Journal of Engineering Education最新文献

筛选
英文 中文
Beyond buildings: Designing and maintaining classroom laboratory spaces for physical accessibility 建筑之外:设计和维护教室实验室空间的物理可达性
IF 3.9 2区 工程技术
Journal of Engineering Education Pub Date : 2025-05-29 DOI: 10.1002/jee.70009
Natalie M. Taylor, Jason Robinson, Isaiah Rigo, Rebecca Reck, Adam Bleakney, Rory A. Cooper, Deana McDonagh, Holly M. Golecki
{"title":"Beyond buildings: Designing and maintaining classroom laboratory spaces for physical accessibility","authors":"Natalie M. Taylor, Jason Robinson, Isaiah Rigo, Rebecca Reck, Adam Bleakney, Rory A. Cooper, Deana McDonagh, Holly M. Golecki","doi":"10.1002/jee.70009","DOIUrl":"https://doi.org/10.1002/jee.70009","url":null,"abstract":"","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144171727","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}
引用次数: 0
Examining student retention dynamics in 4-year engineering and computer science programs using random forest analysis 用随机森林分析方法研究四年制工程和计算机科学专业的学生保留率动态
IF 3.9 2区 工程技术
Journal of Engineering Education Pub Date : 2025-05-28 DOI: 10.1002/jee.70016
Anjing Dai, Li Tan
{"title":"Examining student retention dynamics in 4-year engineering and computer science programs using random forest analysis","authors":"Anjing Dai,&nbsp;Li Tan","doi":"10.1002/jee.70016","DOIUrl":"https://doi.org/10.1002/jee.70016","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Despite the vital function of engineering and computer science (Eng &amp; CS) to innovation and economic development, retention within Eng &amp; CS programs remains a major challenge in the U.S. educational system. Despite extensive research on influential factors of retention, there is a gap in our understanding of how these factors rank in relative importance and their temporal variations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>This study aims to identify and compare the factors and demographic variables that predict retention in Eng &amp; CS programs at two critical timepoints: from the first to the third year, and from the third year to completion within 6 years.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>The study applied random forest analyses to a longitudinal dataset from the nationally representative BPS 12/17 survey.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>High school academic preparation is the most important predictor of both 3-year and 6-year retention. Psychological factors are more crucial to retention in the early stages, while a more diverse, practical, career-oriented set of factors gains importance when it comes to the 6-year retention period.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The study advocates for stage-wise interventions, such as enhanced academic preparation programs and robust support networks in the early stages, and career services and practical support systems as students advance. The findings also highlight the importance of peer support networks and tailored support from institutions.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144148322","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}
引用次数: 0
An engineer, for what? On the different invitations a university extends to its students to acquire a professional identity 工程师,为什么?一所大学向学生发出的获取职业认同的不同邀请
IF 3.9 2区 工程技术
Journal of Engineering Education Pub Date : 2025-05-26 DOI: 10.1002/jee.70015
Laura María Becerra, Andrés Mejía
{"title":"An engineer, for what? On the different invitations a university extends to its students to acquire a professional identity","authors":"Laura María Becerra,&nbsp;Andrés Mejía","doi":"10.1002/jee.70015","DOIUrl":"https://doi.org/10.1002/jee.70015","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The inquiry into the ultimate purpose of engineering practice and into how engineering students develop a professional identity aligned with it is a matter of great ethical and political importance. Engineering education programs play a key role here by <i>interpellating</i> or inviting students, both in explicit and implicit ways, to adopt particular engineering identities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>We investigated the interpellations to adopt particular professional identities that industrial engineering students in a private university in Bogotá, Colombia, experience during their studies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Design</h3>\u0000 \u0000 <p>This is a qualitative study with four focus groups with fifth and eighth semester students, using <i>rich pictures</i> to stimulate their thinking. Analysis categories depict different professional identities and interpellation mechanisms.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We identified interpellations to four general professional identities, related to <i>technical excellence</i>, the <i>generation of personal and business economic success</i>, a <i>liberal ethics of professional practice</i>, and <i>social justice</i>. The mechanisms for the first two were more ubiquitous and were mostly structural or operated through local interactions, sometimes as hidden curriculum, probably reflecting the normalization of dominant cultural values. Those for the other two were scarcer and included mostly explicit discursive interpellation mechanisms.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>There are multiple identitarian interpellation mechanisms, some as part of the hidden curriculum in the structural or local interaction planes, which may go unnoticed and silently reinforce normalized dominant engineering identities. It is key to examine and debate these identitarian interpellations among students and faculty. This research also provides conceptual and methodological tools to conduct similar studies in other universities.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70015","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144135615","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}
引用次数: 0
Engineering students' sustainability learning: Examining opportunities to learn about sustainability and their role in student outcomes 工程专业学生的可持续发展学习:研究学习可持续发展及其在学生成果中的作用的机会
IF 3.9 2区 工程技术
Journal of Engineering Education Pub Date : 2025-05-26 DOI: 10.1002/jee.70010
Trevion S. Henderson, Avis Carrero, Jessica O. Michel
{"title":"Engineering students' sustainability learning: Examining opportunities to learn about sustainability and their role in student outcomes","authors":"Trevion S. Henderson,&nbsp;Avis Carrero,&nbsp;Jessica O. Michel","doi":"10.1002/jee.70010","DOIUrl":"https://doi.org/10.1002/jee.70010","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Engineering students will be responsible for building new technologies that either mitigate or exacerbate future sustainability problems. Engineering educators are thus tasked with educating engineering students on the knowledge, attitudes, and behaviors that will make them change makers of the future.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>The purpose of this research was to examine the learning opportunity structures that engineering students experience, as well as how students' opportunities to learn about sustainability-related issues are related to cognitive and behavioral learning outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We surveyed engineering students at a large, public Midwestern university at the beginning and end of an academic year. Using structural equation modeling, this analysis focuses on engineering students' self-reported opportunities to learn about sustainability-related issues, as well as their self-reported learning outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We document sociodemographic differences in students' sustainability learning outcomes, including statistically significant sex differences in leadership and activism behaviors among engineering students. Additionally, various opportunities to learn about sustainability appear to be related to different learning outcomes, with implications for faculty pedagogies and learning activities. Finally, the relationship between cocurricular participation in sustainability-related activities and cognitive and behavioral learning outcomes appears to be mediated by students' opportunities for learning about sustainability.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Engineering educators must carefully conceptualize the relationship between various opportunities to learn about sustainability and the specific learning outcomes those learning opportunities may foster. Moreover, opportunities to engage in sustainability-related actions outside of the classroom may enhance students' learning in engineering education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144135613","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}
引用次数: 0
A duoethnographic exploration of what peer reviewing teaches us about peer review 从多民族学的角度探讨了同行评议给我们带来的启示
IF 3.9 2区 工程技术
Journal of Engineering Education Pub Date : 2025-05-26 DOI: 10.1002/jee.70013
James Holly Jr., Annie Butler
{"title":"A duoethnographic exploration of what peer reviewing teaches us about peer review","authors":"James Holly Jr.,&nbsp;Annie Butler","doi":"10.1002/jee.70013","DOIUrl":"https://doi.org/10.1002/jee.70013","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The peer review process plays a vital role in the advancement of engineering educational research because it is largely through this process that the field determines which knowledge claims are considered valid. Unfortunately, peer review processes may reinforce inequities when peer reviewers, as readers, are not reflective about the ways that their own experiences, as situated within power-laden and racialized sociohistorical contexts, shape how they evaluate manuscripts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>The purpose of this study was to describe the ways in which the authors experienced the same phenomenon—evaluating manuscripts—differently due to our racialized positionalities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>We reflected on the peer review process while participating in the <i>Journal of Engineering Education</i>'s Mentored Review Program. The reviewers met over the course of 1 year to write responses to each other regarding our experiences and the tensions that arose during the process of peer reviewing manuscripts with race and oppression in mind.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Three central ideas emerged from analysis of our reflective dialogue; namely, situating our “selves” within our review practice, reckoning with the roots of the strain between our personal and professional lives, and taking affirmative actions to enact racial equity in knowledge production.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This duoethnography calls for individual change among reviewers, as they seek to be more informed and introspective, as well as structural changes in standards that shape peer review culture.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70013","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144135614","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}
引用次数: 0
Methodological foundations for artificial intelligence-driven survey question generation 人工智能驱动调查问题生成的方法学基础
IF 3.9 2区 工程技术
Journal of Engineering Education Pub Date : 2025-05-22 DOI: 10.1002/jee.70012
Ted K. Mburu, Kangxuan Rong, Campbell J. McColley, Alexandra Werth
{"title":"Methodological foundations for artificial intelligence-driven survey question generation","authors":"Ted K. Mburu,&nbsp;Kangxuan Rong,&nbsp;Campbell J. McColley,&nbsp;Alexandra Werth","doi":"10.1002/jee.70012","DOIUrl":"https://doi.org/10.1002/jee.70012","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This study investigates the use of large language models to create adaptive, contextually relevant survey questions, aiming to enhance data quality in educational research without limiting scalability.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>We provide step-by-step methods to develop a dynamic survey instrument, driven by artificial intelligence (AI), and introduce the Synthetic Question–Response Analysis (SQRA) framework, a methodology designed to help evaluate AI-generated questions before deployment with human participants.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design</h3>\u0000 \u0000 <p>We examine the questions generated by our survey instrument, as well as compare AI-to-AI, generated through our SQRA framework, with AI-to-human interactions. Activity theory provides a theoretical lens to examine the dynamic interactions between AI and participants, highlighting the mutual influence within the survey tool.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We found that AI-generated questions were contextually relevant and adaptable, successfully incorporating course-specific references. However, issues such as redundant phrasing, double-barreled questions, and jargon affected the clarity of the questions. Although the SQRA framework exhibited limitations in replicating human response variability, its iterative refinement process proved effective in improving question quality, reinforcing the utility of this approach for enhancing AI-driven surveys.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>While AI-driven question generation can enhance the scalability and personalization of open-ended survey prompts, more research is needed to establish best practices for high-quality educational research. The SQRA framework demonstrated practical utility for prompt refinement and initial validation of AI-generated survey content, but it is not capable of replicating human responses. We highlight the importance of iterative prompt engineering, ethical considerations, and the need for methodological advancements in the development of trustworthy AI-driven survey instruments for educational research.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144108883","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}
引用次数: 0
Comprehending multiple identities as minoritized students in engineering: How can diverse developmental networks grow meaning-making capacity? 理解作为工程专业少数族裔学生的多重身份:不同的发展网络如何培养意义创造能力?
IF 3.9 2区 工程技术
Journal of Engineering Education Pub Date : 2025-05-21 DOI: 10.1002/jee.70008
Rajashi Ghosh, Alene Montgomery
{"title":"Comprehending multiple identities as minoritized students in engineering: How can diverse developmental networks grow meaning-making capacity?","authors":"Rajashi Ghosh,&nbsp;Alene Montgomery","doi":"10.1002/jee.70008","DOIUrl":"https://doi.org/10.1002/jee.70008","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Mentoring is an important developmental relationship that can positively impact student growth, specifically, students' capacity to make sense of their own selves through addressing any possible incongruence between their social identities and emerging professional identity as engineers. This need is even more pronounced for students who have one or more identities that are minoritized in the field of engineering.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>Although prior literature has reported mentoring to have contributed to students' professional identity development as engineers, we lack an understanding of how multiple developers in students' developmental networks can offer complementary support. To address this gap, we sought to understand how diverse developers in students' networks enabled them to filter stereotypes that make their minoritized social identities incongruent with their evolving engineering identity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Methods</h3>\u0000 \u0000 <p>We used an idiographic case study methodology and paired interpretative phenomenological analysis (IPA) with intersectionality to analyze data from 10 undergraduate minoritized engineering students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We offer three cases in this paper to illustrate minoritized students experiences at the intersections of their identities and how different developers offered three types of holding behaviors (e.g., empathic acknowledgment/confirmation, enabling perspective/contradiction, containment/continuity) that enabled the student mentees to grow their meaning-making capacity (from formulaic to foundational) so that they could align their social identities with their emerging professional identity as engineers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>We conclude the paper with a discussion of both research and practice implications about utilizing diverse developmental networks for growing students' meaning-making capacities needed for them to better comprehend their multiple identities.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144100662","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}
引用次数: 0
Positionality statements in engineering education: A European perspective 工程教育中的职位陈述:欧洲视角
IF 3.9 2区 工程技术
Journal of Engineering Education Pub Date : 2025-05-16 DOI: 10.1002/jee.70014
K. Dunnett, M. S. Glessmer
{"title":"Positionality statements in engineering education: A European perspective","authors":"K. Dunnett,&nbsp;M. S. Glessmer","doi":"10.1002/jee.70014","DOIUrl":"https://doi.org/10.1002/jee.70014","url":null,"abstract":"","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144074287","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}
引用次数: 0
Developing students' sociotechnical thinking in the humanities-engineering classroom: A treatment versus control study using a scenario-based assessment
IF 3.9 2区 工程技术
Journal of Engineering Education Pub Date : 2025-05-13 DOI: 10.1002/jee.70004
Lori Czerwionka, Siddhant S. Joshi, Gabriel O. Rios-Rojas, Kirsten A. Davis
{"title":"Developing students' sociotechnical thinking in the humanities-engineering classroom: A treatment versus control study using a scenario-based assessment","authors":"Lori Czerwionka,&nbsp;Siddhant S. Joshi,&nbsp;Gabriel O. Rios-Rojas,&nbsp;Kirsten A. Davis","doi":"10.1002/jee.70004","DOIUrl":"https://doi.org/10.1002/jee.70004","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Engineering problems are open-ended and complex, involving technical and social aspects, yet engineering education focuses on technical training and closed-ended problems. To prepare engineering students, curricula should foster sociotechnical thinking—the ability to consider the interplay of technical and social factors during problem solving. Although educational interventions in this area show promise, further insight into the benefits of interdisciplinary interventions is warranted, particularly with treatment and control group designs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>We examine the effect of a Humanities-Informed Engineering Projects (HIEP) course on students' sociotechnical thinking development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>We compared the sociotechnical thinking development of engineering students who took the HIEP course with those who did not, assessing performance at the beginning and end of the semester using a scenario-based assessment. We collected data over 2 years from 70 students (38 treatment, 32 control). We used a triangulated approach to assess students' sociotechnical thinking through quantitative scoring, thematic analysis of problem-related considerations, and coding of students' explanations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Students in the course began the semester with enhanced sociotechnical thinking skills and experienced more development over the semester than those not in the course. They experienced increased development in their consideration of People and the Broader Context when solving problems and greater growth in an integrated approach to sociotechnical thinking.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Humanities-informed engineering education leads to sociotechnical thinking development. We suggest curricular activities that may enhance sociotechnical thinking.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143944776","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}
引用次数: 0
Crating the self: The interplay of agency, entrepreneurial mindset, and narrative identity 创造自我:代理、企业家心态和叙事身份的相互作用
IF 3.9 2区 工程技术
Journal of Engineering Education Pub Date : 2025-05-13 DOI: 10.1002/jee.70003
Ariana F. Turner, Hye Yeon Lee, Joseph M. Le Doux
{"title":"Crating the self: The interplay of agency, entrepreneurial mindset, and narrative identity","authors":"Ariana F. Turner,&nbsp;Hye Yeon Lee,&nbsp;Joseph M. Le Doux","doi":"10.1002/jee.70003","DOIUrl":"https://doi.org/10.1002/jee.70003","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Despite the well-established positive effects of storytelling, narrative modes of thinking have neither been systematically assessed nor widely implemented in engineering education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>Recently, the idea of <i>story-driven learning</i> (SDL) as pedagogy has been applied in an engineering department at a public university. Our research question was: “How are students, as a result of story-driven learning, changing in regard to both their self-reported (1) entrepreneurial mindset, self-concept clarity, and sense of narrative identity and (2) the ways in which they tell the stories of their lives?”</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design</h3>\u0000 \u0000 <p>We collected data from 60 students and compared the results from (1) students currently enrolled in “The Art of Telling Your Story” course and (2) students who had never taken the course. At the beginning and end of the semester, students completed self-report measures (i.e., self-concept clarity, awareness of narrative identity, entrepreneurial mindset) and two narrative prompts. The stories were then coded for six narrative themes: entrepreneurial mindset, redemption, contamination, agency, self-concept clarity, autobiographical reasoning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Students in the class experienced an increase in <i>agency</i> and entrepreneurial mindset. Moreover, when directly compared with students not in the course, students in the course experienced an increase in <i>autobiographical reasoning,</i> awareness of narrative identity, and maintained their increase in entrepreneurial mindset.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These results showcase the potency of storytelling interventions, as well as highlighting—for the first time—their potential for influencing the development of entrepreneurially minded engineers.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143939241","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}
引用次数: 0
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