Journal of Engineering Education最新文献

{"title":"Expanding possibilities for generative AI in qualitative analysis: Fostering student feedback literacy through the application of a feedback quality rubric","authors":"Katherine Drinkwater Gregg,&nbsp;Olivia Ryan,&nbsp;Andrew Katz,&nbsp;Mark Huerta,&nbsp;Susan Sajadi","doi":"10.1002/jee.70024","DOIUrl":"https://doi.org/10.1002/jee.70024","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Courses in engineering often use peer evaluation to monitor teamwork behaviors and team dynamics. The qualitative peer comments written for peer evaluations hold potential as a valuable source of formative feedback for students, yet little is known about their content and quality.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>This study uses a large language model (LLM) to apply a previously tested feedback quality rubric to peer feedback comments. Our research questions interrogate the reliability of LLMs for qualitative analysis with a rubric and use Bandura's self-regulated learning theory to assess peer feedback quality of first-year engineering students' comments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>An open-source, local LLM was used to score each comment according to four rubric criteria. Inter-rater reliability (IRR) with human raters using Cohen's quadratic weighted kappa was the primary metric of reliability. Our assessment of peer feedback quality utilized descriptive statistics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The LLM achieved lower IRR than human raters, but the model's challenges mimic those of human raters. The model did achieve an excellent quadratic weighted kappa of 0.80 for one rubric criterion, which shows promise for LLM capability. For feedback quality, students generally wrote low- to medium-quality comments that were infrequently grounded in specific teamwork behaviors. We identified five types of peer feedback that inform how students perceive the feedback process.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Our implementation of GAI suggests that LLMs can be helpful for rapid iteration of research designs, but consistent and reliable analysis with generative artificial intelligence (GAI) requires significant effort and testing. To develop feedback literacy, students must understand how to provide high-quality feedback.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70024","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144647613","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":"Engineering while Black: An interpretative phenomenological analysis of Black males' construction and negotiation of engineering identity","authors":"Jamiel Williams,&nbsp;Jared Cammon,&nbsp;David Horton Jr.,&nbsp;Jerrod A. Henderson","doi":"10.1002/jee.70023","DOIUrl":"https://doi.org/10.1002/jee.70023","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Despite ongoing efforts to broaden the participation of Black males in engineering, historical data point to a stagnation in their engineering bachelor's degree attainment. Furthermore, the relative dearth of literature that centers the voices of Black male engineering students has limited the propagation of positive change in producing more Black engineers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>Given links between engineering identity and educational outcomes, such as persistence in engineering, we engaged engineering role identity to sensitize ourselves to themes that might emerge during the study of how Black male undergraduate engineering students constructed and negotiated their identities as engineers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>Guided by interpretative phenomenological analysis (IPA), we conducted semi-structured interviews with seven Black male engineering undergraduates to explore the following question: How do Black males construct and negotiate their engineering identities?</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We inductively developed three themes, namely “Identity as Others,” “Identity as Validators,” and “Identity as Representatives for All.”</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Findings highlight the psychological costs that these Black males experienced and how their racial and engineering identities were inseparable—what we describe as “Engineering While Black.” At the same time, navigating engineering classrooms and workspaces demanded ongoing negotiation that cultivated a sense of agency and empowered participants to define and assert their identities on their own terms.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70023","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144635375","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":"The role of undergraduate assistants in a university makerspace","authors":"Benjamin D. Chambers,&nbsp;Zachary Dowell","doi":"10.1002/jee.70018","DOIUrl":"https://doi.org/10.1002/jee.70018","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Makerspaces provide university engineering students with experience in creative hands-on design/build projects. They offer significant benefits for engagement, retention, and skill development for student users. Many university makerspaces rely on student workers. However, not much is known about how these student workers understand their role in the makerspace.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>This study investigates the qualitatively different ways that undergraduate makerspace assistants (UMAs) understand their role in an engineering makerspace.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>We employed phenomenography to study the variations of conceptions relating to employment in a university engineering makerspace. Data were collected from semistructured interviews with 13 UMAs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Three conceptions of the role of UMAs were described, with a hierarchy of increasingly strong connections to the makerspace and educational program. These conceptions were presence and availability, active support of the program, and representation for the makerspace community.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>UMAs have different conceptions of what their jobs entail, which dictate their relationship with the makerspace and student users. UMAs develop into role models and leaders by engaging with the community and making. This can support a self-sustaining cycle of peer UMA recruitment and mentorship. By understanding and managing these conceptions, makerspace management teams may improve both the function of their makerspaces and the support that such spaces provide to their curricula.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70018","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144598237","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":"JEE's role in publishing high quality engineering education research","authors":"David B. Knight,&nbsp;Joyce B. Main","doi":"10.1002/jee.70021","DOIUrl":"https://doi.org/10.1002/jee.70021","url":null,"abstract":"<p>We continue to reflect upon and seek to improve how JEE serves the broader engineering education research community. If you are interested in joining the editorial board, please reach out to us—we are always working on building our team. And most importantly, we appreciate that authors from around the globe choose to share their work in JEE and keep it a top destination for high quality engineering education research.</p>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70021","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144537144","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":"Getting the picture: Developing intrinsic motivation to self-regulate engineering documentation practices in a high school drone design challenge","authors":"Rachel N. Bonnette,&nbsp;Monica L. Miles","doi":"10.1002/jee.70019","DOIUrl":"https://doi.org/10.1002/jee.70019","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Engineers must learn to document their process to communicate effectively in teams—a skill that calls for knowing <i>how</i> and <i>when</i> to capture information, as well as the self-regulation to continually engage in this practice. Motivation to self-regulate requires that students be motivated to complete a goal and see value in the practice toward accomplishing that goal, raising the question of how students' experiences while participating in an engineering design task impact their motivation to self-regulate their documentation practices.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>The purpose of this study is to explore the sequence of events that lead to changes in students' <i>motivation to self-regulate</i> documentation practices to support their design process.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>We use Organismic Integration Theory on the phases of intrinsic motivation to self-regulate as a lens in a case study to capture the collective growth of a high school engineering design team collaborating over the course of a semester-long drone design challenge.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Findings demonstrate that both <i>successes and failures</i> played an intimate role in increasing intrinsic motivation to engage in self-regulatory practices, as increased motivation to see their drone fly pushed students to question the role of documentation in the design process.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>When high school students work on intrinsically motivating projects with opportunities for both successes and failures, they can learn to self-regulate documentation practices. We discuss the implications for instruction and research in turn.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70019","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144514947","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":"“Being is not knowing”: Cautionary discourse on reflexive sensemaking in engineering education","authors":"James Holly Jr.","doi":"10.1002/jee.70020","DOIUrl":"https://doi.org/10.1002/jee.70020","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The relationship between ontology (i.e., being) and epistemology (i.e., knowing) holds importance for engineering education instruction and research in at least three ways: classroom pedagogy (i.e., theory and practice of learning), researcher positionality, and research methodology. Delineating this relationship seems particularly relevant in a time when the construct of identity politics is prominent in US discourse.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>I discuss the role and importance of theory, affirm the usefulness of our experiences as data, and insist we maximize the usefulness of that data by competently articulating its sociological significance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>The guiding question for this editorial is: To what extent can one's personal experiences be a source of knowledge?</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>I urge our academic community to accentuate the imperative for making connections between experiential data and theory in order that the conclusions we draw will help us address core issues in engineering teaching, research, and professional practice. The prominence of experiential knowledge—whether researchers telling their own stories or the narratives we gather from participants during interviews—requires that we consider the extent to which we are relaying information versus analyzing and interpreting information.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70020","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144367293","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":"Elements of engineering culture affecting undergraduate students' mental health and their help-seeking attitudes","authors":"Matilde L. Sánchez-Peña,&nbsp;Anne M. McAlister,&nbsp;Nichole M. Ramirez,&nbsp;Syed Ali Kamal","doi":"10.1002/jee.70017","DOIUrl":"https://doi.org/10.1002/jee.70017","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Evidence exists that some aspects of engineering as a disciplinary culture are problematic for students' mental health and help-seeking attitude (HSAs). In order to promote positive cultural change, it is critical to further characterize those problematic aspects of engineering culture.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>The purpose of this study is to expand on the specific mechanisms through which shared beliefs and values within engineering culture harm students' mental well-being and how they transform decision making that limits help-seeking.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>Operationalizing engineering as a disciplinary culture and framed under social identity theory, we conducted a thematic analysis of 60 semi-structured interviews among engineering undergraduates at two institutions in the continental United States.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Problem solving and efficiency were a public representation of engineering that participants linked with a preference for solving mental health problems on their own or not at all. Communication and collaboration were highlighted as necessary but not always developed skills due to rampant competition. Such tensions jeopardized students' ability to create and use essential support networks for mental health. The demands of an engineering degree were confirmed as affecting mental health negatively and deterring students' HSAs. Finally, masculinity and Whiteness in engineering were identified as elements influencing poor mental health and HSAs of gender and racial minorities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Significant changes in the culture of engineering are necessary to improve HSAs of engineering students. We propose different strategies to start re-imagining the identified cultural elements in engineering to support students' mental health.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144300105","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":"Beyond buildings: Designing and maintaining classroom laboratory spaces for physical accessibility","authors":"Natalie M. Taylor,&nbsp;Jason Robinson,&nbsp;Isaiah Rigo,&nbsp;Rebecca Reck,&nbsp;Adam Bleakney,&nbsp;Rory A. Cooper,&nbsp;Deana McDonagh,&nbsp;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}

{"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}

{"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}