Australasian Journal of Engineering Education最新文献

筛选
英文 中文
Engineering stress culture: Relationships among mental health, engineering identity, and sense of inclusion 工程压力文化:心理健康、工程身份和包容感之间的关系
Australasian Journal of Engineering Education Pub Date : 2021-04-01 DOI: 10.1002/jee.20391
K. Jensen, K. Cross
{"title":"Engineering stress culture: Relationships among mental health, engineering identity, and sense of inclusion","authors":"K. Jensen, K. Cross","doi":"10.1002/jee.20391","DOIUrl":"https://doi.org/10.1002/jee.20391","url":null,"abstract":"Stress is commonly experienced by college students, especially engineering students. However, the role of stress within engineering culture and its implications for engineering programs have not been fully explored in the literature.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"231 1","pages":"371 - 392"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74907174","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}
引用次数: 34
Designing equitable and inclusive visualizations: An underexplored facet of best practices for research and publishing 设计公平和包容的可视化:研究和出版最佳实践的一个未充分探索的方面
Australasian Journal of Engineering Education Pub Date : 2021-04-01 DOI: 10.1002/jee.20388
Corey Schimpf, K. Beddoes
{"title":"Designing equitable and inclusive visualizations: An underexplored facet of best practices for research and publishing","authors":"Corey Schimpf, K. Beddoes","doi":"10.1002/jee.20388","DOIUrl":"https://doi.org/10.1002/jee.20388","url":null,"abstract":"Equitable and inclusive publishing practices for engineering education research have received increased attention in recent years. JEE editorials and guest editorials have raised awareness about multiple challenges, including the problematic Whiteness and maleness of much research and the need to make diversity the default condition (Pawley, 2017), racially biased citation patterns (Holly, 2020), and other general aspects of publishing ethics (Loui, 2016). There are also ongoing discussions in an engineering education journal editors' group about how to increase the inclusivity of our collective publishing practices. For instance, topics such as inclusive pronouns, positionality statements, and how to better involve scholars of color without overburdening them have been discussed. However, inclusive visualization practices have not yet received the same critical attention. Importantly, visualizations can play a number of key roles in manuscripts, such as synthesizing frameworks or literature (Eppler, 2006), showing relationships between core variables (Tufte, 1997), providing illustrative examples of focal phenomena (e.g., see Schimpf et al., 2020), or enabling comparisons of intervention outcomes (Gleicher et al., 2011). Thus, their influence has a wide reach. Just as other aspects of publishing can serve as mechanisms for either exclusion or inclusion, so too can our choices when designing visualizations. In this guest editorial, we highlight the heretofore unexamined topic of visualization to add to those ongoing efforts to increase the inclusivity of engineering education research publishing practices. The three inclusivity dimensions we discuss are (1) communicating to an interdisciplinary audience, (2) representation equity within visualizations, and (3) readers' physical dis/abilities and differences. In discussing these dimensions and how their associated design decisions can affect the inclusivity of engineering education research, we aim to raise awareness, provide reflective prompts for designing and reviewing visualizations, and ultimately decrease the unintentional use of exclusionary practices. These dimensions are not a definitive list but are intended to encourage a wider discussion within the community about inclusive visualization practices. Our first dimension of inclusivity involves communicating to an interdisciplinary audience. Engineering education is an interdisciplinary field that brings together scholars from engineering disciplines, education disciplines, and social science fields among others. While some types of complex visualizations (e.g., multivariate box plots or threedimensional bar graphs) may be standard or common in some of these fields, there are others that very rarely use any visualizations at all. Therefore, not all of the interdisciplinary contributors to engineering education research are equally familiar with all visualization approaches. As such, we need to ensure that visualizations are discernable to","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"75 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73055564","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}
引用次数: 2
Welcome news and changes 欢迎消息和变化
Australasian Journal of Engineering Education Pub Date : 2021-04-01 DOI: 10.1002/JEE.20390
L. Benson
{"title":"Welcome news and changes","authors":"L. Benson","doi":"10.1002/JEE.20390","DOIUrl":"https://doi.org/10.1002/JEE.20390","url":null,"abstract":"","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"15 1","pages":"277 - 279"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80674195","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}
引用次数: 0
Engineering students' noncognitive and affective factors: Group differences from cluster analysis 工科学生的非认知与情感因素:聚类分析的群体差异
Australasian Journal of Engineering Education Pub Date : 2021-03-17 DOI: 10.1002/jee.20386
Matthew Scheidt, Allison Godwin, E. Berger, John C. Chen, B. Self, J. Widmann, A. Gates
{"title":"Engineering students' noncognitive and affective factors: Group differences from cluster analysis","authors":"Matthew Scheidt, Allison Godwin, E. Berger, John C. Chen, B. Self, J. Widmann, A. Gates","doi":"10.1002/jee.20386","DOIUrl":"https://doi.org/10.1002/jee.20386","url":null,"abstract":"Noncognitive and affective (NCA) factors (e.g., belonging, engineering identity, motivation, mindset, personality, etc.) are important to undergraduate student success. However, few studies have considered how these factors coexist and act in concert.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"30 1","pages":"343 - 370"},"PeriodicalIF":0.0,"publicationDate":"2021-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84997098","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}
引用次数: 4
Unpacking professional shame: Patterns of White male engineering students living in and out of threats to their identities 解开职业羞耻感:白人男性工程专业学生在身份威胁中生活的模式
Australasian Journal of Engineering Education Pub Date : 2021-03-05 DOI: 10.1002/jee.20381
James L. Huff, B. Okai, Kanembe Shanachilubwa, Nicola W. Sochacka, Joachim Walther
{"title":"Unpacking professional shame: Patterns of White male engineering students living in and out of threats to their identities","authors":"James L. Huff, B. Okai, Kanembe Shanachilubwa, Nicola W. Sochacka, Joachim Walther","doi":"10.1002/jee.20381","DOIUrl":"https://doi.org/10.1002/jee.20381","url":null,"abstract":"Although prior research has provided robust descriptions of engineering students' identity development, a gap in the literature exists related to students' emotional experiences of shame, which undergird the socially constructed expectations of their professional formation.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"53 1","pages":"414 - 436"},"PeriodicalIF":0.0,"publicationDate":"2021-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79555928","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}
引用次数: 14
Editorial, special issue ethics in engineering education and practice 编辑,特刊工程教育与实践中的伦理学
Australasian Journal of Engineering Education Pub Date : 2021-01-02 DOI: 10.1080/22054952.2021.1945256
S. Male
{"title":"Editorial, special issue ethics in engineering education and practice","authors":"S. Male","doi":"10.1080/22054952.2021.1945256","DOIUrl":"https://doi.org/10.1080/22054952.2021.1945256","url":null,"abstract":"","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"2 1","pages":"1 - 1"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90229020","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}
引用次数: 1
Above and beyond: ethics and responsibility in civil engineering 超越:土木工程中的道德和责任
Australasian Journal of Engineering Education Pub Date : 2021-01-02 DOI: 10.1080/22054952.2021.1942767
S. Chance, R. Lawlor, I. Direito, John Mitchell
{"title":"Above and beyond: ethics and responsibility in civil engineering","authors":"S. Chance, R. Lawlor, I. Direito, John Mitchell","doi":"10.1080/22054952.2021.1942767","DOIUrl":"https://doi.org/10.1080/22054952.2021.1942767","url":null,"abstract":"ABSTRACT This exploratory study investigates how nine London-based civil engineers have enacted ‘global responsibility’ and how their efforts involve ethics and professionalism. The study assesses moral philosophies related to ethics, as well as professional engineering bodies’ visions, accreditation standards, and requirements for continuing professional development. Regarding ethics, the study questions where the line falls between what an engineer ‘must do’ and what ‘would be good to do’. Although the term ethics did not spring to mind when participants were asked about making decisions related to global responsibility, participants’ concern for protecting the environment and making life better for people did, nonetheless, demonstrate clear ethical concern. Participants found means and mandates for protecting the health and safety of construction workers to be clearer than those for protecting society and the natural environment. Specific paths for reporting observed ethical infringements were not always clear. As such, angalyses suggest that today’s shared sense of professional duty and obligation may be too limited to achieve goals set by engineering professional bodies and the United Nations. Moreover, although professional and educational accreditation standards have traditionally embedded ethics within sustainability, interviews indicate sustainability is a construct embedded within ethics.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"2 1","pages":"93 - 116"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89766797","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}
引用次数: 9
Applying quality function deployment to the design of engineering programmes: approaches, insights and benefits 将质量功能部署应用于工程方案的设计:方法、见解和效益
Australasian Journal of Engineering Education Pub Date : 2021-01-02 DOI: 10.1080/22054952.2020.1776532
D. Cropley
{"title":"Applying quality function deployment to the design of engineering programmes: approaches, insights and benefits","authors":"D. Cropley","doi":"10.1080/22054952.2020.1776532","DOIUrl":"https://doi.org/10.1080/22054952.2020.1776532","url":null,"abstract":"ABSTRACT Tertiary programmes in a discipline such as engineering must balance the competing needs of two key stakeholders: the university that designs and delivers the programme, and the professional body that accredits it . Programme and curriculum design in universities is traditionally bottom-up in nature, with courses designed by individual academics, and assembled into cognate programmes. Graduate qualities and accreditation criteria are mapped retrospectively onto the structure. Designing programmes from the top down, driven byuniversity and the accreditation body needs, is a desirable goal. However, without proper support tools, balancing competing needs across multiple courses and year levels is a complex task. Quality Function Deployment (QFD) was created for this precise purpose. Treating the design of a tertiary programme the same as the design of a system suggests that QFD, and the implementation tool known as the House of Quality (HoQ), should be ideally suited to this purpose. The aim of this paper is to show how QFD and the HoQ can be applied to the design of an engineering programme, creating a specification that accurately reflects the voices of stakeholders, and serves as a benchmark for validating that these needs have been met in the implemented design.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"13 1","pages":"138 - 151"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84216750","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}
引用次数: 1
Repositioning ethics at the heart of engineering graduate attributes 重新定位伦理学在工程毕业生素质的核心
Australasian Journal of Engineering Education Pub Date : 2021-01-02 DOI: 10.1080/22054952.2021.1913882
Alison Gwynne-Evans, M. Chetty, Sara Junaid
{"title":"Repositioning ethics at the heart of engineering graduate attributes","authors":"Alison Gwynne-Evans, M. Chetty, Sara Junaid","doi":"10.1080/22054952.2021.1913882","DOIUrl":"https://doi.org/10.1080/22054952.2021.1913882","url":null,"abstract":"ABSTRACT The integration of ethics in engineering education has largely been focused at the curriculum design level. The authors posit that this integration be done at the accreditation level and investigate how ethics may be more extensively incorporated in the documentation of a particular engineering accreditation body’s qualification standards. The paper proceeds, by means of a narrative review, to justify an expanded conception of the teaching of ethics within engineering education. It builds a synthesis of contrasting conceptual approaches to the teaching of ethics within engineering and proposes a conceptual framework to guide both regulators and educators to identify and engage with different elements of the ethics across the curriculum within an engineering programme. The South African case study provides a context to engage with existing policy formulation around programme accreditation and to demonstrate the application of the proposed conceptual framework across the graduate attributes so to indicate how ethics might be more comprehensively integrated within a programme. This demonstrates that ethics needs to be repositioned at the centre of the preparation of engineers, rather than at the periphery. The expected consequence of this integration is the more extensive incorporation of ethics within and across accredited engineering programmes.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"50 42","pages":"7 - 24"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/22054952.2021.1913882","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72445991","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}
引用次数: 5
A 4-tier rubric for evaluating engineering students’ ethical decision-making (EDM) skills: EDM model as a tool for analysing and assessing ethical reasoning 一个评估工程学生道德决策(EDM)技能的四层标准:EDM模型作为分析和评估道德推理的工具
Australasian Journal of Engineering Education Pub Date : 2021-01-02 DOI: 10.1080/22054952.2021.1909811
M. Sivaraman
{"title":"A 4-tier rubric for evaluating engineering students’ ethical decision-making (EDM) skills: EDM model as a tool for analysing and assessing ethical reasoning","authors":"M. Sivaraman","doi":"10.1080/22054952.2021.1909811","DOIUrl":"https://doi.org/10.1080/22054952.2021.1909811","url":null,"abstract":"ABSTRACT Ethical decision-making (EDM) is an important element in the engineering profession. This paper explores the use of an ethical decision-making model (EDMM) as a tool for analysing and assessing the ethical reasoning skills of student engineers and their ability to apply the rationale of EDM process for ethical vignettes. The tool, distilled from several existing EDMMs, was tested against interview data collected from 12 graduating students at one private university in Malaysia. The students were asked to examine two ethical vignettes of varying scenarios and difficulty levels. This was followed by a semi-structured, face-to-face interview (corresponding to the first four steps of EDMM) to gauge their ethical reasoning behind their decision for each vignette. Their verbal responses were analysed and categorised into a four-tier rubric developed in accordance with the four steps of EDMM. Findings revealed that generally, students were able to identify the underlying issue (step 1) and the affected parties and the consequences (step 2), but they did not give much thought to potential course of action (step 3) or to testing available options (step 4). Levels of development of ethical reasoning provided by students varied between the first and second vignette. Findings suggest that the EDMM holds promise as a way to better understand and diagnose students’ readiness to face ethical challenges in their profession.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"56 1","pages":"77 - 92"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84529046","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}
引用次数: 1
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信