Journal of Engineering Education最新文献

{"title":"Professorial intentions of engineering PhDs from historically excluded groups: The influence of graduate school experiences","authors":"Gabriella Coloyan Fleming,&nbsp;Sydni Alexa Cobb,&nbsp;Maura Borrego","doi":"10.1002/jee.20607","DOIUrl":"10.1002/jee.20607","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In addition to the benefits of a diverse faculty, many institutions are under pressure from students and administrators to increase the number of faculty from historically excluded backgrounds. Despite increases in the numbers of engineering PhD earners from these groups, the percentages of Black/African American and Hispanic/Latino tenure-track faculty have not increased, and the percentage of women remains low.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>The purpose of this study is to identify how experiences in graduate school encourage or deter PhD earners from historically excluded groups in pursuing an engineering academic career.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>We conducted 20 semi-structured interviews with engineering PhD students and recent graduates, with half of participants interested and half disinterested in pursuing an academic career after graduation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Three key factors emerged as strongly influential on participants' desire to pursue an academic career: their relationship with their advisor, their perception of their advisor's work–life balance, and their perception of the culture of academia. Participants extrapolated their experiences in graduate school to their imagined lives as faculty. The results illuminate the reasons why engineering PhD earners from historically underrepresented groups remain in or leave the academic career pathway after graduate school.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings of this study have important implications for how graduate students' and postdoc's relationships with their advisors as well as perceptions of their advisors' work–life balances and the culture of academia affect future faculty. We make recommendations on what students, faculty, and administrators can do to create a more inclusive environment to encourage students from historically excluded groups to consider academic careers.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20607","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141663695","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":"Through their eyes: Understanding institutional factors that impact the transfer processes of Black engineering students","authors":"Bruk Berhane,&nbsp;Shannon Buenaflor,&nbsp;Eunsil Lee,&nbsp;Jingjing Liu,&nbsp;Gabriel Najera","doi":"10.1002/jee.20609","DOIUrl":"10.1002/jee.20609","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The potential for broadening participation in engineering among Black undergraduates via transfer pathways is considerable, given their large share of the community college population. By understanding the opportunities and challenges presented within the context of transfer, this potential can be realized.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose/hypothesis</h3>\u0000 \u0000 <p>The goal of this study is to explore ways in which Black students who transitioned from a community college to a 4-year engineering program describe the institutional factors affecting their transfer processes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/method</h3>\u0000 \u0000 <p>Drawing from a 3-year qualitative research study involving approximately 27 Black engineering transfer students at a large, predominantly White, institution, we present data derived through interviews and focus groups with these undergraduates.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Participants expressed that they benefited from supportive institutional agents who offered engineering transfer-related resources. These included both faculty and advisors in their mostly Minority Serving Community Colleges (MSCCs) as well as advisors from the engineering college at the 4-year institution. In addition, respondents described being part of a number of community college programs, including some for Black collegians, that offered resources for transfer. Nonetheless, some participants shared problems that emerged during the transfer process, including having to self-navigate confusing transfer websites or self-advocate to resolve erroneous admissions decisions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>We suggest a need to elevate MSCCs as learning environments that can produce future Black engineers. We also recommend a systems-level approach that brings together community colleges and 4-year institutions while also accounting for issues related to resources as well as power dynamics that students may encounter.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20609","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141666608","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":"An exploration of psychological safety and conflict in first-year engineering student teams","authors":"Mark Vincent Huerta,&nbsp;Susan Sajadi,&nbsp;Lisa Schibelius,&nbsp;Olivia Jane Ryan,&nbsp;Marin Fisher","doi":"10.1002/jee.20608","DOIUrl":"https://doi.org/10.1002/jee.20608","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Developing teamwork skills is a central objective of engineering education. Psychological safety and conflict management are pivotal components of teamwork, yet despite their significance, research in engineering project-based learning (PBL) contexts is scant. Understanding students' experiences with psychological safety and its interaction with conflict is crucial to inform PBL pedagogy.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>This study delves into first-year engineering students' experiences of psychological safety and conflict, including their evolution in a PBL course.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Throughout the semester, we collected data from 82 students via written reflections and focus groups. Employing a thematic analysis underpinned by the team conflict dynamics model, we characterized students' experiences with psychological safety and conflict.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>At the semester's outset, psychological safety was notably lacking. Students often hesitated to share ideas due to apprehensions about peer reactions and fears of negative judgments. As the semester advanced, consistent positive affirmations nurtured psychological safety, increasing students' confidence and readiness to discuss ideas openly and engage in healthy task conflict. Notably, process conflicts arising from absenteeism, poor communication, and procrastination were prevalent across teams. When unresolved, these conflicts eroded psychological safety, intensifying stress, exacerbating frustrations, and provoking relationship conflict.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Our study underscores the intertwined nature of psychological safety and conflict in shaping the first-year design experience in student teams. We urge faculty to recognize their pivotal role in fostering an inclusive culture and highlight pedagogical strategies that can bolster psychological safety at the onset, encourage healthy task conflict, and monitor unhealthy process and relationship conflicts.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20608","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141730355","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":"Is Carla grumpy? Analysis of peer evaluations to explore microaggressions and other marginalizing behaviors in engineering student teams","authors":"Darryl A. Dickerson,&nbsp;Stephanie Masta,&nbsp;Matthew W. Ohland,&nbsp;Alice L. Pawley","doi":"10.1002/jee.20606","DOIUrl":"https://doi.org/10.1002/jee.20606","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Teamwork has become a central element of engineering education. However, the race- and gender-based marginalization prevalent in society is also prevalent in engineering student teams. These problematic dynamics limit learning opportunities, isolate historically marginalized students, and ultimately push students away from engineering, further reinforcing the demographic imbalances in the profession.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>While there are strategies to improve the experiences of marginalized students within teams, there are few tools for detecting marginalizing behaviors as they occur. The purpose of this work is to examine how peer evaluations collected as a normal part of an engineering course can be used as a window into team dynamics to reveal marginalization as it occurs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>We used a semester of peer evaluation data from a large engineering course in which a team project is the central assignment and peer evaluation occurs four times during the course. We designed an algorithm to identify teams where marginalization may be occurring. We then performed qualitative analyses using a sociolinguistic analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results show that the algorithm helps identify teams where marginalization occurs. Qualitative analyses of four illustrative cases demonstrated the stealth appearance and evolution of marginalization, providing strong evidence that hidden within language of peer evaluation are indicators of marginalization. Based on the wider dataset, we present a taxonomy (eight categories) of linguistic marginalization appearing in peer comments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Both peer evaluation scores and the language used in peer evaluations can reveal team inequities and may serve as a near-real-time mechanism to interrupt marginalization within engineering teams.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20606","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141730328","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":"Sources contributing to engineering students' academic well-being: An exploration using the Q methodology","authors":"Juebei Chen,&nbsp;Xiangyun Du,&nbsp;Aida Guerra,&nbsp;Filipe Miguel Faria da Silva,&nbsp;Youmen Chaaban","doi":"10.1002/jee.20605","DOIUrl":"10.1002/jee.20605","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Recent literature has identified students' academic well-being as an indicator of their persistence in their current study and competence development. While prior literature has focused on measuring students' academic well-being from psychological and mental health perspectives, limited studies have explored the ways in which the learning environment provides diverse sources (e.g., supervision and peer support) to support students' academic well-being.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>This study aims to explore sources that foster students' academic well-being from the perspective of two different student groups, namely first-year engineering students and senior engineering students, in a PBL (project-based learning) environment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>The Q methodology was applied, connecting both qualitative and quantitative research characteristics. Two student groups, including 23 first-year engineering students and 19 senior engineering students, participated in this study to illustrate various viewpoints of different student groups and offer prospects for analyzing data from a new comparative angle via second-order factor analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>In the first-year engineering student group, three viewpoints were identified, namely the emphasis on enjoyment through study–life balance, personal values and aspirations, and academic agency. The senior engineering student group focused on internal sources related to professional development, including two viewpoints pertaining to their goal-oriented academic development and enactment of agency through self-management. Practical suggestions are proposed to optimize engineering curriculum design to better support students' academic well-being.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20605","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141270791","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":"Emotions in engineering education: A configurative meta-synthesis systematic review","authors":"Johanna Lönngren,&nbsp;Alberto Bellocchi,&nbsp;Maria Berge,&nbsp;Pia Bøgelund,&nbsp;Inês Direito,&nbsp;James L. Huff,&nbsp;Khairiyah Mohd-Yusof,&nbsp;Homero Murzi,&nbsp;Nor Farahwahidah Abdul Rahman,&nbsp;Roland Tormey","doi":"10.1002/jee.20600","DOIUrl":"10.1002/jee.20600","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The study of emotions in engineering education (EEE) has increased in recent years, but this emerging, multidisciplinary body of research is dispersed and not well consolidated. This paper reports on the first systematic review of EEE research and scholarship.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>The review aimed to critically assess how researchers and scholars in engineering education have conceptualized emotions and how those conceptualizations have been used to frame and conduct EEE research and scholarship.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Scope/Method</h3>\u0000 \u0000 <p>The systematic review followed the procedures of a configurative meta-synthesis, mapping emotion theories and concepts, research purposes and methods, and citation patterns in the EEE literature. The review proceeded through five stages: (i) scoping and database searching; (ii) abstract screening, full text sifting, and full text review; (iii) pearling; (iv) scoping review, and (v) in-depth analysis for the meta-synthesis review. Two hundred and thirteen publications were included in the final analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results show that the EEE literature has not extensively engaged with the wide range of conceptualizations of emotion available in the educational, psychological, and sociological literature. Further, the focus on emotion often seems to have been unintentional and of secondary importance in studies whose primary goals were to study other phenomena.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>More research adopting intentional, theorized approaches to emotions will be crucial in further developing the field. To do justice to complex emotional phenomena in teaching and learning, future EEE research will also need to engage a broader range of conceptualizations of emotion and research methods, drawing on diverse disciplinary traditions.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20600","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140973659","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":"Belonging in engineering: Exploring the predictive relevance of social interaction and individual factors on undergraduate students' belonging in engineering","authors":"Madeline Polmear,&nbsp;Nathaniel J. Hunsu,&nbsp;Denise R. Simmons,&nbsp;Olanrewaju P. Olaogun,&nbsp;Laura Lu","doi":"10.1002/jee.20599","DOIUrl":"10.1002/jee.20599","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Belonging in their academic discipline affects students' participation and retention in engineering. While prior studies have conceptualized belonging as a predictor of outcomes, this study examines belonging as an outcome that depends on interpersonal and intrapersonal variables.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>This quantitative study tested a conceptual model of academic belonging for undergraduate engineering students that hypothesized how intrapersonal and interpersonal variables predict belonging in engineering. The model proposed that engineering students' satisfaction with and valuing of their academic discipline mediate these predictors' effects on belonging.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Methods</h3>\u0000 \u0000 <p>This study sampled undergraduate engineering students (<i>n</i> = 849) across six universities and used structural equation modeling to examine the direct and indirect effects of four exogenous variables (achievement striving, grit, peer interaction, faculty interaction) on one endogenous variable (academic belonging). The model included satisfaction with and valuing of their academic discipline as mediator variables.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The direct effects of peer interaction, faculty interaction, as well as passion and perseverance (sub-constructs of grit) on academic belonging were significant. The direct effects of achievement striving on predicting academic belonging were not significant. Satisfaction mediated the effects of the predictors on students' sense of belonging in engineering.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Peer interaction was the most robust contributor to belonging, while faculty interaction and the value that students ascribe to their academic discipline predicted their sense of belonging in engineering. This work provides a novel model of belonging in engineering and its interpersonal and intrapersonal antecedents with educational, policy, and research implications to improve engineering students' belonging within their academic discipline.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20599","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140993613","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":"Beyond the monolith: A systematic review of the literature on Latiné/x/a/o students in engineering using a liberative approach","authors":"Renata A. Revelo,&nbsp;Joel Alejandro Mejia,&nbsp;Janice Mejía,&nbsp;Idalis Villanueva Alarcón","doi":"10.1002/jee.20598","DOIUrl":"https://doi.org/10.1002/jee.20598","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This systematic review of the literature on Latiné/x/a/o students in engineering was motivated by the recent increase in interest and thus scholarship about this population and the need for a nuanced understanding of the population's diversity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>This article's purpose is to provide a basis for critically exploring how heterogeneity within the Latiné/x/a/o engineering student population—and across the spectrum of pre-college to graduate school—is used in engineering educational scholarship. The following research question is addressed: “How is the diversity within Latiné engineering students exemplified in the engineering education literature?”</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Scope/Method</h3>\u0000 \u0000 <p>This work was guided by a liberative approach as the driving framework to review and synthesize literature published in peer-reviewed journal articles from 2005 to 2018 that met the following inclusion criteria: (i) population of interest included Latinés; (ii) focused on engineering or included engineering within the larger STEM; and (iii) studied K–20 education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Sixty-nine studies were reviewed and synthesized. Key findings include an insufficient focus on Latiné students, an increased use of purposeful and critical theoretical frameworks, and a lack of demographics used to present a nuanced understanding of Latiné students in engineering.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>We conclude that contextualized demographics should be included which enable analysis that provides nuanced understandings of Latiné students in engineering. While there is increased interest within engineering education to work with Latiné students, our findings point to the need of ensuring that research is conducted with cultural sensitivity, accuracy, and a nuanced understanding of the lived experiences of Latiné individuals.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20598","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141730365","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":"Teacher Empathy in an engineering classroom: Exploring the growth in perception of Teacher Empathy through the journey of three engineering faculty members","authors":"Bala Vignesh Sundaram,&nbsp;Nadia N. Kellam","doi":"10.1002/jee.20597","DOIUrl":"https://doi.org/10.1002/jee.20597","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In higher education, Teacher Empathy is a term that refers to the empathetic skills of teachers. Researchers in other disciplines have shown that Teacher Empathy reduces teacher burnout and improves teacher satisfaction and student performance. There is little research on Teacher Empathy within engineering education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>In our current study, we explored the potential changes in perception of Teacher Empathy among three engineering faculty members as they utilized empathetic actions while teaching second-year engineering courses. Understanding the experiences of faculty members will help us to implement and further explore Teacher Empathy in engineering education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Teacher Action Research methodology helped us provide agency to our three participants and research with them instead of on them. We used a combination of values coding and simultaneous coding for data analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Improved confidence in their empathetic skills was observed for two participants as they showed positive evolution of their perception about Teacher Empathy. The other participant increased the number of empathetic approaches he used in his classroom.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Reduced teacher burnout, improved teacher satisfaction, and better student performance were some of the major benefits of Teacher Empathy that emerged. The difference in the evolution of each participant's perception about Teacher Empathy indicated that the personality of a faculty member has an influence on implementation and success of Teacher Empathy.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141730360","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":"How do students negotiate groupwork? The influence of group norm exercises and group development norms","authors":"Oskar Hagvall Svensson,&nbsp;Anders Johansson,&nbsp;Tom Adawi","doi":"10.1002/jee.20596","DOIUrl":"10.1002/jee.20596","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Group norms in engineering education groupwork are usually negotiated in an implicit and often unequal manner. Although it is regularly suggested that student groups can function better if norm negotiations are, instead, made explicit, the social dynamics of group norm exercises have remained underexplored.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>We investigate how students negotiate group norms in group norm exercises, including the different understandings of groupwork that they construct and draw from to facilitate their negotiations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>We recorded and analyzed a sequence of three group norm exercises focused on developing a team charter, with seven participating student groups. Drawing on framing theory, we study negotiation sequences in terms of framing practices, and understandings of groupwork in terms of activity frames.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Our findings suggest that group norm exercises can help students to coordinate their expectations and transform previously established norms. However, they may also be approached in such a way that students are discouraged from questioning established group norms, instead resolving disagreement by simply rejecting alternative perspectives. We introduce the term “group development norms” to explain these dynamics, showing that the question of how to develop group norms is in itself a subject for negotiation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Providing a forum and process is neither enough to ensure reflective and equitable negotiations nor transparent and inclusive group norms. To avoid that group norm exercises simply reaffirm dominant norms, students should be provided with explicit negotiation strategies and, ideally, direct facilitation.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20596","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140692246","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}