{"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}
{"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}
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}
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}
{"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}
{"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}
{"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}
{"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}
{"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}