Journal of Engineering Education最新文献_第5页

Positionality statements in engineering education: A European perspective 工程教育中的职位陈述：欧洲视角

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

Journal of Engineering Education

Pub Date : 2025-05-16 DOI: 10.1002/jee.70014

K. Dunnett, M. S. Glessmer

引用次数: 0

Developing students' sociotechnical thinking in the humanities-engineering classroom: A treatment versus control study using a scenario-based assessment

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

Journal of Engineering Education

Pub Date : 2025-05-13 DOI: 10.1002/jee.70004

Lori Czerwionka, Siddhant S. Joshi, Gabriel O. Rios-Rojas, Kirsten A. Davis

Background

Engineering problems are open-ended and complex, involving technical and social aspects, yet engineering education focuses on technical training and closed-ended problems. To prepare engineering students, curricula should foster sociotechnical thinking—the ability to consider the interplay of technical and social factors during problem solving. Although educational interventions in this area show promise, further insight into the benefits of interdisciplinary interventions is warranted, particularly with treatment and control group designs.

Purpose

We examine the effect of a Humanities-Informed Engineering Projects (HIEP) course on students' sociotechnical thinking development.

Method

We compared the sociotechnical thinking development of engineering students who took the HIEP course with those who did not, assessing performance at the beginning and end of the semester using a scenario-based assessment. We collected data over 2 years from 70 students (38 treatment, 32 control). We used a triangulated approach to assess students' sociotechnical thinking through quantitative scoring, thematic analysis of problem-related considerations, and coding of students' explanations.

Results

Students in the course began the semester with enhanced sociotechnical thinking skills and experienced more development over the semester than those not in the course. They experienced increased development in their consideration of People and the Broader Context when solving problems and greater growth in an integrated approach to sociotechnical thinking.

Conclusion

Humanities-informed engineering education leads to sociotechnical thinking development. We suggest curricular activities that may enhance sociotechnical thinking.

工程问题是开放性和复杂性的，涉及技术和社会方面，而工程教育侧重于技术培训和封闭式问题。为了培养工科学生，课程应该培养社会技术思维——在解决问题时考虑技术和社会因素相互作用的能力。虽然教育干预在这一领域显示出希望，但进一步了解跨学科干预的好处是必要的，特别是在治疗和对照组设计方面。目的研究人文工程项目（HIEP）课程对学生社会技术思维发展的影响。方法我们比较了参加HIEP课程的工科学生和没有参加HIEP课程的工科学生的社会技术思维发展情况，在学期开始和结束时使用基于场景的评估来评估他们的表现。我们收集了70名学生2年来的数据（38名治疗组，32名对照组）。我们使用三角法通过定量评分、问题相关考量的专题分析和学生解释的编码来评估学生的社会技术思维。结果上过这门课的学生在学期开始时社会技术思维能力得到了提高，并且在整个学期中比没有上过这门课的学生得到了更多的发展。在解决问题时，他们在考虑人和更广泛的背景方面有了更大的发展，在社会技术思维的综合方法方面也有了更大的发展。结论人文工程教育促进了社会技术思维的发展。我们建议可以加强社会技术思维的课程活动。

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引用次数: 0

Crating the self: The interplay of agency, entrepreneurial mindset, and narrative identity 创造自我：代理、企业家心态和叙事身份的相互作用

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

Journal of Engineering Education

Pub Date : 2025-05-13 DOI: 10.1002/jee.70003

Ariana F. Turner, Hye Yeon Lee, Joseph M. Le Doux

Background

Despite the well-established positive effects of storytelling, narrative modes of thinking have neither been systematically assessed nor widely implemented in engineering education.

Purpose

Recently, the idea of story-driven learning (SDL) as pedagogy has been applied in an engineering department at a public university. Our research question was: “How are students, as a result of story-driven learning, changing in regard to both their self-reported (1) entrepreneurial mindset, self-concept clarity, and sense of narrative identity and (2) the ways in which they tell the stories of their lives?”

Design

We collected data from 60 students and compared the results from (1) students currently enrolled in “The Art of Telling Your Story” course and (2) students who had never taken the course. At the beginning and end of the semester, students completed self-report measures (i.e., self-concept clarity, awareness of narrative identity, entrepreneurial mindset) and two narrative prompts. The stories were then coded for six narrative themes: entrepreneurial mindset, redemption, contamination, agency, self-concept clarity, autobiographical reasoning.

Results

Students in the class experienced an increase in agency and entrepreneurial mindset. Moreover, when directly compared with students not in the course, students in the course experienced an increase in autobiographical reasoning, awareness of narrative identity, and maintained their increase in entrepreneurial mindset.

Conclusions

These results showcase the potency of storytelling interventions, as well as highlighting—for the first time—their potential for influencing the development of entrepreneurially minded engineers.

尽管讲故事的积极作用已经确立，但叙事思维模式在工程教育中既没有得到系统的评估，也没有得到广泛的实施。最近，故事驱动学习（SDL）的教学理念在一所公立大学的工程系得到了应用。我们的研究问题是：“作为故事驱动型学习的结果，学生们在自我报告的(1)创业心态、自我概念清晰度、叙事认同感和(2)讲述自己生活故事的方式方面发生了怎样的变化？”我们收集了60名学生的数据，并比较了(1)目前参加“讲述故事的艺术”课程的学生和(2)从未参加过这门课程的学生的结果。在学期开始和结束时，学生完成了自我报告测量（即自我概念清晰度，叙事身份意识，创业心态）和两个叙事提示。然后，这些故事被编码为六个叙事主题：创业心态、救赎、污染、代理、自我概念清晰、自传式推理。结果班级学生代理心态和创业心态有所增加。此外，与未上过课的学生相比，上过课的学生在自传体推理能力、叙事认同意识等方面均有所提高，创业心态保持增长。这些结果展示了讲故事干预的效力，并首次强调了它们影响具有创业精神的工程师发展的潜力。

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引用次数: 0

Gender and race/ethnicity differences in the predictors of course grade in a first-year engineering course and continued enrollment in engineering 性别和种族/民族差异在一年级工程课程和继续注册工程课程成绩的预测因素

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

Journal of Engineering Education

Pub Date : 2025-05-08 DOI: 10.1002/jee.70007

Matthew Bahnson, Eric T. McChesney, Carlie Cooper, Gerard Dorvè-Lewis, Allison Godwin, Kevin Binning, Linda DeAngelo

Background

Engineering requires new solutions to improve undergraduate performance outcomes, including course grades and continued enrollment in engineering pathways. Belonging and engineering role identity have long been associated with successful outcomes in engineering, including academic success, retention, and well-being.

Purpose

We measure the relationships between belonging and role identity at the beginning of a first-year engineering course with course grade and continued enrollment in engineering courses. We test the effect of an ecological belonging intervention on student belonging, course grade, and persistence.

Method

Students (n = 834) reported their sense of belonging in engineering, cross-racial experiences, engineering performance/competence, interest in engineering, and engineering recognition before and after an in-class intervention to improve classroom belonging ecology. Through a series of longitudinal multigroup path analyses, a form of structural equation modeling, we tested the predictive relationships of the measured constructs with engineering identity and investigated differences in these relationships by student gender and race/ethnicity.

Findings

The proposed model predicts course grades and continued enrollment, providing insight into the potential for interventions to support first-year engineering students. Group analysis results demonstrate the difference in the function of these psychosocial measures for women and Black, Latino/a/x, and Indigenous (BLI) students, providing insights into the potential importance of sociocultural interventions within engineering classrooms to improve the engineering climate, engagement, and retention of students.

Implications

The results highlight the need for more specific, nuanced theoretical investigations of how marginalized students experience the engineering environment and develop social belonging and engineering role identity.

背景工程需要新的解决方案来提高本科生的表现结果，包括课程成绩和继续注册工程途径。长期以来，归属和工程角色身份一直与工程领域的成功成果有关，包括学业成功、留任和幸福感。目的：我们测量一年级工程课程开始时归属和角色认同与课程成绩和继续注册工程课程之间的关系。我们测试了生态归属感干预对学生归属感、课程成绩和持久性的影响。方法834名学生在课堂干预改善课堂归属感生态前后报告了他们对工程的归属感、跨种族经历、工程表现/能力、对工程的兴趣和对工程的认可。通过一系列的纵向多组路径分析（一种结构方程模型），我们测试了测量结构与工程身份的预测关系，并调查了学生性别和种族/民族在这些关系中的差异。所提出的模型预测课程成绩和持续入学率，为支持一年级工程专业学生的干预潜力提供了深入的见解。群体分析结果表明，这些社会心理测量对女性和黑人、拉丁裔/非裔/非裔和土著（BLI）学生的功能存在差异，从而深入了解社会文化干预在工程课堂中改善工程氛围、参与度和学生保留率的潜在重要性。研究结果强调，需要对边缘化学生如何体验工程环境、发展社会归属感和工程角色认同进行更具体、细致入微的理论研究。

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引用次数: 0

Am I smart enough to be an engineer? How undergraduate engineering students articulate their identities 我够聪明当工程师吗？工科本科生如何表达自己的身份

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

Journal of Engineering Education

Pub Date : 2025-05-05 DOI: 10.1002/jee.70005

Rachel Kajfez, Amy Kramer, Bailey Braaten, Emily Dringenberg

Background

Students' identification with engineering is intertwined culturally with being smart. Broadly, engineering students are often considered to be smart by others and by themselves, and these beliefs about smartness—what it is and who has enough of it to be an engineer—are a fundamental and limiting aspect of students' experiences.

Purpose

The purpose of this study was to explore how undergraduate engineering students describe themselves as smart enough to be engineers. We aimed to develop rich descriptions of the complex ways they articulate their identities as smart before coming to college and during the first two years of their undergraduate degrees.

Design/Method

We collected data through a series of interviews with 25 participants. We iteratively and collaboratively analyzed the data to determine the predominant ways the participants articulated their identities as smart enough to be engineers. We generated a qualitative data display to check for patterns related to pathways into engineering programs and privileged social identities.

Results

We found that engineering students have three different ways to articulate that they are smart enough to be engineers: (1) they have innate abilities, (2) they are hardworking and dedicated to learning, and (3) they have skills and experience related to engineering. Additionally, we provide qualitative evidence that the innate abilities articulation relates to privilege.

Discussion/Conclusion

The study participants engaged in identity work that produced the three articulations. As engineering educators, we need to take responsibility for the ways in which our participation in the cultural practice of smartness reproduces inequity.

学生对工程的认同在文化上与聪明交织在一起。总的来说，工科学生通常被别人和他们自己认为是聪明的，这些关于聪明的信念-它是什么以及谁有足够的聪明成为一名工程师-是学生经历的一个基本和限制方面。本研究的目的是探讨工科本科生如何描述自己足够聪明，可以成为工程师。我们的目标是丰富描述他们在进入大学之前和本科学位的头两年里表达自己聪明身份的复杂方式。设计/方法我们通过对25名参与者的一系列访谈来收集数据。我们反复和协作地分析数据，以确定参与者表达他们作为工程师足够聪明的身份的主要方式。我们生成了一个定性数据显示，以检查与进入工程项目和特权社会身份相关的模式。我们发现，工科学生有三种不同的方式来表达他们足够聪明，可以成为工程师：(1)他们有天生的能力，(2)他们努力学习，并致力于学习，(3)他们有与工程相关的技能和经验。此外，我们还提供了定性证据，证明先天的发音能力与特权有关。讨论/结论研究参与者参与了产生三种发音的身份工作。作为工程教育工作者，我们需要对我们参与聪明的文化实践所产生的不平等负责。

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引用次数: 0

Global challenges, local responses: Exploring curriculum reform in South African engineering education 全球挑战，地方回应：探索南非工程教育课程改革

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

Journal of Engineering Education

Pub Date : 2025-04-30 DOI: 10.1002/jee.70006

Karin Wolff, Teresa Hattingh, Lelanie Smith

Background and Aim

There have been significant higher education curriculum reform initiatives over the past 30 years across different global regions in response to a range of drivers such as employability, global citizenship, and sustainability. In professions such as engineering, a key focus has been on holistic graduate attribute development for scarce skills needs in increasingly complex socio-technical sectors. This paper sets out to explore the drivers of engineering curriculum reform in higher education institutions (HEIs) in a Global South context.

Design/Method

Drawing on semi-structured, recorded focus group interviews with 28 program coordinators and academics across 15 of the 16 HEIs offering engineering qualifications in South Africa, the research team set out to determine what kinds of curriculum reform initiatives were being undertaken, who was responsible for initiating, implementing, and supporting these initiatives, and what were perceived to be challenges and successes. The emergent drivers were framed in relation to curriculum responsiveness theory analyzed using an overarching “critical realist” framework with structure, culture, and agency dimensions that systemically influence how curriculum reform is constrained or enabled.

Results

The findings reveal both internal and external drivers that align with economic, institutional, and pedagogical responsiveness. The dominance of some levers over others is influenced by the underlying structural and cultural dimensions that affect agency. While some institutions show agency in curriculum reform, the dominant structure–culture dynamic often constrains innovation and maintains the status quo.

Conclusion

The structure–culture–agency relationships that are presented highlight factors that constrain or enable curriculum reform, which has implications for practice and policy. To drive meaningful and sustainable reform, policymakers must develop frameworks that incentivize not only compliance with accreditation standards but also pedagogical innovation and social responsiveness, ensuring that curriculum transformation aligns with both economic demands and societal needs.

背景和目的在过去的30年里，全球不同地区都有重大的高等教育课程改革举措，以应对就业能力、全球公民身份和可持续性等一系列驱动因素。在工程等专业中，一个关键的焦点一直是在日益复杂的社会技术部门对稀缺技能需求的整体毕业生属性发展。本文旨在探讨南半球背景下高等教育机构（HEIs）工程课程改革的驱动因素。设计/方法通过对南非16所提供工程资格的高等教育机构中的15所的28名项目协调员和学者进行半结构化的焦点小组访谈，研究小组着手确定正在实施何种课程改革举措，谁负责发起、实施和支持这些举措，以及哪些被认为是挑战和成功。紧急驱动因素的框架与课程响应理论有关，使用总体的“批判现实主义”框架进行分析，该框架具有结构、文化和代理维度，系统地影响如何限制或启用课程改革。研究结果揭示了内部和外部驱动因素与经济、制度和教学响应性相一致。某些杠杆对其他杠杆的支配地位受到影响代理的潜在结构和文化层面的影响。虽然一些院校在课程改革中表现出能动性，但主导结构-文化动力往往制约创新，维持现状。结构-文化-代理关系强调了制约或推动课程改革的因素，具有实践和政策意义。为了推动有意义和可持续的改革，政策制定者必须制定框架，不仅要激励遵守认证标准，还要激励教学创新和社会响应，确保课程改革与经济需求和社会需求保持一致。

{"title":"Global challenges, local responses: Exploring curriculum reform in South African engineering education","authors":"Karin Wolff, Teresa Hattingh, Lelanie Smith","doi":"10.1002/jee.70006","DOIUrl":"https://doi.org/10.1002/jee.70006","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background and Aim</h3>\u0000 \u0000 <p>There have been significant higher education curriculum reform initiatives over the past 30 years across different global regions in response to a range of drivers such as employability, global citizenship, and sustainability. In professions such as engineering, a key focus has been on holistic graduate attribute development for scarce skills needs in increasingly complex socio-technical sectors. This paper sets out to explore the drivers of engineering curriculum reform in higher education institutions (HEIs) in a Global South context.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>Drawing on semi-structured, recorded focus group interviews with 28 program coordinators and academics across 15 of the 16 HEIs offering engineering qualifications in South Africa, the research team set out to determine what kinds of curriculum reform initiatives were being undertaken, who was responsible for initiating, implementing, and supporting these initiatives, and what were perceived to be challenges and successes. The emergent drivers were framed in relation to curriculum responsiveness theory analyzed using an overarching “critical realist” framework with structure, culture, and agency dimensions that systemically influence how curriculum reform is constrained or enabled.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The findings reveal both internal and external drivers that align with economic, institutional, and pedagogical responsiveness. The dominance of some levers over others is influenced by the underlying structural and cultural dimensions that affect agency. While some institutions show agency in curriculum reform, the dominant structure–culture dynamic often constrains innovation and maintains the status quo.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The structure–culture–agency relationships that are presented highlight factors that constrain or enable curriculum reform, which has implications for practice and policy. To drive meaningful and sustainable reform, policymakers must develop frameworks that incentivize not only compliance with accreditation standards but also pedagogical innovation and social responsiveness, ensuring that curriculum transformation aligns with both economic demands and societal needs.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892733","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}

引用次数: 0

Collaboration rules: A narrative comparison of engineering students and practicing engineers' collaboration experiences and beliefs using structuration theory 协作规则：运用结构理论对工科学生和实习工程师的协作经验和信念进行叙述比较

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

Journal of Engineering Education

Pub Date : 2025-04-08 DOI: 10.1002/jee.70002

Robert P. Loweth, Shanna R. Daly, Leah Paborsky, Sara L. Hoffman, Steven J. Skerlos

Background

Collaboration—including coordination, communication, and teamwork—is crucial to engineering practice. However, engineering students are often perceived as lacking key collaboration skills at the time of graduation.

Purpose

We used structuration theory to explore how differences between students and practitioners' collaboration beliefs related to differences between academic and professional collaboration contexts. We sought to demonstrate that the perceived collaboration “skill gap” in engineering students can be explained by differences between academic and professional social systems.

Methods

We conducted interviews with 30 undergraduate engineering students and 28 practicing engineers, and from these interviews produced 98 discrete narratives of participants' collaboration experiences. We thematically analyzed these 98 collaboration narratives to identify student and practitioner collaboration beliefs. We further coded four narratives for organizational enablements and constraints to show how differences in student and practitioner collaboration beliefs related to differences in organizational collaboration “rules.”

Findings

Students described boosting productivity through teamwork and limiting social bonding with teammates. These beliefs represented reasonable approaches to collaboration given observed organizational constraints including short project durations, single-discipline teams, and an inability to choose teammates. Practitioner beliefs about the importance of cross-functional collaboration and building collaborator rapport across projects reflected organizational enablements that facilitated collaborations with these qualities.

Conclusions

Students' beliefs about appropriate academic collaboration practices did not translate to professional contexts. Instructors can prepare students for work by strategically easing collaboration constraints to allow for more diverse collaboration experiences. Work mentors should explain the collaboration expectations of their workplaces to facilitate new hire socialization.

协作——包括协调、沟通和团队合作——对工程实践至关重要。然而，工科学生在毕业时往往被认为缺乏关键的协作技能。目的运用结构理论探讨学生与从业人员协作信念的差异与学术与专业协作环境差异的关系。我们试图证明工程专业学生感知到的合作“技能差距”可以用学术和专业社会系统之间的差异来解释。方法我们对30名工科本科生和28名实习工程师进行了访谈，从这些访谈中产生了98个参与者合作经历的离散叙述。我们按主题分析了这98个合作故事，以确定学生和从业者的合作信念。我们进一步编码了组织实现和约束的四种叙述，以显示学生和从业者协作信念的差异如何与组织协作“规则”的差异相关。学生们描述了通过团队合作提高工作效率和限制与队友的社会联系。在观察到的组织约束条件下，这些信念代表了合理的协作方法，包括较短的项目持续时间、单一纪律的团队以及无法选择团队成员。实践者对跨功能协作和跨项目构建合作者关系的重要性的信念反映了组织的支持，这些支持促进了具有这些品质的协作。结论：学生对适当的学术合作实践的信念并没有转化为专业背景。教师可以通过战略性地放松协作约束，以允许更多样化的协作体验，为学生的工作做好准备。工作导师应该解释他们工作场所的协作期望，以促进新员工的社会化。

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引用次数: 0

Exploring supports for belonging as predictors of student outcomes: Different roles of co-curricular and extracurricular activities in engineering by students' year in college 探索归属作为学生成绩预测因素的支持：不同年级学生在工程专业的课外和课外活动中的不同角色

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

Journal of Engineering Education

Pub Date : 2025-04-04 DOI: 10.1002/jee.70001

Minhye Lee, Alexandra A. Lee, Garam A. Lee, A. Krystal Lira, Harrison D. Lawson, Emily Freer, Daina Briedis, S. Patrick Walton, Lisa Linnenbrink-Garcia

Background

Although most engineering colleges offer a variety of co-curricular and extracurricular activities to enrich students' sense of belonging to the college, existing literature has not fully captured whether and how the various activities serve to support students' sense of belonging and predict student outcomes.

Purpose

We investigated how engineering students perceive diverse activities as supports for their sense of belonging, and how these perceptions predict their engineering motivation, persistence, and achievement depending on their year in college.

Method

Five thousand eleven first- to fourth-year students from the College of Engineering of a four-year, public university participated in a longitudinal, multicohort study. They reported their engineering-related motivation, persistence, and perceptions about the extent to which four types of activities (i.e., university programs; college programs; co-ops/internships and course teamwork; student organizations and research) contributed to their sense of belonging (i.e., served as supports for belonging). Multigroup structural equation modeling was conducted to examine the relations among supports for belonging and academic outcomes, with a focus on the variation depending on students' year in college.

Results

Co-ops/internships and teamwork in courses were significant predictors of adaptive academic outcomes for all students regardless of their college year. This relation was stronger among third- and fourth-year students than among first- and second-year students. For first-year students, enhanced belonging supported by university programs significantly contributed to their motivation and identity.

Conclusions

Institutional efforts to enhance students' sense of belonging should be tailored to meet the evolving needs of students as they advance through their college experience.

虽然大多数工程学院都提供各种各样的课外活动来丰富学生对学院的归属感，但现有的文献并没有充分描述这些活动是否以及如何支持学生的归属感并预测学生的成果。目的：我们调查了工科学生如何将各种活动视为他们归属感的支持，以及这些感知如何预测他们在大学期间的工程动机、坚持和成就。方法对一所四年制公立大学工程学院的51000名一至四年级学生进行纵向、多队列研究。他们报告了他们与工程相关的动机、持久性，以及对四种活动(即大学课程；大学项目;合作/实习和课程团队合作；学生组织和研究有助于他们的归属感（即，作为归属感的支持）。采用多组结构方程模型研究归属支持与学业成绩之间的关系，重点研究了归属支持与学业成绩之间的差异。结果无论在哪个年级，所有学生在课程中的合作/实习和团队合作都是适应性学业成绩的重要预测因素。这种关系在三年级和四年级学生中比在一年级和二年级学生中更强。对于一年级学生来说，大学课程所支持的归属感的增强对他们的动机和身份认同有很大的帮助。结论：学校在增强学生归属感方面的努力应根据学生在大学生活中不断发展的需求进行调整。

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引用次数: 0

The role of learner trust in generative artificially intelligent learning environments 学习者信任在生成式人工智能学习环境中的作用

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

Journal of Engineering Education

Pub Date : 2025-03-03 DOI: 10.1002/jee.70000

Maria Goldshtein, Noah L. Schroeder, Erin K. Chiou

引用次数: 0

Transitioning into engineering education: Diverse pathways of military veterans 过渡到工程教育：退伍军人的不同途径

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

Journal of Engineering Education

Pub Date : 2025-02-28 DOI: 10.1002/jee.20628

Joyce B. Main, Christina Pantoja, Susan M. Lord, Catherine Mobley, Catherine Brawner

Background

In the United States, there is increased demand to expand the engineering workforce. Many military veterans have received technical training that can be leveraged in engineering. Their pursuit of engineering degrees has great potential to expand and diversify the engineering workforce.

Purpose

This study examines the pathways of US military veterans from high school graduation through undergraduate engineering education and explores the resources they use to navigate their transition into engineering study.

Methods

Applying Schlossberg's transition model, this multimethod study uses semi-structured interviews of 28 student veterans in engineering (SVEs) across four universities. Illustrative examples integrate thematic analyses of interview data and path analysis of key event timeline data.

Results

Path diagrams illustrate that SVEs embark on diverse pathways and engage in multiple transitions across high school graduation, military training, and undergraduate engineering education. Military experiences, especially engineering-related work, and encouragement from military supervisors, other veterans, and family contribute to SVEs' pursuit of engineering degrees. SVEs also leverage a combination of supports and strategies in their transition to engineering education.

Conclusions

Findings highlight that educational pathways into engineering can be complex and that serving in the military can be a pathway to engineering success, challenging the idea that engineering students must follow a linear path. Key stakeholders (administrators, faculty, and student services professionals) can apply these findings to recruit and retain SVEs, and other students with complex pathways, in engineering. Research findings reveal areas for promoting student veterans' participation in engineering and developing strategies to support SVE success.

在美国，扩大工程劳动力的需求不断增加。许多退伍军人都接受过技术培训，这些培训可以在工程中发挥作用。他们对工程学位的追求具有扩大和多样化工程劳动力的巨大潜力。目的本研究考察了美国退伍军人从高中毕业到本科工程教育的途径，并探讨了他们用于过渡到工程学习的资源。方法采用Schlossberg的过渡模型，采用半结构化访谈的方法，对来自四所大学的28名工科退伍学生进行了研究。说明性示例整合了访谈数据的专题分析和关键事件时间线数据的路径分析。路径图表明，sve走上了不同的路径，并在高中毕业、军事训练和本科工程教育中进行了多次过渡。军事经历，特别是与工程相关的工作，以及来自军事主管、其他退伍军人和家人的鼓励，都是SVEs追求工程学位的原因。中小企业在向工程教育过渡的过程中也会综合利用各种支持和策略。研究结果强调，进入工程专业的教育途径可能是复杂的，在军队服役可能是通往工程专业成功的途径，这挑战了工科学生必须遵循线性路径的想法。关键利益相关者（管理人员、教师和学生服务专业人员）可以将这些发现应用于招聘和留住sve，以及其他具有复杂途径的工程专业学生。研究结果揭示了促进学生退伍军人参与工程和制定策略以支持SVE成功的领域。

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引用次数: 0