Contribution: This research examines undergraduate students’ perceptions in engineering disciplines toward gender inclusivity in course curricula, focusing on three essential pillars of curricular design: course content, teaching methodology, and course assessment.Background: The shortage of women representation in STEM fields, particularly in engineering, poses a developmental challenge for economies, especially in developing countries transitioning to the knowledge economy. While multiple factors likely influence women’s participation in engineering, this study focuses specifically on how men-centric engineering curricula affect differently male and female students’ satisfaction and perceptions of their educational experience.Research Questions:1) How do perceptions of gender inclusivity in engineering curricula differ between women and men students across the three pillars of course content, teaching methodology, and assessment processes?2) How do students’ perceptions of gender inclusivity in engineering curricula change as they progress through their studies, and do these changes differ between genders?Methodology: The study focuses on Kazakhstan, a country with industrial development and gender diversity issues in engineering despite overall gender parity in its scientific workforce. It utilizes a quantitative approach, incorporating a curriculum-focused survey and inferential statistical tests.Findings: The findings reveal gender differences in perceptions of the three curriculum pillars. As students progress through their studies, women’s satisfaction with the curricula significantly deteriorates over time, while men’s satisfaction remains relatively stable. While these findings suggest curricular factors may influence women’s experiences in engineering education, further research is needed to understand the interplay between curricular aspects and other influences, such as societal factors and institutional environments.
{"title":"Rethinking Gender Inclusion in Course Curricula: Opening Pandora’s Box in STEM Education","authors":"Mariza Tsakalerou;Asma Perveen;Alibek Ayapbergenov;Dinara Dikhanbayeva;Yevgeniy Lukhmanov","doi":"10.1109/TE.2025.3558122","DOIUrl":"https://doi.org/10.1109/TE.2025.3558122","url":null,"abstract":"Contribution: This research examines undergraduate students’ perceptions in engineering disciplines toward gender inclusivity in course curricula, focusing on three essential pillars of curricular design: course content, teaching methodology, and course assessment.Background: The shortage of women representation in STEM fields, particularly in engineering, poses a developmental challenge for economies, especially in developing countries transitioning to the knowledge economy. While multiple factors likely influence women’s participation in engineering, this study focuses specifically on how men-centric engineering curricula affect differently male and female students’ satisfaction and perceptions of their educational experience.Research Questions:1) How do perceptions of gender inclusivity in engineering curricula differ between women and men students across the three pillars of course content, teaching methodology, and assessment processes?2) How do students’ perceptions of gender inclusivity in engineering curricula change as they progress through their studies, and do these changes differ between genders?Methodology: The study focuses on Kazakhstan, a country with industrial development and gender diversity issues in engineering despite overall gender parity in its scientific workforce. It utilizes a quantitative approach, incorporating a curriculum-focused survey and inferential statistical tests.Findings: The findings reveal gender differences in perceptions of the three curriculum pillars. As students progress through their studies, women’s satisfaction with the curricula significantly deteriorates over time, while men’s satisfaction remains relatively stable. While these findings suggest curricular factors may influence women’s experiences in engineering education, further research is needed to understand the interplay between curricular aspects and other influences, such as societal factors and institutional environments.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 3","pages":"293-302"},"PeriodicalIF":2.1,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144213663","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":"2024 IEEE Education Society Awards","authors":"","doi":"10.1109/TE.2025.3553928","DOIUrl":"https://doi.org/10.1109/TE.2025.3553928","url":null,"abstract":"","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 2","pages":"268-271"},"PeriodicalIF":2.1,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10970787","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143856277","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}
Matthew W. Rutherford;Brian E. Whitacre;Levi Captain;Sabit Ekin;Julie Angle;Tom Hensley;John F. O’Hara
Contribution: Case study of a rural-focused educational program with two components: 1) introducing high school students and teachers to smart and connected technologies (SCTs) that can be used to solve local problems and 2) engaging the local community in supporting local technology-driven entrepreneurship. Background: Rural communities typically lag behind in terms of participation in the digital economy, and use of technology in general. Yet they often have the most to gain, due to high rates of self-employment and fewer private-sector job opportunities. Research Questions: Can a broadly scoped rural technology education program lead to improvements in 1) student and teacher SCT awareness; 2) SCT skills; and 3) aspirations for future SCT use directed toward entrepreneurship and overall community wellbeing? Methodology: A multidisciplinary team used a mixed-methods approach to engage a rural high school robotics team as well as the local community. Over the course of one year, students took part in hands-on-training with SCTs (“PETE-Kits” and associated curriculum) and brainstormed entrepreneurial projects via ideation events. Community members were involved at the beginning and end of the project, including judging a “shark-tank” style event where student business ideas using SCT were presented. Findings: Results from student pre/post activity assessments suggest that the program was effective at increasing comfort with technology and combining technical skills with entrepreneurial opportunities. Post surveys from community members, including teachers, demonstrated clear support for the program and an appreciation of how SCTs/digital skills could benefit the local economy and wellbeing.
{"title":"Promoting Rural Entrepreneurship Through Technology: A Case Study Using Productivity Enhancing Technology Experience Kits (PETE-Kits)","authors":"Matthew W. Rutherford;Brian E. Whitacre;Levi Captain;Sabit Ekin;Julie Angle;Tom Hensley;John F. O’Hara","doi":"10.1109/TE.2025.3557023","DOIUrl":"https://doi.org/10.1109/TE.2025.3557023","url":null,"abstract":"Contribution: Case study of a rural-focused educational program with two components: 1) introducing high school students and teachers to smart and connected technologies (SCTs) that can be used to solve local problems and 2) engaging the local community in supporting local technology-driven entrepreneurship. Background: Rural communities typically lag behind in terms of participation in the digital economy, and use of technology in general. Yet they often have the most to gain, due to high rates of self-employment and fewer private-sector job opportunities. Research Questions: Can a broadly scoped rural technology education program lead to improvements in 1) student and teacher SCT awareness; 2) SCT skills; and 3) aspirations for future SCT use directed toward entrepreneurship and overall community wellbeing? Methodology: A multidisciplinary team used a mixed-methods approach to engage a rural high school robotics team as well as the local community. Over the course of one year, students took part in hands-on-training with SCTs (“PETE-Kits” and associated curriculum) and brainstormed entrepreneurial projects via ideation events. Community members were involved at the beginning and end of the project, including judging a “shark-tank” style event where student business ideas using SCT were presented. Findings: Results from student pre/post activity assessments suggest that the program was effective at increasing comfort with technology and combining technical skills with entrepreneurial opportunities. Post surveys from community members, including teachers, demonstrated clear support for the program and an appreciation of how SCTs/digital skills could benefit the local economy and wellbeing.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 3","pages":"281-292"},"PeriodicalIF":2.1,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10966454","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144213665","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}
Contribution: This study focuses on microcontroller circuits and aims to: 1) investigate the impact of formal reasoning on students’ post-knowledge using catastrophe theory; 2) compare the different combination sequences of tangible user interface (TUI) and graphical user interface (GUI); and 3) assess the usability of both interfaces and explore potential correlations between perceived usability and students’ post-knowledge. Background: Although in the existing literature, there are a few studies investigating the role of the sequence of TUI and GUI in students’ post-knowledge, particularly in the microcontroller circuits there is a notable lack of related studies. Also, in this field, the effect of formal reasoning on students’ post-knowledge has not been investigated. Research Questions: Does formal reasoning affect students’ post-knowledge in microcontroller electronic circuits? Does interface sequence have any impact on students’ post-knowledge? Does interface sequence impact students’ usability perception of the TUI and GUI? Does student perceived usability correlate with their post-knowledge? Methodology: The intervention had a sample size of 134 university students who conducted four microcontroller exercises. In addition, statistical analysis employed the nonlinear Cusp catastrophe model, t-tests, and ANCOVA along with bootstrapping. Findings: Interface sequence has no impact on students’ post-knowledge, while students’ answers showed a significant difference in the evaluation of usability in favor of the real circuit. Cusp model showed that formal reasoning influences achievement and can act as bifurcation factor denoting that beyond a threshold value nonlinear changes in performance can occur.
{"title":"Exploring the Role of Interfaces in Microcontroller Circuits: An Analysis of Students’ Performance and Usability","authors":"Sokratis Tselegkaridis;Theodosios Sapounidis;Christos Tokatlidis;Dimitrios Papakostas","doi":"10.1109/TE.2025.3551927","DOIUrl":"https://doi.org/10.1109/TE.2025.3551927","url":null,"abstract":"Contribution: This study focuses on microcontroller circuits and aims to: 1) investigate the impact of formal reasoning on students’ post-knowledge using catastrophe theory; 2) compare the different combination sequences of tangible user interface (TUI) and graphical user interface (GUI); and 3) assess the usability of both interfaces and explore potential correlations between perceived usability and students’ post-knowledge. Background: Although in the existing literature, there are a few studies investigating the role of the sequence of TUI and GUI in students’ post-knowledge, particularly in the microcontroller circuits there is a notable lack of related studies. Also, in this field, the effect of formal reasoning on students’ post-knowledge has not been investigated. Research Questions: Does formal reasoning affect students’ post-knowledge in microcontroller electronic circuits? Does interface sequence have any impact on students’ post-knowledge? Does interface sequence impact students’ usability perception of the TUI and GUI? Does student perceived usability correlate with their post-knowledge? Methodology: The intervention had a sample size of 134 university students who conducted four microcontroller exercises. In addition, statistical analysis employed the nonlinear Cusp catastrophe model, t-tests, and ANCOVA along with bootstrapping. Findings: Interface sequence has no impact on students’ post-knowledge, while students’ answers showed a significant difference in the evaluation of usability in favor of the real circuit. Cusp model showed that formal reasoning influences achievement and can act as bifurcation factor denoting that beyond a threshold value nonlinear changes in performance can occur.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 2","pages":"258-267"},"PeriodicalIF":2.1,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143856181","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}
Paolo Casari;Sabrina Maniero;Andrea Rosani;Federica Picasso;Anna Serbati
Contribution: An innovative teaching experience carried out at the University of Trento using team-based learning (TBL) in a large computer networks class. The impact of TBL on the students’ learning and satisfaction was investigated.Background: Active learning pedagogies, including TBL, play an important role in enhancing higher-order cognitive skills among the student community. Reports on the implementation of TBL in engineering education are still scarce, despite its potential as an effective strategy for teaching problem solving skills in large classes.Intended Outcomes: Improved learning and student engagement via structured groupwork and challenging activities. A structure that makes it possible to scale TBL up to large classes with measurable learning improvements.Application Design: Laboratory classes were structured so that they became instrumental to TBL sessions, which in turn provided a stimulating environment to improve learning of key computer networks concepts. Grouping students with different backgrounds and previous knowledge enabled a more effective group work.Findings: The application of TBL fostered a deeper understanding of the topics covered in the course, resulting in higher scores on final exams and fewer failures. Interviewed students found the experience very satisfactory in terms of learning, group work, and involvement.
{"title":"Experimenting Team-Based Learning in a Large Computer Networks Class","authors":"Paolo Casari;Sabrina Maniero;Andrea Rosani;Federica Picasso;Anna Serbati","doi":"10.1109/TE.2025.3549688","DOIUrl":"https://doi.org/10.1109/TE.2025.3549688","url":null,"abstract":"Contribution: An innovative teaching experience carried out at the University of Trento using team-based learning (TBL) in a large computer networks class. The impact of TBL on the students’ learning and satisfaction was investigated.Background: Active learning pedagogies, including TBL, play an important role in enhancing higher-order cognitive skills among the student community. Reports on the implementation of TBL in engineering education are still scarce, despite its potential as an effective strategy for teaching problem solving skills in large classes.Intended Outcomes: Improved learning and student engagement via structured groupwork and challenging activities. A structure that makes it possible to scale TBL up to large classes with measurable learning improvements.Application Design: Laboratory classes were structured so that they became instrumental to TBL sessions, which in turn provided a stimulating environment to improve learning of key computer networks concepts. Grouping students with different backgrounds and previous knowledge enabled a more effective group work.Findings: The application of TBL fostered a deeper understanding of the topics covered in the course, resulting in higher scores on final exams and fewer failures. Interviewed students found the experience very satisfactory in terms of learning, group work, and involvement.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 2","pages":"248-257"},"PeriodicalIF":2.1,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143856278","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}
Teng Ma;Ahmad Samed Al-Adwan;Na Li;Erick Purwanto;Wan Meng;Hai-Ning Liang
Contribution: This study has proposed a hybrid framework of acceptance and self-determination for the use of digital textbooks in higher education programming courses. The intertwined relationships between acceptance and self-determination factors, and their joint effects on student’s engagement and learning performance are all examined. Background: Despite the proliferation of education technologies, their acceptance and performance among students are still limited by the active participation of students, especially for engineering training of higher education. Traditional acceptance-related factors face challenges in explaining the engagement of students in using new technology, which calls for an integrated examination for their interconnection and joint effects. Research Questions: 1) How do acceptance and self-determination factors influence each other in using digital textbooks? 2) How do acceptance and self-determination factors jointly affect student’s engagement and learning performance? Methodology: By collecting data from students in a programming course using HTML5 package (H5P) digital textbooks, this study examined relationships in the hybrid framework through partial least-squares structural equation modeling (PLS-SEM). Findings: This study reveals the relationship between acceptance and self-determination, which verified the mediation effect of self-determination between perceived usefulness / ease of use and acceptance. Besides, the acceptance of students, along with competence and relatedness, could significantly facilitate learning engagement, which further increases the learning performance.
{"title":"Effective Use of Digital Textbooks: A Hybrid Framework of Acceptance and Self-Determination in Higher Education Programming Courses","authors":"Teng Ma;Ahmad Samed Al-Adwan;Na Li;Erick Purwanto;Wan Meng;Hai-Ning Liang","doi":"10.1109/TE.2025.3569558","DOIUrl":"https://doi.org/10.1109/TE.2025.3569558","url":null,"abstract":"Contribution: This study has proposed a hybrid framework of acceptance and self-determination for the use of digital textbooks in higher education programming courses. The intertwined relationships between acceptance and self-determination factors, and their joint effects on student’s engagement and learning performance are all examined. Background: Despite the proliferation of education technologies, their acceptance and performance among students are still limited by the active participation of students, especially for engineering training of higher education. Traditional acceptance-related factors face challenges in explaining the engagement of students in using new technology, which calls for an integrated examination for their interconnection and joint effects. Research Questions: 1) How do acceptance and self-determination factors influence each other in using digital textbooks? 2) How do acceptance and self-determination factors jointly affect student’s engagement and learning performance? Methodology: By collecting data from students in a programming course using HTML5 package (H5P) digital textbooks, this study examined relationships in the hybrid framework through partial least-squares structural equation modeling (PLS-SEM). Findings: This study reveals the relationship between acceptance and self-determination, which verified the mediation effect of self-determination between perceived usefulness / ease of use and acceptance. Besides, the acceptance of students, along with competence and relatedness, could significantly facilitate learning engagement, which further increases the learning performance.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 3","pages":"312-321"},"PeriodicalIF":2.1,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144213511","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}
Cornelis J. C. Vertegaal;Cecilia Martinez;Ramiro Serra;Prem Sundaramoorthy;Mark J. Bentum
Contribution: This study identifies the types of interaction that contribute to student learning with student-led tutorials (SLTs). The quality of these interactions include peer discussion, student tutor presentation, joint reasoning, and constructive feedback.Background: The introduction of SLTs in an advanced electromagnetics bachelor course has improved the passing rates from 40% to 60%. SLTs, as one type of peer learning and tutoring, correlate with active learning and student achievement. However, there is not much knowledge about the different kinds of student interactions and its respective impact on learning.Research Question: How students’ interactions contribute to students understanding of content and problem-solving skills in electromagnetism and what influences the quality of such interactions?Design/Method: The study inductively analyzed different sources of data that included classroom observations, student surveys, focus groups, and interviews to identify SLTs interactions.Findings: SLTs contributed to student understanding of concepts, practicing general engineering problem-solving skills, and keeping pace with the course activities. The quality of students’ presentations, the type of questions that tutors posed, the tension between revising all problems in broader terms and discussing concepts in-depth, the difficulty of content knowledge and tutors’ understanding of the problems; influenced the quality of SLT interactions. This research finds that, while in general SLT promotes learning, teaching students how to actively participate and training teaching assistants how to organize classroom interactions, can further contribute to in-depth conceptual discussions of the subject matter.
{"title":"Student-Led Tutorials Interactions and Learning in Electromagnetism","authors":"Cornelis J. C. Vertegaal;Cecilia Martinez;Ramiro Serra;Prem Sundaramoorthy;Mark J. Bentum","doi":"10.1109/TE.2025.3549317","DOIUrl":"https://doi.org/10.1109/TE.2025.3549317","url":null,"abstract":"Contribution: This study identifies the types of interaction that contribute to student learning with student-led tutorials (SLTs). The quality of these interactions include peer discussion, student tutor presentation, joint reasoning, and constructive feedback.Background: The introduction of SLTs in an advanced electromagnetics bachelor course has improved the passing rates from 40% to 60%. SLTs, as one type of peer learning and tutoring, correlate with active learning and student achievement. However, there is not much knowledge about the different kinds of student interactions and its respective impact on learning.Research Question: How students’ interactions contribute to students understanding of content and problem-solving skills in electromagnetism and what influences the quality of such interactions?Design/Method: The study inductively analyzed different sources of data that included classroom observations, student surveys, focus groups, and interviews to identify SLTs interactions.Findings: SLTs contributed to student understanding of concepts, practicing general engineering problem-solving skills, and keeping pace with the course activities. The quality of students’ presentations, the type of questions that tutors posed, the tension between revising all problems in broader terms and discussing concepts in-depth, the difficulty of content knowledge and tutors’ understanding of the problems; influenced the quality of SLT interactions. This research finds that, while in general SLT promotes learning, teaching students how to actively participate and training teaching assistants how to organize classroom interactions, can further contribute to in-depth conceptual discussions of the subject matter.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 2","pages":"234-247"},"PeriodicalIF":2.1,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143856179","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}
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