Journal of Engineering Education最新文献

{"title":"The role of learner trust in generative artificially intelligent learning environments","authors":"Maria Goldshtein, Noah L. Schroeder, Erin K. Chiou","doi":"10.1002/jee.70000","DOIUrl":"https://doi.org/10.1002/jee.70000","url":null,"abstract":"","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 2","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143530515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Transitioning into engineering education: Diverse pathways of military veterans","authors":"Joyce B. Main,&nbsp;Christina Pantoja,&nbsp;Susan M. Lord,&nbsp;Catherine Mobley,&nbsp;Catherine Brawner","doi":"10.1002/jee.20628","DOIUrl":"https://doi.org/10.1002/jee.20628","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In the United States, there is increased demand to expand the engineering workforce. Many military veterans have received technical training that can be leveraged in engineering. Their pursuit of engineering degrees has great potential to expand and diversify the engineering workforce.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>This study examines the pathways of US military veterans from high school graduation through undergraduate engineering education and explores the resources they use to navigate their transition into engineering study.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Applying Schlossberg's transition model, this multimethod study uses semi-structured interviews of <span>28</span> student veterans in engineering (SVEs) across four universities. Illustrative examples integrate thematic analyses of interview data and path analysis of key event timeline data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Path diagrams illustrate that SVEs embark on diverse pathways and engage in multiple transitions across high school graduation, military training, and undergraduate engineering education. Military experiences, especially engineering-related work, and encouragement from military supervisors, other veterans, and family contribute to SVEs' pursuit of engineering degrees. SVEs also leverage a combination of supports and strategies in their transition to engineering education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Findings highlight that educational pathways into engineering can be complex and that serving in the military can be a pathway to engineering success, challenging the idea that engineering students must follow a linear path. Key stakeholders (administrators, faculty, and student services professionals) can apply these findings to recruit and retain SVEs, and other students with complex pathways, in engineering. Research findings reveal areas for promoting student veterans' participation in engineering and developing strategies to support SVE success.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 2","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20628","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143521992","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}

{"title":"Exploring engagement narratives among self-identified Hispanic women's experiences in engineering counterspaces","authors":"Madeline Polmear,&nbsp;Elizabeth Volpe,&nbsp;Idalis Villanueva Alarcón,&nbsp;Denise R. Simmons","doi":"10.1002/jee.20630","DOIUrl":"https://doi.org/10.1002/jee.20630","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Diversity, equity, and inclusion efforts in higher education are increasingly recognizing the importance of understanding students' lived experience. More research is needed to deeply and contextually uncover voices, meanings, and stories that are enveloped within the complex realities of Hispanic women in engineering.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>While the Latiné/x/a/o, Hispanic women population is one of the fastest growing ethnic groups in the United States, they receive only 3% of engineering undergraduate degrees. This research explored how self-identified Hispanic women experienced engagement outside of class.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>This exploratory qualitative research employed narrative inquiry design using a paradigmatic analysis method. We conducted two in-depth interviews with five undergraduate engineering students who self-identified as international Hispanic women.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>By examining the narratives through a novel synthesis of a socio-ecological framework of engagement and community cultural wealth, we identified three themes that tell the story of students' experiences outside of class: (i) Perceived benefits and level of involvement informed student dispositions and aspirational capital in counterspaces; (ii) Linguistic capital served as the entry point for receiving social and navigational capital; and (iii) Cultural and linguistic similarities provide a counterspace where students gained the drive, disposition, and aspiration to persist in engineering.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings identified the capital that drove students to engage outside of the classroom and capital they gained in return. Out-of-class activities provided a counterspace for Hispanic women in engineering that supported their sense of belonging, ability to navigate engineering, and professional development. Based on these findings, we provide recommendations for engineering education and research.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 2","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20630","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143404531","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}

{"title":"Supporting engineering students' representational competencies in individual and collaborative learning settings","authors":"Jihyun Rho,&nbsp;Martina A. Rau,&nbsp;Barry Van Veen","doi":"10.1002/jee.20631","DOIUrl":"https://doi.org/10.1002/jee.20631","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Visual representations are pervasive in electrical engineering instruction in various instructional settings. Further, electrical engineering instruction often requires students to extend simple visual representations to learn about more complex visualization in subsequent instruction. Yet, students often struggle to understand visualizations. An open question is whether supporting students' understanding of visual representations enhances their subsequent learning. We investigate this question in both individual and collaborative learning settings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>We investigated the impact of support for students' understanding of simple visual representations on students' learning of subsequently presented complex visual representations. Further, we investigated whether students' level of mental rotation skills moderates the impact of such instructional support.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Two experiments tested the impact of instructional support for visual representations in an individual or a collaborative learning setting. Students were randomly assigned to receive different versions of instructional support, or none.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Study 1 was conducted in an individual learning setting. While students with high mental rotation skills benefited from the instructional support, students with low mental rotation skills did not benefit. Study 2 was conducted in a collaborative learning setting. Here, all students benefited equally from the support.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Our findings suggest that instructional support for simple visual representations can enhance students' subsequent learning with complex visual representations. Further, our findings suggest that a collaborative learning setting may be particularly beneficial to students with low mental rotation skills. This study contributes to an understanding of instructional environments that can improve learning with visual representations in engineering education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 2","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20631","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143404532","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}

{"title":"Mental health and treatment use in undergraduate engineering students: A comparative analysis to students in other academic fields of study","authors":"Matthew D. Whitwer,&nbsp;Sarah A. Wilson,&nbsp;Joseph H. Hammer,&nbsp;Brenna Gomer","doi":"10.1002/jee.20629","DOIUrl":"https://doi.org/10.1002/jee.20629","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Engineering students experience high levels of distress and low rates of mental health treatment seeking, yet there is a gap in knowledge around how this compares with that of students in other fields of study. Given the influence of social identity (e.g., gender identity, race/ethnicity) on mental health and treatment seeking, it is important to account for sociodemographic variation across fields when performing such comparisons.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>This study used Andersen's Behavioral Model to compare mental health distress and treatment use between students in engineering and other fields while controlling for sociodemographic factors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Survey data came from the 2021–2022 Healthy Minds Study (<i>N</i> &gt; 50,000). Measures related to mental health, treatment use, and diagnosis were examined. Descriptive statistics were determined for each field of study, and regression analyses were used to assess differences across fields while accounting for covariates.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Compared to students from other fields, engineering students were among the least likely to report symptoms of depression and anxiety. However, 44.4% of undergraduate engineering students screened positive for current depression and/or anxiety. Of those who screened positive, only 40.4% had received therapy/counseling in the past year. Further, they were the least likely to have received a depression or anxiety diagnosis when compared to students from other fields.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>When controlling for sociodemographic factors, undergraduate engineering students reported lower rates of mental health distress and treatment use compared to students in other fields. This study highlights the need for considering engineering culture in the interpretation of student mental health and treatment.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20629","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143120495","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}

{"title":"A systematic review of differences for disabled students in STEM versus other disciplinary undergraduate settings","authors":"Ariel Chasen,&nbsp;Maura Borrego,&nbsp;Elisa Koolman,&nbsp;Emily Landgren,&nbsp;Hannah Chapman Tripp","doi":"10.1002/jee.20627","DOIUrl":"https://doi.org/10.1002/jee.20627","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Engineering education and other discipline-based education researchers may motivate their work with claims that STEM (science, technology, engineering, and mathematics) norms and culture are unique, thus requiring focused study. As research on disabled students gains momentum in engineering education, it is important to understand differences that limit generalizability of prior work in other disciplines to STEM.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>What do studies document as differences between STEM and non-STEM settings that impact disabled undergraduates, and to what extent are these studies using asset-based perspectives of disability?</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Scope/Method</h3>\u0000 \u0000 <p>This systematic review identified US studies that compared STEM to non-STEM disciplines in regards to disabled undergraduate students. The qualifying studies, published during 1979–2023, comprise 22 journal articles and 15 doctoral or master's theses. Most studies used quantitative methods (<i>n</i> = 28).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Of the 37 qualifying studies, 20 instructor studies provided moderate evidence that STEM instructors are less willing or less knowledgeable about how to support disabled students through accommodations or course design. We highlight a small number of student studies identifying assets of disabled students, although most took a deficit view by comparing disabled student experiences to an able-bodied norm. Few studies emphasized the structural characteristics of STEM such as culture and educational practices that contribute to socially constructing disability by acting as barriers that disable students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>More work is needed to examine instructor actions beyond their intentions and attitudes toward disabled students. Critical and asset-based perspectives are needed in future study designs that center disability to uncover systemic barriers and identify assets disabled students bring to STEM.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20627","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143113049","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}

{"title":"Promoting sociotechnical perspectives of engineering during a summer bridge program","authors":"Jacob Pleasants,&nbsp;Richard Velasco,&nbsp;Claudia Colonnello,&nbsp;Shansley Glenn,&nbsp;Samuel Crapitto,&nbsp;Kate Raymond,&nbsp;Brandon Abbott","doi":"10.1002/jee.20626","DOIUrl":"https://doi.org/10.1002/jee.20626","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>To address complex challenges of modern society, engineering education needs to help students develop sociotechnical perspectives of engineering. Research has documented efforts to incorporate sociotechnical thinking into undergraduate engineering education, but those perspectives must often compete with more dominant technocentric views. Research is needed to investigate how and why students do or do not adopt sociotechnical views.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose/Hypothesis(es)</h3>\u0000 \u0000 <p>In this study, we investigated the extent to which students' views of engineering changed in the context of an Engineering Summer Bridge (ESB) program, in which engineering is promoted as a socially engaged practice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>We used a multiple case study methodology to investigate patterns across 24 ESB participants. We gathered multiple sources of data to investigate changes in participants' thinking, including pre/post surveys, weekly reflections during ESB, and follow-up participant interviews. We grouped participants based on the extent to which they added socially engaged perspectives to their perceptions of engineering. We then identified variables associated with those groupings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Approximately one-third of participants added socially engaged perspectives to their views of engineering. These students tended to have fewer prior engineering experiences prior to ESB and often self-identified as having limited prior knowledge of engineering. They were also more likely to hold motivations and interests oriented toward the public good.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Our study identifies variables that potentially support and inhibit students' development of socially engaged views of engineering. It highlights the importance of early learning experiences and suggests that technocentric perspectives can be well established even before students begin their undergraduate programs.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143120152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Elements of disenchantment: Exploring the development of academic disenchantment among US engineering graduate students","authors":"Kanembe Shanachilubwa,&nbsp;Gabriella Sallai,&nbsp;Catherine G. P. Berdanier","doi":"10.1002/jee.20624","DOIUrl":"https://doi.org/10.1002/jee.20624","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Given high attrition rates and lack of interest in faculty careers, it is crucial to understand how doctoral engineering students conceptualize academia and academic careers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose/Hypothesis</h3>\u0000 \u0000 <p>This study aims to characterize the development of academic disenchantment among engineering students who have considered departure from their doctoral programs. Schema theory was used to explore how students develop and evolve in their conceptualizations of academia through their lived experiences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>Data were collected from 42 graduate students from research-intensive universities across the United States who participated in qualitative, semi-structured interviews investigating expectations for graduate school, experiences, attrition and persistence considerations, and career trajectories. The transcripts were thematically analyzed through open and axial coding to understand how students constructed their schemas of the academy.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Experiences and quotations of four participants are presented to describe the results of the transcripts. Participants' misaligned expectations of their graduate program's values and practices, coupled with a lack of agency and support, led them to see their graduate programs as antagonistic to their short- and long-term career success. Even for students who may likely persist through to PhD degree completion, the development of disenchantment dissuades students—even those who once desired a faculty career—from interest in the academy.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>By understanding how disenchantment arose in our participants' experiences, we better understand how to equip students with resources that will help them navigate graduate programs. This research advances the literature by identifying underutilized opportunities to prepare students to cope with the challenges of engineering doctoral education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20624","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142861812","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}

{"title":"Exploring how personal and program characteristics inform the experiences of engineering students abroad","authors":"Kirsten A. Davis,&nbsp;David B. Knight","doi":"10.1002/jee.20625","DOIUrl":"https://doi.org/10.1002/jee.20625","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>As more universities seek to offer international experiences for engineering students, it is important to design such programs to effectively support student learning abroad. Previous research on study abroad has focused on a limited number of outcomes and therefore failed to consider the diversity of experiences students may have in the same program and the range of learning outcomes they may develop while abroad.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>We explored student experiences across multiple types of engineering study abroad programs to address the research question: How do the types of significant experiences students highlighted from their time abroad differ based on student and/or program characteristics?</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>We interviewed 79 engineering students after completing their study abroad programs using the critical incident technique to identify significant experiences from their time abroad. We used multiple rounds of coding to characterize the critical incidents identified by students and then compared the frequency of our main themes across student and program characteristics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We found that student experiences differed across both personal and program characteristics, in particular students' prior travel experiences, program duration, and the destination's cultural distance from the United States.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Our findings can inform the design of global engineering programs, which should consider the impact of program characteristics on student experiences and employ a variety of pedagogies to accommodate differences in students' needs and prior experiences. We also argue that it is important to consider students' experiences more holistically in research and evaluation of global engineering programs.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20625","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142860601","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}

{"title":"Assessing the impact of online collaborative problem solving on a calculus class for first-year engineering students: A communities of practice lens","authors":"Brayan Díaz,&nbsp;Daniela Luengo-Aravena,&nbsp;Pia Barahona,&nbsp;Patricio Felmer","doi":"10.1002/jee.20622","DOIUrl":"https://doi.org/10.1002/jee.20622","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>We examine the efficacy of an online collaborative problem-solving (CPS) teaching approach in academic performance and student connections with other peers, among first-year engineering calculus students at a Latin American university. Our research uses communities of practice (CoP) to emphasize the social nature of learning and the importance of participation and interaction within a community.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The work applies a quasi-experimental design and social network analysis (SNA). A total of 202 engineering students were instructed using CPS methodology (experimental group), while 380 students received traditional online teaching methods (control group) during one semester in the first calculus class for engineers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results show no significant difference in the grades obtained between the experimental and control groups. However, students exposed to CPS reported a statistically significant higher passing rate, as well as larger and more significant academic and social connections. Additionally, SNA results suggest that CPS facilitated stronger peer connections and promoted a more equitable distribution of participation among students, particularly women, compared to students taught under traditional online teaching methods.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The study underscores the importance of fostering collaborative learning environments and highlights CPS as a strategy to enhance student performance and network formation. Findings suggest that CPS can improve academic outcomes and promote more equitable learning practices, potentially reducing dropout rates among women engineering students. These findings contribute to the ongoing efforts to address systematic biases and enhance learning experiences in engineering education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20622","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142764218","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}