Journal of Engineering Education最新文献_第6页

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

Examining interactions between dominant discourses and engineering educational concepts in teachers' pedagogical reasoning 研究教师教学推理中的主流话语与工程教育理念之间的相互作用

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

Journal of Engineering Education

Pub Date : 2023-11-13 DOI: 10.1002/jee.20563

Natalie De Lucca, Jessica Watkins, Rebecca D. Swanson, Merredith Portsmore

Background

Engineering's introduction into K–12 classrooms has been purported to support meaningful and inclusive learning environments. However, teachers must contend with dominant discourses embedded in US schooling that justify inequitable distributions of resources.

Purpose

Drawing on Gee's notion of discourses, we examine how teachers incorporate language legitimizing socially and culturally constructed values and beliefs. In particular, we focus on the discourse of ability hierarchy—reflecting dominant values of sorting and ranking students based on perceived academic abilities—and the discourse of individual blame—reflecting dominant framings of educational problems as solely the responsibility of individual students or families. We aim to understand how these discourses surface in teachers' reasoning about teaching engineering.

Method

We interviewed 15 teachers enrolled in an online graduate program in engineering education. Utilizing critical discourse analysis, we analyzed how teachers drew on discourses of blame and ability hierarchy when reasoning about problems of practice in engineering.

Results

Teachers drew on engineering education concepts to reinforce dominant discourses (echoing specific language and preserving given roles) as well as to disrupt (utilizing different language or roles that [implicitly] challenge) dominant discourses. Importantly, teachers could also retool discourses of ability hierarchy (arguing for a more equitable distribution of resources but problematically preserving the values of ranking and sorting students).

Conclusions

K–12 schooling's sociohistorical context can shape how teachers make sense of engineering in ways that implicate race, gender, disability, and language, suggesting a need to grapple with how discourses from schooling—and engineering culture—maintain marginalizing environments for students.

背景工程学被引入 K-12 年级的课堂，据称可以支持有意义的全纳学习环境。然而，教师必须与美国学校教育中的主流话语作斗争，这些话语为不公平的资源分配提供了理由。目的借鉴吉伊的话语概念，我们研究教师如何使用语言，使社会和文化构建的价值观和信念合法化。我们尤其关注能力等级话语--反映了根据学生的学业能力进行分类和排名的主流价值观，以及个人责任话语--反映了将教育问题完全归咎于学生个人或家庭的主流框架。我们旨在了解这些话语是如何在教师的工程学教学推理中体现出来的。方法我们采访了 15 名参加工程教育在线研究生课程的教师。通过批判性话语分析，我们分析了教师在推理工程实践问题时如何借鉴责任和能力等级话语。结果教师利用工程教育概念来强化主流话语（呼应特定的语言和维护既定的角色），以及破坏主流话语（利用不同的语言或角色[隐含地]挑战主流话语）。重要的是，教师还可以重新调整关于能力等级的论述（主张更公平地分配资源，但保留了对学生进行排名和分类的价值观，这是有问题的）。结论 K-12 学校教育的社会历史背景可能会影响教师对工程学的理解，并牵涉到种族、性别、残疾和语言等问题。

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引用次数: 0

Engineering survivors: Students who persisted through academic failures 工程学幸存者：在学业失败中坚持下来的学生

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

Journal of Engineering Education

Pub Date : 2023-11-06 DOI: 10.1002/jee.20564

Amanda C. Emberley, Dong San Choi, Taylor Williams, Michael C. Loui

Background

In the United States, the current 6-year completion rate in engineering is a mere 54% among full-time students who enter a 4-year course. Researchers have identified many reasons why students leave engineering, including academic difficulties and poor teaching. However, the problems experienced by the departing students are also experienced by students who persist in engineering. Why do some students persist in engineering while others depart?

Purpose

We sought to better understand persisters by investigating their responses to failure experiences. We left the definition of failure up to the students, who described experiences such as failing exams, failing courses, and temporarily abandoning their degree programs.

Design/Method

We interviewed 26 undergraduate engineering students who had persisted in engineering after failing a required technical course. Using thematic analysis, we analyzed the students' responses to their failure experiences and developed themes to describe their responses.

Results

We constructed four themes to describe students' responses to failure experiences: unresponsive, avoidant, floundering, and rebounding.

Conclusions

Since failure events are common among engineering students—even those who persist—we recommend that the engineering education community work toward removing the stigma traditionally associated with failure by normalizing failure as an opportunity for growth. We also recommend that faculty and administrators revise academic policies to promote student resilience and to enable learning from failure.

背景在美国，目前四年制全日制学生的工程学六年毕业率仅为 54%。研究人员发现，学生离开工程学专业的原因很多，其中包括学业困难和教学效果不佳。然而，离校学生所遇到的问题也同样存在于坚持学习工程学的学生身上。为什么有些学生坚持学习工程学，而有些学生却离开了？目的我们试图通过调查坚持学习的学生对失败经历的反应来更好地了解他们。我们将失败的定义留给了学生，他们描述了考试不及格、课程不及格和暂时放弃学位课程等经历。设计/方法我们采访了 26 名工程学专业的本科生，他们在一门技术必修课程不及格后仍坚持学习工程学。通过主题分析法，我们分析了学生们对失败经历的回答，并制定了主题来描述他们的回答。结果我们构建了四个主题来描述学生对失败经历的反应：反应迟钝、逃避、徘徊不前和反弹。结论由于失败事件在工科学生中很常见，即使是那些坚持下来的学生，我们建议工程教育界努力消除传统上与失败相关的耻辱感，将失败视为成长的机会，使之正常化。我们还建议教师和管理人员修订学术政策，以促进学生的适应能力，并从失败中学习。

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引用次数: 0

Leveraging a comprehensive systems thinking framework to analyze engineer complex problem-solving approaches 利用全面的系统思维框架，分析工程师解决复杂问题的方法

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

Journal of Engineering Education

Pub Date : 2023-11-03 DOI: 10.1002/jee.20565

Kelley E. Dugan, Erika A. Mosyjowski, Shanna R. Daly, Lisa R. Lattuca

Background

To prepare engineers who can address complex sociotechnical problems, a deep understanding of engineers' complex problem-solving approaches is needed.

Purpose/Hypothesis

This study operationalizes comprehensive systems thinking as an analysis framework that attends to aspects of engineering work and relationships among those aspects. Leveraging this framework to analyze engineers' complex problem-solving approaches enables attention to social and technical dimensions.

Design/Method

We interviewed 46 engineers about their specific complex problem-solving experiences. To explore a range of perspectives, we purposely sampled participants with varying academic, professional, and personal backgrounds and experiences. Data analysis focused on operationalizing comprehensive systems thinking; we first developed a set of aspects that captured the variety of considerations that participants discussed in their descriptions of solving a complex problem. We then inductively developed a scoring guide to differentiate response quality.

Results

The scoring approach differentiated the quality of consideration based on a combination of the number of details provided, the degree of specificity, and analytical depth. While most participants discussed the consideration of a wide range of aspects of engineering work, they discussed far fewer possible relationships between these aspects. Contextual aspects of engineering work were consistently the least commonly identified and least likely to be considered in relation to other aspects of a given problem.

Conclusions

Our differentiation of various complex problem-solving approaches can guide the development of educational interventions and tools, ultimately facilitating more comprehensive consideration of aspects—and in particular relationships among aspects—and setting up engineers to be more successful at developing appropriate solutions.

背景为培养能够解决复杂社会技术问题的工程师，需要深入了解工程师解决复杂问题的方法。目的/假设本研究将全面系统思考作为一个分析框架，关注工程工作的各个方面以及这些方面之间的关系。利用这一框架来分析工程师解决复杂问题的方法，可以关注社会和技术层面。设计/方法我们采访了 46 位工程师，了解他们解决复杂问题的具体经验。为了探索各种观点，我们特意抽取了具有不同学术、专业和个人背景与经历的参与者。数据分析的重点是综合系统思维的可操作性；我们首先开发了一系列方面，以捕捉参与者在描述解决复杂问题时所讨论的各种考虑因素。然后，我们归纳出一个评分指南来区分回答质量。结果评分方法根据所提供的细节数量、具体程度和分析深度来区分考虑因素的质量。虽然大多数参与者讨论了对工程工作各个方面的考虑，但他们讨论的这些方面之间可能存在的关系要少得多。工程工作的背景问题一直是最不常见的问题，也最不可能与特定问题的其他方面联系起来加以考虑。结论我们对各种复杂问题解决方法的区分可以为教育干预措施和工具的开发提供指导，最终促进更全面地考虑问题的各个方面，特别是各方面之间的关系，使工程师能够更成功地制定适当的解决方案。

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引用次数: 0

Sketching assessment in engineering education: A systematic literature review 工程教育中的素描评估：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 : 2023-10-18 DOI: 10.1002/jee.20560

Hillary E. Merzdorf, Donna Jaison, Morgan B. Weaver, Julie Linsey, Tracy Hammond, Kerrie A. Douglas

Background

Sketching exists in many disciplines and varies in how it is assessed, making it challenging to define fundamental sketching skills and the characteristics of a high-quality sketch. For instructors to apply effective strategies for teaching and assessing engineering sketching, a clear summary of the constructs, metrics, and objectives for sketching assessment across engineering education and related disciplines is needed.

Purpose

This systematic literature review explores sketching assessment definitions and approaches across engineering education research.

Methodology/Approach

We collected 671 papers from five major engineering and education databases at all skill levels for reported sketching constructs and metrics, cognition, and learning contexts. Based on the selection criteria, we eliminated all but 41 papers, on which we performed content analysis.

Findings/Conclusions

Engineering, design, and art emerged as three major disciplines in the papers reviewed. We found that sketching assessment most often employs metrics on accuracy, perspective, line quality, annotations, and aesthetics. Most collected studies examined beginners in undergraduate engineering design sketching or drawing ability tests. Cognitive skills included perceiving the sketch subject, creatively sketching ideas, using metacognition to monitor the sketching process, and using sketching for communication.

Implications

Sketching assessment varies by engineering discipline and relies on many types of feedback and scoring metrics. Cognitive theory can inform instructional activities as a foundation for sketching skills. There is a need for robust evidence of high-quality assessment practices in sketching instruction. Assessment experts can apply their knowledge toward improving sketching assessment development, implementation, and validation.

背景素描存在于许多学科中，其评估方式也不尽相同，因此，界定基本素描技能和高质量素描的特征具有挑战性。为了让教师在工程素描教学和评估中采用有效的策略，需要对工程教育和相关学科的素描评估结构、指标和目标进行清晰的总结。目的本系统性文献综述探讨了工程教育研究中的素描评估定义和方法。方法我们从五个主要的工程和教育数据库中收集了 671 篇论文，涉及所有技能水平的素描结构和指标、认知和学习情境。根据选择标准，我们剔除了除 41 篇论文之外的所有论文，并对其进行了内容分析。结果/结论工程、设计和艺术是所查阅论文中的三大学科。我们发现，素描评估最常采用的指标包括准确性、透视、线条质量、注释和美学。收集到的大多数研究都对本科生工程设计素描或绘画能力测试的初学者进行了考察。认知技能包括感知草图主题、创造性地绘制草图构思、使用元认知监控草图绘制过程以及使用草图进行交流。意义素描评估因工程学科而异，依赖于多种类型的反馈和评分标准。认知理论可以为教学活动提供信息，作为素描技能的基础。在素描教学中，高质量的评估实践需要强有力的证据。评估专家可以运用他们的知识来改进素描评估的开发、实施和验证。

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引用次数: 0

A systematic literature review of reciprocity in engineering service-learning/community engagement 工程服务学习/社区参与中的互惠性系统文献综述

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

Journal of Engineering Education

Pub Date : 2023-10-18 DOI: 10.1002/jee.20561

David A. Delaine, Sarah Redick, Dhinesh Radhakrishnan, Amena Shermadou, Mandy McCormick Smith, Rohit Kandakatla, Linjue Wang, Claudio Freitas, Casey L. Dalton, Lina Dee Dostilio, Jennifer DeBoer

Background

Scholars agree that reciprocity is a cornerstone of service-learning and community engagement (SLCE); however, engagement with this concept varies widely in practice and across disciplines. To enhance the potential of SLCE to fulfill its promise for societal impact, engineering education must understand how reciprocity is achieved, recognize barriers that inhibit its progress, and identify strategies for how it can be strengthened.

Purpose

We performed this review to understand the ways reciprocity is articulated in the engineering SLCE literature. Drawing from these articulations, we examined the extent of engagement with reciprocity toward providing insights into the design and assessment of SLCE efforts for reciprocity.

Scope/Method

We performed a systematic literature review on engineering SLCE at institutes of higher education. Following an established approach to identify and synthesize articles, we developed deductive codes by distilling three well-articulated orientations of reciprocity. We then analyzed the operationalization of reciprocity in the literature.

Results

The literature demonstrated varying degrees of reciprocity. Minimally reciprocal efforts centered university stakeholders. In contrast, highly reciprocal partnerships explicitly addressed the nature of engagement with communities. Findings provide insights into the breadth of practice within reciprocity present in engineering SLCE. Further, analysis suggests that our codes and levels of reciprocity can function as a framework that supports the design and evaluation of reciprocity in SLCE efforts.

Conclusions

Our review suggests that to enact more equitable SLCE, researchers and practitioners must intentionally conceptualize reciprocity, translate it into practice, and make visible the ways in which reciprocity is enacted within their SLCE efforts.

背景学者们一致认为互惠是服务学习和社区参与（SLCE）的基石；然而，在实践中和在不同学科中，对这一概念的理解却大相径庭。为了提高 SLCE 的潜力，实现其对社会影响的承诺，工程教育必须了解互惠是如何实现的，认识到阻碍其发展的障碍，并确定如何加强互惠的策略。目的我们撰写了这篇综述，以了解工程学 SLCE 文献中阐述互惠的方式。根据这些阐述，我们研究了互惠的参与程度，以便为设计和评估互惠的 SLCE 工作提供见解。范围/方法我们对高等教育机构的工程学 SLCE 进行了系统的文献综述。按照既定的方法来识别和综合文章，我们通过提炼三种明确的互惠取向来编制演绎代码。然后，我们分析了文献中互惠的可操作性。结果文献显示了不同程度的互惠。最低程度的互惠以大学利益相关者为中心。与此相反，高度互惠的合作伙伴关系明确涉及与社区互动的性质。研究结果为工程学 SLCE 中互惠实践的广度提供了启示。此外，分析表明，我们的互惠代码和水平可以作为一个框架，支持设计和评估 SLCE 工作中的互惠。结论我们的综述表明，要实施更加公平的 SLCE，研究人员和从业人员必须有意识地将互惠概念化，将其转化为实践，并使互惠在其 SLCE 工作中的实施方式清晰可见。

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引用次数: 0