Journal of Engineering Education最新文献

{"title":"Exploring experiences that foster recognition in engineering across race and gender","authors":"Brianna Benedict McIntyre, Kelsey Scalaro, Allison Godwin, Adam Kirn, Dina Verdín","doi":"10.1002/jee.20587","DOIUrl":"10.1002/jee.20587","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Students' recognition beliefs have emerged as one of the most important components of engineering role identity development for early-career undergraduate students. Recognition beliefs are students' perceptions of how meaningful others, such as peers, instructors, and family, see them as engineers. However, little work has investigated the experiences that facilitate recognition beliefs, particularly across the intersections of race, ethnicity, and gender. Investigation of these experiences provides ways to understand how recognition may be supported in engineering environments and how White and masculine norms in engineering can shape marginalized students' experiences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>We examined how specific experiences theorized to promote recognition are related to recognition beliefs for students at the intersections of race, ethnicity, and gender. Based on self-reported demographics, we created 10 groups, including Asian, Black, Latino and Hispanic, Indigenous, and White cisgender men and Asian, Black, Latinè/x/a/o and Hispanic, Indigenous, and White ciswomen, trans, and non-binary individuals. This article describes the patterns within each intersectional group rather than drawing comparisons across the groups, which can perpetuate raced and gendered stereotypes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The data came from a survey distributed in Fall 2017 (<i>n</i> = 2316). Ten multiple regression models were used to understand the recognition experiences that influenced students' recognition beliefs by intersectional group.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>There is no one-size-fits-all approach to developing students' recognition beliefs. For example, family members referring to the student as an engineer are positively related to recognition beliefs for Asian, Black, Latino and Hispanic, and White cisgender men. Friends seeing Asian and White marginalized gender students as an engineer is predictive of recognition beliefs. Other recognition experiences, such as receiving compliments from an engineering instructor or peer about their engineering design and contributions to the team, do not influence the recognition beliefs of these early-career engineering students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This article emphasizes the need to draw on multiple experiences to support the equitable development of early-career engineers across race, ","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"113 4","pages":"1265-1286"},"PeriodicalIF":3.9,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20587","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140742655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Engineering culture under stress: A comparative case study of undergraduate mechanical engineering student experiences","authors":"Jessica R. Deters,&nbsp;Jon A. Leydens,&nbsp;Jennifer Case,&nbsp;Margaret Cowell","doi":"10.1002/jee.20594","DOIUrl":"https://doi.org/10.1002/jee.20594","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Engineering culture research to date has described the culture as rigid, chilly, and posing many barriers to entry. However, the COVID-19 pandemic provided an important opportunity to explore how engineering culture responds to a major disruption.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>The purposes of this study are to understand how elements of engineering culture emerged in mechanical engineering students' perceptions of their classroom experiences during the pandemic and how their experiences varied across two national contexts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>This qualitative comparative case study examines undergraduate mechanical engineering students' perceptions of their experiences taking courses during the pandemic at two universities—one in the United States and one in South Africa. Semistructured interviews were conducted across both sites with 21 students and contextualized with 3 faculty member interviews. Student interviews were analyzed using an iterative process of deductive coding, inductive coding, and pattern coding.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We identified two key themes that characterized participants' experiences during the pandemic: hardness and access to resources. We found that students at both sites experienced two types of hardness—intrinsic and constructed—and were more critical of constructed forms of hardness. We found that the South African university's response to facilitating student access to resources was viewed by students as more effective when compared with the US university.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>We found that hardness remained a central feature of engineering culture, based on student perceptions, and found that students expressed awareness of resource-related differences. A key distinction emerged between intrinsic and constructed hardness.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"113 2","pages":"468-487"},"PeriodicalIF":3.4,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20594","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140552114","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":"First-generation college students' funds of knowledge support the development of an engineering role identity","authors":"Dina Verdín,&nbsp;Jessica M. Smith,&nbsp;Juan C. Lucena","doi":"10.1002/jee.20591","DOIUrl":"10.1002/jee.20591","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Identifying as an engineer is essential for belonging and student success, yet the social context and professional norms make it more difficult for some students to establish an identity as an engineer.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose/Hypothesis</h3>\u0000 \u0000 <p>This study investigated whether first-generation college students' funds of knowledge supported their engineering role identity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Methods</h3>\u0000 \u0000 <p>Data came from a survey administered across the United States western, southern, and mountain regions in the fall semester of 2018. Only the sample of students who indicated they were the first in their families to attend college was used in the analysis (<i>n</i> = 378). Structural equation modeling was used to understand how first-generation college students' funds of knowledge supported their engineering role identity; measurement invariance was examined to ensure that the model was valid for women and men alike.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>First-generation college students' funds of knowledge individually supported the components of the engineering role identity development process. Tinkering knowledge from home and perspective-taking helped inform interest and performance/competence beliefs. First-generation college students' bids for external recognition were supported through their mediational skills, their connecting experiences, and their local network of college friends. The bundle of advice, resources, and emotional support from family members was the only fund of knowledge that directly supported students' perceptions of themselves as engineers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The relationships we established between first-generation college students' funds of knowledge and emerging engineering role identities call for engineering educators to integrate students' funds of knowledge into engineering learning and to broaden disciplinary norms of what counts as engineering-relevant knowledge.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"113 2","pages":"383-406"},"PeriodicalIF":3.4,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20591","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140373180","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":"Eurocentric epistemologies in engineering: Manifestations in first-year student design teams and consequences for student learning","authors":"Trevion S. Henderson","doi":"10.1002/jee.20589","DOIUrl":"10.1002/jee.20589","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Existing research points to the role of Eurocentric epistemic values—scientific objectivity, value-neutrality, depoliticization, and technical rationality—as a cornerstone of engineering ways of thinking, knowing, and doing. However, less is known about the role of Eurocentric epistemologies in team communication and decision making.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>The purpose of this study was to examine how dominant Eurocentric epistemologies shape individual- and team-level design thinking and, by extension, students' learning in engineering design education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>This work draws on a critical ethnography in which I observed three focal design teams during a semester-long design project in a cornerstone design course. Following the conclusion of the design project, I conducted semi-structured interviews with each member of the focal teams, asking students to reflect on incidents, their thinking, and team dynamics during the individual and team design processes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>At the individual level, students' concerns about adhering to Eurocentric epistemic values made them hesitant to pursue design ideas. These concerns also shaped their design thinking, communication, and decision making at the team level, leading students to withhold or not advocate for ideas. Finally, students appeared to leverage the normative supremacy of Eurocentric epistemologies in engineering rhetorically to exert influence over their team's design decisions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>If engineering education is to create a more just and inclusive learning environment for engineering students, we must construct learning environments that allow students to draw on all their epistemic resources during the learning process. This study suggests the dominance of Eurocentric epistemologies is a barrier to that end.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"113 2","pages":"360-382"},"PeriodicalIF":3.4,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140379307","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":"Exploring epistemic aspects of engineering for K–12 science and engineering education","authors":"Ezgi Yesilyurt,&nbsp;Hasan Deniz,&nbsp;Erdogan Kaya","doi":"10.1002/jee.20593","DOIUrl":"10.1002/jee.20593","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Since the advent of the Next Generation Science Standards (NGSS), there has been an increasing focus on engineering in K–12 education. As educators and researchers have gained a better understanding of the nature of engineering in the decade following the release of the NGSS, there are new opportunities for growth and complexity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>This study used an epistemological approach to seek insights from experts in the science and engineering communities about the prominent aspects of engineering for K–12 education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>This mixed-methods study employed a three-round Delphi study and a focus group meeting to elicit experts' opinions on the epistemic aspects of engineering that could shed light on the nature of engineering knowledge and practices. Constructivist grounded theory methodology was used to identify preliminary themes concerning the epistemic aspects of engineering and then to develop main themes by combining relevant themes together.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The analysis process yielded 21 preliminary themes that reflect key ideas about the engineering knowledge base, engineering design activities, and values and norms of the engineering community. Additionally, the current study identified eight main themes that captured the broader patterns in the data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The outcome of this study, including the preliminary themes and main themes concerning the epistemic aspects of engineering, could serve as a conceptual tool for establishing and improving students' conceptions of engineering and as a guide for designing and implementing engineering design activities in K–12 education settings.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"113 2","pages":"439-467"},"PeriodicalIF":3.4,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140380529","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":"Learning to prioritize the public good: Does training in classes, workplaces, and professional societies shape engineers' understanding of their public welfare responsibilities?","authors":"Erin A. Cech,&nbsp;Cynthia J. Finelli","doi":"10.1002/jee.20590","DOIUrl":"10.1002/jee.20590","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Engineers are professionally obligated to protect the safety and well-being of the public impacted by the technologies they design and maintain. In an increasingly complex sociotechnical world, engineering educators and professional institutions have a duty to train engineers in these responsibilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose/Hypothesis</h3>\u0000 \u0000 <p>This article asks, where are engineers trained in their public welfare responsibilities, and how effective is this training? We argue that engineers trained in public welfare responsibilities, especially within engineering education, will demonstrate greater understanding of their duty to recognize and respond to public welfare concerns. We expect training in formal engineering classes to be more broadly impactful than training in contexts like work or professional societies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Data/Methods</h3>\u0000 \u0000 <p>We analyze unique survey data from a representative sample of US practicing engineers using descriptive and regression techniques.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Consistent with expectations, engineers who received public welfare responsibility training in engineering classes are more likely than other engineers to understand their responsibilities to protect public health and safety and problem-solve collectively, to recognize the importance of social consequences and ethical responsibilities in their own jobs, to have noticed ethical issues in their workplace, and to have taken action about an issue that concerned them. Training through other parts of college, workplaces, or professional societies has comparatively little impact. Concerningly, nearly a third of engineers reported never being trained in public welfare responsibilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>These results suggest that training in engineering education can shape engineers' long-term understanding of their public welfare responsibilities. They underscore the need for these responsibilities to be taught as a core, non-negotiable part of engineering education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"113 2","pages":"407-438"},"PeriodicalIF":3.4,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20590","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140224447","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":"Challenge-based learning implementation in engineering education: A systematic literature review","authors":"Karolina Doulougeri,&nbsp;Jan D. Vermunt,&nbsp;Gunter Bombaerts,&nbsp;Michael Bots","doi":"10.1002/jee.20588","DOIUrl":"10.1002/jee.20588","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Challenge-based learning (CBL) is a pedagogical approach increasingly adopted in engineering education. Despite its growing practice, there is little consensus in the literature about how CBL is implemented in engineering curricula and what experiences teachers and students have in relation to it.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>To address this gap, the following research questions guided the study: How is CBL currently implemented in engineering education? What difficulties and lessons learned are associated with the implementation of CBL?</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We systematically reviewed the empirical literature published between 2010 and 2021. Forty-eight empirical studies describing CBL implementation were analyzed using the curricular spider-web framework.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The review shows the variation in CBL implementation at the course and project levels. CBL courses and projects shared the use of open-ended, real-world challenges as a starting point for student learning. However, they differed in the embeddedness of a challenge in specific courses and the focus of the learning, which ranged across knowledge acquisition, knowledge application, and development of transversal skills. CBL experiences also varied in terms of challenge characteristics, such as the link with global societal challenges, stakeholders' involvement, and multidisciplinarity. Similar difficulties and lessons learned were reported by teachers and students across the different examples of CBL implementation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>CBL as a pedagogical approach in engineering education can promote student engagement with complex societal challenges within a real-world context. However, there are limitations to the review and implications of the findings for educational research and practice.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"113 4","pages":"1076-1106"},"PeriodicalIF":3.9,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20588","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140394376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Engineering students' epistemic affect and meta-affect in solving ill-defined problems","authors":"Jessica Swenson,&nbsp;Emma Treadway,&nbsp;Krista Beranger","doi":"10.1002/jee.20579","DOIUrl":"10.1002/jee.20579","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Real-world engineering problems are ill-defined and complex, and solving them may arouse negative epistemic affect (feelings experienced within problem-solving). These feelings fall into sequenced patterns (affective pathways). Over time, these patterns can alter students' attitudes toward engineering. Meta-affect (affect or cognition about affect) can shape or reframe affective pathways, changing a student's problem-solving experience.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose/Hypothesis(es)</h3>\u0000 \u0000 <p>This paper examines epistemic affect and meta-affect in undergraduate students solving ill-defined problems called open-ended modeling problems (OEMPs), addressing two research questions: What epistemic affect and transitions between different affective states do students report? And, how does meta-affect shape students' affective experiences?</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>We examined 11 retrospective interviews with nine students performed across two semesters in which students completed OEMPs. Using inductive and deductive coding with discourse analysis, we systematically searched for expressions conveying epistemic affect and for transitions in affect; we performed additional deductive coding of the transcripts for meta-affect and synthesized these results to formulate narratives related to affect and meta-affect.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Together, the expressions, transitions, and meta-affect suggest different types of student experiences. Depending on their meta-affect, students either recounted experiences dominated by positive or negative affect, or else they experienced negative emotions as productive.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Ill-defined complex problems elicit a wide range of positive and negative emotions and provide opportunities to practice affective regulation and productive meta-affect. Viewing the OEMPs as authentic disciplinary experiences and/or the ability to view negative emotions as productive can enable overall positive experiences. Our results provide insight into how instructors can foster positive affective pathways through problem-scaffolding or their interactions with students.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"113 2","pages":"280-307"},"PeriodicalIF":3.4,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20579","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140440568","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":"What engineering employers want: An analysis of technical and professional skills in engineering job advertisements","authors":"Gabriella Coloyan Fleming,&nbsp;Michelle Klopfer,&nbsp;Andrew Katz,&nbsp;David Knight","doi":"10.1002/jee.20581","DOIUrl":"10.1002/jee.20581","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Engineering curricula are built around faculty and accreditors' perceptions of what knowledge, skills, and abilities graduates will need in engineering careers. However, the people making these decisions may not be fully aware of what industry employers require for engineering graduates.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose/Hypothesis</h3>\u0000 \u0000 <p>The purpose of this study is to determine how industry employer-sought professional and technical skills vary among engineering disciplines and levels of education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>Using a large sample (<i>n</i> = 26,103) of mined job advertisements, we use the O*NET skills database to determine the frequencies of different professional and technical skills for biomedical, civil, chemical, electrical, environmental, and mechanical engineers with bachelor's, master's, and PhD degrees.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The most frequently sought professional skill is problem-solving; the most frequently sought technical skills across disciplines are Microsoft Office software and computer-aided design software. Although not the most frequently requested skills, job advertisements including the Python and MATLAB programming languages paid significantly higher salaries than those without.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings of this study have important implications for engineering program leaders and curriculum designers choosing which skills to teach students so that they are best prepared to get and excel in engineering jobs. The results also show which skills students can prioritize investing their time in so that they receive the largest financial return on their investment.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"113 2","pages":"251-279"},"PeriodicalIF":3.4,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20581","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139840974","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":"Achievement goal theory in STEM education: A systematic review","authors":"Alexander Vincent Struck Jannini,&nbsp;Zeynep Akdemir,&nbsp;Muhsin Menekse","doi":"10.1002/jee.20585","DOIUrl":"10.1002/jee.20585","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Achievement goal theory is a popular motivational theory within education and psychology, with several review papers summarizing the extensive work done in these fields. Although reviews exist in these specific fields, none exists within science, technology, engineering, and mathematics (STEM) education. This is a considerable gap in our knowledge as STEM educators, especially engineering educators, where motivation is often ill-defined.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>This paper highlights the findings of a systematic review of how STEM educators have used achievement goal theory within undergraduate STEM education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Scope/Method</h3>\u0000 \u0000 <p>We followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 checklist for our search. A total of 50 studies (43 journal articles and 7 conference proceedings) were included in our review.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Our review revealed five common themes: quantitative methodologies, sex, emotions, academic achievement, and culture. A majority of the papers reviewed used quantitative methods. Although there was inconclusive evidence of differences in motivational orientations based on biological sex, the most studied emotion (anxiety) was found to be inversely correlated with mastery orientations. Among the many ways to measure academic achievement, exam scores was the most popular method reported. Lastly, ethnic, institutional, and department cultures were significant factors in shaping a student's motivational orientation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Our review suggests that a motivational difference between students based on biological sex is inconclusive. We also recommend more studies that use qualitative or mixed methodologies to gain further insight into students' motivational processes and consider how cultural contexts may impact students' motivational orientations.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"113 4","pages":"986-1007"},"PeriodicalIF":3.9,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20585","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139839807","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}