Journal of Engineering Education最新文献

{"title":"Methodological foundations for artificial intelligence-driven survey question generation","authors":"Ted K. Mburu,&nbsp;Kangxuan Rong,&nbsp;Campbell J. McColley,&nbsp;Alexandra Werth","doi":"10.1002/jee.70012","DOIUrl":"https://doi.org/10.1002/jee.70012","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This study investigates the use of large language models to create adaptive, contextually relevant survey questions, aiming to enhance data quality in educational research without limiting scalability.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>We provide step-by-step methods to develop a dynamic survey instrument, driven by artificial intelligence (AI), and introduce the Synthetic Question–Response Analysis (SQRA) framework, a methodology designed to help evaluate AI-generated questions before deployment with human participants.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design</h3>\u0000 \u0000 <p>We examine the questions generated by our survey instrument, as well as compare AI-to-AI, generated through our SQRA framework, with AI-to-human interactions. Activity theory provides a theoretical lens to examine the dynamic interactions between AI and participants, highlighting the mutual influence within the survey tool.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We found that AI-generated questions were contextually relevant and adaptable, successfully incorporating course-specific references. However, issues such as redundant phrasing, double-barreled questions, and jargon affected the clarity of the questions. Although the SQRA framework exhibited limitations in replicating human response variability, its iterative refinement process proved effective in improving question quality, reinforcing the utility of this approach for enhancing AI-driven surveys.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>While AI-driven question generation can enhance the scalability and personalization of open-ended survey prompts, more research is needed to establish best practices for high-quality educational research. The SQRA framework demonstrated practical utility for prompt refinement and initial validation of AI-generated survey content, but it is not capable of replicating human responses. We highlight the importance of iterative prompt engineering, ethical considerations, and the need for methodological advancements in the development of trustworthy AI-driven survey instruments for educational research.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144108883","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}

{"title":"Comprehending multiple identities as minoritized students in engineering: How can diverse developmental networks grow meaning-making capacity?","authors":"Rajashi Ghosh,&nbsp;Alene Montgomery","doi":"10.1002/jee.70008","DOIUrl":"https://doi.org/10.1002/jee.70008","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Mentoring is an important developmental relationship that can positively impact student growth, specifically, students' capacity to make sense of their own selves through addressing any possible incongruence between their social identities and emerging professional identity as engineers. This need is even more pronounced for students who have one or more identities that are minoritized in the field of engineering.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>Although prior literature has reported mentoring to have contributed to students' professional identity development as engineers, we lack an understanding of how multiple developers in students' developmental networks can offer complementary support. To address this gap, we sought to understand how diverse developers in students' networks enabled them to filter stereotypes that make their minoritized social identities incongruent with their evolving engineering identity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Methods</h3>\u0000 \u0000 <p>We used an idiographic case study methodology and paired interpretative phenomenological analysis (IPA) with intersectionality to analyze data from 10 undergraduate minoritized engineering students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We offer three cases in this paper to illustrate minoritized students experiences at the intersections of their identities and how different developers offered three types of holding behaviors (e.g., empathic acknowledgment/confirmation, enabling perspective/contradiction, containment/continuity) that enabled the student mentees to grow their meaning-making capacity (from formulaic to foundational) so that they could align their social identities with their emerging professional identity as engineers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>We conclude the paper with a discussion of both research and practice implications about utilizing diverse developmental networks for growing students' meaning-making capacities needed for them to better comprehend their multiple identities.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144100662","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}

{"title":"Positionality statements in engineering education: A European perspective","authors":"K. Dunnett,&nbsp;M. S. Glessmer","doi":"10.1002/jee.70014","DOIUrl":"https://doi.org/10.1002/jee.70014","url":null,"abstract":"","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144074287","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}

{"title":"Developing students' sociotechnical thinking in the humanities-engineering classroom: A treatment versus control study using a scenario-based assessment","authors":"Lori Czerwionka,&nbsp;Siddhant S. Joshi,&nbsp;Gabriel O. Rios-Rojas,&nbsp;Kirsten A. Davis","doi":"10.1002/jee.70004","DOIUrl":"https://doi.org/10.1002/jee.70004","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>We examine the effect of a Humanities-Informed Engineering Projects (HIEP) course on students' sociotechnical thinking development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Humanities-informed engineering education leads to sociotechnical thinking development. We suggest curricular activities that may enhance sociotechnical thinking.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143944776","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}

{"title":"Crating the self: The interplay of agency, entrepreneurial mindset, and narrative identity","authors":"Ariana F. Turner,&nbsp;Hye Yeon Lee,&nbsp;Joseph M. Le Doux","doi":"10.1002/jee.70003","DOIUrl":"https://doi.org/10.1002/jee.70003","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Despite the well-established positive effects of storytelling, narrative modes of thinking have neither been systematically assessed nor widely implemented in engineering education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>Recently, the idea of <i>story-driven learning</i> (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?”</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Students in the class experienced an increase in <i>agency</i> and entrepreneurial mindset. Moreover, when directly compared with students not in the course, students in the course experienced an increase in <i>autobiographical reasoning,</i> awareness of narrative identity, and maintained their increase in entrepreneurial mindset.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143939241","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}

{"title":"Gender and race/ethnicity differences in the predictors of course grade in a first-year engineering course and continued enrollment in engineering","authors":"Matthew Bahnson,&nbsp;Eric T. McChesney,&nbsp;Carlie Cooper,&nbsp;Gerard Dorvè-Lewis,&nbsp;Allison Godwin,&nbsp;Kevin Binning,&nbsp;Linda DeAngelo","doi":"10.1002/jee.70007","DOIUrl":"https://doi.org/10.1002/jee.70007","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Students (<i>n</i> = 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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143919559","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}

{"title":"Am I smart enough to be an engineer? How undergraduate engineering students articulate their identities","authors":"Rachel Kajfez,&nbsp;Amy Kramer,&nbsp;Bailey Braaten,&nbsp;Emily Dringenberg","doi":"10.1002/jee.70005","DOIUrl":"https://doi.org/10.1002/jee.70005","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion/Conclusion</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143908996","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}

{"title":"Global challenges, local responses: Exploring curriculum reform in South African engineering education","authors":"Karin Wolff,&nbsp;Teresa Hattingh,&nbsp;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}

{"title":"Collaboration rules: A narrative comparison of engineering students and practicing engineers' collaboration experiences and beliefs using structuration theory","authors":"Robert P. Loweth,&nbsp;Shanna R. Daly,&nbsp;Leah Paborsky,&nbsp;Sara L. Hoffman,&nbsp;Steven J. Skerlos","doi":"10.1002/jee.70002","DOIUrl":"https://doi.org/10.1002/jee.70002","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>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.”</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 2","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143793465","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}

{"title":"Exploring supports for belonging as predictors of student outcomes: Different roles of co-curricular and extracurricular activities in engineering by students' year in college","authors":"Minhye Lee,&nbsp;Alexandra A. Lee,&nbsp;Garam A. Lee,&nbsp;A. Krystal Lira,&nbsp;Harrison D. Lawson,&nbsp;Emily Freer,&nbsp;Daina Briedis,&nbsp;S. Patrick Walton,&nbsp;Lisa Linnenbrink-Garcia","doi":"10.1002/jee.70001","DOIUrl":"https://doi.org/10.1002/jee.70001","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 2","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143770125","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}