Journal of Engineering Education最新文献

{"title":"Exploring scenario-based assessment of students' global engineering competency: Building evidence of validity of a China-based situational judgment test","authors":"Kirsten A. Davis,&nbsp;Brent K. Jesiek,&nbsp;David B. Knight","doi":"10.1002/jee.20552","DOIUrl":"https://doi.org/10.1002/jee.20552","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Engineers operate in an increasingly global environment, making it important that engineering students develop global engineering competency to prepare them for success in the workplace. To understand this learning, we need assessment approaches that go beyond traditional self-report surveys. A previous study (Jesiek et al., <i>Journal of Engineering Education</i> 2020; 109(3):1–21) began this process by developing a situational judgment test (SJT) to assess global engineering competency based in the Chinese context and administering it to practicing engineers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>We built on this previous study by administering the SJT to engineering students to explore what prior experiences related to their SJT performance and how their SJT performance compared with practicing engineers' performance on the SJT.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Engineering students completed a survey including the SJT and related self-report survey instruments. We collected data from three groups of students: those who had studied abroad in China; those who had studied abroad elsewhere; and those who had not studied abroad.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We found that students' SJT performance did not relate to their scores on the self-report instruments, but did relate to their participation in study abroad programs. The students also performed better on the SJT when compared to the practicing engineers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Our results highlight the need to use multiple forms of assessment for global engineering competence. Although building evidence for the validity of the Global Engineering Competency China SJT is an ongoing process, this data collection technique may provide new insights on global engineering competency compared to traditionally used assessments.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"112 4","pages":"1032-1055"},"PeriodicalIF":3.4,"publicationDate":"2023-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20552","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50121919","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":"Children's engineering identities-in-practice: An exploration of child–adult interactions in an out-of-school context","authors":"Amber Simpson,&nbsp;Peter N. Knox,&nbsp;Jing Yang","doi":"10.1002/jee.20553","DOIUrl":"https://doi.org/10.1002/jee.20553","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Research points to family talk and interactions involving STEM concepts as one of the most influential informal learning experiences that shape an individual's STEM identity development and encourage their pursuit of a STEM career. However, a recent literature review uncovers limited research regarding the development of engineering identity in young children.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>The purpose of this study was to add to this scant literature by exploring how children position themselves as engineers and how children are positioned as engineers through interactions with parents and other adults within a program focused on family engagement within an engineering design process.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study includes two parent–child dyads. We collected and analyzed approximately 19.5 h of video data of the two child–parent dyads interacting with one another throughout an engineering design process as part of an out-of-school program.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results highlight three ways in which the two children enacted various engineering identities through their positioning, negotiation, and acceptance and/or rejection of positionalities as they engaged in an engineering design process with a parent. These identity enactments included (a) possessing knowledge and authority to make decisions regarding the development of their self-identified engineering problem and prototype; (b) questioning and challenging adult ideas, solutions, and construction of prototypes; and (c) documenting and communicating their thinking regarding the engineering design through sketches and notes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The significance of this study lies in its potential to change the landscape of those who pursue an engineering career and to contribute to the limited research and ongoing conversations about how to foster environments that support families in creative and collaborative learning specific to the engineering discipline.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"112 4","pages":"1056-1078"},"PeriodicalIF":3.4,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50134467","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":"Mental health in undergraduate engineering students: Identifying facilitators and barriers to seeking help","authors":"Courtney J. Wright,&nbsp;Sarah A. Wilson,&nbsp;Joseph H. Hammer,&nbsp;Lucy E. Hargis,&nbsp;Melanie E. Miller,&nbsp;Ellen L. Usher","doi":"10.1002/jee.20551","DOIUrl":"https://doi.org/10.1002/jee.20551","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Engineering students encounter high levels of stress, which may negatively impact their mental health. Nevertheless, engineering students who experience mental health distress are less likely than their peers to seek professional help, even when controlling for gender and race/ethnicity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>We examined beliefs that undergraduate engineering students have about barriers and facilitators to seeking professional help for their mental health. We also sought to identify cultural and systemic factors within and beyond engineering that might affect help-seeking. Together, these beliefs influence students' sense of personal agency around seeking mental health care.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>We implemented a pragmatic qualitative design that incorporated the integrated behavioral model to investigate engineering students' (<i>N</i> = 33) professional mental health help-seeking beliefs. We used thematic analysis to analyze help-seeking beliefs and perceived barriers and facilitators that students described during interviews.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We identified four themes: Navigating the system impacts personal agency; sacrifices associated with help-seeking act as a barrier; engineering culture acts as a barrier to help-seeking; and student confidence in help-seeking varies significantly. These themes portray the effect of perceived barriers and facilitators on students' personal agency for accessing mental health care. Our findings have implications for engineering departments and university counseling centers that want to minimize barriers to help-seeking.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Engineering stakeholders must improve access to professional help for engineering students. Implementing changes to normalize help-seeking behaviors, enhance personal agency, and facilitate engagement with mental health resources will create better conditions for engineers. Further research is necessary to understand how other beliefs (e.g., attitudes, perceived norms) inform the relationships between student mental health, professional help seeking, and engineering culture.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"112 4","pages":"963-986"},"PeriodicalIF":3.4,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20551","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50123868","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":"Interpersonal skills and STEM career choice of three types of FIRST mentors","authors":"Shahaf Rocker Yoel,&nbsp;Yehudit Judy Dori","doi":"10.1002/jee.20550","DOIUrl":"https://doi.org/10.1002/jee.20550","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>For Inspiration and Recognition of Science and Technology (FIRST) robotics is an international, extra-curricular program that fosters young students' interpersonal skills and career choices in science, technology, engineering, and mathematics (STEM). FIRST teams are guided by mentors, about half of whom are also mentees.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>To describe and characterize FIRST mentors and their perceptions of their own interpersonal skills and STEM career choice and identify differences by mentor types and gender.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>The study participants included 261 FIRST mentors. A convergent mixed-methods approach was used. Data was collected quantitatively via questionnaires and qualitatively via interviews. The analysis was guided by the social cognitive career theory (SCCT).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Fourteen categories were identified to describe and characterize the FIRST mentors. Nine were based on SCCT and five were new: influence of friends, interpersonal skill, personal contribution, challenges, and mentor-as-educator. Differences were found between three types of FIRST mentors: non-FIRST mentors, graduate mentors, and mentee mentors. The correlations between factors and categories indicated that the mentors' perceptions were consistent with those of the mentees. The FIRST program impacted the STEM career choice of men more than women, and external motivation influenced women more than men.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The FIRST program contributes to developing its graduates' interpersonal skills and affects their STEM career choice. The study provides insights into mentors' influence on mentees' career choices, from which both genders benefit. Making FIRST available in schools as a widespread enrichment program is expected to foster students' STEM career choices, thereby contributing to the human resource reservoir of the high-tech industry workforce.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"112 4","pages":"987-1011"},"PeriodicalIF":3.4,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20550","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50154935","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 inclusivity in STEM makerspaces through critical theory: A systematic review","authors":"Madison E. Andrews,&nbsp;Audrey Boklage","doi":"10.1002/jee.20546","DOIUrl":"10.1002/jee.20546","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Makerspaces have increased in popularity recently and hold many promises for STEM education. However, they may also fall prey to hegemonic, marginalizing norms and ultimately narrow the definition of making and exclude who counts as makers. Explicitly focusing on diversity, equity, and inclusion when examining makerspaces is of utmost urgency and importance for STEM education researchers; one way to foreground equity is through theoretical frameworks that critically examine the structure, environment, participation, and pedagogy within STEM makerspaces.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>Thus, we investigate the following: (1) what are the theoretical frameworks applied and (2) how, if at all, is equity addressed in research exploring STEM makerspaces? In synthesizing prior work, we aim to provide recommendations for using theoretical frameworks in supporting inclusivity in STEM makerspaces.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Scope/Method</h3>\u0000 \u0000 <p>We conducted a systematic review of articles that examine a STEM makerspace, apply a theoretical framework, and consider diversity, equity, and/or inclusion. We identified <i>n</i> = 34 relevant studies and coded each for basic characteristics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We highlight 10 exemplars that use critical theoretical frameworks as a way to foreground equity in the research design. The authors of these exemplar studies are reflective throughout their research processes and position themselves as learning in tandem with their participants. Further, they take active steps to transfer agency and power to their participants, and in doing so, lift forms of knowing not widely valued in STEM spaces.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>We conclude with recommendations for educators, makerspace staff, and researchers relevant to expanding dominant conceptions of what counts as making and thereby, supporting inclusivity in STEM makerspaces.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"113 4","pages":"787-817"},"PeriodicalIF":3.9,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20546","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77308502","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":"Undergraduate students' espoused beliefs about different approaches to engineering design decisions","authors":"Giselle Guanes,&nbsp;Alexia Leonard,&nbsp;Emily Dringenberg","doi":"10.1002/jee.20544","DOIUrl":"https://doi.org/10.1002/jee.20544","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Engineers are socialized to value rational approaches to problem solving. A lack of awareness of how engineers use different decision-making approaches is problematic because it perpetuates the ongoing development of inequitable engineering designs and contributes to a lack of inclusion in the field. Although researchers have explored how engineering students are socialized, further work is needed to understand students' beliefs about different decision-making approaches.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose/Hypothesis</h3>\u0000 \u0000 <p>We explored the espoused beliefs of undergraduate students about technical, empathic, experience-based, and guess-based approaches to engineering design decisions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>We conducted semistructured one-on-one interviews with 20 senior engineering students at the conclusion of their capstone design experience. We used a combination of deductive and inductive data condensation approaches to generate categories of beliefs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We identified a total of nine categories of beliefs, organized by approach. Although students' espoused beliefs did reflect the emphasis on technical approaches present in their socialization, they also described technical approaches as limited and overvalued.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The landscape of beliefs presented make explicit both the challenges and the opportunities that students' beliefs play as the backdrop for any efforts of engineering educators to develop engineers as effective and equitable engineering designers.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"112 4","pages":"938-962"},"PeriodicalIF":3.4,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20544","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50150383","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 scoping review of engineering education systematic reviews","authors":"Margaret Phillips,&nbsp;Jason B. Reed,&nbsp;Dave Zwicky,&nbsp;Amy S. Van Epps","doi":"10.1002/jee.20549","DOIUrl":"10.1002/jee.20549","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Systematic review or systematic literature review (SLR) methodologies are a powerful tool for evidence-based decision making. The method originated in the medical sciences but has since been adopted by other disciplines, including engineering education (EE).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>We aimed to answer two research questions: (i) To what extent is the SLR research method being applied in EE? (ii) How closely are SLRs published in EE following established reporting guidelines for the methodology?</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Scope/Method</h3>\u0000 \u0000 <p>We searched Inspec, Compendex, and ERIC for engineering-related SLRs and meta-analyses (MAs). We included English language papers that contained an explicit SLR search, or where it appeared the methodology was intended by the author(s). We completed a data extraction process for 21 descriptive and quality-related items, including engineering discipline, which allowed us to identify the EE studies analyzed in this article.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>This sub-analysis presents the results of 276 EE-related reviews. We found the use of SLR/MA methods is growing in EE, with 93% of papers published during 2015–2022. However, we found that authors are not generally following established guidelines for reporting their methods and findings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Not following the best practices for conducting and reporting SLRs can result in the presentation of incorrect summaries and analyses due to missed evidence. Including search experts (e.g., librarians) trained in conducting SLRs can improve review quality. There is also an opportunity for EE-related publishers to recruit experts trained in conducting SLRs as peer reviewers to participate in evaluating submitted reviews.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"113 4","pages":"818-837"},"PeriodicalIF":3.9,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20549","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88269802","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":"Black women's placemaking in undergraduate engineering","authors":"Atota B. Halkiyo,&nbsp;Meseret F. Hailu","doi":"10.1002/jee.20545","DOIUrl":"https://doi.org/10.1002/jee.20545","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Black women students in engineering higher education are underrepresented and often face barriers at the nexus of race, gender, and engineering. When seeking to improve student outcomes, universities often prioritize academic success and neglect psychological, social, and emotional well-being. Little is known about why and how Black women in engineering engage in Black placemaking as they maneuver around barriers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>The purpose of this study is to establish an empirical understanding of the experiences of Black women in engineering. Our work is guided by the following research questions: (1) Why do Black women in engineering seek out campus spaces specifically designated for them? What unique structural issues necessitate such spaces? (2) For what purposes do Black women in engineering use those distinct spaces? (3) How are Black women in engineering responding to the challenges and structural conditions?</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>We use Black placemaking theory to guide our qualitative in-depth interviews of 45 purposefully selected students. The data were analyzed via theory-informed themes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Major structural conditions necessitate specific Black spaces, including the absence of physical places, failure to understand intersectionality, failure to respond to safety, and cultural stereotypes about Black women in engineering. In response to such barriers, Black women in engineering engage in multiple placemaking activities, thereby seeking out safe and responsive spaces and transforming existing ones to serve multiple functions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Whatever difficulties Black women face in academia, they are intensified in engineering. To confront such barriers, Black women engage with Black placemaking, creatively transforming existing places or co-creating distinct places for themselves. These actions can inform how engineering departments support spaces for minoritized student development.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"112 4","pages":"918-937"},"PeriodicalIF":3.4,"publicationDate":"2023-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50124898","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":"Application of concept maps as an assessment tool in engineering education: Systematic literature review","authors":"Alexandra Jackson,&nbsp;Elise Barrella,&nbsp;Cheryl Bodnar","doi":"10.1002/jee.20548","DOIUrl":"10.1002/jee.20548","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Concept maps are a valid assessment tool to explore student understanding of diverse topics. Many types of academic programs have integrated concept mapping into their courses, resulting in various activities and scoring methods to understand student perceptions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>Few prior reviews of concept mapping have addressed their use within engineering education. This systematic literature review examines articles that use concept mapping as an assessment tool in engineering education contexts and provides suggestions for future research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Scope/Method</h3>\u0000 \u0000 <p>We conducted a literature search using terms related to concept map and engineering education. Articles were screened by their title, abstract, section, and then full paper, resulting in 53 articles for the final review. Two researchers examined the topic, activity type, and scoring method of the maps.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Concept mapping topics fit into three categories, and the activity structures fit into four types. Of seven scoring methods, “Traditional” was the most used. Studies that compared multiple scoring methods showed that the “Holistic” and “Categorical” methods were better able to capture the content of the maps. All types of scoring demonstrated positive outcomes, suggesting that concept maps can demonstrate understanding of the topic and can assess learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Concept maps have been applied in a number of ways. All types of concept mapping scores were shown to be useful and can lead to a better understanding of the students' learning outcomes. However, more research is needed to determine which scoring methods are recommended for specific applications.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"113 4","pages":"752-766"},"PeriodicalIF":3.9,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20548","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89415082","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":"Fifty-three years of the Journal of Engineering Education: A bibliometric overview","authors":"Shaoping Qiu,&nbsp;Malini Natarajarathinam","doi":"10.1002/jee.20547","DOIUrl":"10.1002/jee.20547","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The <i>Journal of Engineering Education</i> (<i>JEE</i>) is a leading academic journal that serves to cultivate, disseminate, and archive scholarly research in engineering education. Bibliometric analysis has been gaining considerable interest from the scientific community in recent years. However, to the best of our knowledge, bibliometric analysis was not employed to analyze the publications of <i>JEE</i>.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>In recognition of <i>JEE</i>'s 111 years of publication, this paper uses bibliometric analysis to provide a retrospective journal overview. This study analyzes the publication characteristics, influence, and collaborative relationship of <i>JEE</i>. It also provides data for the development of future research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A total of 1251 articles of <i>JEE</i> were retrieved from Scopus database for our bibliographic analysis using VOSviewer (Van Eck and Waltman, <i>Scientometrics</i> 2010; 84(2):523–538). The search was performed in mid-November 2021 using the term “<i>Journal of Engineering Education</i>” in the “Publication Titles” field, yielding 1379 documents between 1969 and 2021. We excluded editorials and notes and only included articles, reviews, and conference papers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p><i>JEE</i> has increasing contribution and influence within empirical engineering research publications regarding the quantity and the quality/citations of its published articles. The top contributing institutions are mainly from the United States. Major themes identified include knowledge acquisition and skill development, diversity and inclusion, engineering research and assessment, engineering learning mechanisms, and instrument and measurement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Emerging technologies and challenges provide new research topics and directions for <i>JEE</i>. Additionally, this study uncovers certain research gaps that <i>JEE—</i>to increase contributions and influence—can identify as growth areas.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"113 4","pages":"767-786"},"PeriodicalIF":3.9,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20547","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75416820","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}