Journal of Engineering Education最新文献_第8页

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

Application of concept maps as an assessment tool in engineering education: Systematic literature review 在工程教育中应用概念图作为评估工具：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 : 2023-07-06 DOI: 10.1002/jee.20548

Alexandra Jackson, Elise Barrella, Cheryl Bodnar

Background

Concept maps are a valid assessment tool to explore student understanding of diverse topics. Many types of academic programs have integrated concept mapping into their courses, resulting in various activities and scoring methods to understand student perceptions.

Purpose

Few prior reviews of concept mapping have addressed their use within engineering education. This systematic literature review examines articles that use concept mapping as an assessment tool in engineering education contexts and provides suggestions for future research.

Scope/Method

We conducted a literature search using terms related to concept map and engineering education. Articles were screened by their title, abstract, section, and then full paper, resulting in 53 articles for the final review. Two researchers examined the topic, activity type, and scoring method of the maps.

Results

Concept mapping topics fit into three categories, and the activity structures fit into four types. Of seven scoring methods, “Traditional” was the most used. Studies that compared multiple scoring methods showed that the “Holistic” and “Categorical” methods were better able to capture the content of the maps. All types of scoring demonstrated positive outcomes, suggesting that concept maps can demonstrate understanding of the topic and can assess learning.

Conclusions

Concept maps have been applied in a number of ways. All types of concept mapping scores were shown to be useful and can lead to a better understanding of the students' learning outcomes. However, more research is needed to determine which scoring methods are recommended for specific applications.

背景概念图是探索学生对不同主题理解的有效评估工具。许多类型的学术项目都将概念图纳入了课程，从而产生了各种活动和评分方法来了解学生的看法。目的以前关于概念图的综述很少涉及其在工程教育中的应用。本系统性文献综述研究了在工程教育背景下使用概念图作为评估工具的文章，并为未来研究提供了建议。范围/方法我们使用与概念图和工程教育相关的术语进行了文献检索。通过对文章的标题、摘要、章节和全文进行筛选，最终有 53 篇文章进入最终评审。两名研究人员对地图的主题、活动类型和评分方法进行了研究。结果概念图主题分为三类，活动结构分为四种。在七种评分方法中，"传统 "是使用最多的。对多种评分方法进行比较的研究表明，"整体法 "和 "分类法 "能更好地捕捉地图的内容。所有类型的评分都显示出积极的结果，表明概念图可以显示对主题的理解，并能评估学习效果。结论概念图有多种应用方式。所有类型的概念图评分都被证明是有用的，能让人更好地了解学生的学习成果。不过，还需要进行更多的研究，以确定在具体应用中推荐使用哪种评分方法。

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引用次数: 0

Fifty-three years of the Journal of Engineering Education: A bibliometric overview 工程教育杂志》创刊 53 年：文献计量概览

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

Journal of Engineering Education

Pub Date : 2023-07-05 DOI: 10.1002/jee.20547

Shaoping Qiu, Malini Natarajarathinam

Background

The Journal of Engineering Education (JEE) is a leading academic journal that serves to cultivate, disseminate, and archive scholarly research in engineering education. Bibliometric analysis has been gaining considerable interest from the scientific community in recent years. However, to the best of our knowledge, bibliometric analysis was not employed to analyze the publications of JEE.

Purpose

In recognition of JEE's 111 years of publication, this paper uses bibliometric analysis to provide a retrospective journal overview. This study analyzes the publication characteristics, influence, and collaborative relationship of JEE. It also provides data for the development of future research.

Method

A total of 1251 articles of JEE were retrieved from Scopus database for our bibliographic analysis using VOSviewer (Van Eck and Waltman, Scientometrics 2010; 84(2):523–538). The search was performed in mid-November 2021 using the term “Journal of Engineering Education” in the “Publication Titles” field, yielding 1379 documents between 1969 and 2021. We excluded editorials and notes and only included articles, reviews, and conference papers.

Results

JEE has increasing contribution and influence within empirical engineering research publications regarding the quantity and the quality/citations of its published articles. The top contributing institutions are mainly from the United States. Major themes identified include knowledge acquisition and skill development, diversity and inclusion, engineering research and assessment, engineering learning mechanisms, and instrument and measurement.

Conclusions

Emerging technologies and challenges provide new research topics and directions for JEE. Additionally, this study uncovers certain research gaps that JEE—to increase contributions and influence—can identify as growth areas.

背景《工程教育期刊》（JEE）是一份领先的学术期刊，旨在培养、传播和存档工程教育方面的学术研究。近年来，文献计量分析受到科学界的广泛关注。然而，据我们所知，《JEE》的出版物尚未采用文献计量分析。目的为了纪念《工程学报》创刊 111 周年，本文采用文献计量学分析方法对期刊进行回顾性综述。本研究分析了《日本电子期刊》的出版特点、影响力和合作关系。同时也为今后的研究发展提供数据。方法我们使用 VOSviewer（Van Eck 和 Waltman，Scientometrics 2010; 84(2):523-538）从 Scopus 数据库中检索了 1251 篇 JEE 文章，并进行了书目分析。搜索于 2021 年 11 月中旬进行，在 "出版物标题 "字段中使用了 "工程教育期刊 "一词，共搜索到 1969 年至 2021 年间的 1379 篇文献。我们排除了社论和注释，只收录了文章、评论和会议论文。结果从发表文章的数量和质量/引用次数来看，《工程教育期刊》在实证工程研究出版物中的贡献和影响越来越大。贡献最大的机构主要来自美国。确定的主要专题包括知识获取与技能发展、多样性与包容性、工程研究与评估、工程学习机制以及工具与测量。结论新兴技术和挑战为 JEE 提供了新的研究课题和方向。此外，本研究还发现了一些研究空白，JEE 可以将其确定为增长领域，以提高贡献和影响力。

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引用次数: 0

How did the landscape of student belonging shift during COVID-19? 新冠肺炎期间，学生归属感的格局发生了怎样的变化？

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

Journal of Engineering Education

Pub Date : 2023-07-04 DOI: 10.1002/jee.20542

Shruti Misra, Neha Kardam, Jennifer VanAntwerp, Denise Wilson

Background

Belonging is a fundamental human motivation associated with a wide range of positive psychological, educational, social, and job outcomes. Frequent and predominantly conflict-free interactions within a stable, relational framework of caring are required to facilitate belonging.

Purpose

The goal of this study was to understand if and how emergency remote teaching (ERT) used during the COVID-19 pandemic changed the ways in which instructional support and interactions were linked to belonging among engineering students.

Methodology/Approach

This study used survey data from a cross-sectional dataset at a single large institution comprised of sophomore to senior-level students (n = 1485) enrolled in engineering courses between 2016 and 2021. Hierarchical linear modeling (HLM) was used to study relationships among instructional support, instructor interactions, and belonging.

Findings/Conclusions

HLM models of ERT and traditional learning differed dramatically. In traditional classroom learning, race, interactions with faculty and teaching assistants (TAs), and instructional support were important factors in belonging. In ERT, certain motivations to study engineering (altruism, desire to build things) had nuanced associations with belonging, while race and interactions with faculty and TAs became largely irrelevant. Most concerning, faculty interactions in traditional learning were negatively associated with belonging.

Implications

Rather than returning to pre-pandemic traditional learning, a hybrid model that offers a more level playing field for marginalized students to find belonging in the classroom is recommended. In developing such models, faculty must take special care to avoid having a potentially negative impact on student belonging.

归属感是一种基本的人类动机，与广泛的积极心理、教育、社会和工作成果有关。为了促进归属感，需要在一个稳定的、关系型的关爱框架内进行频繁且主要没有冲突的互动。目的本研究的目的是了解新冠肺炎大流行期间使用的紧急远程教学（ERT）是否以及如何改变教学支持和互动与工程学生归属感的联系方式。方法论/方法本研究使用了一个大型机构的横断面数据集的调查数据，该机构由二年级至高年级学生（n = 1485）在2016年至2021年期间注册了工程课程。层次线性模型（HLM）用于研究教学支持、教师互动和归属之间的关系。研究结果/结论ERT和传统学习的HLM模型存在显著差异。在传统的课堂学习中，种族、与教师和助教的互动以及教学支持是归属感的重要因素。在ERT中，学习工程的某些动机（利他主义、建造事物的欲望）与归属感有着微妙的联系，而种族以及与教师和助教的互动在很大程度上变得无关紧要。最令人担忧的是，教师在传统学习中的互动与归属感呈负相关。影响与其回到疫情前的传统学习，不如推荐一种混合模式，为边缘化学生提供一个更公平的竞争环境，让他们在课堂上找到归属感。在开发此类模型时，教师必须特别注意避免对学生归属感产生潜在的负面影响。

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引用次数: 0

(Un)equal demands and opportunities: Conceptualizing student navigation in undergraduate engineering programs （非）平等的需求和机会：在本科工程项目中实现学生导航的概念

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

Journal of Engineering Education

Pub Date : 2023-06-27 DOI: 10.1002/jee.20543

Walter C. Lee, Janice L. Hall, Malini Josiam, Crystal M. Pee

Background

It is well known that earning a bachelor's degree in engineering is a demanding task, but ripe with opportunity. For students from historically excluded demographic groups, this task is exacerbated by oppressive circumstances. Although considerable research has documented how student outcomes differ across demographic groups, much less is known about the dynamic processes that marginalize some students.

Purpose

The purpose of this article is to propose a conceptual model of student navigation in the context of undergraduate engineering programs. Our goal is to illustrate how localized, structural features unjustly shape the demands and opportunities encountered by students and influence how they respond.

Scope/Method

We developed our model using an iterative, four-stage process. This process included (1) clarifying the purpose of the development process; (2) identifying concepts and insights from prior research; (3) synthesizing the concepts and insights into propositions; and (4) visualizing the suspected relationships between the salient constructs in the propositions.

Results

Our model focuses on the dynamic interactions between the characteristics of students, the embedded contexts in which they are situated, and the support infrastructure of their learning environment.

Conclusion

The resulting model illustrates the influence of structural features on how students a) respond to demands and opportunities and b) navigate obstacles present in the learning environment. Although its focus is on marginalized students in undergraduate engineering programs, the model may be applicable to STEM higher education more broadly.

背景众所周知，获得工程学士学位是一项艰巨的任务，但时机成熟。对于来自历史上被排斥的人口群体的学生来说，这种任务因压迫性的环境而加剧。尽管大量研究记录了不同人口群体的学生成绩如何不同，但对一些学生被边缘化的动态过程知之甚少。目的本文的目的是提出一个本科生工程项目背景下的学生导航概念模型。我们的目标是说明本地化的结构性特征如何不公正地塑造学生遇到的需求和机会，并影响他们的反应。范围/方法我们使用四个阶段的迭代过程开发了我们的模型。这一过程包括：（1）澄清开发过程的目的；（2）从先前的研究中确定概念和见解；（3）将概念和见解综合成命题；以及（4）可视化命题中显著结构之间的可疑关系。结果我们的模型关注学生的特征、他们所处的嵌入式环境和他们学习环境的支持基础设施之间的动态互动。结论所得到的模型说明了结构特征对学生a）如何回应需求和机会以及b）如何克服学习环境中存在的障碍的影响。尽管该模式的重点是本科生工程项目中的边缘化学生，但该模式可能更广泛地适用于STEM高等教育。

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引用次数: 0

Honoring outstanding publications and reviewing 表彰优秀出版物并进行评审

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

Journal of Engineering Education

Pub Date : 2023-06-27 DOI: 10.1002/jee.20540

David B. Knight, Joyce B. Main

引用次数: 1