Journal of Engineering Education最新文献

{"title":"Gender and race/ethnicity differences in the predictors of course grade in a first-year engineering course and continued enrollment in engineering","authors":"Matthew Bahnson,&nbsp;Eric T. McChesney,&nbsp;Carlie Cooper,&nbsp;Gerard Dorvè-Lewis,&nbsp;Allison Godwin,&nbsp;Kevin Binning,&nbsp;Linda DeAngelo","doi":"10.1002/jee.70007","DOIUrl":"https://doi.org/10.1002/jee.70007","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Engineering requires new solutions to improve undergraduate performance outcomes, including course grades and continued enrollment in engineering pathways. Belonging and engineering role identity have long been associated with successful outcomes in engineering, including academic success, retention, and well-being.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>We measure the relationships between belonging and role identity at the beginning of a first-year engineering course with course grade and continued enrollment in engineering courses. We test the effect of an ecological belonging intervention on student belonging, course grade, and persistence.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Students (<i>n</i> = 834) reported their sense of belonging in engineering, cross-racial experiences, engineering performance/competence, interest in engineering, and engineering recognition before and after an in-class intervention to improve classroom belonging ecology. Through a series of longitudinal multigroup path analyses, a form of structural equation modeling, we tested the predictive relationships of the measured constructs with engineering identity and investigated differences in these relationships by student gender and race/ethnicity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>The proposed model predicts course grades and continued enrollment, providing insight into the potential for interventions to support first-year engineering students. Group analysis results demonstrate the difference in the function of these psychosocial measures for women and Black, Latino/a/x, and Indigenous (BLI) students, providing insights into the potential importance of sociocultural interventions within engineering classrooms to improve the engineering climate, engagement, and retention of students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The results highlight the need for more specific, nuanced theoretical investigations of how marginalized students experience the engineering environment and develop social belonging and engineering role identity.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143919559","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":"Am I smart enough to be an engineer? How undergraduate engineering students articulate their identities","authors":"Rachel Kajfez,&nbsp;Amy Kramer,&nbsp;Bailey Braaten,&nbsp;Emily Dringenberg","doi":"10.1002/jee.70005","DOIUrl":"https://doi.org/10.1002/jee.70005","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Students' identification with engineering is intertwined culturally with being smart. Broadly, engineering students are often considered to be smart by others and by themselves, and these beliefs about smartness—what it is and who has enough of it to be an engineer—are a fundamental and limiting aspect of students' experiences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>The purpose of this study was to explore how undergraduate engineering students describe themselves as smart enough to be engineers. We aimed to develop rich descriptions of the complex ways they articulate their identities as smart before coming to college and during the first two years of their undergraduate degrees.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>We collected data through a series of interviews with 25 participants. We iteratively and collaboratively analyzed the data to determine the predominant ways the participants articulated their identities as smart enough to be engineers. We generated a qualitative data display to check for patterns related to pathways into engineering programs and privileged social identities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We found that engineering students have three different ways to articulate that they are smart enough to be engineers: (1) they have innate abilities, (2) they are hardworking and dedicated to learning, and (3) they have skills and experience related to engineering. Additionally, we provide qualitative evidence that the innate abilities articulation relates to privilege.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion/Conclusion</h3>\u0000 \u0000 <p>The study participants engaged in identity work that produced the three articulations. As engineering educators, we need to take responsibility for the ways in which our participation in the cultural practice of smartness reproduces inequity.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143908996","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":"Global challenges, local responses: Exploring curriculum reform in South African engineering education","authors":"Karin Wolff,&nbsp;Teresa Hattingh,&nbsp;Lelanie Smith","doi":"10.1002/jee.70006","DOIUrl":"https://doi.org/10.1002/jee.70006","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background and Aim</h3>\u0000 \u0000 <p>There have been significant higher education curriculum reform initiatives over the past 30 years across different global regions in response to a range of drivers such as employability, global citizenship, and sustainability. In professions such as engineering, a key focus has been on holistic graduate attribute development for scarce skills needs in increasingly complex socio-technical sectors. This paper sets out to explore the drivers of engineering curriculum reform in higher education institutions (HEIs) in a Global South context.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>Drawing on semi-structured, recorded focus group interviews with 28 program coordinators and academics across 15 of the 16 HEIs offering engineering qualifications in South Africa, the research team set out to determine what kinds of curriculum reform initiatives were being undertaken, who was responsible for initiating, implementing, and supporting these initiatives, and what were perceived to be challenges and successes. The emergent drivers were framed in relation to curriculum responsiveness theory analyzed using an overarching “critical realist” framework with structure, culture, and agency dimensions that systemically influence how curriculum reform is constrained or enabled.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The findings reveal both internal and external drivers that align with economic, institutional, and pedagogical responsiveness. The dominance of some levers over others is influenced by the underlying structural and cultural dimensions that affect agency. While some institutions show agency in curriculum reform, the dominant structure–culture dynamic often constrains innovation and maintains the status quo.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The structure–culture–agency relationships that are presented highlight factors that constrain or enable curriculum reform, which has implications for practice and policy. To drive meaningful and sustainable reform, policymakers must develop frameworks that incentivize not only compliance with accreditation standards but also pedagogical innovation and social responsiveness, ensuring that curriculum transformation aligns with both economic demands and societal needs.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 3","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892733","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":"Collaboration rules: A narrative comparison of engineering students and practicing engineers' collaboration experiences and beliefs using structuration theory","authors":"Robert P. Loweth,&nbsp;Shanna R. Daly,&nbsp;Leah Paborsky,&nbsp;Sara L. Hoffman,&nbsp;Steven J. Skerlos","doi":"10.1002/jee.70002","DOIUrl":"https://doi.org/10.1002/jee.70002","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Collaboration—including coordination, communication, and teamwork—is crucial to engineering practice. However, engineering students are often perceived as lacking key collaboration skills at the time of graduation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>We used structuration theory to explore how differences between students and practitioners' collaboration beliefs related to differences between academic and professional collaboration contexts. We sought to demonstrate that the perceived collaboration “skill gap” in engineering students can be explained by differences between academic and professional social systems.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted interviews with 30 undergraduate engineering students and 28 practicing engineers, and from these interviews produced 98 discrete narratives of participants' collaboration experiences. We thematically analyzed these 98 collaboration narratives to identify student and practitioner collaboration beliefs. We further coded four narratives for organizational enablements and constraints to show how differences in student and practitioner collaboration beliefs related to differences in organizational collaboration “rules.”</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Students described boosting productivity through teamwork and limiting social bonding with teammates. These beliefs represented reasonable approaches to collaboration given observed organizational constraints including short project durations, single-discipline teams, and an inability to choose teammates. Practitioner beliefs about the importance of cross-functional collaboration and building collaborator rapport across projects reflected organizational enablements that facilitated collaborations with these qualities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Students' beliefs about appropriate academic collaboration practices did not translate to professional contexts. Instructors can prepare students for work by strategically easing collaboration constraints to allow for more diverse collaboration experiences. Work mentors should explain the collaboration expectations of their workplaces to facilitate new hire socialization.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 2","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143793465","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 supports for belonging as predictors of student outcomes: Different roles of co-curricular and extracurricular activities in engineering by students' year in college","authors":"Minhye Lee,&nbsp;Alexandra A. Lee,&nbsp;Garam A. Lee,&nbsp;A. Krystal Lira,&nbsp;Harrison D. Lawson,&nbsp;Emily Freer,&nbsp;Daina Briedis,&nbsp;S. Patrick Walton,&nbsp;Lisa Linnenbrink-Garcia","doi":"10.1002/jee.70001","DOIUrl":"https://doi.org/10.1002/jee.70001","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Although most engineering colleges offer a variety of co-curricular and extracurricular activities to enrich students' sense of belonging to the college, existing literature has not fully captured whether and how the various activities serve to support students' sense of belonging and predict student outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>We investigated how engineering students perceive diverse activities as supports for their sense of belonging, and how these perceptions predict their engineering motivation, persistence, and achievement depending on their year in college.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Five thousand eleven first- to fourth-year students from the College of Engineering of a four-year, public university participated in a longitudinal, multicohort study. They reported their engineering-related motivation, persistence, and perceptions about the extent to which four types of activities (i.e., university programs; college programs; co-ops/internships and course teamwork; student organizations and research) contributed to their sense of belonging (i.e., served as supports for belonging). Multigroup structural equation modeling was conducted to examine the relations among supports for belonging and academic outcomes, with a focus on the variation depending on students' year in college.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Co-ops/internships and teamwork in courses were significant predictors of adaptive academic outcomes for all students regardless of their college year. This relation was stronger among third- and fourth-year students than among first- and second-year students. For first-year students, enhanced belonging supported by university programs significantly contributed to their motivation and identity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Institutional efforts to enhance students' sense of belonging should be tailored to meet the evolving needs of students as they advance through their college experience.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"114 2","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143770125","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 learner trust in generative artificially intelligent learning environments","authors":"Maria Goldshtein,&nbsp;Noah L. Schroeder,&nbsp;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}