences as data, and insist we maximize the usefulness of that data by competently articulating its sociological significance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>The guiding question for this editorial is: To what extent can one's personal experiences be a source of knowledge?</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>I urge our academic community to accentuate the imperative for making connections between experiential data and theory in order that the conclusions we draw will help us address core issues in engineering teaching, research, and professional practice. The prominence of experiential knowledge—whether researchers telling their own stories or the narratives we gather from participants during interviews—requires that we consider the extent to which we are relaying information versus analyzing and interpreting information.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70020","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144367293","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}
Matilde L. Sánchez-Peña, Anne M. McAlister, Nichole M. Ramirez, Syed Ali Kamal
Background
Evidence exists that some aspects of engineering as a disciplinary culture are problematic for students' mental health and help-seeking attitude (HSAs). In order to promote positive cultural change, it is critical to further characterize those problematic aspects of engineering culture.
Purpose
The purpose of this study is to expand on the specific mechanisms through which shared beliefs and values within engineering culture harm students' mental well-being and how they transform decision making that limits help-seeking.
Design/Method
Operationalizing engineering as a disciplinary culture and framed under social identity theory, we conducted a thematic analysis of 60 semi-structured interviews among engineering undergraduates at two institutions in the continental United States.
Results
Problem solving and efficiency were a public representation of engineering that participants linked with a preference for solving mental health problems on their own or not at all. Communication and collaboration were highlighted as necessary but not always developed skills due to rampant competition. Such tensions jeopardized students' ability to create and use essential support networks for mental health. The demands of an engineering degree were confirmed as affecting mental health negatively and deterring students' HSAs. Finally, masculinity and Whiteness in engineering were identified as elements influencing poor mental health and HSAs of gender and racial minorities.
Conclusions
Significant changes in the culture of engineering are necessary to improve HSAs of engineering students. We propose different strategies to start re-imagining the identified cultural elements in engineering to support students' mental health.
{"title":"Elements of engineering culture affecting undergraduate students' mental health and their help-seeking attitudes","authors":"Matilde L. Sánchez-Peña, Anne M. McAlister, Nichole M. Ramirez, Syed Ali Kamal","doi":"10.1002/jee.70017","DOIUrl":"https://doi.org/10.1002/jee.70017","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Evidence exists that some aspects of engineering as a disciplinary culture are problematic for students' mental health and help-seeking attitude (HSAs). In order to promote positive cultural change, it is critical to further characterize those problematic aspects of engineering culture.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>The purpose of this study is to expand on the specific mechanisms through which shared beliefs and values within engineering culture harm students' mental well-being and how they transform decision making that limits help-seeking.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>Operationalizing engineering as a disciplinary culture and framed under social identity theory, we conducted a thematic analysis of 60 semi-structured interviews among engineering undergraduates at two institutions in the continental United States.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Problem solving and efficiency were a public representation of engineering that participants linked with a preference for solving mental health problems on their own or not at all. Communication and collaboration were highlighted as necessary but not always developed skills due to rampant competition. Such tensions jeopardized students' ability to create and use essential support networks for mental health. The demands of an engineering degree were confirmed as affecting mental health negatively and deterring students' HSAs. Finally, masculinity and Whiteness in engineering were identified as elements influencing poor mental health and HSAs of gender and racial minorities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Significant changes in the culture of engineering are necessary to improve HSAs of engineering students. We propose different strategies to start re-imagining the identified cultural elements in engineering to support students' mental health.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144300105","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}
Natalie M. Taylor, Jason Robinson, Isaiah Rigo, Rebecca Reck, Adam Bleakney, Rory A. Cooper, Deana McDonagh, Holly M. Golecki
{"title":"Beyond buildings: Designing and maintaining classroom laboratory spaces for physical accessibility","authors":"Natalie M. Taylor, Jason Robinson, Isaiah Rigo, Rebecca Reck, Adam Bleakney, Rory A. Cooper, Deana McDonagh, Holly M. Golecki","doi":"10.1002/jee.70009","DOIUrl":"https://doi.org/10.1002/jee.70009","url":null,"abstract":"","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144171727","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}
Despite the vital function of engineering and computer science (Eng & CS) to innovation and economic development, retention within Eng & CS programs remains a major challenge in the U.S. educational system. Despite extensive research on influential factors of retention, there is a gap in our understanding of how these factors rank in relative importance and their temporal variations.
Purpose
This study aims to identify and compare the factors and demographic variables that predict retention in Eng & CS programs at two critical timepoints: from the first to the third year, and from the third year to completion within 6 years.
Method
The study applied random forest analyses to a longitudinal dataset from the nationally representative BPS 12/17 survey.
Results
High school academic preparation is the most important predictor of both 3-year and 6-year retention. Psychological factors are more crucial to retention in the early stages, while a more diverse, practical, career-oriented set of factors gains importance when it comes to the 6-year retention period.
Conclusions
The study advocates for stage-wise interventions, such as enhanced academic preparation programs and robust support networks in the early stages, and career services and practical support systems as students advance. The findings also highlight the importance of peer support networks and tailored support from institutions.
{"title":"Examining student retention dynamics in 4-year engineering and computer science programs using random forest analysis","authors":"Anjing Dai, Li Tan","doi":"10.1002/jee.70016","DOIUrl":"https://doi.org/10.1002/jee.70016","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Despite the vital function of engineering and computer science (Eng & CS) to innovation and economic development, retention within Eng & CS programs remains a major challenge in the U.S. educational system. Despite extensive research on influential factors of retention, there is a gap in our understanding of how these factors rank in relative importance and their temporal variations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>This study aims to identify and compare the factors and demographic variables that predict retention in Eng & CS programs at two critical timepoints: from the first to the third year, and from the third year to completion within 6 years.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>The study applied random forest analyses to a longitudinal dataset from the nationally representative BPS 12/17 survey.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>High school academic preparation is the most important predictor of both 3-year and 6-year retention. Psychological factors are more crucial to retention in the early stages, while a more diverse, practical, career-oriented set of factors gains importance when it comes to the 6-year retention period.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The study advocates for stage-wise interventions, such as enhanced academic preparation programs and robust support networks in the early stages, and career services and practical support systems as students advance. The findings also highlight the importance of peer support networks and tailored support from institutions.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144148322","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}
The inquiry into the ultimate purpose of engineering practice and into how engineering students develop a professional identity aligned with it is a matter of great ethical and political importance. Engineering education programs play a key role here by interpellating or inviting students, both in explicit and implicit ways, to adopt particular engineering identities.
Purpose
We investigated the interpellations to adopt particular professional identities that industrial engineering students in a private university in Bogotá, Colombia, experience during their studies.
Research Design
This is a qualitative study with four focus groups with fifth and eighth semester students, using rich pictures to stimulate their thinking. Analysis categories depict different professional identities and interpellation mechanisms.
Results
We identified interpellations to four general professional identities, related to technical excellence, the generation of personal and business economic success, a liberal ethics of professional practice, and social justice. The mechanisms for the first two were more ubiquitous and were mostly structural or operated through local interactions, sometimes as hidden curriculum, probably reflecting the normalization of dominant cultural values. Those for the other two were scarcer and included mostly explicit discursive interpellation mechanisms.
Conclusions
There are multiple identitarian interpellation mechanisms, some as part of the hidden curriculum in the structural or local interaction planes, which may go unnoticed and silently reinforce normalized dominant engineering identities. It is key to examine and debate these identitarian interpellations among students and faculty. This research also provides conceptual and methodological tools to conduct similar studies in other universities.
{"title":"An engineer, for what? On the different invitations a university extends to its students to acquire a professional identity","authors":"Laura María Becerra, Andrés Mejía","doi":"10.1002/jee.70015","DOIUrl":"https://doi.org/10.1002/jee.70015","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The inquiry into the ultimate purpose of engineering practice and into how engineering students develop a professional identity aligned with it is a matter of great ethical and political importance. Engineering education programs play a key role here by <i>interpellating</i> or inviting students, both in explicit and implicit ways, to adopt particular engineering identities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>We investigated the interpellations to adopt particular professional identities that industrial engineering students in a private university in Bogotá, Colombia, experience during their studies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Design</h3>\u0000 \u0000 <p>This is a qualitative study with four focus groups with fifth and eighth semester students, using <i>rich pictures</i> to stimulate their thinking. Analysis categories depict different professional identities and interpellation mechanisms.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We identified interpellations to four general professional identities, related to <i>technical excellence</i>, the <i>generation of personal and business economic success</i>, a <i>liberal ethics of professional practice</i>, and <i>social justice</i>. The mechanisms for the first two were more ubiquitous and were mostly structural or operated through local interactions, sometimes as hidden curriculum, probably reflecting the normalization of dominant cultural values. Those for the other two were scarcer and included mostly explicit discursive interpellation mechanisms.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>There are multiple identitarian interpellation mechanisms, some as part of the hidden curriculum in the structural or local interaction planes, which may go unnoticed and silently reinforce normalized dominant engineering identities. It is key to examine and debate these identitarian interpellations among students and faculty. This research also provides conceptual and methodological tools to conduct similar studies in other universities.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70015","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144135615","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}
Trevion S. Henderson, Avis Carrero, Jessica O. Michel
Background
Engineering students will be responsible for building new technologies that either mitigate or exacerbate future sustainability problems. Engineering educators are thus tasked with educating engineering students on the knowledge, attitudes, and behaviors that will make them change makers of the future.
Purpose
The purpose of this research was to examine the learning opportunity structures that engineering students experience, as well as how students' opportunities to learn about sustainability-related issues are related to cognitive and behavioral learning outcomes.
Methods
We surveyed engineering students at a large, public Midwestern university at the beginning and end of an academic year. Using structural equation modeling, this analysis focuses on engineering students' self-reported opportunities to learn about sustainability-related issues, as well as their self-reported learning outcomes.
Results
We document sociodemographic differences in students' sustainability learning outcomes, including statistically significant sex differences in leadership and activism behaviors among engineering students. Additionally, various opportunities to learn about sustainability appear to be related to different learning outcomes, with implications for faculty pedagogies and learning activities. Finally, the relationship between cocurricular participation in sustainability-related activities and cognitive and behavioral learning outcomes appears to be mediated by students' opportunities for learning about sustainability.
Conclusion
Engineering educators must carefully conceptualize the relationship between various opportunities to learn about sustainability and the specific learning outcomes those learning opportunities may foster. Moreover, opportunities to engage in sustainability-related actions outside of the classroom may enhance students' learning in engineering education.
{"title":"Engineering students' sustainability learning: Examining opportunities to learn about sustainability and their role in student outcomes","authors":"Trevion S. Henderson, Avis Carrero, Jessica O. Michel","doi":"10.1002/jee.70010","DOIUrl":"https://doi.org/10.1002/jee.70010","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Engineering students will be responsible for building new technologies that either mitigate or exacerbate future sustainability problems. Engineering educators are thus tasked with educating engineering students on the knowledge, attitudes, and behaviors that will make them change makers of the future.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>The purpose of this research was to examine the learning opportunity structures that engineering students experience, as well as how students' opportunities to learn about sustainability-related issues are related to cognitive and behavioral learning outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We surveyed engineering students at a large, public Midwestern university at the beginning and end of an academic year. Using structural equation modeling, this analysis focuses on engineering students' self-reported opportunities to learn about sustainability-related issues, as well as their self-reported learning outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We document sociodemographic differences in students' sustainability learning outcomes, including statistically significant sex differences in leadership and activism behaviors among engineering students. Additionally, various opportunities to learn about sustainability appear to be related to different learning outcomes, with implications for faculty pedagogies and learning activities. Finally, the relationship between cocurricular participation in sustainability-related activities and cognitive and behavioral learning outcomes appears to be mediated by students' opportunities for learning about sustainability.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Engineering educators must carefully conceptualize the relationship between various opportunities to learn about sustainability and the specific learning outcomes those learning opportunities may foster. Moreover, opportunities to engage in sustainability-related actions outside of the classroom may enhance students' learning in engineering education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144135613","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}
The peer review process plays a vital role in the advancement of engineering educational research because it is largely through this process that the field determines which knowledge claims are considered valid. Unfortunately, peer review processes may reinforce inequities when peer reviewers, as readers, are not reflective about the ways that their own experiences, as situated within power-laden and racialized sociohistorical contexts, shape how they evaluate manuscripts.
Purpose
The purpose of this study was to describe the ways in which the authors experienced the same phenomenon—evaluating manuscripts—differently due to our racialized positionalities.
Method
We reflected on the peer review process while participating in the Journal of Engineering Education's Mentored Review Program. The reviewers met over the course of 1 year to write responses to each other regarding our experiences and the tensions that arose during the process of peer reviewing manuscripts with race and oppression in mind.
Results
Three central ideas emerged from analysis of our reflective dialogue; namely, situating our “selves” within our review practice, reckoning with the roots of the strain between our personal and professional lives, and taking affirmative actions to enact racial equity in knowledge production.
Conclusions
This duoethnography calls for individual change among reviewers, as they seek to be more informed and introspective, as well as structural changes in standards that shape peer review culture.
{"title":"A duoethnographic exploration of what peer reviewing teaches us about peer review","authors":"James Holly Jr., Annie Butler","doi":"10.1002/jee.70013","DOIUrl":"https://doi.org/10.1002/jee.70013","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The peer review process plays a vital role in the advancement of engineering educational research because it is largely through this process that the field determines which knowledge claims are considered valid. Unfortunately, peer review processes may reinforce inequities when peer reviewers, as readers, are not reflective about the ways that their own experiences, as situated within power-laden and racialized sociohistorical contexts, shape how they evaluate manuscripts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>The purpose of this study was to describe the ways in which the authors experienced the same phenomenon—evaluating manuscripts—differently due to our racialized positionalities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>We reflected on the peer review process while participating in the <i>Journal of Engineering Education</i>'s Mentored Review Program. The reviewers met over the course of 1 year to write responses to each other regarding our experiences and the tensions that arose during the process of peer reviewing manuscripts with race and oppression in mind.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Three central ideas emerged from analysis of our reflective dialogue; namely, situating our “selves” within our review practice, reckoning with the roots of the strain between our personal and professional lives, and taking affirmative actions to enact racial equity in knowledge production.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This duoethnography calls for individual change among reviewers, as they seek to be more informed and introspective, as well as structural changes in standards that shape peer review culture.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70013","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144135614","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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