Journal of Engineering Education最新文献_第7页

Photovoice: Visualizing the engineering identity experiences of sophomore students Photovoice:可视化大二学生的工程身份体验

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

Journal of Engineering Education

Pub Date : 2023-09-15 DOI: 10.1002/jee.20555

Jerrod A. Henderson, Brian L. McGowan, Joan Wawire, Le Shorn S. Benjamin, Kristin L. Schaefer, Jeannette D. Alarcón

Background

Researchers have shown that students leave undergraduate engineering programs during the first 2 years. Justifiably, many studies have tried to tackle engineering student persistence and attrition, especially during the first year, and then developed interventions to address the challenges. Although those interventions have improved freshmen retention in some institutions, less has been published on the impacts of these interventions on the sophomore student experience.

Purpose

To contribute to the knowledge base about all engineering students, we examined the experiences of sophomore engineering students and explored how these experiences might be related to their identities as engineers.

Design/Method

We conducted this study using photovoice, a methodology in which participants submit photographs to describe their experiences and give recommendations on improving their experiences and resolving their concerns. Participants submitted three sets of pictures (at the beginning, middle, and end of the semester) and participated in focus groups to aid in illuminating their experiences. We analyzed data using thematic analysis.

Results

We inductively determined three themes: on the frame, out of focus, and prefigures. These themes illustrate the experiences of sophomore engineering students, enabling us to see what interest, competence, and recognition as engineers looked like from their perspectives.

Conclusions

Participants grappled with the tension between their personal, social, and engineering identities. Photovoice empowered them to author and illustrate that they could exist beyond the murky middle.

背景研究人员已经表明，学生在前两年离开了本科工程项目年。有理由的是，许多研究试图解决工程专业学生的持续性和流失问题，尤其是在第一年，然后制定了应对挑战的干预措施。尽管这些干预措施提高了一些机构的新生保留率，但关于这些干预措施对大二学生体验的影响，发表的文章较少。目的为了建立所有工程系学生的知识库，我们调查了工程系大二学生的经历，并探讨了这些经历与他们作为工程师的身份之间的关系。设计/方法我们使用photovoice进行了这项研究，参与者提交照片来描述他们的经历，并就改善他们的经历和解决他们的问题提出建议。参与者提交了三组图片（在学期初、中期和期末），并参加了焦点小组，以帮助阐明他们的经历。我们使用主题分析法对数据进行了分析。结果我们归纳确定了三个主题：框架上、焦点外和预影。这些主题展示了工程系大二学生的经历，使我们能够从他们的角度看到工程师的兴趣、能力和认可度。结论参与者努力应对个人、社会和工程身份之间的紧张关系。摄影之声使他们能够创作并说明他们可以存在于黑暗的中间。

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引用次数: 0

Encouraging engineering design teams to engage in expert iterative practices with tools to support coaching in problem-based learning 鼓励工程设计团队使用工具参与专家迭代实践，以支持基于问题的学习辅导

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

Journal of Engineering Education

Pub Date : 2023-09-05 DOI: 10.1002/jee.20554

Daniel G. Rees Lewis, Spencer E. Carlson, Christopher K. Riesbeck, Elizabeth M. Gerber, Matthew W. Easterday

Background

To create design solutions experienced engineering designers engage in expert iterative practice. Researchers find that students struggle to learn this critical engineering design practice, particularly when tackling real-world engineering design problems.

Purpose/Hypothesis

To improve our ability to teach iteration, this study contributes (i) a new teaching approach to improve student teams' expert iterative practices, and (ii) provides support to existing frameworks—chiefly the Design Risk Framework—that predict the key metacognitive processes we should support to help students to engage in expert iterative practices in real-world engineering design.

Design/Method

In a 3-year design-based research study, we developed a novel approach to teaching students to take on real-world engineering design projects with real clients, users, and contexts to engage in expert iterative practices.

Results

Study 1 confirms that student teams struggle to engage in expert iterative practices, even when supported by problem-based learning (PBL) coaching. Study 2 tests our novel approach, Planning-to-Iterate, which uses (i) templates, (ii) guiding questions to help students to define problem and solution elements, and (iii) risk checklists to help student teams to identify risks. We found that student teams using Planning-to-Iterate engaged in more expert iterative practices while receiving less PBL coaching.

Conclusions

This work empirically tests a design argument—a theory for a novel teaching approach—that augments PBL coaching and helps students to identify risks and engage in expert iterative practices in engineering design projects.

背景创建设计解决方案经验丰富的工程设计师参与专家迭代实践。研究人员发现，学生们很难学习这一关键的工程设计实践，尤其是在解决现实世界中的工程设计问题时。目的/假设为了提高我们教授迭代的能力，本研究有助于（i）一种新的教学方法来改进学生团队的专家迭代实践，以及（ii）为现有框架——主要是设计风险框架——提供支持，这些框架预测了我们应该支持的关键元认知过程，以帮助学生在现实世界的工程设计中参与专家迭代实践。设计/方法在一项为期三年的基于设计的研究中，我们开发了一种新颖的方法，教学生与真实的客户、用户和环境一起进行真实世界的工程设计项目，以参与专家的迭代实践。结果研究1证实，即使在基于问题的学习（PBL）辅导的支持下，学生团队也很难参与专家迭代实践。研究2测试了我们的新方法“迭代计划”，该方法使用（i）模板，（ii）指导问题，帮助学生定义问题和解决方案元素，以及（iii）风险清单，帮助学生团队识别风险。我们发现，使用“计划迭代”的学生团队参与了更多的专家迭代实践，而接受的PBL辅导较少。结论这项工作实证检验了一种设计论点——一种新颖教学方法的理论——它加强了PBL辅导，帮助学生识别风险，并参与工程设计项目中的专家迭代实践。

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引用次数: 0

Exploring scenario-based assessment of students' global engineering competency: Building evidence of validity of a China-based situational judgment test 探索基于情景的学生全球工程能力评估：基于中国的情景判断测试的有效性证据

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

Journal of Engineering Education

Pub Date : 2023-08-27 DOI: 10.1002/jee.20552

Kirsten A. Davis, Brent K. Jesiek, David B. Knight

Background

Engineers operate in an increasingly global environment, making it important that engineering students develop global engineering competency to prepare them for success in the workplace. To understand this learning, we need assessment approaches that go beyond traditional self-report surveys. A previous study (Jesiek et al., Journal of Engineering Education 2020; 109(3):1–21) began this process by developing a situational judgment test (SJT) to assess global engineering competency based in the Chinese context and administering it to practicing engineers.

Purpose

We built on this previous study by administering the SJT to engineering students to explore what prior experiences related to their SJT performance and how their SJT performance compared with practicing engineers' performance on the SJT.

Method

Engineering students completed a survey including the SJT and related self-report survey instruments. We collected data from three groups of students: those who had studied abroad in China; those who had studied abroad elsewhere; and those who had not studied abroad.

Results

We found that students' SJT performance did not relate to their scores on the self-report instruments, but did relate to their participation in study abroad programs. The students also performed better on the SJT when compared to the practicing engineers.

Conclusions

Our results highlight the need to use multiple forms of assessment for global engineering competence. Although building evidence for the validity of the Global Engineering Competency China SJT is an ongoing process, this data collection technique may provide new insights on global engineering competency compared to traditionally used assessments.

背景工程师在日益全球化的环境中工作，这使得工程专业学生培养全球工程能力为他们在工作场所取得成功做好准备变得非常重要。为了理解这种学习，我们需要超越传统自我报告调查的评估方法。先前的一项研究（Jesiek et al.，Journal of Engineering Education 2020；109（3）:1-21）通过开发情景判断测试（SJT）来评估基于中国背景的全球工程能力，并将其应用于执业工程师，从而开始了这一过程。目的：我们在之前的研究基础上，通过对工程专业学生进行SJT管理，探讨他们之前的经验与SJT表现有关，以及他们的SJT表现与执业工程师在SJT上的表现相比如何。方法工程专业学生完成了一项包括SJT和相关自我报告调查工具的调查。我们收集了三组学生的数据：在中国留学的学生；那些曾在其他地方留学的人；以及那些没有出国留学的人。结果我们发现，学生的SJT成绩与他们在自我报告工具上的得分无关，但与他们参加留学项目有关。与实习工程师相比，学生在SJT上的表现也更好。结论我们的研究结果强调了使用多种形式的全球工程能力评估的必要性。尽管建立全球工程能力中国SJT有效性的证据是一个持续的过程，但与传统评估相比，这种数据收集技术可能会为全球工程能力提供新的见解。

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引用次数: 0

Children's engineering identities-in-practice: An exploration of child–adult interactions in an out-of-school context 实践中的儿童工程身份：校外环境中儿童与成人互动的探索

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

Journal of Engineering Education

Pub Date : 2023-08-16 DOI: 10.1002/jee.20553

Amber Simpson, Peter N. Knox, Jing Yang

Background

Research points to family talk and interactions involving STEM concepts as one of the most influential informal learning experiences that shape an individual's STEM identity development and encourage their pursuit of a STEM career. However, a recent literature review uncovers limited research regarding the development of engineering identity in young children.

Purpose

The purpose of this study was to add to this scant literature by exploring how children position themselves as engineers and how children are positioned as engineers through interactions with parents and other adults within a program focused on family engagement within an engineering design process.

Methods

This study includes two parent–child dyads. We collected and analyzed approximately 19.5 h of video data of the two child–parent dyads interacting with one another throughout an engineering design process as part of an out-of-school program.

Results

Results highlight three ways in which the two children enacted various engineering identities through their positioning, negotiation, and acceptance and/or rejection of positionalities as they engaged in an engineering design process with a parent. These identity enactments included (a) possessing knowledge and authority to make decisions regarding the development of their self-identified engineering problem and prototype; (b) questioning and challenging adult ideas, solutions, and construction of prototypes; and (c) documenting and communicating their thinking regarding the engineering design through sketches and notes.

Conclusions

The significance of this study lies in its potential to change the landscape of those who pursue an engineering career and to contribute to the limited research and ongoing conversations about how to foster environments that support families in creative and collaborative learning specific to the engineering discipline.

背景研究指出，涉及STEM概念的家庭谈话和互动是影响个人STEM身份发展并鼓励其追求STEM职业的最具影响力的非正式学习体验之一。然而，最近的一篇文献综述发现，关于幼儿工程身份发展的研究有限。目的本研究的目的是通过探索儿童如何将自己定位为工程师，以及在一个专注于工程设计过程中的家庭参与的项目中，通过与父母和其他成年人的互动，儿童如何被定位为工程师。方法本研究包括两个父母-子女二人组。我们收集并分析了大约19.5 作为校外项目的一部分，两个孩子-父母二人组在整个工程设计过程中相互互动的视频数据。结果结果强调了两个孩子在与父母进行工程设计过程中，通过定位、协商、接受和/或拒绝定位，以三种方式形成各种工程身份。这些身份制定包括：（a）拥有知识和权力，可以就其自我识别的工程问题和原型的开发做出决策；（b）质疑和挑战成年人的想法、解决方案和原型的构建；以及（c）通过草图和笔记记录和交流他们对工程设计的想法。结论这项研究的意义在于，它有可能改变那些从事工程职业的人的现状，并有助于有限的研究和正在进行的关于如何营造支持家庭进行工程学科创造性和协作学习的环境的对话。

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引用次数: 0

Mental health in undergraduate engineering students: Identifying facilitators and barriers to seeking help 工科本科生的心理健康：识别寻求帮助的促进者和障碍

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

Journal of Engineering Education

Pub Date : 2023-07-28 DOI: 10.1002/jee.20551

Courtney J. Wright, Sarah A. Wilson, Joseph H. Hammer, Lucy E. Hargis, Melanie E. Miller, Ellen L. Usher

Background

Engineering students encounter high levels of stress, which may negatively impact their mental health. Nevertheless, engineering students who experience mental health distress are less likely than their peers to seek professional help, even when controlling for gender and race/ethnicity.

Purpose

We examined beliefs that undergraduate engineering students have about barriers and facilitators to seeking professional help for their mental health. We also sought to identify cultural and systemic factors within and beyond engineering that might affect help-seeking. Together, these beliefs influence students' sense of personal agency around seeking mental health care.

Method

We implemented a pragmatic qualitative design that incorporated the integrated behavioral model to investigate engineering students' (N = 33) professional mental health help-seeking beliefs. We used thematic analysis to analyze help-seeking beliefs and perceived barriers and facilitators that students described during interviews.

Results

We identified four themes: Navigating the system impacts personal agency; sacrifices associated with help-seeking act as a barrier; engineering culture acts as a barrier to help-seeking; and student confidence in help-seeking varies significantly. These themes portray the effect of perceived barriers and facilitators on students' personal agency for accessing mental health care. Our findings have implications for engineering departments and university counseling centers that want to minimize barriers to help-seeking.

Conclusions

Engineering stakeholders must improve access to professional help for engineering students. Implementing changes to normalize help-seeking behaviors, enhance personal agency, and facilitate engagement with mental health resources will create better conditions for engineers. Further research is necessary to understand how other beliefs (e.g., attitudes, perceived norms) inform the relationships between student mental health, professional help seeking, and engineering culture.

背景工程专业的学生会遇到很大的压力，这可能会对他们的心理健康产生负面影响。尽管如此，经历心理健康困扰的工科学生比同龄人更不可能寻求专业帮助，即使在控制性别和种族/民族的情况下也是如此。目的：我们调查了工科本科生对寻求心理健康专业帮助的障碍和促进者的看法。我们还试图确定工程内外可能影响求助的文化和系统因素。这些信念共同影响了学生在寻求心理健康护理方面的个人能动性。方法采用综合行为模型，对工科学生的（N = 33）职业心理健康求助信念。我们使用主题分析来分析学生在面试中描述的求助信念、感知障碍和促进者。结果我们确定了四个主题：导航系统影响个人代理；与寻求帮助相关的牺牲充当了障碍；工程文化是求助的障碍；学生寻求帮助的信心差异很大。这些主题描绘了感知障碍和促进者对学生获得心理健康护理的个人能动性的影响。我们的发现对工程系和大学咨询中心有启示，它们希望最大限度地减少寻求帮助的障碍。结论工程利益相关者必须改善工程专业学生获得专业帮助的机会。实施变革，使求助行为正常化，增强个人能动性，促进心理健康资源的参与，将为工程师创造更好的条件。有必要进行进一步的研究，以了解其他信念（如态度、感知规范）如何影响学生心理健康、专业求助和工程文化之间的关系。

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引用次数: 0

Interpersonal skills and STEM career choice of three types of FIRST mentors 三类FIRST导师的人际技能与STEM职业选择

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

Journal of Engineering Education

Pub Date : 2023-07-27 DOI: 10.1002/jee.20550

Shahaf Rocker Yoel, Yehudit Judy Dori

Background

For Inspiration and Recognition of Science and Technology (FIRST) robotics is an international, extra-curricular program that fosters young students' interpersonal skills and career choices in science, technology, engineering, and mathematics (STEM). FIRST teams are guided by mentors, about half of whom are also mentees.

Purpose

To describe and characterize FIRST mentors and their perceptions of their own interpersonal skills and STEM career choice and identify differences by mentor types and gender.

Method

The study participants included 261 FIRST mentors. A convergent mixed-methods approach was used. Data was collected quantitatively via questionnaires and qualitatively via interviews. The analysis was guided by the social cognitive career theory (SCCT).

Results

Fourteen categories were identified to describe and characterize the FIRST mentors. Nine were based on SCCT and five were new: influence of friends, interpersonal skill, personal contribution, challenges, and mentor-as-educator. Differences were found between three types of FIRST mentors: non-FIRST mentors, graduate mentors, and mentee mentors. The correlations between factors and categories indicated that the mentors' perceptions were consistent with those of the mentees. The FIRST program impacted the STEM career choice of men more than women, and external motivation influenced women more than men.

Conclusions

The FIRST program contributes to developing its graduates' interpersonal skills and affects their STEM career choice. The study provides insights into mentors' influence on mentees' career choices, from which both genders benefit. Making FIRST available in schools as a widespread enrichment program is expected to foster students' STEM career choices, thereby contributing to the human resource reservoir of the high-tech industry workforce.

科学技术启发与认可背景（FIRST）机器人是一个国际课外项目，旨在培养年轻学生在科学、技术、工程和数学（STEM）领域的人际交往技能和职业选择。FIRST团队由导师指导，其中约一半也是学员。目的描述和描述FIRST导师及其对自身人际交往技能和STEM职业选择的看法，并确定导师类型和性别的差异。方法研究对象包括261名FIRST导师。采用了一种收敛的混合方法。数据通过问卷调查进行定量收集，通过访谈进行定性收集。该分析以社会认知职业理论（SCCT）为指导。结果确定了14个类别来描述和表征FIRST导师。九个是基于SCCT的，五个是新的：朋友的影响、人际交往技能、个人贡献、挑战和作为教育者的导师。三种类型的FIRST导师之间存在差异：非FIRST导师、研究生导师和学员导师。因素和类别之间的相关性表明，导师的认知与被试的认知一致。FIRST项目对男性STEM职业选择的影响大于女性，外部动机对女性的影响大于男性。结论FIRST项目有助于培养毕业生的人际交往技能，并影响他们的STEM职业选择。这项研究深入了解了导师对学员职业选择的影响，两性都从中受益。将FIRST作为一项广泛的丰富计划在学校提供，有望促进学生的STEM职业选择，从而为高科技行业劳动力的人力资源库做出贡献。

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引用次数: 1

Supporting inclusivity in STEM makerspaces through critical theory: A systematic review 通过批判理论支持 STEM 创客空间的包容性：系统回顾

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

Journal of Engineering Education

Pub Date : 2023-07-18 DOI: 10.1002/jee.20546

Madison E. Andrews, Audrey Boklage

Background

Makerspaces have increased in popularity recently and hold many promises for STEM education. However, they may also fall prey to hegemonic, marginalizing norms and ultimately narrow the definition of making and exclude who counts as makers. Explicitly focusing on diversity, equity, and inclusion when examining makerspaces is of utmost urgency and importance for STEM education researchers; one way to foreground equity is through theoretical frameworks that critically examine the structure, environment, participation, and pedagogy within STEM makerspaces.

Purpose

Thus, we investigate the following: (1) what are the theoretical frameworks applied and (2) how, if at all, is equity addressed in research exploring STEM makerspaces? In synthesizing prior work, we aim to provide recommendations for using theoretical frameworks in supporting inclusivity in STEM makerspaces.

Scope/Method

We conducted a systematic review of articles that examine a STEM makerspace, apply a theoretical framework, and consider diversity, equity, and/or inclusion. We identified n = 34 relevant studies and coded each for basic characteristics.

Results

We highlight 10 exemplars that use critical theoretical frameworks as a way to foreground equity in the research design. The authors of these exemplar studies are reflective throughout their research processes and position themselves as learning in tandem with their participants. Further, they take active steps to transfer agency and power to their participants, and in doing so, lift forms of knowing not widely valued in STEM spaces.

Conclusions

We conclude with recommendations for educators, makerspace staff, and researchers relevant to expanding dominant conceptions of what counts as making and thereby, supporting inclusivity in STEM makerspaces.

背景最近，创客空间越来越受欢迎，为 STEM 教育带来了许多希望。然而，它们也可能成为霸权、边缘化规范的牺牲品，并最终缩小了制作的定义，排除了谁可以算作创客。对于 STEM 教育研究人员来说，在研究创客空间时明确关注多样性、公平性和包容性是最紧迫和最重要的；强调公平性的一种方法是通过理论框架，批判性地研究 STEM 创客空间的结构、环境、参与和教学法。因此，我们对以下内容进行了研究：(1) 应用了哪些理论框架；(2) 在探索 STEM 创客空间的研究中，公平问题是如何解决的？通过综合先前的工作，我们旨在为使用理论框架支持 STEM 创客空间的包容性提供建议。范围/方法我们对研究 STEM 创客空间、应用理论框架并考虑多样性、公平性和/或包容性的文章进行了系统性回顾。我们确定了 n = 34 项相关研究，并对每项研究的基本特征进行了编码。结果我们重点介绍了 10 篇在研究设计中使用关键理论框架来强调公平的典范文章。这些典范研究的作者在整个研究过程中都进行了反思，并将自己定位为与参与者一起学习。此外，他们还采取积极措施，将代理权和权力转移给参与者，从而提升了在科学、技术、工程和数学领域未得到广泛重视的知识形式。结论最后，我们向教育工作者、创客空间工作人员和研究人员提出了一些建议，这些建议涉及扩大关于什么算作制作的主流概念，从而支持 STEM 创客空间的包容性。

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引用次数: 0

Undergraduate students' espoused beliefs about different approaches to engineering design decisions 本科生对工程设计决策的不同方法的信奉

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

Journal of Engineering Education

Pub Date : 2023-07-13 DOI: 10.1002/jee.20544

Giselle Guanes, Alexia Leonard, Emily Dringenberg

Background

Engineers are socialized to value rational approaches to problem solving. A lack of awareness of how engineers use different decision-making approaches is problematic because it perpetuates the ongoing development of inequitable engineering designs and contributes to a lack of inclusion in the field. Although researchers have explored how engineering students are socialized, further work is needed to understand students' beliefs about different decision-making approaches.

Purpose/Hypothesis

We explored the espoused beliefs of undergraduate students about technical, empathic, experience-based, and guess-based approaches to engineering design decisions.

Design/Method

We conducted semistructured one-on-one interviews with 20 senior engineering students at the conclusion of their capstone design experience. We used a combination of deductive and inductive data condensation approaches to generate categories of beliefs.

Results

We identified a total of nine categories of beliefs, organized by approach. Although students' espoused beliefs did reflect the emphasis on technical approaches present in their socialization, they also described technical approaches as limited and overvalued.

Conclusion

The landscape of beliefs presented make explicit both the challenges and the opportunities that students' beliefs play as the backdrop for any efforts of engineering educators to develop engineers as effective and equitable engineering designers.

背景工程师被社会化，重视解决问题的合理方法。缺乏对工程师如何使用不同决策方法的认识是有问题的，因为这会使不公平工程设计的持续发展永久化，并导致该领域缺乏包容性。尽管研究人员已经探索了工科学生是如何被社会化的，但还需要进一步的工作来了解学生对不同决策方法的看法。目的/假设我们探讨了本科生对工程设计决策的技术、移情、经验和猜测方法的支持信念。设计/方法我们对20名高年级工程系学生进行了半结构化的一对一访谈，以总结他们的顶尖设计经验。我们使用了演绎和归纳数据浓缩方法的组合来生成信念类别。结果我们共确定了九类信念，按方法进行组织。尽管学生所信奉的信仰确实反映了他们在社会化过程中对技术方法的重视，但他们也认为技术方法是有限的，被高估了。结论所呈现的信念景观明确了学生的信念所带来的挑战和机遇，作为工程教育工作者努力培养工程师成为有效和公平的工程设计师的背景。

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引用次数: 0

A scoping review of engineering education systematic reviews 工程学教育系统性审查的范围界定审查

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

Journal of Engineering Education

Pub Date : 2023-07-13 DOI: 10.1002/jee.20549

Margaret Phillips, Jason B. Reed, Dave Zwicky, Amy S. Van Epps

Background

Systematic review or systematic literature review (SLR) methodologies are a powerful tool for evidence-based decision making. The method originated in the medical sciences but has since been adopted by other disciplines, including engineering education (EE).

Purpose

We aimed to answer two research questions: (i) To what extent is the SLR research method being applied in EE? (ii) How closely are SLRs published in EE following established reporting guidelines for the methodology?

Scope/Method

We searched Inspec, Compendex, and ERIC for engineering-related SLRs and meta-analyses (MAs). We included English language papers that contained an explicit SLR search, or where it appeared the methodology was intended by the author(s). We completed a data extraction process for 21 descriptive and quality-related items, including engineering discipline, which allowed us to identify the EE studies analyzed in this article.

Results

This sub-analysis presents the results of 276 EE-related reviews. We found the use of SLR/MA methods is growing in EE, with 93% of papers published during 2015–2022. However, we found that authors are not generally following established guidelines for reporting their methods and findings.

Conclusions

Not following the best practices for conducting and reporting SLRs can result in the presentation of incorrect summaries and analyses due to missed evidence. Including search experts (e.g., librarians) trained in conducting SLRs can improve review quality. There is also an opportunity for EE-related publishers to recruit experts trained in conducting SLRs as peer reviewers to participate in evaluating submitted reviews.

背景系统综述或系统文献综述（SLR）方法是循证决策的有力工具。这种方法起源于医学科学，但后来被其他学科采用，包括工程教育 (EE)。目的我们旨在回答两个研究问题：(i) SLR 研究方法在工程教育中的应用程度如何？(ii) 在 EE 中发表的 SLR 在多大程度上遵循了该方法的既定报告准则？范围/方法我们检索了 Inspec、Compendex 和 ERIC 中与工程相关的 SLR 和荟萃分析 (MA)。我们收录了包含明确 SLR 检索的英文论文，或作者似乎有意采用该方法的论文。我们完成了 21 个描述性和质量相关项目（包括工程学科）的数据提取过程，从而确定了本文分析的 EE 研究。结果本子分析介绍了 276 篇 EE 相关综述的结果。我们发现，SLR/MA 方法在 EE 中的使用越来越多，在 2015-2022 年间发表的论文中占 93%。然而，我们发现，作者在报告其方法和研究结果时普遍没有遵循既定的指导方针。结论不遵循开展和报告 SLR 的最佳实践，可能会因遗漏证据而导致提交不正确的摘要和分析。让受过进行 SLR 培训的检索专家（如图书馆员）参与进来可以提高综述质量。与电子工程相关的出版商也有机会招募在进行 SLR 方面受过培训的专家作为同行评审员，参与评估提交的综述。

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引用次数: 0

Black women's placemaking in undergraduate engineering 黑人女性在本科工程中的地位

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

Journal of Engineering Education

Pub Date : 2023-07-08 DOI: 10.1002/jee.20545

Atota B. Halkiyo, Meseret F. Hailu

Background

Black women students in engineering higher education are underrepresented and often face barriers at the nexus of race, gender, and engineering. When seeking to improve student outcomes, universities often prioritize academic success and neglect psychological, social, and emotional well-being. Little is known about why and how Black women in engineering engage in Black placemaking as they maneuver around barriers.

Purpose

The purpose of this study is to establish an empirical understanding of the experiences of Black women in engineering. Our work is guided by the following research questions: (1) Why do Black women in engineering seek out campus spaces specifically designated for them? What unique structural issues necessitate such spaces? (2) For what purposes do Black women in engineering use those distinct spaces? (3) How are Black women in engineering responding to the challenges and structural conditions?

Design/Method

We use Black placemaking theory to guide our qualitative in-depth interviews of 45 purposefully selected students. The data were analyzed via theory-informed themes.

Results

Major structural conditions necessitate specific Black spaces, including the absence of physical places, failure to understand intersectionality, failure to respond to safety, and cultural stereotypes about Black women in engineering. In response to such barriers, Black women in engineering engage in multiple placemaking activities, thereby seeking out safe and responsive spaces and transforming existing ones to serve multiple functions.

Conclusions

Whatever difficulties Black women face in academia, they are intensified in engineering. To confront such barriers, Black women engage with Black placemaking, creatively transforming existing places or co-creating distinct places for themselves. These actions can inform how engineering departments support spaces for minoritized student development.

背景工程高等教育中的黑人女学生代表性不足，经常面临种族、性别和工程方面的障碍。在寻求提高学生成绩时，大学往往优先考虑学业成功，而忽视心理、社会和情感健康。人们对工程界的黑人女性在绕过障碍时为什么以及如何参与黑人场所制作知之甚少。目的本研究的目的是建立对黑人女性在工程领域经历的经验理解。我们的工作以以下研究问题为指导：（1）为什么从事工程的黑人女性会寻找专门为她们指定的校园空间？哪些独特的结构问题需要这样的空间？（2）工程界的黑人女性使用这些独特的空间有什么目的？（3）工程界的黑人女性如何应对挑战和结构性条件？设计/方法我们使用黑人地点制作理论来指导我们对45名有意选择的学生的定性深入访谈。这些数据是通过基于理论的主题进行分析的。结果主要的结构条件需要特定的黑人空间，包括缺乏物理场所、未能理解交叉性、未能对安全做出回应，以及对工程中黑人女性的文化刻板印象。为了应对这些障碍，从事工程的黑人女性参与了多种场所制作活动，从而寻找安全、反应灵敏的空间，并将现有空间改造为多种功能。结论无论黑人女性在学术界面临什么困难，她们在工程领域都会遇到更大的困难。为了应对这些障碍，黑人女性参与黑人场所的制作，创造性地改造现有场所或共同为自己创造独特的场所。这些行动可以为工程系如何支持少数族裔学生的发展空间提供信息。

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引用次数: 0