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Showing 1 to 15 of 433 results Save | Export
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Main, Joyce B.; Griffith, Amanda L.; Xu, Xinrui; Dukes, Alexandra M. – Journal of Engineering Education, 2022
Background: Increasing interest and participation in engineering is vital if the United States is to create the larger technological and scientific labor force it needs to meet the challenges of the 21st century. Students' pathways into the different engineering majors provide important information for this effort. Purpose: This study addresses…
Descriptors: Majors (Students), Engineering Education, Career Pathways, Educational Background
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Lee, Walter C.; Hall, Janice L.; Godwin, Allison; Knight, David B.; Verdín, Dina – Journal of Engineering Education, 2022
Background: Supporting undergraduate students in science, technology, engineering, and mathematics (STEM) has been a persistent need. However, assessing the impact of support efforts can prove challenging as it is difficult to operationalize student support and subsequently monitor the combined impacts of the various supports to which students…
Descriptors: Undergraduate Students, Engineering Education, Student Attitudes, STEM Education
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Smith, Natasha L.; Grohs, Jacob R.; Van Aken, Eileen M. – Journal of Engineering Education, 2022
Background: Increasing the persistence of engineering transfer students can help meet the US national priority of increasing the number of engineering graduates. Many transfer students experience a decrease in their grade point average (GPA) at their receiving institution, known as transfer shock, which can lead to them leaving the institution.…
Descriptors: College Transfer Students, Graduation Rate, Academic Persistence, Engineering Education
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Barner, Matthew S.; Brown, Shane Adam; Bornasal, Floraliza; Linton, David – Journal of Engineering Education, 2022
Background: Situated cognition theory suggests that representations of concepts are products of the environment wherein we learn and apply concepts. This research builds on situated cognition by investigating how concepts are tangible to a professional engineering environment. Purpose/Hypothesis: The tangibility of concepts in relation to social…
Descriptors: Engineering Education, Undergraduate Study, Engineering, Technical Occupations
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Sigahi, Tiago F. A. C.; Sznelwar, Laerte Idal – Journal of Engineering Education, 2022
Background: Complexity theory (CT) has been used in response to the need for a different mindset than the classical engineering paradigm. The engineering education research (EER) community may benefit from the knowledge of how CT has been used in the field. Purpose: Aiming to provide a broad view of CT in EER, the following research questions…
Descriptors: Engineering Education, Educational Research, Systems Approach
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Klassen, Mike; Case, Jennifer M. – Journal of Engineering Education, 2022
Background: A body of literature has arisen analyzing and legitimating the emerging field of engineering education research (EER). Using concepts from the sociology of knowledge, EER can be described as a region because it has relationships both to other academic fields and to its field of practice. Of interest is the strength of boundaries…
Descriptors: Engineering Education, Educational Research, Persuasive Discourse, Classification
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Purzer, Senay; Quintana-Cifuentes, Jenny; Menekse, Muhsin – Journal of Engineering Education, 2022
Background: Understanding the nature of engineering is important for shaping engineering education, especially precollege education. While much research has established the pedagogical benefits of teaching engineering in kindergarten through 12th grade (K-12), the philosophical foundations of engineering remain under-examined. Purpose: This…
Descriptors: Engineering Education, Elementary Secondary Education, Engineering, Philosophy
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Du, Xiangyun; Lundberg, Adrian; Ayari, Mohamed A.; Naji, Khalid K.; Hawari, Alaa – Journal of Engineering Education, 2022
Background: Few studies have reported how students enact learner agency in a team setting or examined what elements of team settings students perceive as more supportive of their learning in problem- and project-based learning (PBL) processes. Purpose: This study explores how engineering students perceive their enactment of learner agency,…
Descriptors: Engineering Education, Student Attitudes, Personal Autonomy, Problem Based Learning
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Koretsky, Milo D.; McColley, Campbell J.; Gugel, James L.; Ekstedt, Thomas W. – Journal of Engineering Education, 2022
Background: Authentic assessment and two-stage exams have recently received attention; however, they are rarely used together. We reimagine assessment by integrating an authentic, computer-based assessment into the structure of a two-stage exam in a large engineering class. Purpose: We seek to identify ways that such assessment extends classroom…
Descriptors: Performance Based Assessment, Alignment (Education), Engineering Education, Computer Assisted Testing
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Marra, Rose M.; Hacker, Douglas J.; Plumb, Carolyn – Journal of Engineering Education, 2022
Background: Developing self-directed learning (SDL) skills in engineering students is critical to support life-long learning. This research was conducted at Iron Range Engineering (IRE), an innovative, problem-based learning (PBL) engineering program, which has suffused the concept of metacognition throughout its curriculum. Purpose/Hypotheses:…
Descriptors: Metacognition, Independent Study, Skill Development, Problem Based Learning
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Hadley, Kevin; Oyetunji, Wasiu – Journal of Engineering Education, 2022
Background: While students possess procedural knowledge associated with engineering calculations and calculus, they often exhibit a disconnect between the conceptual meaning of mathematics and the problem being solved. This conceptual understanding of what mathematics "says" is defined by the theoretical framework of numeracy. Many…
Descriptors: Engineering Education, Numeracy, Mathematics Skills, Definitions
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Bombaerts, Gunter; Vaessen, Bram – Journal of Engineering Education, 2022
Background: While educators strive for optimal student motivation to enhance the quality of learning for all, different students attending the same course can have different needs. Person-centered approaches on basic needs profiles, categorizing individuals into groups with similar motivational profiles, have the potential to inform the…
Descriptors: Student Motivation, Engineering Education, Student Needs, Profiles
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Magana, Alejandra J.; Karabiyik, Tugba; Thomas, Paul; Jaiswal, Aparajita; Perera, Viranga; Dworkin, James – Journal of Engineering Education, 2022
Background: We evaluated the effect of three teaching strategies to facilitate teamwork in a systems analysis and design course during the COVID-19 pandemic: (1) offering a HyFlex version of the course, (2) facilitating scheduled online teamwork sessions for all students, and (3) providing conflict resolution training to help teams overcome…
Descriptors: Teamwork, Teaching Methods, Systems Analysis, Design
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Holloway, Eric A.; Douglas, Kerrie A.; Radcliffe, David F.; Oakes, William C. – Journal of Engineering Education, 2022
Background: There are long-held concerns about how graduate research programs prepare engineering PhD students for professional practice. Suitable instruments are lacking to effectively assess how research experiences contribute to the success of graduate students becoming professionals. Purpose: The purpose of this work is to examine evidence of…
Descriptors: Graduate Students, Engineering Education, Student Research, Measures (Individuals)
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Diefes-Dux, Heidi A.; Cruz Castro, Laura M. – Journal of Engineering Education, 2022
Background: Feedback is one of the most powerful and essential tools for learning and assessment, particularly when it provides the information necessary to close an existing gap between actual and reference levels of performance. The literature on feedback has primarily focused on addressing strategies for providing effective feedback rather than…
Descriptors: Engineering Education, Reflection, Feedback (Response), College Freshmen
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