Journal of Engineering Education最新文献

{"title":"Assessing interdisciplinary learning and knowledge: A state-of-the-art review and heuristic","authors":"Kacey Beddoes,&nbsp;Kristi Bartlett","doi":"10.1002/jee.70062","DOIUrl":"10.1002/jee.70062","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The need for interdisciplinary training is increasingly important, but assessing the effects of interdisciplinary education initiatives remains challenging. One of the leading difficulties is identifying and selecting the best instrument or technique for a given purpose.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>To help researchers and educators identify available options and determine the best options for their purposes, we conducted a literature review and created a heuristic table of available techniques. Our review addresses the questions: (1) What domain-general techniques and instruments exist for assessing interdisciplinary learning or knowledge? (2) What research scenarios, populations, and questions are each technique or instrument most applicable to?</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Scope/Methods</h3>\u0000 \u0000 <p>We systematically conducted a state-of-the-art review to identify relevant tools for assessing aspects of interdisciplinary knowledge or learning outcomes. A total of 2435 documents were identified in ERIC and Web of Science, and their titles and abstracts were screened using five inclusion criteria. This was supplemented by snowball searching and hand searching.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Twenty-nine studies published between 2000 and January 2025 were included in the final analysis. The dataset is primarily from the United States and based on undergraduate student populations in Science, Technology, Engineering, and Math (STEM) contexts. It is nearly equally split between quantitative and qualitative data sources.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Assessing interdisciplinary learning remains the “black hole” that Boix Mansilla described in 2005. Advancements in interdisciplinary training for engineers will require greater attention to assessing learning and knowledge in order to understand the impacts and outcomes of such training. We offer recommendations for researchers and educators to advance assessment of interdisciplinary learning.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"115 2","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70062","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147668894","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":"“I don't have White privilege, but I definitely do have a Latino privilege”: How Latinas negotiate racial identity and navigate hegemonic ideologies in engineering","authors":"Summer Blanco,&nbsp;Jessica Ortega,&nbsp;Tatiane Russo-Tait","doi":"10.1002/jee.70060","DOIUrl":"https://doi.org/10.1002/jee.70060","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The complexities of Latino/a/e/x racial identity remain underexplored in the context of engineering education. Here, we examine the experiences of five Latinas with engineering aspirations, focusing on how they understand their racialized identities and racial inequity in STEM.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>To attend to the within-group heterogeneity in the Latino/a/e/x population in engineering and examine how this diversity shapes sensemaking about race and racial inequity. We leverage a longitudinal dataset to gain insight into what factors impact participants' critical consciousness over time.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Grounded in Critical Race Theory, we performed a secondary thematic analysis of 3 years of interviews with five Latinas with engineering aspirations. Drawing on Bonilla Silva's Tri-Racial hierarchy and Freire's Critical Consciousness frameworks, we explored how Latinos/as/es/xs' positioning in the US racial hierarchy supports or hinders their critical consciousness development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Participants' skin color, language, and parents' country of origin were salient aspects of how they understood their racial identity, which positioned them as either White, racially ambiguous, or brown. This shaped their experiences in engineering spaces, engagement with hegemonic STEM narratives, and perceptions of racial inequities. We found that the COVID-19 pandemic and systemic racism in 2020 prompted an important shift in their critical consciousness development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Our findings have implications for research and practice. Researchers should consider (i) employing critical and intersectional frameworks to historicize and contextualize Latino/a/e/x racial identity and dispel the “myth of the monolith”, and (ii) developing interventions that disrupt color-evasive rhetoric/practices and support the critical consciousness raising of STEM faculty and students.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"115 2","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70060","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147615017","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":"Nurturing transformational resistance: How humanitarian engineering education shapes students' capacity to challenge systemic inequality","authors":"Emma Stine,&nbsp;Amy Javernick-Will,&nbsp;Tiera Tanksley","doi":"10.1002/jee.70059","DOIUrl":"https://doi.org/10.1002/jee.70059","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Humanitarian engineering (HE) education programs train students to work alongside marginalized communities to improve infrastructure and technology disparities. However, the impact of HE education on students' capacity to challenge systemic inequality is unclear. The transformational resistance framework (TRF) can illuminate how education shapes students' seeds of resistance—their emerging ability to identify inequitable systems in their work and engage in oppositional behaviors that resist, subvert, and transform these systems.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>This study explores how HE students develop seeds of resistance to systemic inequality and how HE graduate education influences this development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>We conducted 164 interviews with 46 students from seven US-based HE graduate programs over 2 years, focusing on their educational experiences, views on social justice and inequality, and career goals. To analyze the data, we used a grounded theory approach informed by the principles of TRF.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>This research revealed patterns in the engineering practices that students engaged in as they began learning about and identifying inequitable systems and structures: some engineering practices stifled their resistance capacity (such as students maintaining emotional, physical, and social distance from project impacts), while others nurtured their resistance capacity (such as students using multidisciplinary perspectives on social good to analyze and improve HE practices). These engineering practices emerged as school policies, curricula, and cultural norms influenced students' responses to the inequitable systems they encountered.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This work contributes to understanding the relationship between HE education and students' ability to challenge inequitable systems in engineering.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"115 2","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147567390","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":"Mapping engineering students' conceptions of responsibility in challenge-based learning: The agency gap","authors":"Diana Adela Martin,&nbsp;Gunter Bombaerts","doi":"10.1002/jee.70057","DOIUrl":"https://doi.org/10.1002/jee.70057","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The complexity of engineering practice highlights the need to make students aware of their responsibility as future professionals. However, integrating this concept into the engineering curricula remains a challenge.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>The study explores how engineering students conceptualize their responsibilities as future professionals and identifies which challenge-based learning (CBL) course components they attribute to their current views.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Semi-structured interviews were conducted with 18 first-year engineering students following a CBL course on ethics and data analysis. Data were analyzed thematically using a conceptual lens that categorizes responsibilities by scope (micro/macro) and orientation (subject/object).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Students articulated a broad range of responsibilities with notable balance between micro (<i>n</i> = 27) and macro (<i>n</i> = 28) dimensions, suggesting CBL's potential to address both scopes of professional obligation. However, a pronounced 4.5:1 asymmetry emerged between subject-oriented responsibilities (actions and values internal to individuals and the profession) and object-oriented responsibilities (structural reform and institutional change). Students showed limited conception of their role in transforming engineering practice itself. Influential CBL components included real-life challenges, stakeholder analysis, value-mapping, foresight exercises, and client sessions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>While CBL appears effective at fostering micro/macro balance, the subject/object asymmetry reveals an “agency gap” in engineering ethics education. The findings call for pedagogical approaches that prepare graduates not only to act ethically within existing structures but also to engage in individual and collective action for reforming engineering practice and the profession. The study contributes to broadening engineering ethics education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"115 2","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70057","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147653174","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":"Intersubjective uncertainty and positioning in a school makerspace","authors":"Colin G. Dixon,&nbsp;Lee Martin","doi":"10.1002/jee.70055","DOIUrl":"https://doi.org/10.1002/jee.70055","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Uncertainty is ubiquitous in engineering and design, and having students engage with uncertainty can be fruitful for learning. This paper introduces the idea of intersubjective uncertainty and shows that learners in the makerspace routinely leveraged uncertainty to further their own goals.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose/Hypothesis(es)</h3>\u0000 \u0000 <p>This paper investigates how students in a school makerspace made bids to produce and leverage intersubjective uncertainty within collaborative project work, and how uptake of uncertainty bids was intertwined with participants' positionality.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>Data collection took place through participant observation, field note-taking, and video recording in a high-school makerspace. Interaction analysis of one focal group's video-recorded interactions identified and examined intersubjective uncertainty bids and their uptake in relation to participant positionalities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Students made intersubjective uncertainty bids to further open space in the discourse to discuss their interests and goals. There was great variability in whose uncertainty bids were taken up or not by the group, in ways connected to positionality (status). Uptake of uncertainty was related to further discussion and pursuit of those ideas and goals.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Attention to intersubjective uncertainty and how students leverage it to pursue learning and social goals can extend existing perspectives on uncertainty in engineering education, offering insights into more equitable and effective pedagogies in project- and inquiry-based learning.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"115 2","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70055","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147653294","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":"How engineering students experience ethical situations: Findings from a phenomenographic study","authors":"Stephanie A. Claussen,&nbsp;Lazlo K. Stepback,&nbsp;Swetha Nittala,&nbsp;Carla B. Zoltowski,&nbsp;Brent K. Jesiek,&nbsp;Dayoung Kim","doi":"10.1002/jee.70054","DOIUrl":"https://doi.org/10.1002/jee.70054","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Previous attempts to measure engineering students' understandings of ethics and social responsibility have yielded conflicting results, in part because of the multidimensional nature of ethics-related outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>Determining how students experience ethical situations and the variations in those experiences can lead to more targeted teaching interventions and more effective measures that account for students' varied perspectives and exposures. This paper aims to address this need by categorizing the qualitatively different ways that engineering students experience ethical situations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>We used phenomenography to categorize interview excerpts with 30 senior engineering students in which we asked participants to describe one or more experiences that they had with ethical situations as an individual, student, or professional.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Our analysis yielded eight categories of description for how engineering students experience ethical situations. The categories form a two-dimensional outcome space, with one axis defined by the scale of their experience (ranging from being focused on the individual level to society more broadly) and the second focused on the types of ethical engagement the participant exhibited during the experience.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This study found that undergraduate engineering students' experiences of ethical situations were not limited to situations on the individual level, but also included experiences concerned with the organizational or societal level. The most comprehensive categories of description in our study featured experiences in which students demonstrated reflective engagement with ethics and referenced societal concerns and often stemmed from authentic project-based coursework or workplace encounters, such as internships.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"115 2","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70054","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147653169","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 identity negotiation among disabled, Black international women pursuing undergraduate engineering degrees","authors":"Rachel Figard,&nbsp;Katreena Thomas,&nbsp;Samantha Brunhaver,&nbsp;Jennifer Bekki","doi":"10.1002/jee.70053","DOIUrl":"https://doi.org/10.1002/jee.70053","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The experiences of the disabled community are notably absent from engineering education scholarship, with existing research often treating this group as a monolith. Intersectionality provides a critical framework for addressing this gap, illuminating the complexities of disability within ableist contexts by focusing on how intersecting systems of oppression affect individual experiences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>Broadened use of intersectionality frameworks is needed to better understand the breadth of experiences within the disabled community. This study captures the nuanced dynamics of disabled identity negotiation by focusing on how individuals' identities intersect to shape their undergraduate engineering journey.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Methods</h3>\u0000 \u0000 <p>This paper shares the narratives of two disabled, Black international women enrolled in undergraduate engineering programs. It was designed using narrative research methods and guided by Crip Theory and Critical Race Feminism.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The narratives highlight the complex interplay of disability, race, gender, and nationality within the US-based undergraduate engineering education landscape. Findings underscore the multifaceted challenges they encounter, which are amplified not only by their intersecting marginalized identities but also by the prevailing cultural and structural norms within engineering education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This paper emphasizes the need to raise awareness around intersectionality within the disabled community to provide nuanced support to Black international women in undergraduate engineering education. Implications include discussion around deconstructing identity monoliths when considering support resources for students.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"115 2","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70053","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147320884","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":"Digital technology–mediated engagement and the formation of complex capabilities in undergraduate engineering students","authors":"Zi-Gang Ge,&nbsp;Yong Liu","doi":"10.1002/jee.70052","DOIUrl":"https://doi.org/10.1002/jee.70052","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The formation of complex capabilities in engineering students is closely linked to how they engage in learning tasks that require judgment and adaptation. As digital technology becomes part of everyday learning environments, it shapes the ways students participate in and respond to these tasks. However, prior research has often focused on the outcomes of specific technologies rather than on how students' technology-mediated engagement contributes to the formation of complex capabilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>This study aims to develop a process-oriented theory that explains how digital technology–mediated engagement supports the formation of complex capabilities among undergraduate engineering students based on their own accounts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>A grounded theory approach was employed. Semi-structured interviews were conducted with 24 undergraduate engineering students across various universities in China. Interview data were coded through open, axial, and selective coding to construct the theoretical model.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The analysis yielded a theoretical model titled “The Student-Driven Pathway of Complex Capability Cultivation through Digital Technology–Mediated Engagement.” This model describes how students engage with and adapt to technology within specific learning contexts, and how this engagement contributes to the development of complex capabilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings show that capability development is an active, student-driven process shaped by how students make sense of and respond to technological challenges. The study provides insights that can support the design of learning environments that foster meaningful engagement and capability formation in engineering education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"115 2","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146224241","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":"Anchoring the 3Cs: A scoping literature review of curiosity, creating value, and connections in entrepreneurial mindset development","authors":"Alexandra Jackson,&nbsp;Samantha Brunhaver,&nbsp;Cheryl Bodnar,&nbsp;Sanjeev Kavale,&nbsp;Adam Carberry,&nbsp;Prateek Shekhar","doi":"10.1002/jee.70051","DOIUrl":"https://doi.org/10.1002/jee.70051","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Entrepreneurial mindset (EM) integration within engineering education is used as an approach to prepare students for the complexity of global challenges.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>The Kern Entrepreneurial Engineering Network (KEEN) 3Cs framework for EM has been used extensively to guide the integration of EM into engineering education. However, the limited literature supporting its components has presented challenges for both educators and researchers in its application and assessment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Scope/Method</h3>\u0000 \u0000 <p>Three scoping reviews were conducted using three databases, with each review corresponding to one of the 3Cs: Curiosity, Creating Value, and Connections. We used detailed search strings for each of the Cs and screened and identified papers based on inclusion and exclusion criteria at both the abstract and full-text levels. The final set of articles were classified using four criteria: Definitions, Frameworks, Instruments, and Theories.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>The study's findings are presented as high-level themes for each C. Curiosity emerged as an intrinsic motivation, a behavior, and a utility. Creating Value was characterized as a process leading to a positive outcome; a value-generating force for individuals, organizations, and society; and a spectrum of value types. Lastly, Connections encompassed those made between elements for a specific purpose, those demonstrated through modality (such as verbal, graphical, or experimental), and collaborations between people.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Our findings indicate that the practitioner-centered 3Cs framework is associated with well-established entrepreneurship theories. With this work, researchers and practitioners can support their 3Cs-based implementations and research studies, which will expand upon the existing scholarship in engineering entrepreneurship.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"115 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70051","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146049408","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":"Recognizing mechanistic reasoning in elementary students' engineering design discourse","authors":"Kristen Wendell,&nbsp;Chelsea J. Andrews,&nbsp;Nicole Batrouny,&nbsp;Tejaswini Dalvi,&nbsp;Fatima Rahman,&nbsp;Tyrine Jamella Pangan","doi":"10.1002/jee.70049","DOIUrl":"https://doi.org/10.1002/jee.70049","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Helping elementary students think carefully and collectively about the details of their engineering design prototypes is a shared goal of engineering educators and curriculum developers. Mechanistic reasoning is one kind of thinking that engineering students can share with their design teammates to make sense of a prototype's performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>By connecting existing frameworks from the science education literature to new data from classroom engineering activities, this article illustrates an approach to characterizing the mechanistic reasoning expressed in children's engineering design discourse.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>We analyzed third- and fourth-grade students' discussions of their engineering designs-in-progress in two different community-contextualized curriculum units: one on holding back earth materials with retaining walls and the other on building accessible playground structures.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Across these disparate design challenge contexts, we show how elementary students' mechanistic reasoning discourse in engineering involved <i>identifying the target performance</i> of a design, <i>naming entities</i> that matter within a design and its environment, <i>describing entity factors</i> that are relevant to design performance, <i>connecting factors</i> to each other, and <i>linking</i> entities and factors back to the overall performance of the design as a whole.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>We argue that attention to these elements of mechanistic reasoning in students' design discourse may help educators responsively support students' analysis of their prototype performance.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"115 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145969734","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}