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Amanda C. Emberley; Dong San Choi; Taylor Williams; Michael C. Loui – Journal of Engineering Education, 2024
Background: In the United States, the current 6-year completion rate in engineering is a mere 54% among full-time students who enter a 4-year course. Researchers have identified many reasons why students leave engineering, including academic difficulties and poor teaching. However, the problems experienced by the departing students are also…
Descriptors: Engineering Education, Undergraduate Students, Academic Failure, Required Courses
Susan Bobbitt Nolen; Edward L. Michor; Milo D. Koretsky – Journal of Engineering Education, 2024
Background: Although open-ended projects are common in the first and final years of US engineering programs, middle-year courses tend to utilize simpler highly constrained problems. Such problems can elicit knowledge and social practices typical of school activity ("School World"), with limited applicability in real engineering work…
Descriptors: Engineering Education, Cooperative Learning, Undergraduate Students, Student Projects
Tanya Mitropoulos; Diana Bairaktarova; Scott Huxtable – Journal of Engineering Education, 2024
Background: Undergraduate students consistently struggle with mastering concepts related to thermodynamics. Prior work has shown that haptic technology and intensive hands-on workshops help improve learning outcomes relative to traditional lecture-based thermodynamics instruction. The current study takes a more feasible approach to improving…
Descriptors: Engineering, Engineering Education, Difficulty Level, Learning
Jessica R. Deters; Jon A. Leydens; Jennifer Case; Margaret Cowell – Journal of Engineering Education, 2024
Background: 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. Purpose: The purposes of this study are to understand how elements of engineering culture…
Descriptors: Undergraduate Students, Engineering, Foreign Countries, Student Attitudes
Hye Rin Lee; Nayssan Safavian; Anna-Lena Dicke; Jacquelynne S. Eccles – Journal of Engineering Education, 2024
Background: A perceived fit between personal values and what a career offers is critical for college students pursuing and persisting in that career. Purpose/Hypothesis(es): We, therefore, investigated the career values of engineering undergraduates through language in two different studies. Study 1 (N = 35) examined students' written…
Descriptors: Engineering Education, Undergraduate Students, Values, Student Attitudes
Jessica Swenson; Emma Treadway; Krista Beranger – Journal of Engineering Education, 2024
Background: 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…
Descriptors: Engineering Education, Problem Solving, Student Attitudes, Affective Behavior
Patrick, Anita; Andrews, Madison; Riegle-Crumb, Catherine; Kendall, Meagan R.; Bachman, John; Subbian, Vignesh – Journal of Engineering Education, 2023
Background: Retaining women and racially minoritized individuals in engineering programs has been a subject of widespread discussion and investigation. While the sense of belonging and its link to retention have been studied based on student characteristics, there is an absence of studies investigating the importance of students' social identities…
Descriptors: Hispanic American Students, Minority Serving Institutions, Undergraduate Students, Student Attitudes
McIntyre, Brianna Benedict; Rohde, Jacqueline; Clements, Herman Ronald; Godwin, Allison – Journal of Engineering Education, 2023
Background: The COVID-19 pandemic has highlighted, exacerbated, and caused many challenges within engineering education. At the same time, the pandemic provided opportunities for engineering educators to learn from forced change to promote strategic efforts to improve classroom engagement and connection to better support engineering students.…
Descriptors: Alienation, Engineering Education, COVID-19, Pandemics
Henderson, Jerrod A.; Junqueira, Waldemiro; Benjamin, Le Shorn S.; Hines, Erik M.; Alarcón, Jeannette D.; Davis, Jared L.; Cavazos, Sebastian – Journal of Engineering Education, 2023
Background: Though minoritized undergraduate engineering students earn less than 25% of engineering bachelor's degrees, minority-serving institutions (MSIs) are leading the way in producing a large percentage of those underrepresented engineering bachelor's degree holders. However, much of the published research about the experiences of…
Descriptors: Undergraduate Students, Minority Group Students, Engineering Education, Hispanic American Students
Davis, Susannah C.; Nolen, Susan Bobbitt; Cheon, Naeun; Moise, Elba; Hamilton, Eric William – Journal of Engineering Education, 2023
Background: A better understanding of departmental climate and its relationship to engineering identity is needed to diversify engineering and improve marginalized students' experiences. Purpose/Hypothesis: We investigated whether undergraduate engineering students from 16 social identity groups perceived departmental climate differently from one…
Descriptors: Undergraduate Students, Engineering Education, Departments, Organizational Climate
Taylor, Leonard, Jr.; Mastrogiovanni, Margaret; Lakin, Joni M.; Davis, Virginia – Journal of Engineering Education, 2023
Background: Engineering-oriented bridge programs and camps are popular strategies for broadening participation. The students who often serve as counselors and mentors in these programs are integral to their success. Purpose: Predicated on the belief that mentoring contributes to positive outcomes for the mentors themselves, we sought to understand…
Descriptors: Blacks, African American Students, Engineering Education, Peer Relationship
Chen, Xiao-Yin; Usher, Ellen L.; Roeder, Madelyn; Johnson, Alecia R.; Kennedy, Marian S.; Mamaril, Natasha A. – Journal of Engineering Education, 2023
Background: Engineering self-efficacy, or the belief in one's own capabilities to complete engineering tasks, has been shown to predict greater motivation, academic performance, and retention of engineering students. Investigating the types of experiences that influence engineering students' self-efficacy can reveal ways to support students in…
Descriptors: Undergraduate Students, Engineering Education, Self Efficacy, Emotional Response
Kaya, Sibel; Yuksel, Dogan; Curle, Samantha – Journal of Engineering Education, 2023
Background: Mindsets are based on two basic assumptions: some people think that their intellectual abilities can be developed through hard work and instruction (i.e., a growth mindset), whereas others believe that nothing can change their level of intellectual ability (i.e., a fixed mindset). The association between mindsets and academic…
Descriptors: Engineering Education, Language of Instruction, English (Second Language), Second Language Learning
Hunsu, Nathaniel J.; Olaogun, Olarenwaju P.; Oje, Adurangba V.; Carnell, Peter H.; Morkos, Beshoy – Journal of Engineering Education, 2023
Background: Student persistence in undergraduate engineering majors often depends on how they perform in foundational engineering courses. Although mastery of prerequisite knowledge affects how students perform in these courses, research suggests that achievement goal orientations and task-value and self-efficacy beliefs play prominent roles in…
Descriptors: Undergraduate Students, Engineering Education, Majors (Students), Attendance Patterns
Wright, Courtney J.; Wilson, Sarah A.; Hammer, Joseph H.; Hargis, Lucy E.; Miller, Melanie E.; Usher, Ellen L. – Journal of Engineering Education, 2023
Background: Engineering students encounter high levels of stress, which may negatively impact their mental health. Nevertheless, engineering students who experience mental health distress are less likely than their peers to seek professional help, even when controlling for gender and race/ethnicity. Purpose: We examined beliefs that undergraduate…
Descriptors: Mental Health, Undergraduate Students, Engineering Education, Affordances
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