Journal of Engineering Education最新文献

{"title":"Impact of COVID-19 on sense of belonging: Experiences of engineering students, faculty, and staff at Historically Black Colleges and Universities (HBCUs)","authors":"Trina L. Fletcher,&nbsp;Jay P. Jefferson,&nbsp;Brittany Boyd,&nbsp;Sung Eun Park,&nbsp;Lesia Crumpton-Young","doi":"10.1002/jee.20512","DOIUrl":"https://doi.org/10.1002/jee.20512","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>COVID-19 has spurred a global crisis that has disrupted everyday lives and impacted the traditional methods, experiences, and abilities of higher education institutions' students, faculty, and staff, especially at Historically Black Colleges and Universities (HBCUs).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose/Hypothesis</h3>\u0000 \u0000 <p>Given the pressing need demonstrated by the National Academies to advance the utilization of science, technology, engineering, and mathematics (STEM) education at HBCUs, this study aimed to explore the abrupt transition to remote teaching and learning at HBCUs guided by the following research question: How has COVID-19 impacted the success and persistence of engineering students, faculty, and staff at HBCUs?</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Methods</h3>\u0000 \u0000 <p>Three surveys were developed, tested, piloted, and sent to HBCU stakeholders using a snowball sampling approach via email and social media outreach.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Of the 171 student respondents (126 engineering majors), 79% agreed that not being able to access faculty in person affected their academic performance. Additionally, across all HBCU stakeholders' surveys, students had a statistically significant higher response when asked if the transition to virtual learning increased their overall levels of stress and anxiety.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>During a global pandemic, HBCUs continue to provide a culture of support and inclusion for students, faculty, and staff in engineering. Increased stress levels experienced by students indicate that a safe and adequate transition back to campus is essential for their social and academic persistence. Due to the well-documented inequities HBCUs faced before the pandemic, the impact of this unprecedented on their continued contributions toward broadening participation in engineering for students should be further explored.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2023-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20512","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50143558","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":"Moving beyond the “international” label: A call for the inclusion of the (in)visible international engineering students","authors":"Xinrui Xu,&nbsp;Siqing Wei,&nbsp;Yi Cao","doi":"10.1002/jee.20513","DOIUrl":"https://doi.org/10.1002/jee.20513","url":null,"abstract":"<p>Engineering programs worldwide have seen a rise in the number of international students enrolling since the last century (Gürüz &amp; Zimpher, <span>2011</span>). As of 2020, the percentage of international students pursuing engineering degrees in Germany, Russia, and the United States has reached 27%, 22%, and 21%, respectively (IIE, <span>2020</span>). In the United States, for instance, which is the top host destination for international engineering students (IESs), 11.2% of bachelor's degrees, 53.2% of master's degrees, and 58.8% of doctorate degrees in engineering were awarded to international students (ASEE, <span>2021</span>). IESs contribute to the intellectual engagement of university research laboratories, industry R&amp;D departments, and other key areas that drive global technological advancement, in addition to making a significant contribution to the host country's economy (Chellaraj et al., <span>2008</span>; NAFSA, <span>n.d.</span>; Conlon et al., <span>2019</span>).</p><p>Furthermore, IESs bring unique values, attitudes, and knowledge to enrich the pool of information, skills, and heuristics when collaborating to solve engineering problems (Harrison &amp; Klein, <span>2007</span>). Wulf (<span>2002</span>) suggested that engineering teams with diverse life experiences have a better chance of developing creative and optimal engineering solutions while meeting various constraints. Only by recognizing and leveraging the strengths of IESs can engineering teams take advantage of such complementary and diverse assets (Page, <span>2019</span>; Van Knippenberg et al., <span>2004</span>). However, despite the significant contribution and high numbers of IESs, the engineering education community pays inadequate attention to their experiences, and there is a dearth of literature about IESs. Faced with many similar difficulties as other marginalized populations, IESs are rarely included in the discussion of advocacy efforts.</p><p>As former and current IESs, we are deeply concerned that the engineering workforce and engineering education community undervalue this population. Therefore, in this article, we aim to shed light on the challenges that marginalized IESs face and propose potential actions that the engineering community can take to promote inclusion and support for this group.</p><p>IESs are a vastly diverse group but are often homogenized under the label of “International” in most contexts. This legal status is so powerful that it defines who IESs are and overshadows other identities they may possess. Under this label, IESs face complex sociopolitical situations that impact various aspects of their education journey. They could be perceived concurrently with benefits (e.g., revenues, research labor, and international goodwill) and threats (e.g., global competition and threats to national security) by the host country (Adnett, <span>2010</span>; Allen &amp; Bista, <span>2022</span>). Their academic and career plans are vulnerable","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20513","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50142380","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 the use of futures, values, systems, and strategic thinking among engineering education research collaborators","authors":"Medha Dalal,&nbsp;Adam Carberry,&nbsp;Leanna Archambault","doi":"10.1002/jee.20511","DOIUrl":"https://doi.org/10.1002/jee.20511","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Multiple reports call for new ways of thinking to address challenges facing engineering education in the coming decades. Adopting these approaches first requires identifying and understanding existing ways of thinking among those engaging in engineering education research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose/Hypothesis</h3>\u0000 \u0000 <p>This study is motivated by the recently published Framework for Applying Ways of Thinking in Engineering Education Research (FAWTEER). The purpose is to determine if and how the four ways of thinking proposed under FAWTEER—futures, values, systems, and strategic—are practiced by engineering education research collaborators.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>Seven engineer-social scientist collaborator pairs across heterogeneous research projects were interviewed in dyads. Data were analyzed using an inductive coding approach that was informed by the framework and literature.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Emergent findings provided evidence of collaborators' use of futures, values, systems, and strategic thinking, but the interpretations and relevance of a particular way of thinking varied depending on the project context. Proposal calls, organizational structures and policies, intentionality, and culture were identified as determinants that could foster or hinder the implementation of different ways of thinking.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Ways of thinking may be taken for granted or partly ignored in research practices despite their potential influence on innovation. This study highlights how futures, values, systems, and strategic thinking are enacted in engineering education research and suggests the need to further explore connections between ways of thinking and cultures that exist at the departmental, institutional, and disciplinary levels.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20511","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50142381","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":"Where we were, where we are now, and where we hope to go","authors":"Joyce B. Main,&nbsp;David B. Knight","doi":"10.1002/jee.20517","DOIUrl":"https://doi.org/10.1002/jee.20517","url":null,"abstract":"","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50140701","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":"On the importance of (white) humility: Epistemological decentering as a positional orientation toward research","authors":"Stephen Secules","doi":"10.1002/jee.20508","DOIUrl":"https://doi.org/10.1002/jee.20508","url":null,"abstract":"Over the years I have reflected on how we know what we know, that is, on our individual and collective epistemologies. Epistemology underlies education as transmitting knowledge and research as generating knowledge. Further, the system of academia often treats knowledge and expertise as a currency. We make claims about engineering education in publications and take some ownership of the facts and contexts we present. We apply for grant funding that monetizes the act of creating intellectual merit. In producing this academic currency of knowledge, we are encouraged to project confidence and expertise. In the above, “we” includes many people across the JEE readership and engineering education community. If the description in this paper resonates with you, I encourage you to reflect on what that means for how you wish to act and interact in the world. It certainly includes myself: I acknowledge my received encouragement to participate in the same academic disciplinary culture. The need to project confidence and expertise can be a collective survival strategy in academia—needed for passing a dissertation, a tenure process, or winning a grant. Perhaps it also stems from the confidence with which engineers make claims about their built technologies, a vestige that engineering education as social science researchers should reexamine critically. Lastly and most centrally, my usage of “we” suggests an epistemological tendency I believe is perpetuated by people like me—white people and dominant demographic groups (e.g., men, middle or upper class, from developed nations, highly educated). In this editorial, I will use “white” as a shorthand both specifically for the White ethnic group and more generally for all dominant demographic groups. I will argue that white people have a collective and individual socialization in a positivistic and colonizing past, which both intersects academic and engineering educational culture, perpetuates it, and has a unique character within it. The reasons for these tendencies are likely more complex than I am characterizing; however, in this editorial, I am more interested in normative and pragmatic considerations (i.e., what is happening and what to do about it) than causal (why it is happening). I want to call into question how we as a research community know what we know, and to be reflective and strategic about that. With so many forces aligning toward a performance of knowing, I will argue for and suggest enactments of epistemological decentering, a counter-cultural approach within academia that may be beneficial to the community and particularly to dominant demographic (white) groups.","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50139211","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":"Engineer identity and degree completion intentions in doctoral study","authors":"Matthew Bahnson,&nbsp;Derrick Satterfield,&nbsp;Heather Perkins,&nbsp;Mackenzie Parker,&nbsp;Marissa Tsugawa,&nbsp;Cheryl Cass,&nbsp;Adam Kirn","doi":"10.1002/jee.20516","DOIUrl":"https://doi.org/10.1002/jee.20516","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Degree completion rates for doctoral engineering students remain stagnant at levels lower than necessary to meet national and global workforce needs. Increasing degree completion can improve opportunities for individuals and provide the human resources needed to address engineering challenges.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose/Hypothesis</h3>\u0000 \u0000 <p>In this work, we measure the association of engineering identity variables with degree completion intentions for students who have persisted in doctoral study. We add to existing literature that suggests the importance of advisor and peer relationships, and the number of years in the doctoral program.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>We use data collected via a national cross-sectional survey of doctoral engineering students, which included measures of social and professional identities, graduate school experiences, and demographics. Surveys were collected from 1754 participants at 98 US universities between late 2017 and early 2018. The analyses reported here use multiple regression to measure associations with engineering doctoral degree completion intentions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Research interest and scientist performance/competence are individually associated with degree completion intentions in students who are persisting in doctoral study. Overall, graduate engineering identity explains significant portions of variation in degree completion intentions (9.5%) beyond advisor and peer relationship variables and the number of years in graduate programs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Researcher interest and scientist performance/competence may be key opportunities to engage doctoral student engineering identity to improve degree completion rates. Accordingly, institutions can foster students' interest in research and build their confidence in their scientific competence to support students as they complete the doctoral degree.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2023-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20516","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50135862","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":"In Memorium—Professor Jeffrey E. Froyd","authors":"John E. Mitchell,&nbsp;Lisa Benson","doi":"10.1002/jee.20505","DOIUrl":"https://doi.org/10.1002/jee.20505","url":null,"abstract":"It is with a mix of great sadness, respect, and gratitude that we reflect on the passing of Professor Jeffrey E. Froyd in October of 2022. We would like to first recall Jeff's many accomplishments for those who may not have had the privilege of knowing him. Jeff received a BS degree in mathematics from Rose-Hulman Institute of Technology and MS and PhD degrees in electrical engineering from the University of Minnesota, Minneapolis. He was an Assistant Professor, Associate Professor, and Professor of Electrical and Computer Engineering at Rose-Hulman Institute of Technology. At Rose-Hulman, he co-created the Integrated, First-Year Curriculum in Science, Engineering, and Mathematics, which was recognized in 1997 with a Hesburgh Award Certificate of Excellence. In November 2017, he joined The Ohio State University Department of Engineering Education first as a professor and later as department chair, a role he would hold until his death. Jeff served as Project Director for a National Science Foundation (NSF) Engineering Education Coalition in which six institutions systematically renewed, assessed, and institutionalized innovative, integrated undergraduate engineering curricula. He served as a program co-chair for three IEEE Frontiers in Education Conferences and the general chair for the 2009 conference. He also served on the IEEE Curricula and Pedagogy Committee, which is part of the University Resources Committee within the Educational Activities Board. As an American Society for Engineering Education (ASEE) Fellow, an ABET Program Evaluator, a Senior Associate Editor and one-time interim Editor for the Journal of Engineering Education, and an Associate Editor for the International Journal of STEM Education, Jeff provided wisdom, guidance, and mentorship to countless scholars in the engineering education community. He published widely in the education literature, authoring foundational works on faculty development, curricular change processes, curriculum redesign, and assessment (Borrego et al., 2010; Borrego et al., 2014; Froyd et al., 2012; Froyd et al., 2013; Froyd et al., 2017; Froyd & Ohland, 2005; Mitchell & Benson, 2023). Personal reflection—John Mitchell, Editor-in-Chief, IEEE Transactions on Education: Jeff was an IEEE fellow, prominent member of the IEEE Education Society and from 2013 to 2018 served as Editor in Chief of IEEE Transactions on Education. When I joined the IEEE Transactions on Education editorial board, I was aware of Jeff's work and his reputation as a leading figure in the field but did not know him personally. He often demonstrated what a true expert he was, not only in the wisdom that he shared and his ability to notice details that others missed, but in the kind and generous way that he would share this expertise. I certainly found this as he handed over the editorship of IEEE Transactions on Education to me. From conversations I have had with those that knew and worked with Jeff, one enduring sentiment pervades and ","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2023-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50136034","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":"Civil engineering students as avoidant actors: Using culturally relevant problem-solving to increase critical action attitudes","authors":"Riley Drake,&nbsp;Cristina Poleacovschi,&nbsp;Kasey M. Faust,&nbsp;Arie True-Funk,&nbsp;Jessica Kaminsky","doi":"10.1002/jee.20507","DOIUrl":"https://doi.org/10.1002/jee.20507","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Civil engineers design systems that have the potential to impact existing oppressive societal conditions. Critical action—the ability to recognize and act against oppressive conditions—is an obligation for civil engineers committed to building a more just world.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose/Hypothesis</h3>\u0000 \u0000 <p>History reveals that civil engineers often do not take critical action and accrediting bodies (e.g., ABET) have responded by creating requirements to consider social factors and contexts. Considering these endeavors, we ask: To what extent do civil engineering students demonstrate critical action attitudes when prompted by engineering problem-solving? In what ways does culturally relevant problem-solving influence critical action attitudes?</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>Employing transformative action as a theoretical framework, we assessed students' responses to a design question on three levels that perpetuate or disrupt oppression (avoidant, destructive, and critical action). The empirical study used qualitative and quantitative analysis to examine survey responses of 375 civil engineering undergraduate students across 12 US universities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results showed that engineering students largely avoided discussing taking critical action, remaining focused on technical and nontechnical factors that evaded acknowledgement of sociopolitical factors. Nevertheless, when exposed to culturally relevant problem-solving, students showed a statistically significant increase in both critical and destructive action responses.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>We posit that students' exposure to culturally relevant problem-solving can enhance students' critical action attitudes. The results call on the need for civil engineering educators to cultivate culturally relevant problem-solving in civil engineering curriculum.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2023-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50151774","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":"Investigating students' motivational goals and self-efficacy and task beliefs in relationship to course attendance and prior knowledge in an undergraduate statics course","authors":"Nathaniel J. Hunsu,&nbsp;Olarenwaju P. Olaogun,&nbsp;Adurangba V. Oje,&nbsp;Peter H. Carnell,&nbsp;Beshoy Morkos","doi":"10.1002/jee.20500","DOIUrl":"https://doi.org/10.1002/jee.20500","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Student persistence in undergraduate engineering majors often depends on how they perform in foundational engineering courses. Although mastery of prerequisite knowledge affects how students perform in these courses, research suggests that achievement goal orientations and task-value and self-efficacy beliefs play prominent roles in predicting students' achievement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose/Hypothesis</h3>\u0000 \u0000 <p>Drawing on achievement goal, expectancy-value, and self-efficacy theories, this study explores the relationships and relative predictive significance of students' achievement goal orientations and task-value and self-efficacy beliefs on academic achievement when prior knowledge and class attendance in a foundational engineering course were accounted for.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>Participants were students enrolled in engineering statics at a primarily White institution. A multiple regression analysis was conducted using achievement goals, self-efficacy for learning performance, task value, absence, and prior knowledge as predictor variables, and participants' achievement scores as the outcome variable.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Positive relationships were observed between the different achievement goal constructs. The final regression model explained 50% of the variance in participants' achievement scores. Self-efficacy and task-value belief effects remained significant predictors of achievement, even after prior knowledge and regular class attendance were considered. Further, the combined effect of self-efficacy and task-value beliefs on achievement was larger than that of prior knowledge alone.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Pedagogical approaches that seek to improve engineering students' task-value and self-efficacy beliefs may be more efficacious at promoting achievement than those that focus on fostering achievement goal orientations. Instructors should consider such approaches along with those that effectively address differences in prior knowledge in foundational engineering courses.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20500","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50129838","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":"In pursuit of impact: Toward a contextualized theory of professional agency of engineering education scholars","authors":"Alexandra Coso Strong,&nbsp;Courtney J. Faber,&nbsp;Walter C. Lee,&nbsp;Cheryl A. Bodnar,&nbsp;Courtney Smith-Orr,&nbsp;Erin McCave","doi":"10.1002/jee.20496","DOIUrl":"https://doi.org/10.1002/jee.20496","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Engineering education scholars (EES) seek to advance innovation, excellence, and access within education systems and the engineering profession. To advance such efforts, the intentional and strategic actions taken by scholars must be better understood.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose/Hypothesis</h3>\u0000 \u0000 <p>This study aimed to advance the field's understanding of agency toward impact by (1) closely examining the experiences of early career EES pursuing impact in engineering education and (2) co-constructing a contextualized theory of agency. We define agency as taking strategic actions or perspectives toward professional goals that matter to oneself and goals that relate to impacting engineering education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>Building on previous work about faculty agency, we leveraged approaches from grounded theory and integrated multiple qualitative approaches to analyze our experiences as six early career EES over the course of a 4-year longitudinal study.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Seven key insights about the professional agency toward impact in engineering education of early career EES emerged from the analysis. The contextualized theory and resulting visual representation illustrate this agency as a cyclical process with three components: (1) the factors influencing one's agency, (2) the agentic process itself, and (3) the output of the agentic process.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Our co-constructed contextualized theory extends previous work by incorporating the temporal nature of agency, the generation and assessment of available moves, and the importance of feedback on future agentic practices. Our results have implications on how the engineering education community supports graduate students, early career scholars, and new members in their efforts to impact change.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50127321","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}