Journal of Engineering Education最新文献_第5页

Engineers, figuring it out: Collaborative learning in cultural worlds 工程师们，想办法文化世界中的协作学习

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

Journal of Engineering Education

Pub Date : 2023-12-23 DOI: 10.1002/jee.20576

Susan Bobbitt Nolen, Edward L. Michor, Milo D. Koretsky

Background

Although open-ended projects are common in the first and final years of US engineering programs, middle-year courses tend to utilize simpler highly constrained problems. Such problems can elicit knowledge and social practices typical of school activity (“School World”), with limited applicability in real engineering work (“Engineering World”). They can also result in inequitable participation in groups.

Purpose

We investigate whether a single-session, complex studio task can promote equitable disciplinary engagement in the middle years, where time is limited and students' engineering knowledge needs to be developed. We ask whether and how the task is taken up by teams “thinking and acting like students” versus “thinking and acting like engineers.”

Design/Method

This microgenetic laboratory study analyzes video data of three student teams completing a realistic complex task.

Results

Teams initially used “School World” strategies and social arrangements, but eventually the task demands and facilitator framing shifted activity to “Engineering World.” We found within-team, between-world differences in reasoning, tool use, and social practices. Examination of shifts from School World to Engineering World pointed to the importance of task framing, material tools, peer interaction, and facilitator support.

Conclusions

Activity can shift to the disciplinary social and knowledge practices of engineering in a single task, expanding opportunities to learn those practices and promoting more equitable interactions. Instructors should seek to support disciplinary practices while preserving students' authority to make decisions. Future research should explore the impact of a steady diet of these kinds of studios in the middle years.

尽管开放式项目在美国工程学课程的第一年和最后一年很常见，但中年级的课程往往采用较为简单的高度受限的问题。这些问题可以激发典型的学校活动（"学校世界"）中的知识和社会实践，但在实际工程工作（"工程世界"）中的适用性有限。我们研究的是，在时间有限且学生的工程知识需要发展的初中阶段，一个单一的、复杂的工作室任务能否促进公平的学科参与。这项微遗传实验室研究分析了三个学生团队完成一项现实的复杂任务的视频数据。团队最初使用 "学校世界 "的策略和社会安排，但最终任务要求和主持人的框架将活动转移到了 "工程世界"。我们发现了团队内部和世界之间在推理、工具使用和社会实践方面的差异。对从 "学校世界 "向 "工程世界 "转变的研究表明，任务框架、材料工具、同伴互动和指导者的支持非常重要。指导者应努力支持学科实践，同时维护学生的决策权。未来的研究应探索在初中阶段持续开展此类工作室活动的影响。

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引用次数: 0

Systematic review of spatial abilities and virtual reality: The role of interaction 空间能力与虚拟现实的系统回顾：互动的作用

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

Journal of Engineering Education

Pub Date : 2023-12-18 DOI: 10.1002/jee.20568

Micha Gittinger, David Wiesche

Background

The importance of spatial abilities for individuals' success in science, technology, engineering, and mathematics (STEM) domains has been well established. Researchers have also emphasized the need to train engineering students in spatial ability. Although virtual reality (VR) offers prospects for training spatial abilities, research on the design of VR training environments remains incomplete.

Purpose

This review aimed to reveal the link between individuals' interactions in a VR environment and their spatial abilities and provide guidance for future research and the design of training settings. We also aimed to support students by aligning their interactions with individuals' spatial abilities or by using interactive VR to foster these abilities to create more equal opportunities in the field of engineering.

Method

A systematic review of existing literature was conducted to categorize and discuss recent findings.

Results

The study found that the reviewed literature (i) mainly considered mental rotation; (ii) showed advantages for high-spatial-ability learners and disadvantages for low-spatial-ability learners when they use interactive VR; (iii) indicated training possibilities, especially for low-spatial-ability learners, when they use interactive VR; and (iv) showed changes in not only interaction but also visualization parameters between experimental and control groups.

Conclusion

Interactive VR can be used to develop spatial abilities, particularly in low-ability learners. However, it can also hinder these learners and favor high-ability learners. Further research focusing on the interactive part of VR and the role of spatial ability is required to support design choices.

空间能力对个人在科学、技术、工程和数学（STEM）领域取得成功的重要性已得到公认。研究人员也强调了对工科学生进行空间能力培训的必要性。本综述旨在揭示个人在虚拟现实环境中的互动与其空间能力之间的联系，并为未来的研究和培训环境的设计提供指导。我们还旨在通过使学生的互动与个人空间能力相一致，或通过使用交互式 VR 来培养这些能力，从而为学生提供支持，在工程学领域创造更多平等机会。研究发现，所查阅的文献（i）主要考虑了心理旋转；（ii）显示了高空间能力学习者在使用交互式 VR 时的优势和低空间能力学习者的劣势；（iii）指出了培训的可能性，特别是低空间能力学习者在使用交互式 VR 时的可能性；以及（iv）显示了实验组和对照组之间不仅在交互方面，而且在可视化参数方面的变化。交互式 VR 可用于培养空间能力，尤其是低能力学习者的空间能力，但它也可能阻碍这些学习者，而有利于高能力学习者。需要进一步研究 VR 的互动部分和空间能力的作用，以支持设计选择。

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引用次数: 0

Experiential learning in engineering education: A systematic literature review 工程教育中的体验式学习：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 : 2023-12-17 DOI: 10.1002/jee.20575

Gerald Tembrevilla, André Phillion, Melec Zeadin

Background

The evolving transformations of our society at large, academic institutions, and engineering discipline in the 21st century have profound implications for the nature of experiential learning being offered in engineering education. However, what is experiential learning in the context of engineering education?

Purpose

The introduction and evaluation of experiential learning in undergraduate engineering education between 1995 and 2020, as well as the essential elements for consideration in its future implementation, have been analyzed and synthesized.

Design/Method

A population–intervention–comparison–outcome framework and PRISMA flow diagram were used to outline a systematic literature review on how experiential learning was introduced into undergraduate engineering curricula, how it was evaluated, and the essential elements for consideration in its future implementation.

Findings

A total of 220 studies were synthesized. These studies offered a new lens of seeing experiential learning, which were interpreted as “paradigm shifts.” More than one-half of the total studies were conducted between 1995 and 2005. These studies were strongly directed at measuring student performance and occurred in a decade when many North American engineering curricula were being restructured. The review indicated that experiential learning has been successfully carried out via diverse methodologies. However, there is a strong need to enrich it with a theoretical basis.

Conclusions

Experiential learning introduced into engineering education appeared to be an interdependent self–school–community entity. In the changing work environment of the 21st century, heightened by the impacts of the COVID-19 pandemic, invoking the inseparability of self, school, and community would provide unique perspectives to our evolving understanding of experiential learning and its relevance in engineering discipline.

21 世纪，整个社会、学术机构和工程学科都在发生变化，这对工程教育中体验式学习的性质产生了深远的影响。我们采用了 "人群-干预-比较-结果 "框架和 PRISMA 流程图，就如何将体验式学习引入本科工程学课程、如何评价体验式学习以及未来实施体验式学习时应考虑的基本要素进行了系统的文献综述。这些研究提供了看待体验式学习的新视角，被解释为 "范式转变"。在所有研究中，超过一半的研究是在 1995 至 2005 年间进行的。这些研究主要针对学生成绩的测评，并且发生在北美许多工程学课程正在重组的十年间。审查表明，体验式学习已通过各种方法成功地开展起来。将体验式学习引入工程教育似乎是一个相互依存的自我-学校-社区实体。在 21 世纪不断变化的工作环境中，由于 COVID-19 大流行病的影响，援引自我、学校和社区的不可分割性将为我们对体验式学习及其在工程学科中的相关性的不断发展的理解提供独特的视角。

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引用次数: 0

Integrating reading and writing with STEAM/STEM: A systematic review on STREAM education 将阅读和写作与 STEAM/STEM 相结合：STREAM 教育系统综述

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

Journal of Engineering Education

Pub Date : 2023-12-13 DOI: 10.1002/jee.20569

Wang Sun, Baichang Zhong

Background

Science, technology, reading and writing, engineering, art, and mathematics (STREAM) education is an emerging form of STEM/STEAM education. STEM education research focuses on how students acquire knowledge and skills. The potential of reading and writing to effectively support students in STEM education has been the focus of research. Although researchers have noted the role of language, they have not explored it in depth.

Purpose/Hypothesis

This paper presents a systematic review of STREAM education to clarify how reading/writing is integrated with STEM/STEAM education and explores the level of cognitive goals in instruction.

Design/Method

By searching for articles related to STREAM education up to 2021, we coded some important features of STREAM education and highlighted the correlations between two or more features.

Results

(i) STREAM education has developed rapidly in the past 3 years; (ii) Writing appeared in STEM education before reading, and the trend of research is spreading from college to lower school levels; (iii) The combination of reading and writing is better in primary school and is underemphasized in middle school; (iv) The cognitive goals of STREAM education in higher education are slightly higher overall than those before college; (v) Current studies focus on the reflection process of the course, while the main process deserves more attention; and (vi) reading/writing activities in the reflection process achieved the highest levels of cognition than in the entry and main processes.

Conclusion

The integration of language activities (reading and writing) into STREAM education is a trend toward disciplinary integration, which helps develop students' cognition and form knowledge constructs.

科学、技术、读写、工程、艺术和数学（STREAM）教育是 STEM/STEAM 教育的一种新兴形式。STEM 教育研究的重点是学生如何获取知识和技能。阅读和写作在 STEM 教育中为学生提供有效支持的潜力一直是研究的重点。本文对 STREAM 教育进行了系统综述，以阐明阅读/写作如何与 STEM/STEAM 教育相结合，并探讨教学中认知目标的水平。通过检索 2021 年之前与 STREAM 教育相关的文章，我们对 STREAM 教育的一些重要特征进行了编码，并强调了两个或多个特征之间的相关性。(i) 近三年来，STREAM 教育发展迅速；(ii) STEM 教育中写作先于阅读出现，且研究趋势从大学向低年级蔓延；(iii) 小学阶段阅读与写作结合较好，初中阶段重视不够；(iv) 高等教育中的 STREAM 教育的认知目标总体上略高于大学之前的认知目标；(v) 目前的研究侧重于课程的反思过程，而主要过程更值得关注；(vi) 与入门过程和主要过程相比，反思过程中的阅读/写作活动达到了最高的认知水平。将语言活动（阅读和写作）融入 STREAM 教育是学科整合的趋势，有助于发展学生的认知，形成知识建构。

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引用次数: 0

Contextualization in engineering education: A scoping literature review 工程教育的情境化：文献综述

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

Journal of Engineering Education

Pub Date : 2023-12-13 DOI: 10.1002/jee.20570

Marie Stettler Kleine, Kari Zacharias, Desen Ozkan

Background

Engineering educators prepare students for responsible, ethical, and socially aware engineering practice by contextualizing engineering in a variety of ways. Recently, ABET and the NAE have prioritized engineers' ability to make judgments considering a variety of contexts and specifically advocated for building engineers' contextual competencies.

Purpose

Educators can often agree that contextualizing engineering work and problems is beneficial, while taking different approaches to that contextualization. It is important for engineering educators to know how their modes of contextualization compare with others, as well as how they define and achieve success.

Scope/Method

This scoping literature review answers two research questions: How are engineering educators contextualizing engineering through their programs, courses, and pedagogies? And what are the justifications, motivations, or desired ends of engineering educators' contextualization? The original search yielded 500 articles from pertinent engineering education venues. After detailed exclusion and inclusion criteria were applied, 104 relevant articles were analyzed.

Results

These remaining articles were sorted into six modes of contextualization: context tools, professional skills, real-world problems, design, sociotechnical thinking, and social impact. The categorization and analysis led to a complex understanding of the multiplicity of contextualization in engineering education.

Conclusions

The wide variety of modes of contextualization results in a variety of bettering strategies, or ways that these forms of pedagogy can improve engineering education, and, in turn, larger engineering contexts. We conclude that engineering content and context are “interactional” and co-constructed, showing how different modes of contextualization demarcate different images of what engineering content and contexts are and ought to be.

工程学教育者通过各种方式将工程学情境化，培养学生负责任的、有道德的和有社会意识的工程实践能力。最近，ABET 和 NAE 将工程师在各种情境下做出判断的能力放在首位，并特别倡导培养工程师的情境能力。对于工程教育者来说，了解自己的情境化模式与其他模式的比较，以及他们是如何定义和取得成功的，是非常重要的：本范围性文献综述回答了两个研究问题：工程学教育者如何通过他们的项目、课程和教学法将工程学情境化？工程学教育者是如何通过他们的项目、课程和教学法将工程学情境化的？工程学教育者情境化的理由、动机或预期目标是什么？最初的搜索从相关的工程教育领域获得了 500 篇文章。在应用了详细的排除和纳入标准之后，对 104 篇相关文章进行了分析。这些剩余文章被分为六种情境化模式：情境工具、专业技能、现实世界问题、设计、社会技术思维和社会影响。通过分类和分析，我们对工程教育中情境化的多重性有了复杂的认识。情境化模式的多样性导致了各种更好的策略，或者说这些形式的教学法可以改善工程教育，进而改善更大的工程情境。我们的结论是，工程学内容和情境是 "互动 "和共同建构的，并展示了不同的情境化模式是如何划分工程学内容和情境的不同形象的。

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引用次数: 0

Investigating inclusive professional engineering identity developmental patterns of first-year engineering majors: A person-centered approach 调查工程学专业一年级学生的包容性专业工程认同发展模式：以人为本的方法

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

Journal of Engineering Education

Pub Date : 2023-12-12 DOI: 10.1002/jee.20567

Mary Elizabeth Lockhart, Karen Rambo-Hernandez, Rebecca Atadero

Background

The lack of diversity within engineering degree programs and occupations has been an ongoing concern for decades. National engineering programs have placed a high priority on broadening participation in engineering and making the engineering culture more inclusive. Specifically, the cultivation of engineering students' inclusive professional engineering identities (IPEIs)—or the value these individuals place on diversity and their willingness to act inclusively within engineering contexts—might be one way to address this long-standing lack of representation.

Purpose

Rooted in theoretical contexts regarding professional identity development, the purpose of this study is to uncover developmental patterns of first-year engineering students' IPEIs and factors that influence IPEI cultivation.

Methods

This study built upon the previous variable-centered research findings regarding IPEI development. Specifically, the person-centered approach of random intercept latent transition analysis (RI-LTA) was utilized. RI-LTA allows for the detection of different meaningful groups of individuals demonstrating similarities on the construct and investigating these groups for probabilistic changes over time.

Results

Four IPEI groups of students emerged with IPEI developmental patterns that were not always stable. Student IPEI classifications differed significantly across gender and students' levels of engineering identity. Furthermore, a series of intervention experiences instigated an even more malleable nature to student IPEIs.

Conclusions

Engineering students' IPEIs demonstrate some likelihood to change over time, with intervention experiences enhancing the likelihoods for changes to occur. Continuing to investigate factors influencing the positive cultivation of students' IPEIs is fundamental to broadening participation in engineering and making the engineering culture more inclusive.

几十年来，工程学学位课程和职业缺乏多样性一直是一个令人担忧的问题。国家工程学计划高度重视扩大工程学的参与度，使工程学文化更具包容性。具体来说，培养工科学生的包容性专业工程身份（IPEIs）--或者说这些人对多样性的重视以及他们在工程环境中采取包容性行动的意愿--可能是解决这一长期缺乏代表性问题的方法之一。本研究植根于专业身份发展的理论背景，旨在揭示一年级工科学生的IPEIs发展模式以及影响IPEIs培养的因素。具体而言，本研究采用了以人为中心的随机截距潜转分析（RI-LTA）方法。随机截距潜移默化分析（RI-LTA）可检测出在构建上表现出相似性的不同有意义的个体群体，并调查这些群体随着时间推移的概率变化。学生的 IPEI 分类在不同性别和学生的工程学认同水平上存在显著差异。此外，一系列的干预经历使学生的 IPEI 更具可塑性。工科学生的 IPEI 有可能随着时间的推移而发生变化，而干预经历增加了发生变化的可能性。继续研究影响学生 IPEI 积极培养的因素，对于扩大工程学的参与和使工程学文化更具包容性至关重要。

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引用次数: 0

The utility of mechanical objects: Aiding students' learning of abstract and difficult engineering concepts 机械物体的实用性：帮助学生学习抽象而困难的工程概念

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

Journal of Engineering Education

Pub Date : 2023-12-12 DOI: 10.1002/jee.20573

Tanya Mitropoulos, Diana Bairaktarova, Scott Huxtable

Background

Undergraduate students consistently struggle with mastering concepts related to thermodynamics. Prior work has shown that haptic technology and intensive hands-on workshops help improve learning outcomes relative to traditional lecture-based thermodynamics instruction. The current study takes a more feasible approach to improving thermal understanding by incorporating simple mechanical objects into individual problem-solving exercises.

Purpose/Hypotheses

This study tests the impact of simple mechanical objects on learning outcomes (specifically, problem-solving performance and conceptual understanding) for third-year undergraduate engineering students in a thermodynamics course across a semester.

Design/Method

During the semester, 119 engineering students in two sections of an undergraduate thermodynamics course completed three 15-min, self-guided problem-solving tasks, one section without and the other with a simple and relevant physical object. Performance on the tasks and improvements in thermodynamics comprehension (measured via Thermal and Transport Concept Inventory scores) were compared between the two sections.

Results

Students who had a simple, relevant object available to solve three thermodynamics problems consistently outperformed their counterparts without objects, although only to statistical significance when examining the simple effects for the third problem. At the end of the semester, students who had completed the tasks with the objects displayed significantly greater improvements in thermodynamics comprehension than their peers without the relevant object. Higher mechanical aptitude facilitated the beneficial effect of object availability on comprehension improvements.

Conclusion

Findings suggest that the incorporation of simple mechanical objects into active learning exercises in thermodynamics curricula could facilitate student learning in thermodynamics and potentially other abstract domains.

本科生在掌握热力学相关概念方面一直很吃力。先前的研究表明，相对于传统的以讲授为主的热力学教学，触觉技术和强化实践研讨会有助于提高学习效果。本研究测试了简单机械物体对热力学课程三年级本科生一学期学习成果（特别是解决问题的表现和概念理解）的影响。在这一学期中，本科热力学课程两个部分的 119 名工科学生完成了三个 15 分钟的自我指导解决问题的任务，其中一个部分没有使用简单的相关实物，另一个部分使用了简单的相关实物。两部分学生的任务完成情况和热力学理解能力的提高情况（通过热量和传输概念量表得分来衡量）进行了比较。在解决三个热力学问题时，有简单相关实物的学生的成绩始终优于没有实物的学生，但在研究第三个问题的简单效应时，两者的成绩只有统计学意义。学期结束时，使用相关物体完成任务的学生在热力学理解方面的进步明显高于没有使用相关物体的学生。研究结果表明，在热力学课程的主动学习练习中加入简单的机械物体可以促进学生对热力学以及其他抽象领域的学习。

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引用次数: 0

Mental health and wellbeing of undergraduate students in engineering: A systematic literature review 工程学专业本科生的心理健康与幸福感：系统文献综述

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

Journal of Engineering Education

Pub Date : 2023-12-12 DOI: 10.1002/jee.20574

Muhammad Asghar, Angela Minichiello, Shaf Ahmed

Background

The wellbeing of college students today is at risk because of rising occurrences of mental health issues in higher education. Concurrently, undergraduate students perceive engineering courses and programs to be among the most arduous, and least welcoming and accommodating, in higher education. Although research related to mental health and wellbeing (MHW) in engineering is growing, a systematic review of this research has yet to be conducted.

Purpose

This systematic literature review identifies and synthesizes empirical scholarship related to the MHW of undergraduate engineering students.

Scope/Method

Specified search terms and inclusion criteria were used to identify 34 empirical studies related to engineering undergraduates' MHW. Content and qualitative thematic analyses were conducted to characterize and synthesize trends in research quality and outcomes across studies.

Results

Undergraduate engineering students experience a variety of mental health issues that negatively affect their experiences in engineering education. Stress is the most prevalent mental health issue identified; anxiety, depression, and post-traumatic stress disorder (PTSD) are also reported. Heavy academic workloads, sleep issues, and the nature of engineering education culture are identified as impediments to MHW in engineering education.

Conclusions

Although MHW in engineering is a growing area of research internationally, current MHW research in engineering is nascent and focused on the characterization of student mental health issues. Researchers underutilize qualitative and mixed-methods approaches, longitudinal and experimental designs, guiding frameworks, and robust sampling techniques. Academic and mindfulness interventions, as well as the use of mental wellness constructs from positive psychology, show promise for supporting MHW in engineering.

由于高等教育中心理健康问题的发生率不断上升，当今大学生的健康受到威胁。同时，本科生认为工科课程和项目是高等教育中最艰苦、最不受欢迎和最不包容的。本系统性文献综述确定并综合了与工科本科生心理健康和福祉（MHW）相关的经验性学术研究。对内容和定性主题进行了分析，以描述和综合各研究的研究质量和成果趋势。工科本科生会遇到各种心理健康问题，这些问题对他们在工科教育中的经历产生了负面影响。压力是最普遍的心理健康问题；焦虑、抑郁和创伤后应激障碍（PTSD）也有报道。繁重的学业负担、睡眠问题和工程教育文化的性质被认为是阻碍工程教育中心理健康和工作的因素。尽管工程学中的心理健康和工作是国际上一个不断增长的研究领域，但目前工程学中的心理健康和工作研究刚刚起步，而且主要集中在学生心理健康问题的特征描述上。研究人员没有充分利用定性和混合方法、纵向和实验设计、指导框架和可靠的抽样技术。学术和正念干预，以及积极心理学中心理健康概念的使用，都显示出支持工程学中的心理健康问题的前景。

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引用次数: 0

What does it mean to be “prepared for work”? Perceptions of new engineers 为工作做好准备 "意味着什么？对新工程师的看法

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

Journal of Engineering Education

Pub Date : 2023-12-09 DOI: 10.1002/jee.20572

Jessica R. Deters, Marie C. Paretti, Logan A. Perry, Robin Ott

Background

Engineering education seeks to prepare students for engineering practice, but the concept of preparedness is often ill-defined. Moreover, findings from studies of different populations or in different contexts vary regarding how well new graduates are prepared. These variations, coupled with the lack of clarity, suggest the need to better understand what it means to be prepared for engineering work.

Purpose

This study contributes to research on workplace preparation by exploring how new graduates describe being prepared for engineering work.

Method

Applying secondary analysis to data from the multi-institution Capstone To Work (C2W) project, we used thematic analysis to explore new engineers' descriptions of preparedness. We analyzed written responses to structured questions about the school-to-work transition collected weekly during participants' first 12 weeks of work; 105 graduates drawn from four universities provided 956 responses, with a mean of 9 (out of 12 possible) responses per participant.

Results

Participants' descriptions of preparedness included applying concrete skills, recognizing familiar situations, and having strategies for approaching challenging tasks even when they lacked relevant knowledge or skill.

Conclusion

Our findings suggest that although many discussions about workplace preparation implicitly focus narrowly on mastery of skills and knowledge, that focus may not fully capture new graduates' experiences, and may limit discussions about the ways in which school can (and cannot) prepare students for work. A more expansive understanding may better support both student learning and workplace onboarding, though more research is needed across stakeholders to establish shared understanding.

工程教育旨在让学生为工程实践做好准备，但准备的概念往往定义不清。此外，针对不同人群或不同背景的研究发现，新毕业生的准备程度也不尽相同。这些变化，加上缺乏明确性，表明需要更好地理解为工程工作做好准备意味着什么。本研究通过探索新毕业生如何描述为工程工作做好准备，有助于研究工作场所准备。通过对多机构顶点工作(C2W)项目数据的二次分析，我们使用主题分析来探索新工程师对准备的描述。我们分析了参与者在工作的前12周每周收集的关于从学校到工作过渡的结构化问题的书面回答;来自四所大学的105名毕业生提供了956份回复，平均每位参与者有9份回复(可能有12份)。参与者对准备工作的描述包括运用具体的技能，识别熟悉的情况，以及即使在缺乏相关知识或技能的情况下也有应对挑战性任务的策略。我们的研究结果表明，尽管许多关于职场准备的讨论含蓄地狭隘地关注技能和知识的掌握，但这种关注可能无法完全捕捉到新毕业生的经历，并且可能限制了关于学校可以(或不可以)为学生做好工作准备的方式的讨论。更广泛的理解可能会更好地支持学生学习和职场入职，尽管需要更多的研究来建立利益相关者之间的共同理解。

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引用次数: 0

How do ethics and diversity, equity, and inclusion relate in engineering? A systematic review 工程学中的伦理与多样性、公平性和包容性有何关系？系统回顾

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

Journal of Engineering Education

Pub Date : 2023-12-08 DOI: 10.1002/jee.20571

Justin L. Hess, Athena Lin, Andrew Whitehead, Andrew Katz

Background

This paper begins with the premise that ethics and diversity, equity, and inclusion (DEI) overlap in engineering. Yet, the topics of ethics and DEI often inhabit different scholarly spaces in engineering education, thus creating a divide between these topics in engineering education research, teaching, and practice.

Purpose

We investigate the research question, “How are ethics and DEI explicitly connected in peer-reviewed literature in engineering education and closely related fields?”

Design

We used systematic review procedures to synthesize intersections between ethics and DEI in engineering education scholarly literature. We extracted literature from engineering and engineering education databases and used thematic analysis to identify ethics/DEI connections.

Results

We identified three primary themes (each with three sub-themes): (1) lenses that serve to connect ethics and DEI (social, justice-oriented, professional), (2) roots that inform how ethics and DEI connect in engineering (individual demographics, disciplinary cultures, institutional cultures); and (3) engagement strategies for promoting ethics and DEI connections in engineering (affinity toward ethics/DEI content, understanding diverse stakeholders, working in diverse teams).

Conclusions

There is a critical mass of engineering education scholars explicitly exploring connections between ethics and DEI in engineering. Based on this review, potential benefits of integrating ethics and DEI in engineering include cultivating a socially just world and shifting engineering culture to be more inclusive and equitable, thus accounting for the needs and values of students and faculty from diverse backgrounds.

本文首先以工程伦理与多样性、公平和包容(DEI)重叠为前提。然而，伦理学和DEI的主题经常在工程教育中占据不同的学术空间，从而在工程教育的研究、教学和实践中造成了这些主题之间的鸿沟。我们调查了一个研究问题，“在工程教育和密切相关领域的同行评议文献中，伦理学和DEI是如何明确联系在一起的?”我们使用系统的回顾程序来综合工程教育学术文献中伦理学与DEI之间的交集。我们从工程和工程教育数据库中提取文献，并使用主题分析来确定伦理与DEI之间的联系。我们确定了三个主要主题(每个主题都有三个子主题):(1)连接伦理和DEI(社会，正义导向，专业)的镜头，(2)告知伦理和DEI如何在工程中联系的根源(个人人口统计学，学科文化，制度文化);(3)促进工程伦理与DEI联系的参与策略(对伦理/DEI内容的亲和力，对不同利益相关者的理解，在不同团队中工作)。有大量工程教育学者明确地探索工程伦理与DEI之间的联系。基于这篇综述，在工程中整合伦理和DEI的潜在好处包括培养一个社会公正的世界，使工程文化更加包容和公平，从而考虑到来自不同背景的学生和教师的需求和价值观。

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引用次数: 0