On Belay: Peer‐Mentoring and Adventure Education for Women Faculty in Engineering

This paper reports on an intervention program designed to cultivate effective peer mentoring among a small group of women engineering faculty members from different academic institutions. Adventure education, comprised of linked intellectual and physical challenges in an outdoor setting, was chosen as the vehicle to transform the group into a highly functioning team. Based on a qualitative analysis of post‐workshop essays, the intervention resulted in informational, psychosocial, and instrumental mentoring benefits that could serve to support and enhance the participants' academic careers. This paper provides a blueprint for the design of similar workshops for groups that could benefit from additional peer‐mentoring and networking opportunities in the engineering academy.     

Qualitative Methods Used in the Assessment of Engineering Education

This article clarifies key concepts that undergird qualitative research, which is being used increasingly as engineering educators improve classrooms, programs, and institutions. The paper compares quantitative and qualitative research, describes some qualitative data collection strategies used in engineering education, addresses methods for establishing trustworthiness, and discusses strategies for analyzing qualitative data. Also included are illustrative examples of recent engineering education research that features qualitative data analysis and mixed‐method (quantitative and qualitative) approaches.     

Widening the Net: National Estimates of Gender Disparities in Engineering

This paper explores the causes behind the severe under‐representation of women in engineering. Based on national data on undergraduate engineering programs, this study presents cross‐sectional estimates of male and female student retention. Contrary to widespread beliefs, the study found that overall and in most disciplines there is no differential attrition by gender. Instead, results suggest that gender disparities in engineering are largely driven by inadequate enrollment (not inadequate retention) of women. The paper concludes that outreach—within institutions of higher education, across institutions (into two‐year colleges, middle and high schools), and into K‐12 curricular reform—are needed to address what is, at its very core, a recruitment problem.     

The Relations of Ethnicity to Female Engineering Students' Educational Experiences and College and Career Plans in an Ethnically Diverse Learning Environment

This paper describes a mixed‐methods study employing a social cognitive theoretical framework that emphasizes the interplay of person factors, environment, and behavior to explore the educational experiences of female students in an ethnically diverse learning environment. Specifically, we investigate the relations of ethnicity to female students' perceptions and experiences related to engineering, as well as their selection of and persistence in undergraduate engineering majors. An ethnically diverse sample of female engineering undergraduates at an urban research university completed an online survey and participated in semi‐structured interviews. Results revealed that participants of all ethnicities perceived strong institutional and peer supports in this diverse learning environment. Additionally, differences in participants' perceived barriers for achieving engineering educational and career plans were found based on ethnicity and parental level of education.     

Becoming a Professional Engineering Educator: A New Role for a New Era

Engineering education faces significant challenges as it seeks to meet the demands on the engineering profession in the twenty‐first century. Engineering faculty will need to continue to learn new approaches to teaching and learning, which in turn will require effective professional development for both new and experienced instructors alike. This article explores approaches to effective professional development and provides a conceptual framework for responding to the challenge of becoming a professional engineering educator. The “cycle of professional practice” is introduced as a prelude for identifying what individual professors and their institutions can do to generate more powerful forms of engineering education. The article concludes with two case studies that illustrate the possibilities when faculty and academic leaders join together in addressing calls for change.     

Manufacturing: A Strategic Opportunity for Engineering Education

This paper examines the importance of the manufacturing enterprise and the need for manufacturing education. The objective is to present a case for the expansion of manufacturing‐related education as a strategic opportunity for engineering education. A brief history of engineering education is presented, as well as an exploration of the current ABET criteria for various engineering disciplines. Approaches for achieving manufacturing‐related education are presented noting that Mechanical Engineering and Industrial Engineering are often most closely associated with manufacturing. Surveys of industry reveal the need for manufacturing education and identify preferred approaches. If manufacturing is to be included as part of a mechanical engineering program, there are a number of possible approaches. Of all the new technologies that will impact engineering education, none is larger than the Internet. The number of manufacturing educational programs in the United States is growing substantially. New manufacturing programs are encouraged along with review of educational content in traditional engineering disciplines‐especially the related discipline of mechanical engineering. Analysis leads us to believe that manufacturing represents a strategic direction and opportunity for engineering education to pursue.     

The importance of vocational education institutions in manufacturing regions: adding content to a broad definition of regional innovation systems

ABSTRACT

This paper explores the importance of vocational education institutions in regional innovation systems, and the role skilled workers have in implementing new technologies in manufacturing industries. The case study is founded on a broad conceptualisation of RISs, emphasising the importance of all relevant parts of the industrial and institutional system. We analyse the collaboration between industry actors and vocational education institutions in two Norwegian manufacturing regions. The analysis demonstrates how, in developing new education programmes tailored for contemporary and future manufacturing, vocational education institutions are essential for manufacturers’ competitiveness. The paper adds empirical content to the hitherto highly theoretical concept of broad RISs, emphasising the key role of skilled workers and engineering technicians when implementing new manufacturing technologies. Furthermore, we explain how the vocational education institutions and RISs are co-evolving with emerging technologies in terms of changed knowledge demands in the industry, prompting new education programmes in vocational education institutions.     

Outcomes of a Longitudinal Administration of the Persistence in Engineering Survey

Background Understanding more about student decisions to leave engineering may lead to higher retention. This study builds on the literature and focuses on the experiences of a cohort of students who aimed to complete their undergraduate work in 2007. Purpose (Hypothesis ) This paper presents the outcomes of the longitudinal administration of the Persistence in Engineering survey. The goal was to identify correlates of persistence in undergraduate engineering education and professional engineering practice. Design /Method The survey was administered seven times over four years to a cohort of students who had expressed interest in studying engineering. At the end of the study, the participants were categorized as persisters or non‐persisters. Repeated measures analysis of variance was used, in conjunction with other approaches, to test for differences between the groups. Results Persisters and non‐persisters did not differ significantly according to the majority of the constructs. Nevertheless, parental and high school mentor influences as a motivation to study engineering, as well as confidence in math and science skills, were identified as correlates of persistence. Intention to complete an engineering major was also a correlate of persistence; it appears to decline sharply at least two semesters prior to students leaving engineering. The findings also suggest that there might be differences among non‐persisters when they are further grouped by when they leave engineering. Conclusions Facilitating higher levels of mentor involvement before college might increase student motivation to study engineering, and also constitute a mechanism for fostering confidence in math and science skills. Since the intention to complete an engineering degree decreases well before students act, there may be opportunities for institutions to develop targeted interventions for students, and help them make informed decisions.     

Taking Stock: An Analysis of the Publishing Record as Represented by the Journal of Engineering Education

The Journal of Engineering Education emerged in the engineering education community in 1993 as a continuation of the American Society of Engineering Education's journal, Engineering Education. The Journal of Engineering Education was to play a role in the broadening of engineering education culture by helping to bring the scholarship of engineering education to the same level of respect and recognition in the faculty reward system as traditional scholarship in engineering sciences. In doing so, the journal hoped to keep pace with and encourage the significant changes in engineering education needed to prepare for the challenges of 21st century practice. This paper discusses the engineering education environment as reflected in six years of papers published in the Journal of Engineering Education from 1996 to 2001. Topics of papers are identified, along with changes and trends in these topics during the six‐year period. In addition, characteristics of particularly convincing papers are enumerated and discussed. This paper is offered as a summary and review of this six‐year body of work on engineering education and should aid the engineering education community in reflecting on the success of the Journal in promoting and encouraging the scholarship of teaching.     

Identifying Factors Influencing Engineering Student Graduation: A Longitudinal and Cross‐Institutional Study

Pre‐existing factors are quantitatively evaluated as to their impact on engineering student success. This study uses a database of all engineering students at nine institutions from 1987 through 2002 (a total of 87,167 engineering students) and focuses on graduation in any of the engineering disciplines. We report graduation rate as a function of years since matriculation, and determine the typical time‐to‐graduation. A multiple logistic regression model is fitted to each institution's data to explore the relationship between graduation and demographic and academic characteristics. A pooled model is fitted to six institutions where a complete data set was available. High school GPA, gender, ethnicity, quantitative SAT scores, verbal SAT scores, and citizenship had significant impact on graduation. While HSGPA, SATQ were significant for all models tested, the significance of other predictors varied among institutions. These studies add to the existing body of research about factors affecting the success of engineering students.     

Implementation of Interdisciplinary Group Learning and Peer Assessment in a Nanotechnology Engineering Course

Nanotechnology is an inherently interdisciplinary field that has generated significant scientific and engineering interest in recent years. In an effort to convey the excitement and opportunities surrounding this discipline to senior undergraduate students and junior graduate students, a nanotechnology engineering course has been developed in the Department of Materials Science and Engineering at Northwestern University over the past two years. This paper examines the unique challenges facing educators in this dynamic, emerging field and describes an approach for the design of a nanotechnology engineering course employing the non‐traditional pedagogical practices of collaborative group learning, interdisciplinary learning, problem‐based learning, and peer assessment. Utilizing the same nanotechnology course given the year before as a historical control, analysis of the difference between measures of student performance and student experience over the two years indicates that these practices are successful and provide an educationally informed template for other newly developed engineering courses.     

Inter and multidisciplinarity in engineering education

After reviewing the concepts of trans, inter and multidisciplinarity, the paper discusses the relevance of inter and multidisciplinary approaches to engineering education at undergraduate level, specially taking into account the continuing tendency for specialization of engineering degree curricula. This tendency is substantiated by a detailed analysis of the evolution in the last 30 years of the Mechanical Engineering degree syllabus at Faculdade de Engenharia da Universidade do Porto (FEUP). A 2-year multidisciplinary project developed at FEUP is presented as a case study. This project involved students and faculty from five Departments of FEUP, as well as from other institutions, in the joint exploration of practical engineering problems.     

Effects of Behavioral Anchors on Peer Evaluation Reliability

This paper presents comparisons of three peer evaluation instruments tested among students in undergraduate engineering classes: a single‐item instrument without behavioral anchors, a ten‐item instrument, and a single‐item behaviorally anchored instrument. Studies using the instruments in undergraduate engineering classes over four years show that the use of behavioral anchors significantly improves the inter‐rater reliability of the single‐item instrument. The inter‐rater reliability (based on four raters) of the behaviorally anchored instrument was 0.78, which was not significantly higher than that of the ten‐item instrument (0.74), but it was substantially more parsimonious. The results of this study add to the body of knowledge on evaluating students' performance in teams. This is critical since the ability to function in multidisciplinary teams is a required student learning outcome of engineering programs.     

Gender Differences in Elements of the Undergraduate Experience that Influence Satisfaction with the Engineering Major and the Intent to Pursue Engineering as a Career

Background Groups within and outside of educational institutions are interested in factors that influence satisfaction among students enrolled in the engineering major as well as elements within the college environment that shape students' intentions to work in engineering in the future and whether these elements differ by gender. Purpose (Hypothesis ) This study identified gender differences on indicators of the undergraduate experience including faculty‐related and student‐related variables as well as measures of satisfaction with the institutional environment that are related to satisfaction with the engineering major and intent to pursue a career in engineering ten years from now. Design /Method The mixed methods approach used for this investigation involved nine institutions with engineering undergraduate degree programs. An online questionnaire was administered to undergraduate students enrolled in engineering. Qualitative data was collected through focus group interviews with students at each of the nine participating institutions. Results Findings reveal that satisfaction with the engineering major does not translate directly to pursuing a career in engineering, particularly among women. In terms of elements of the undergraduate experience, some types of interactions with faculty and peers have both short‐ and long‐term impacts on interest in engineering as a major and as a career. Conclusions Creating learning environments that emphasize care and respect for students as well as overseeing student interaction during group work can make a difference in students' satisfaction in the engineering major and in interest in engineering as a career, particularly for women.     

Conceptual Difficulties Experienced by Trained Engineers Learning Educational Research Methods

This paper describes conceptual difficulties that may be experienced by engineering faculty as they become engineering education researchers. Observation, survey, and assessment data collected at the 2005 NSF‐funded Rigorous Research in Engineering Education workshop were systematically analyzed to uncover the five difficulties encountered by engineering faculty learning to design rigorous education studies: (1) framing research questions with broad appeal, (2) grounding research in a theoretical framework, (3) fully considering operationalization and measurement of constructs, (4) appreciating qualitative or mixed‐methods approaches, and (5) pursuing interdisciplinary collaboration. The first four can be understood in terms of disciplinary consensus; they represent explicit steps in education research that are implicit in technical engineering research because there is greater consensus of methods and standards. This work better frames the issue of rigor in engineering education research by clarifying the fundamental differences that prevent application of traditional engineering standards of rigor directly to engineering education research.     

Forty years of World Patent Information: A bibliometric overview

World Patent Information (WPI) is the leading international academic peer reviewed journal in the field of patent information. The journal was launched in 1979 and celebrated its 40th anniversary in 2019. In recognition of this event, the aim of this work is to analyse the main actors, research themes and audiences of WPI. The analyses are based on the Scopus and Web of Science databases and include bibliographic coupling, co-citation and co-occurrence of author keywords. WPI is a boundary-spanning journal with authors from academia, industry and governmental organisations, such as patent authorities. This unique composition provides a prominent platform for knowledge transfer between academia and industry. In addition, WPI facilitates knowledge transfer between academia and industry, with research institutions citing contributions from authors affiliated to industry and patent offices. Furthermore, WPI not only crosses the boundaries between organisations (academia, industry and government), but also across disciplines, linking IP management, technology and innovation management, engineering, computer sciences, physical and natural sciences.     

Innovations in Composition Programs that Educate Engineers: Drivers,Opportunities, and Challenges

Recent developments in engineering education have shaped the nature of composition programs at institutions or programs that emphasize engineering and science. Among these developments are revised accreditation guidelines and a curricular debate with a long history. Such developments highlight collaborative opportunities between technical and humanities/social sciences faculty. This multi‐case study investigates how composition programs have responded to such drivers, opportunities, and challenges. The study draws from historical, observation, document, and interview data, and particularly interviews with composition program administrators at six institutions with significant technical emphases. Findings indicate shifts in historical emphasis on culture and utility, and three contemporary responses. Reductions, transformations, and innovations are occurring in first‐year communication courses. Also, multimodal communications, including written, oral, and visual components, are being integrated across multiple instructional contexts. Finally, strong cross‐curricular communication programs are emerging in which composition faculty partner with technical faculty. Implications of these findings are discussed.     

Mapping the Cultural Landscape in Engineering Education

Background Calls for culture change as key to systemic reform in engineering education implicitly assume the existence of common elements of a distinctive culture. The landscape for engineering education studies that invoke the concept of culture is complex and multi‐faceted, yet still ill‐defined and incomplete. Purpose (Hypothesis ) The aim of this study is to develop a conceptual framework of cultural dimensions that has the potential to guide the understanding of culture in the context of engineering education to demonstrate “where we are” and “how to get where we want to go.” Design /Method Ethnographic methods within an overarching interpretivist research paradigm were used to investigate the culture of engineering education as manifested in one institution. Adapting Schein's cultural framework, the data were collected and analyzed to distil from observable behaviors and practices the essence of the culture in the form of tacitly known cultural norms, shared assumptions, and understandings that underpinned the lived experience of staff and students. Results The findings are discussed within six cultural dimensions which emerged from the data as: An Engineering Way of Thinking, An Engineering Way of Doing, Being an Engineer, Acceptance of Difference, Relationships, and Relationship to the Environment. Conclusions The detailed findings from this study, combined with evidence from other studies, support the view that the proposed six dimensions have the potential to be transferred to other institutions as a practical tool for evaluating and positioning the culture of engineering education.