Australasian Journal of Engineering Education最新文献

{"title":"Beyond skills: building research capacity through cognitive apprenticeship and social capital","authors":"Karin J. Jensen, Isabel M. Miller, Deepthi E. Suresh, Julie P. Martin","doi":"10.1080/22054952.2023.2230068","DOIUrl":"https://doi.org/10.1080/22054952.2023.2230068","url":null,"abstract":"ABSTRACT International calls for building capacity in engineering education research (EER) as a discipline have led to the development of workshops, training programs, and resources for scholars to learn and practice EER. Building capacity in EER as a discipline depends not only on the research skills of scholars, but also their sustained engagement in the discipline through the development of strong social networks. Understanding how scholars develop robust social networks through mentorship will support building research capacity in the field. This study was designed to answer the research question: How do established engineering education researchers help new engineering education researchers build social capital for EER through mentoring relationships? It draws on semi-structured interviews leveraging critical incident technique conducted with nine participants: two mentors and seven mentees. The findings suggest that mentors serve critical roles in the professional development of engineering faculty (academics) in EER as a discipline, providing training in methods and theories, developing mentees’ social networks, and providing moral support for entering a new field. Building capacity efforts and related structured mentoring programs (and mentoring training) should emphasise the importance of developing mentees’ social networks to support sustained engagement in EER.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"25 1","pages":"97 - 109"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87077362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reflecting on a community of practice for engineering education research capacity in Africa: who are we and where are we going?","authors":"E. Matemba, Lelanie Smith, K. Wolff, Helen Inglis, D. Mogashana, Lauren Jansen, Alison Gwynne-Evans, A. Campbell, Cedrick Kwuimy, Shamim Nassar, Irene Magara, Bruce Kloot, T. Hattingh, A. Raji, Tagwa A. Musa, A. Nyamapfene","doi":"10.1080/22054952.2023.2233340","DOIUrl":"https://doi.org/10.1080/22054952.2023.2233340","url":null,"abstract":"ABSTRACT The Engineering Education Research Network in Africa (EERN-Africa) was created to enable connections between practitioners and researchers with a shared interest in African engineering education contexts. Recognising the importance of developing an African voice in the engineering education research space, the EERN-Africa community has interacted in a dynamic and dialogic way with our own teaching and research practices across diverse African contexts, with an ethical commitment to democratic and inclusive community-building. The objective of this paper is to reflect on the current status of the Community of Practice (CoP), and the challenges and opportunities in sustaining and growing the CoP. A collaborative analysis of perspectives on this emerging identity is presented, using an Appreciative Inquiry (AI) methodology and drawing on collective written reflections and discussions. Six broad themes on the value that the CoP has for both individuals and the group were identified: networking, capacity development, emotional support, impact on professional identity, social and environmental impact, and breaking borders. This paper contributes an approach for collaborative capacity-building in EER through a virtual CoP, underpinned by the spirit of ubuntu.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"1 1","pages":"74 - 84"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75295413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Peer reviewer training to build capacity in engineering education research","authors":"K. Watts, R. Sims, Evan Ko, Karin J. Jensen, R. Bates, Gary Lichtenstein, Lisa Benson","doi":"10.1080/22054952.2023.2214459","DOIUrl":"https://doi.org/10.1080/22054952.2023.2214459","url":null,"abstract":"ABSTRACT The Engineering Education Research (EER) Peer Review Training (PERT) project aimed to develop EER scholars’ peer review skills through mentored experiences reviewing journal manuscripts. Concurrently, the project explored how EER scholars develop capabilities for evaluating and conducting EER scholarship through peer reviewing. PERT used a mentoring structure in which two researchers with little reviewing experience were paired with an experienced mentor to complete three manuscript reviews collaboratively. Using a variety of techniques including think aloud protocols, structured peer reviews, and exit surveys, the PERT research team addressed the following research questions: (1) To what extent are the ways in which reviewers evaluate manuscripts influenced by reviewers’ varied levels of expertise? and (2) To what extent does participation in a mentored peer reviewer programme influence reviewers’ EER manuscript evaluations? Data were collected from three cohorts of the mentored review programme over 18 months. Findings indicate that experience influenced reviewers’ evaluation of EER manuscripts at the start of the programme, and that participation can improve reviewers’ understanding of EER disciplinary conventions and their connection to the EER community. Deeper understanding of the epistemological basis for manuscript reviews may reveal ways to strengthen professional preparation in engineering education as well as other disciplines.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"1 1","pages":"17 - 36"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76351640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Journeying into Engineering Education Research","authors":"Jillian Seniuk Cicek, Jeffrey W. Paul, Renato Bezerra Rodrigues, P. Sheridan, R. Paul","doi":"10.1080/22054952.2023.2219576","DOIUrl":"https://doi.org/10.1080/22054952.2023.2219576","url":null,"abstract":"ABSTRACT Researchers face tensions as they journey into the field of Engineering Education Research (EER). Central to these tensions is the spectrum between the philosophical foundations of STEM-based engineering and Social Science-based education, which create internal and external challenges in the field. EER researchers must traverse the epistemological tension and the boundaries between disparate disciplines. As such, they may find themselves working on the fringes of EER’s parent disciplines (Engineering and Education) and not fully belonging to any community. This theoretical article draws on EER literature, several theoretical frameworks, and the research and lived experiences of the authors, two academics and three doctoral students who have journeyed into EER in Canada. It provides insights to new researchers to help them understand the nature of some of the struggles they may experience journeying into EER, awareness for more established researchers who may be already acquainted with the tensions, and critical context for universities and organisations wishing to build EER capability to inform the supports that new and existing EER researchers could use to thrive in EER communities.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"34 1","pages":"110 - 119"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82737944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Influences on U.S. undergraduate engineering students’ perceptions of ethics and social responsibility: findings from a longitudinal study","authors":"S. J. Howland, Stephanie A. Claussen, B. Jesiek, C. Zoltowski","doi":"10.1080/22054952.2022.2154009","DOIUrl":"https://doi.org/10.1080/22054952.2022.2154009","url":null,"abstract":"ABSTRACT Engineering students’ views of ethics and social responsibility can be complex, multi-faceted, and influenced by participation in diverse experiences. To explore these influences, we surveyed engineering undergraduates at four U.S. universities to understand how their perceptions of ethics and social responsibility changed over time and whether changes were related to participation in curricular and co-curricular experiences. Students were surveyed three times: during the first, fifth, and eighth semesters of their undergraduate studies. We analyse the responses of students (n = 226) who responded to all three surveys. We report results from five measures used in the survey: Fundamentals of Engineering/Situational Judgement, Ethical Climate Index, Justice Beliefs, Political and Social Involvement Scale, and Moral Disengagement. Analysis used two-way mixed ANOVA to identify changes over time on these measures, including whether changes were influenced by self-reported participation in certain experiences (internships, service-learning, ethics instruction, etc.). When we compared groups of students – those who did and did not participate in various experiences – we saw no interaction effects for most measures. We hypothesise this reflects a pattern of self-selection into experiences. Our findings suggest the difficulty of developing impactful ethics interventions, given that students arrive at university with pre-existing knowledge and perceptions about ethics and morality.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"248 1","pages":"88 - 99"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87763222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"In memorium for Emeritus Professor Robin King HonFIEAust CPEng(Ret) FRSN FTSE","authors":"Doug Hargreaves","doi":"10.1080/22054952.2022.2131097","DOIUrl":"https://doi.org/10.1080/22054952.2022.2131097","url":null,"abstract":"Robin was the first person to be awarded a YODA by the Australasian Association for Engineering Education in recognition of his outstanding service to engineering education. It was a joint award with Emeritus Professor Elizabeth Taylor AO. YODA stands for Ye Olde Distinguished Academic. This award in itself is testament to the enormous contribution that Robin made to engineering education over many years, indeed a pioneer in this field. Robin’s professional life began with an Electrical Engineering degree from Sheffield University (UK) in 1967 followed by a Doctorate from Imperial College London. He then worked at the BBC Research Laboratories, the University of Technology Lae (PNG), the University of Southampton, the University of New South Wales, the University of Sydney, the University of South Australia and finally in his ‘retirement’ at University of Technology Sydney. It could be argued that Robin’s early research laid foundations for technological innovations that have improved the lives of persons with deaf and blind challenges. Whilst employed in these positions, Robin’s passion for engineering education was evident in his work for Engineers Australia’s (EA) Accreditation Board. Indeed, he was the Chair and chose to be a visit manager. Robin also was the Chair of the International Engineering Alliance (IEA) Sydney Accord. He was the Executive Officer for the Australian Council of Engineering Deans (ACED) for many years before becoming an office bearer for the Academy of Technological Sciences and Engineering (ATSE) (in education). He was member of the Royal Society of New South Wales. He was also an avid follower of the research being done by the Warren Centre for Advanced Engineering and many other organisations. In 2007–2008, Robin led a team that produced a seminal document reviewing engineering education for the Australian Council of Engineering Deans (ACED) (King, 2008). Among several recommendations, it included a very strong diversity message particularly related to getting more women into engineering. In more recent times, he was on the steering committee for the ACED reports exploring the Future of Engineering towards 2035 [www. aced.edu.au/index.php/examples]. Robin was a passionate believer in developing a much stronger link between industry and academia and together with several others published several papers and reports in this topic, for example ‘Drivers and Barriers to Industry Engaging in Engineering Education’ (Male et al., 2016). In his role as a consultant to ACED, Robin collaborated with several other organisations such as the Chief Scientist Office, Engineers Australia, the Australian Council of Deans of Science, the Australian Council of Deans of ICT, the Australian Curriculum, Assessment and Reporting Authority and various government departments. Probably the three most important research activities related to the production of very detailed annual statistics of engineering students at all Australian universities ","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"15 1","pages":"115 - 116"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75364805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How the COVID-19 pandemic reshaped demographic variation in mental health among diverse engineering student populations","authors":"Andrew Danowitz, K. Beddoes","doi":"10.1080/22054952.2023.2184912","DOIUrl":"https://doi.org/10.1080/22054952.2023.2184912","url":null,"abstract":"ABSTRACT Mental health issues have long posed a challenge on university campuses. While no population is immune, research has shown that students from marginalised backgrounds can have higher rates of mental health issues and suffer worse outcomes as a result. These discrepancies have been attributed to everything from different cultural norms to the micro-aggressions and other barriers that students from marginalised populations face on university campuses. With the onset of COVID-19 in the United States, many residential universities switched to a remote learning model, fundamentally changing the relationship between students, campus, family support. This work uses survey data from students in the United States to explore how COVID-19 affected mental health issues among students from different backgrounds. While the pandemic drastically increased rates of depressive disorder among all respondents, discrepancies between mental health rates for women and Hispanic/Latinx compared to men and White respondents either decreased or disappeared. Additionally, respondents identifying as Asians were less likely to screen positive for several mental health conditions than White, Non-Hispanic respondents. These findings may point to important new insights about the ways in which engineering education undermines some groups’ mental health.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"67 1","pages":"67 - 76"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88448702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing an Interactive Digital Reality Module for Simulating Physical Laboratories in Fluid Mechanics","authors":"F. Salehi, Javad Mohammadpour, R. Abbassi, Shaokoon Cheng, S. Diasinos, R. Eaton","doi":"10.1080/22054952.2022.2162673","DOIUrl":"https://doi.org/10.1080/22054952.2022.2162673","url":null,"abstract":"ABSTRACT Fundamental engineering units such as fluid mechanics are usually challenging for students to learn since they are practical and linked with mathematics. Traditional physical laboratories are useful for enhancing students’ learning; however, they are expensive and require large space. New technologies such as virtual reality (VR) could benefit students without limiting enrolment capacity or laboratory availability. This paper presents a case study focusing on the development of VR experience for the Fluid Mechanics unit at the School of Engineering, Macquarie University. The VR module is an extension of the physical laboratory session where students use wind tunnel facilities to understand the flow features around an object. 3D computational fluid dynamics simulation datasets for a wing are incorporated into the VR platform that uses SteamVR, Oculus and Ansys/EnSight. A survey is conducted to assess students’ opinions about the VR experience. Preliminary feedback was highly positive, as most students (>86%) indicated that the VR module was enjoyable, engaging, and interactive. 37% of students agreed that the VR session directly helps them to improve their performance in the Fluid Mechanics unit, while most students (>93%) like to see more VR sessions in Fluid Mechanics.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"34 1","pages":"100 - 114"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91362028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Engineering graduate attribute attainment measurement models","authors":"L. Ngu, Charlie ChinVoon Sia, Ming-kwan Lee, Rajeswari Lakshmanan, JiaChi Lai, T. Ling","doi":"10.1080/22054952.2022.2162672","DOIUrl":"https://doi.org/10.1080/22054952.2022.2162672","url":null,"abstract":"ABSTRACT Various outcome-based education (OBE) performance measurement approaches demonstrate students’ attainment of a set of Graduate Attributes (GA) in the engineering programme. This paper presents four measurement models, namely the indicative, explicit, GA assessment, and culminating models, to measure GA attainment. The indicative model uses the total assessment mark as an indicator for GA attainment, whereas the explicit model utilises a specific mark from an assessment. The GA assessment and culminating models utilise the explicit approach from assessments that fulfil the GA requirement. The culminating model only consists of assessments from advanced and capstone courses. This research aims to determine whether the indicative model that uses an indicator approach can significantly represent GA attainment. This research also explores assessment selection differences in GA attainment. Statistical analysis was used to determine if the models were significantly different through the paired two-sample means t-test. The indicative model could not represent the GA attainment as it differed substantially from the explicit model. Both GA assessment and culminating models can be used to represent the attainment of students’ GA. GA assessment model provides monitoring of students’ progress in GA attainment, while the culminating models enable measurement at capstones and in advanced years.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"4 1","pages":"77 - 87"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86901599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Open access matters","authors":"S. Male","doi":"10.1080/22054952.2022.2191497","DOIUrl":"https://doi.org/10.1080/22054952.2022.2191497","url":null,"abstract":"The Australasian Journal of Engineering Education operates under the auspices of the Australasian Association for Engineering Education, which is a technical society of Engineers Australia. The Journal publishes research of Australasian and of international significance. Of papers published since Taylor & Francis has been publishing the Journal, the open access paper with the highest number of downloads has more than 11 times the number of downloads of any paper that is not open access. Due to publishing agreements, the majority of the papers that have been published open access and have been written by authors in Europe. In 2022 Taylor & Francis and the Council of Australian University Librarians (CAUL) signed a highly significant 3-year agreement. Participating institutions can combine subscription to access papers with open access publication. It is reasonable to expect that by negotiating such agreements with publishers CAUL has dramatically increased the readership and therefore impact of papers by authors at Australian universities – an outcome directly aligned with the aims of the Journal.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"1 1","pages":"65 - 66"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84452715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}