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Active learning pedagogical practices are more effective than instructor-centered teaching in building students' knowledge, skills, and understanding of engineering content and concepts. As such, a large-scale professional development (PD) program was created to move faculty toward the use of active learning. The project aimed to engage faculty in active learning best practices through workshops and communities of practice to shift their attitudes, beliefs, and practices toward active learning strategies. This paper examines how and to what extent participation in a large-scale PD program shifts faculty awareness of, attitudes towards, and use of active learning. As such, this paper offers a model and evaluation framework for a large-scale PD program, which can be adapted to PD programs in engineering and across other STEM disciplines. In total, 82 faculty members from seven engineering disciplines participated in the PD program, comprising workshops and communities of practice sessions. Multiple assessments were utilized or created to measure the extent of faculty change using Roger's diffusion of innovation model for individual change and Coburn's cultural change model for organizational change. Faculty awareness, beliefs, and classroom practice shifted from instructor-centered teaching toward student-centered active learning. Instructors progressed moderately well through Rogers' five stages of individual innovation change and fulfilled the three tenets of Coburn's organizational change model. There were only minor shifts in student achievement, particularly for smaller classes, possibly due to insufficient time for instructors to fully implement active learning practices. The PD program influenced the initiation of a sustainable community of new and continuing active learning practitioners in the College of Engineering.

Traditional engineering education (Eng. Ed) has received criticism for restricting student learning and experiences to practical skills development while ignoring the significance of fostering cognitive skills that encourage higher order thinking, criticality, and self-reflexivity. Imaginative education (IE) has emerged as a consideration for replacing such skills focused engineering curricula with interactive, engaging, and student-centered pedagogical approaches. However, existing literature on the topic as well as Egan's (1997) own explanation of the five stages of understanding (somatic, mythic, romantic, philosophic, and ironic) are mainly focused on K-12 contexts, leaving limited resources and insights for higher education contexts. This calls for theoretical and practical expansion of the topic where development and implementation of IE-informed Eng. Ed for adult engineering students remain the focus. To respond to this call, this conceptual paper focuses on two main points. First, it attempts to unpack the theoretical underpinnings of the five stages of IE to understand what each stage means for educators and learners in higher education engineering contexts. Second, after outlining the challenges that traditional Eng. Ed is facing in a globalized world today and the initiatives from the field to address them, it discusses the promises IE can bring to make Eng. Ed more effective, inclusive, and relevant. Overall, the intention in this paper is to turn to the theoretical tensions that may emerge when considering IE as an approach to re-imagine and expand Eng. Ed.

This study reports on a systematic review of the current status of technology education in primary schools and the terminology used in the fields of technology and engineering education. Additionally, this review highlights crucial aspects of teaching and learning that must not be overlooked when outlining the current state of technology and engineering education, such as students' and teachers' personal factors, classroom communication, and teacher professional growth. Following PRISMA guidelines, two electronic databases were reviewed, Web of Science and Education Resources Information Center. The literature search identified a total of 1206 papers, 125 from Web of Science and 1081 from ERIC. After applying the inclusion and exclusion criteria, 33 papers were selected and evaluated in depth. The results show that research on technology education in primary schools is a growing field of interest but fragmented in focus. Our review is the first to indicate the wide range of technology and engineering education definitions. We also highlight the large heterogeneity of studies focusing on students' and teachers' personal factors and classroom interactions, a finding that may be explained by the unclear concepts and aims of technology and engineering curricula. This study contributes to and supports research and policymaking to better understand the current status, heterogeneities, and challenges in technology and engineering education in primary schools. In addition, we provide first insights to support professional development efforts targeting teachers' technology acceptance and improvement of their technology-related teaching practices.

The architecture, engineering, and construction (AEC) education communities are increasingly facing challenges caused by social, technological, economic, environmental, and political changes. Addressing these issues requires AEC educators and practitioners to systematically rethink and reform many of their current practices. Anecdotal evidence in AEC education already exists with respect to pedagogical improvements made by individual technologies such as immersive computing, artificial intelligence, robotics, big data, cyberinfrastructure, and photogrammetry. However, an effective learning-centered environment is more complex than what any single technology can accomplish. In addition, the relationship between technology-intensive learning and digital inequity in AEC education remains, to the most extent, unclear. We envision the next-generation learning-centered environment for AEC education to be technology-intensive, interdisciplinary, industry-linked, and equitable. This paper aims to present a shared vision of the next-generation learning-centered environment for AEC education. To achieve this goal, two interrelated workshops were organized with the participation of different stakeholders, including researchers, educators, and professionals from multiple disciplines of architecture, engineering, construction, computer science, learning science, education, and social sciences. This paper is based on the combined outcomes of the two workshops, organized in four themes: (1) AEC curricula and industry practice, (2) technology and learning, (3) interdisciplinary education, and (4) digital inequity. This paper contributes to the body of knowledge by creating a pathway to timely reflect on new learning strategies, new technologies, and future industry and societal needs in AEC curricula, thus producing a more adaptive AEC workforce for the 21st century. The findings of this work can be adopted by educators to develop a roadmap for creating the shared vision of the next-generation learning-centered environment for AEC education.

Biomedical engineering (BME) spans a wide range of research fields and professional activities. Most BME departments use a seminar series to introduce graduate students to exciting research conducted outside their own university, learn about professional opportunities, and enhance their understanding of related topics (e.g., ethics in BME, engineering education, entrepreneurship). However, even a stellar lineup of expert seminar speakers cannot appeal to all graduate students--even though the information presented may be very important to that student in the future. Can we initiate active learning assignments to increase student engagement with all speakers? Our BME department developed a strategy to scaffold active learning activities to enhance student engagement in the graduate seminars. All speakers supplied three papers for advance reading and students were required to generate questions based on reading the papers. The questions were provided to the speakers in advance of the seminar. Both students and speakers submitted short reflection surveys after the seminar. With increasing graduate experience, students were also required to critique the articles, evaluate presentation styles, and answer the questions of other students. The requirement to read the papers and generate questions definitely increased student engagement with the speakers. The increased personal engagement was evident in the critical thinking by the students as they subsequently discussed trends in different fields, evaluated presentation styles, and learned about different career opportunities. The increase in student engagement had the added benefit of creating a positive impression of our students with the speakers visiting from other institutions.

Hands-on laboratory courses seldom appear in biomedical engineering (BME) graduate programs, thus limiting graduate students' ability to acquire wet laboratory skills like cell culturing. At large, BME graduate programs rely on ad hoc training provided by senior graduate students; however, this method cannot be extended to new or non-BME laboratories, which generally lack senior personnel adequately trained in cell culture techniques. This paper describes a graduate student-led, five-session workshop that introduces cell culture fundamentals to interested students with little to no prior experience. The workshop employs novel teaching techniques, such as near-peer and collaborative learning, to enhance students' understanding and knowledge retention. To demonstrate the effectiveness of this initiative, students assessed their confidence levels with concepts and skills related to cell culture via pre- and post-workshop surveys, where significant improvements in cell culture-related concepts and skills were reported upon completing the workshop. Finally, this paper presents some challenges and reflects on insight gained from this initiative, thus providing a template for implementation at other institutions interested in enriching their graduate student education.

Architectural education shares much in common with engineering, including the use of a culminating capstone experience in the final year. The form of this experience varies, with the research-based thesis and final-year project being most common. This paper explores the literature on traditions of enquiry and the meaning of research in various fields and the evolution of the 'thesis' and 'final year project' approaches over time. It then briefly summarises empirical research conducted on a case study institution struggling to bridge gaps in understandings of these distinct forms of learning and teaching. Throughout, the paper presents a comprehensive set of diagrams to explain various paradigms and positions on research and design education. These diagrams depict processes used in architecture, engineering, and natural sciences to conduct research and generate designs. A new model is proffered to help unify competing conceptions of the final year project and thesis, for the case study institution and beyond.

Purpose: Researchers have opined that the quality of commitment to pedagogical approaches by lecturers is one of the most important factors in determining student academic success. The purpose of this paper is to analyse the mediating effect of research informed teaching on the relationship between lecturer commitment to use of pedagogical approaches and teaching quality, with a view towards enabling delivery of high quality teaching and learning in HEIs. Design/methodology/approach: The research is based on an online survey of the perception of 186 undergraduate and postgraduate students in four major UK universities. Covariance-based structural equation modelling (SEM) methodology was used to quantity and clarify the influence of lecturers' pedagogical attributes on teaching quality, mediated by research-informed teaching. Findings: Findings reveal that--lecturers' pedagogical attributes have significant positive effect on teaching quality, research-informed teaching have significant positive effect on teaching quality, lecturers' pedagogical attributes have weak positive effect on research-informed teaching, and research-informed teaching partially mediates (indirect effect) the relationship between lecturers' pedagogical attributes and teaching quality. Practical implications: Structural equation models are useful for clarifying concepts in pedagogy and have implications for education managers on how to improve teaching and learning in HEIs. Originality/value: The paper presents a unique quantitative model for measuring the degree of teaching quality in universities.

Using Chinese language teaching in an engineering department as an example, this paper explores how language teaching can meet the challenges of globalisation and the advancement of technology by fulfilling its educational function as described in Byram's model of intercultural communicative competence. By adapting theories and practices from counselling psychology, the proposed curriculum focuses on emotions to help learners uncover emotional barriers that arise when confronted with differences. It will support learners in raising awareness and developing their capacity to negotiate differences, leading to more effective cooperation with others. The paper discusses the use of experiential exercises in the classroom. They include those developed in Chinese language pedagogy, namely the performed culture approach and those developed in humanistic psychotherapy, such as body psychotherapy. The aim is to help learners notice their own feelings, attitudes, and behaviour as well as the otherness of the other in the classroom. This approach is powerful because it is in the here and now. It utilises movements and different senses as well as cognition. It helps uncover barriers to intercultural communication hidden under the surface by making the unconscious conscious. Reflection is a key part of this process. Learners are expected to reflect on their own thinking and feelings and to make sense of the dynamics in the classroom. Learners are expected to develop reflexivity, subjectivity and intersubjective awareness while acquiring linguistic competency and social cultural rules of use.

The Human Resources Development Service of Korea developed a digital exam for five representative engineering categories and conducted a pilot study comparing the findings with the paper-and-pencil exam results from the last three years. This study aimed to compare the test efficiency between digital and paper-and-pencil examinations. A digital examination was conducted with 93 participants through two rounds of test-status measurements. We collected the following data: early check-out rate, pass rate, and the average total response time per grade. The composition ratio of each question type in the digital exam was determined per the "Exam Operation Regulation" and selected from a databank spanning five years by experienced instructors. The early check-out rate of the digital exam at the Engineer level was 90% (percentage points), approximately 15%p higher than that for the paper-and-pencil exam, but the pass rate was low (9.8%p); the response time per question for the digital exam was approximately 0.2 min shorter. The results for both exams were similar in the Industrial Engineer category. The early check-out rate did not positively affect the exam pass rate, but the time taken depended on the number and characteristics of the subjects. It is necessary to improve the simplification and convenience of digital examinations, optimize test environments, and establish operation and management systems in line with the change in the Korean Technical Qualification Framework. We also suggest a gradual shift to digital examination by developing questions and tools using technologies to accurately measure individual abilities.

This paper presents simple and intuitive strategies for effective online assessment of a freshman engineering course. The proposed strategies for unproctored online exams include creating multiple sets with identical options, using image-format questions, maintaining short duration of exam, and employing a rotational assignment. Unlike a single-set paper where the class average was found to be disproportionately high, the proposed strategies helped in correctly restoring the class average. Feedback and results from 141 students show a significant statistical difference in the scores obtained using the proposed multi-set quiz framework, as opposed to conventional single-set papers. The paper also presents a simple setup of remote proctoring using dual-video and screensharing to replicate in-person classroom exams without the need of commercial proctoring services.

Background: Dealing with uncertainties is inherent in the engineering design process and often poses challenges for young learners. This necessitates providing learners with adequate support to navigate their uncertainties effectively. However, achieving this requires a deeper understanding of the factors influencing learners' uncertainty management processes. Method: In this paper, we analyze learners' framing of uncertain situations in collaborative engineering design tasks. Using the case study method, we explore two framing dimensions--epistemological and positional--to understand their impact on collaborative uncertainty management processes. Specifically, we examine how learners' framing dynamically shifts during uncertainty management activities by analyzing two contrasting cases from a sixth-grade classroom where groups tackled an engineering design problem, employing interaction analysis. Findings: Learners' epistemological and positional framings are intertwined, collectively influencing their own and their team members' uncertainty management actions. Additionally, contextual factors such as mentor intervention, early success, affect induced by prolonged failure, and time constraints can prompt shifts in learners' framing, both in productive and unproductive manners. Contribution: The paper provides nuanced insights into how learners' evolving epistemological orientations and positioning influence uncertainty management, offering practical insights into supporting learners' uncertainty management processes in problem-solving contexts such as engineering design.

With the growth in engineering enrollments, faculty members may find themselves in relatively large classes where they may feel the need for extra teaching assistants, may desire methods and resources to provide more individualized or small group student contact time, and may want to employ more modern teaching methodologies to improve student learning. Offering a course in a flipped/blended modality or utilizing active learning in a large class provides opportunities for students to practice their problem-solving skills in a group setting and leverage learning from one another. Numerous studies have shown the benefits of these pedagogical techniques. However, if a student struggles for too long or exerts extended effort towards an incorrect solution, they can become frustrated with the process and disengage from the content. Therefore, monitoring of student progress and timely intervention are key to maximizing student success. This enhanced student interaction can be accomplished by incorporation of learning assistants into the teaching team. Learning Assistants (LA) are guides to the learning process that participate in in-class problem solving, facilitate group work and discussions, and generally support active engagement in the classroom. The goal of this paper is to familiarize faculty with the use of Learning Assistants (LA) to optimize student success in courses which utilize student-centered learning approaches and to present concepts, strategies and resources to enable the development of LA programs. For faculty with no prior experience in near-peer techniques and no existing LA program at their institution, the perceived barriers to initiate the use of LAs can be high. By summarizing the benefits, providing a simplified framework, and presenting tools and resources adapted to engineering curricula, the bar for entry is lowered for faculty who use this paper as a guide to begin their own utilization of LA methods in their courses and departments.

The student experience with mathematical modelling has the potential to differ in nature to the experience of a typical mathematics student. The research reported in this paper forms part of a broader study looking into tertiary learning experiences for mathematical modelling. This paper reports on: What are the student experiences when learning to mathematically model? How might these experiences inform mathematics education? Data were collected across two different tertiary mathematical modelling courses in the form of student interviews. Student interviews were analysed, using reflective thematic analysis, to identify themes relating to the collective student learning experience. The results show that modelling provides an opportunity for students to be actively involved with their learning. Being open-minded was a key behaviour for a productive student experience.

Purpose: Student engagement has become increasingly significant in sustainability education for engineers because it enables future engineers to develop competencies, knowledge and values relevant to acting for sustainability. Therefore, this paper aims to examine characteristics of student engineer engagement with sustainability and to discuss the meanings of this concept. Design/methodology/approach: To build a more holistic picture of student engineer engagement with sustainability, this study followed a literature review approach to search, screen and appraise relevant journal articles on this topic. As a result of this research, 30 articles were identified as eligible. Findings: Based on the theoretical framework for student engagement with sustainability, newly synthesized here, and the content analysis of the 30 papers included in this study, four patterns of engagement were identified: intrapersonal engagement, inter-relational engagement, engagement as connection and disconnection and situated engagement. Practical implications: This review provides practical recommendations about how to support the engagement of student engineers with sustainability at the levels of the individual, staff, educational programmes and associated curricula. Future research directions are also discussed. Originality/value: This study contributes a theoretical framework synthesizing student engagement theory with sustainability education. It also describes current characteristics of student engineers' engagement with sustainability.

Higher education is immersed in unpredictable environments and is facing challenges during the Coronavirus Disease 2019 (COVID-19) pandemic. It needs to adapt to external changes constantly, especially to the level of development of science and technology as the most important component of education courses for future engineers are facing development difficulties within achieving their goals as the core of higher education. Curriculum serves as basis for realization of goals of higher education and curriculum for future engineers needs updating. The paper analyzes dilemma of updating of higher education curriculum for future engineers within its content and structure. During the learning process students participated in curriculum renewal and accelerated the upgrading of curriculum content and structure. Finishing the course, students conducted reflection, improved their understanding during the reflection process continuously that helped them to develop the habit of lifelong learning. The authors propose to expand teaching methods for the courses, to adapt engineering courses to the needs of economic development during the COVID-19 pandemic, to strengthen students' interaction and participation, to supply multiple participation in curriculum "customization" countermeasures to update higher education curriculum for future engineers.

This paper discusses engineering praxis ethos (EPE), a proposed framework for constructing a STEM learning environment embedding interrelated components of learner experience and design activity, which can support curriculum and instructional design and evaluation in STEM education. The authors propose that STEM is a meta-discipline that relies on the design life cycle, the intellectual root of engineering disciplinary knowledge. The nature of design and design activity calls attention to domain-specific needs of STEM teachers and focuses discussions and critiques about the epistemological adequacy of integrated STEM content knowledge. Given the urgent need for learners to develop 21st century skills in STEM, the authors argue for the feasibility of incorporating both mathematical and simulation models using new technologies when designing experiences for learners. An example of teaching and learning systems thinking in undergraduate engineering education highlights how EPE can be a viable theory of action for STEM educators.

In the 1980s of the twentieth century, universities in developed countries began to realize the growing gap between the capabilities of new graduate engineers and the actual requirements of engineering branches. The strong progress of technology requires engineers to have the intellectual abilities and necessary job-specific skills to master that progress. This paper focuses on Conceive, Design, Implement and Operate (CDIO) approach-based teaching for students majoring in electrical and electronic engineering technology at engineering universities in Vietnam to demonstrate the feasibility of the teaching model. The experimental method of synthesizing qualitative and quantitative results for 90 students in control and experimental classes was used. The experimental and control classes both had 45 students. SPSS software version 22 was used to gather data and evaluate the learning results of the two experimental and control groups. According to the findings of the T-test analysis of the independent variables for the two groups, the experimental class performed better in academics and had students in the experimental group who were more satisfied with their post-test scores. This result contributes to confirm that the use of the CDIO-based teaching model in Vietnam is effective for students majoring in electrical and electronic engineering technology.

The use of large language models (LLMs) is now spreading in several areas of research and development. This work is concerned with systematically reviewing LLMs' involvement in engineering education. Starting from a general research question, two queries were used to select 370 papers from the literature. Filtering them through several inclusion/exclusion criteria led to the selection of 20 papers. These were investigated based on eight dimensions to identify areas of engineering disciplines that involve LLMs, where they are most present, how this involvement takes place, and which LLM-based tools are used, if any. Addressing these key issues allowed three more specific research questions to be answered, offering a clear overview of the current involvement of LLMs in engineering education. The research outcomes provide insights into the potential and challenges of LLMs in transforming engineering education, contributing to its responsible and effective future implementation. This review's outcomes could help address the best ways to involve LLMs in engineering education activities and measure their effectiveness as time progresses. For this reason, this study addresses suggestions on how to improve activities in engineering education. The systematic review on which this research is based conforms to the rules of the current literature regarding inclusion/exclusion criteria and quality assessments in order to make the results as objective as possible and easily replicable. [ABSTRACT FROM AUTHOR]

An understanding of how sensemaking unfolds when elementary students engage in engineering design tasks is crucial to advancing engineering teaching and learning at K-12 levels. Sensemaking has been widely studied in the context of science as a discipline. In this paper, we seek to contribute to the more nascent efforts to build theory about the characteristics of sensemaking in elementary school engineering. We report on an interpretive case study of a 3rd grade student team who worked with minimal adult intervention to design a solution to an engineering challenge. Considering the entire trajectory of their design process, from the given problem to the solution, we observed that they navigated through multiple epistemic conflicts while making decisions that informed their final solution. We found that these conflicts served as "opportunities for sensemaking" and that exploring how the students resolved conflicts shed light on their sensemaking processes. Analysis of the team's navigation through epistemic conflicts to come to a design decision helped identify two distinct kinds of engineering sensemaking: student engagement in functional reasoning as they suggested design ideas, and student engagement in mechanistic reasoning as they interpreted test results. Both processes facilitated knowledge building, which in turn supported students' engineering design decisions.

Should your department offer a course on how to be a scientist and a successful graduate student? We offer this course at George Mason University as a mandatory part of the graduate curriculum, but this is not common practice for graduate biomedical engineering programs. Graduate education in biomedical engineering is evolving rapidly, with an increasing demand for fundamental research skills, interdisciplinary skills, and professional development. We believe that graduate students will be more successful in their research activities if they are explicitly taught these skills at the beginning of their graduate coursework. This paper describes the design of this course in our bioengineering department.

Biomedical engineering (BME) is a multidisciplinary, constantly advancing field; as such, undergraduate programs in BME must continually adapt. Elective courses provide opportunities for students to select topic areas relevant to their interests or future careers. Specifically, laboratory courses allow experiential learning in specialized topics in a hands-on manner that is suitable and accessible to undergraduate students. In recent years, neural engineering has emerged as a research sub-specialty within BME, and students preparing to pursue careers in this field will require a broad range of fundamental and experiential training. We sought to demonstrate this possibility by implementing a neural tissue engineering module into an existing upper-level undergraduate biofabrication elective. Organoids, which are self-assembling aggregate cell culture models that mimic a tissue or organ in both function and structure, have been made more accessible by genetic tools and commercially available resources. These experimental tools can be incorporated into basic laboratory experiments to model neurological systems that are otherwise difficult to study. In this paper, we describe the execution of this new module in which teams followed an adapted protocol for producing human neural organoids and then designed and manufactured a 3D-printed 'solution' to a common problem in the fields of neural engineering and organoid research. Additionally, we include student feedback as well as advantages, disadvantages, and opportunities for improvement of this laboratory module in future implementations. Skills gained in this project-based setting could be beneficial in subsequent capstone design courses as well as translated into future courses or graduate research studies.

Biomedical engineering is critical in improving people's lives through innovative solutions to biological and medical challenges. In the face of today's rapidly evolving climate, the field of biomedical engineering encounters numerous pressures that demand up-to-date skills and competencies. The (re-)development of curricula aligning with industry and societal needs, students' expectations, and academics' expertise while outlining graduates' knowledge (that) and abilities (how) becomes indispensable despite the challenges and complexities presented by conflicting priorities, tight timelines, and scarce resources. This paper presents a qualitative study conducted by a biomedical engineering graduate school at an Australian university. The study engaged four key stakeholders--industry partners, recent graduates, current academics, and students--in a self-auditing process of an existing biomedical engineering curriculum. This exercise aimed to identify priorities for the future development of the curriculum. The findings reveal the perspectives from the four stakeholder groups, with industry partners and recent graduates focusing on technical and transferable skills and current students and academic staff advocating for breadth and a more practice-oriented curriculum, where transdisciplinarity should inform biomedical engineering education. We propose that this evidence-based and bottom-up approach with multiple stakeholders holds potential implications for fields beyond biomedical engineering education. It provides valuable guidance to educational institutions seeking to (re-)develop their curricula to align with evolving industry and society demands.

This qualitative study collected recommendations provided by Black doctoral students in engineering to explicitly inform the institutional efforts necessary to enhance their academic experiences. This process has informed what needs to be done to support Black students through their direct accounts that provided in-depth understanding of the impactful yet missing components in their engineering pursuits, and especially, at the Ph.D. level. Situated in the theories of racialized organizations, this community-based participatory action research project conducted semi-structured interviews with n = 24 Black doctoral students enrolled in engineering programs across the United States (and one abroad). Four recommendations themes emerged from our analysis: (1) a vital need for greater representation of Black scholars across roles in engineering communities; (2) capacity for awareness, acknowledgment, and accountability of/for the lived experience of Black scholars in engineering; (3) more intentional institutional efforts to support Black scholar communities and connection; and (4) a need for re-envisioning institutional policies and practices impacting Black scholars. This paper will address that which Black students identify as missing in engineering academic environments that, if addressed, could stand to drastically improve the lived experience of Black engineering students. Institutions must be proactive in their accountability for the wellness and success for all students and can start by taking heed to the recommendations of Black doctoral students, specifically.

Engineering education has slowly been making its way into schools with the aim of promoting engineering literacy, which is central to learning and working in a technology-oriented society. Educators and policy makers advocate the need for developing students' understanding of the nature of engineering (NOE); yet, there is an ongoing debate on the heuristics that should be applied. In this article, we review and discuss current studies on engineering education in schools and the integration of engineering into the science curriculum. We describe four aspects of engineering fields: Structures, Machines, Materials, and Data, each uniquely characterized by the technology used and the artefact produced. We discuss the application of the Family Resemblance Approach (FRA) to the characterization of NOE, focusing on the cognitive and epistemic domain. Accordingly, we describe NOE through four categories: Aims & Values, Engineering Practices, Methods & Methodological Rules, and Engineering Knowledge, which can guide teaching and learning about NOE. Building on the FRA, this paper provides a framework for a continuous discussion on NOE and the theoretical and practical relationships between science and engineering.

The programme outcomes are broad statements of knowledge, skills, and competencies that the students should be able to demonstrate upon graduation from a programme, while the Educational Taxonomy classifies learning objectives into different domains. The precise mapping of a course outcomes to the programme outcome and the educational taxonomy (Cognitive, Psychomotor and Affective) level is crucial to ensure Constructive Alignment at the fundamental level of a course and to ensure meaningful outcome measurements. Unfortunately, this effort is often subject to bias and human error while the use of information technologies as a mediator in this area remains unexplored. This research paper proposes an automatic learning-based advisory system for engineering curriculum to ensure constructive alignment with programme outcomes and educational taxonomy. We demonstrated the use of natural language processing and machine learning techniques to mitigate human error and bias that is often present in such classification tasks. Textual/semantic embeddings, including Term Frequency-Inverse Document Frequency (TF-IDF), Universal Sentence Encoder (USE), and Word2Vec (W2V), machine learning models (Random Forest, Support Vector Machine, Logistic Regression, and Light Gradient Boosting Machine), and their corresponding techniques for optimizing the training process are extensively investigated. In terms of accuracy, we obtained an encouraging result of 78.83%, and 78.71% for TF-IDF with Random Forest, and USE with Support Vector Machine classifier, respectively. We transformed our work into a web-based solution named the Course Outcomes Diagnostic Tool, embedded in the faculty education web platform, Edu Centre that is ubiquitously adopted by the members in the Faculty of Engineering and Technology, Tunku Abdul Rahman University of Management and Technology. The proposed solution has demonstrated great potential in reducing subjectivity, ambiguity, and human error, thereby improving the constructive alignment at the root level of course design to ensures teaching-learning activities are aligned with regulatory body expectations.

In this paper, a quantitative, descriptive, and correlational research is carried out on the perceptions of the digital competence of Latin American engineering professors, their assessment of the didactic use of Information and Communication Technologies (ICT) in different didactic areas (interaction, communication, distribution, and administration and evaluation), and on the growth or decrease in the frequency of their use after the COVID-19 pandemic. In particular, the Latin American engineering professors' perceptions of digital competence is studied. Also, the existence of gender gaps (both in general and differentiating between private and public universities, and between professors with a more or less teaching experience) has been explored in the assessment of the perceptions of digital competence and the didactic use of ICT by engineering professors, as well as in the influence that the pandemic has had on the habits of ICT use. The results reveal that the use of ICT by engineering professors has achieved increases of over 40% in some educational activities due to the pandemic, and it has had a homogenizing effect on the frequency of use of ICT tools in the different activities. Female engineering professors have increased their use of ICT more than males, and engineering professors in private universities more than those in public universities. Consequently, it is suggested to the universities to reinforce the continuous training of engineering professors, considering the pedagogical specificities of engineering education and the necessary integration of ICT in the teaching activity of female engineering professors.

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 about affect) can shape or reframe affective pathways, changing a student's problem-solving experience. Purpose/Hypothesis(es): 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? Design/Method: 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. Results: 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. Conclusions: 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.

For over two decades, faculty participants in the American Society of Civil Engineers (ASCE) Excellence in Civil Engineering Education (ExCEEd) Teaching Workshop (ETW) have learned the core principles of effective teaching and put these principles into practice during the workshop. Workshop staff and leaders, namely faculty serving as site coordinators, presenters, assistant mentors, and mentors have helped support participants' development while also developing their own teaching and leadership skills. Graduates of the ASCE ETW are widely represented throughout civil and environmental engineering programs and in academic leadership, accreditation, and professional societies. In this paper, we present the results of a study on the development of faculty as leaders through this program. We summarize skills and characteristics identified as necessary for effective leadership and examine whether leadership skills can be developed through a well-established and highly effective teaching development workshop, namely, the ASCE ETW. For this study, we examined responses to a survey addressing the effectiveness of the workshop and respondents' roles and activities since their participation in the ETW. In total, 494 participants, staff, and leaders responded to the survey. In analyzing the data, we specifically considered evidence of leadership. Although not designed as a leadership workshop, aspects of the ETW align closely with principles of effective leadership development in terms of the content covered, delivery and conduct of the workshop, culture of mentoring, and focus on faculty development. The following research questions are addressed in this paper: To what extent do the ETW content and conduct relate to leadership skills and attributes relevant to academia? To what extent does faculty development through the ASCE ETW correlate with engagement in academic leadership? Study results indicate a strong alignment between participating in the ASCE ETW and assuming leadership positions in academia, an even more pronounced trend among those who continue their involvement in the workshop as staff. Noting the similarities in the conduct and content of the teaching workshop and programming focused on leader development, we suggest that a well-designed and well-executed faculty development workshop can also provide leadership development, even if leadership is not the principal goal. The faculty and staff development approach used in the ETW can serve as a model for including leadership training in faculty development workshops.

Civil engineers and project managers must control and manage the project management discourse with the client and other stakeholders or risk slippages to time, cost, and programs. This paper explores how communicative choices and the representation of project requirements and engineering issues are intrinsic to effective civil engineering work. Using a social semiotic framework, the paper contributes to civil engineering learning by revealing how various engineering communications (e.g., schematic drawings, visual images) function in civil engineering contexts. The research builds upon civil engineering communication scholarship, highlighting the significance of representational choices for affecting engineering work. The social semiotic and multimodal-informed analysis clarifies processes of cognition, interpretation, and understanding at play when civil engineers interact with project stakeholders. The findings inform civil engineering education and the teaching of communication skills: communication composition being intrinsic to effective civil engineering work.

The ASEE/AIChE Chemical Engineering Summer School (ChESS) is a week-long quinquennial faculty development event that brings together early-career faculty for workshops and community building for nearly 100 years. The most recent ChESS took place from July 25-29, 2022 at the Colorado School of Mines in Golden, CO, and brought together over 200 participants and presenters. The Summer School is a community-building exercise unique in engineering. It is our hope that by capturing some of the outcomes and processes in this paper that it will facilitate future offerings of the Summer School.

Students in higher engineering education should develop competencies to be prepared for their future professional careers. However, in the field of food technology it is not clear what set of competencies is most relevant. This paper created a comprehensive list of competencies for food technologists by combining both domain-specific and general literature (n = 4), and policy documents (n = 6). This list was used to establish the relative importance of its elements and map opportunities for optimal curricular improvement at Wageningen University. Data were collected via a survey and interviews with graduates and professionals. A comparison of the perceived importance of competencies versus the perceived opportunities for learning showed that "analytical thinking, critical thinking, problem solving" and "decision making" needed more attention in the study curriculum. The comprehensiveness of the list was assessed by pilot testing with respondents. The list and method show potential for other disciplines to identify and select important competencies.

Ethical and sustainable thinking is an important competence in the engineering education to support students' abilities to act and perform in a responsible manner in corporate contexts, and consequently contribute to a sustainable future. This paper investigates engineering students' attitudes towards ethical and sustainable thinking focusing on the corporate social responsibility (CSR) principles in the context of entrepreneurship courses as a part of larger research project. Engineering students from a Finnish and an Estonian university (N = 342) responded to a self-assessment survey. The students' attitudes towards CSR principles were assessed both on the enterprise level and the individual level as expectations of potential future employees. The findings indicate that engineering students acknowledge the need to take into account responsible thinking and that it is important for enterprises to be both socially and environmentally responsible in their activities. The self-assessment tool of ethical and sustainable thinking associated with the entrepreneurship competence model and CSR principles can be helpful in practice when university teachers wish to support and assess their students' attitudes towards CSR principles among other entrepreneurship competencies when creating new course content.

The literature on laboratory objectives in engineering education research is scattered and inconsistent. Systematic literature reviews identified the need for better understanding. This paper ranks the laboratory learning objectives across the cognitive, psychomotor and affective domains to improve scaffolding. It provides an opportunity for reflection, a pathway to confirm assessment alignment, and opens future research areas. To accomplish this, the Laboratory Learning Objectives Measurement (LLOM) instrument is used to survey 160 academics from around the world representing 18 engineering disciplines. The results suggest that the collective ranking order does represent a framework that can be used broadly. However, for greater alignment with consensus thinking, discipline rankings should be used. The cognitive domain was deemed the most important. These results provide the community's opinion and may not necessarily be best practice, providing an opportunity for reflection.

Purpose: In today's highly competitive global business environment, there is a growing demand for professionals who possess well-developed soft skills. Such abilities include flexibility, effective communication and other skills. Soft skills are personal attributes and qualities that are more closely related to the emotional side of human beings. Individuals must cultivate and hone soft skills during their undergraduate studies. These skills, also known as interpersonal or non-technical skills, are essential to complement hard skills and pave the way for a thriving career trajectory. Soft skills are developed over the course of one's career and are indispensable in establishing a strong, professional presence in the corporate or academic realm. The field of engineering is no exception in this regard, and the business approach during the engineering course is of significant relevance. By acquiring soft skills, engineering graduates will become competitive and adaptable professionals capable of handling the current and future challenges of the job market. The purpose of this study is to investigate the soft skills that students perceive as being better developed during their business classrooms in the engineering course and identify areas for improvement in the business education process. Design/methodology/approach: The research method consisted in four different phases from variables identification to statistical analyses. Then, as part of this approach a structured questionnaire was administered at the end of the engineering course, where students rated their perception of the degree of development of each of the soft skills covered in the course on a scale of zero to ten. The collected data were analysed using multivariate analysis techniques, including factorial analysis. Findings: The results of the study demonstrate that the set of skills acquired by individuals in business classrooms pursuing a degree in industrial engineering is in high demand by potential employers. Such skills are deemed essential for the successful operation of businesses in modern-day industries. The findings of this research validate the significant role that industrial engineering students play in fulfilling the requirements of the job market and pave the way to meaningful insights on how to approach this topic during the business education process in engineering courses. Practical implications: The findings bring about significant insights for national educational councils and ministries, universities and educational stakeholders in the process of updating, rethinking and implementing new curricula criteria in higher education, particularly in the Latin American context. Originality/value: This paper enriches the literature by assessing the development of soft skills of engineering students in the Latin American context. The research reinforces the importance of developing soft skills aligned with those required for the context of current and future labour markets.

The number of scientific publications about serious games has exponentially increased, often surpassing human limitations in processing such a large volume of information. Consequently, the importance of frameworks for summarising such fast-expanding literature has also grown. This paper draws a panorama of serious game research streams, focusing on higher education in engineering and management. The research design involves a systematic review using PRISMA guidelines, along with bibliometric and content analyses. The sample comprises 701 documents collected from both Scopus and Web of Science databases. For supporting bibliometric analyses, "Bibliometrix" and "Biblioshiny" tools are employed. In addition, a coding schema is developed for in-depth analysis of 701 documents selected according to the inclusion criteria. In short, the literature on serious games for engineering and management education grows more rapidly than modern science, following a globalised, collaborative and context-based trajectory. The results reveal five main research streams: "game design guidelines," "game design cases," "game experiment guidelines," "game experiment cases" and "generalists." These streams are summarised in a proposed framework. Cross-tabulation and statistical analyses conducted in "SPSS Statistics" identify the key relationships amongst the research streams. Finally, opportunities to investigate serious games for sustainable development education arise, and there is a need for future efforts to formalise the framework classification algorithm.

"The Framework for K-12 Science Education" and the Next Generation Science Standards require teachers to integrate engineering design into K-12 science teaching. However, many teachers have no formal preparation in engineering design and how to integrate it into science instruction. Furthermore, few models exist for preparing teachers in engineering design and how to integrate it into science teaching. Therefore, in this paper, we describe the model we have used for the past 8 years to prepare eighty-one (81) secondary pre-service science teachers in engineering design and how to integrate it into science instruction. We have also provided the outcomes and suggestions for implementing this model in science teacher education programs. We believe the model is transferable to other institutions and school districts that are involved in preparing teachers in engineering design integrated science teaching.

Background: This paper begins with the premise that ethics and diversity, equity, and inclusion (DEI) overlap in engineering. Yet, the topics of ethics and DEI often inhabit different scholarly spaces in engineering education, thus creating a divide between these topics in engineering education research, teaching, and practice. Purpose: We investigate the research question, "How are ethics and DEI explicitly connected in peer-reviewed literature in engineering education and closely related fields?" Design: We used systematic review procedures to synthesize intersections between ethics and DEI in engineering education scholarly literature. We extracted literature from engineering and engineering education databases and used thematic analysis to identify ethics/DEI connections. Results: We identified three primary themes (each with three sub-themes): (1) lenses that serve to connect ethics and DEI (social, justice-oriented, professional), (2) roots that inform how ethics and DEI connect in engineering (individual demographics, disciplinary cultures, institutional cultures); and (3) engagement strategies for promoting ethics and DEI connections in engineering (affinity toward ethics/DEI content, understanding diverse stakeholders, working in diverse teams). Conclusions: There is a critical mass of engineering education scholars explicitly exploring connections between ethics and DEI in engineering. Based on this review, potential benefits of integrating ethics and DEI in engineering include cultivating a socially just world and shifting engineering culture to be more inclusive and equitable, thus accounting for the needs and values of students and faculty from diverse backgrounds.

In this paper, we discuss the ethical responsibilities of being a role model as an engineering teacher in higher education. We draw on virtue ethics, care ethics, ethics of freedom and role modeling theory, using Grande's framework for engineering education. We argue that the three ethical theories give different views on the ethics of role modeling as a teacher. Virtue ethics implies that the teacher should behave as virtuously as possible to encourage students to emulate character traits. Care ethics implies that the ethics of role modeling is fundamentally about care practices, emphazising relationships and values such as attentiveness and responsibility. Ethics of freedom urges the teacher to grant individuals opportunities to develop and be free from the control of others. By using role modeling and ethical theory, we aim to show how theory has an impact on both teaching practices and could underpin empirical research in engineering education.

Background Study: The research discusses the need for a paradigm shift in engineering education current practices to accommodate the digital native students. The paper emphasizes the importance of integrating disruptive technologies, namely Virtual Reality (VR) through Head Mounted Displays VR (HMD VR) and Desktop Based VR (DB VR) and comparing it with the traditional teaching methods. The research focuses on second-year undergraduate students enrolled in a concrete structures course. Objectives: The objective of the study is to analyse the impact of DB VR and HMD VR on students' motivation, performance and workload in comparison with traditional 2D drawings. The study also aims to investigate how simulation sickness and system usability could impact students' motivation and performance when interpreting concrete structures. Methods: The study divided second-year civil engineering students into three groups, 2D, DB VR and HMD VR. The performance and motivation levels of students were assessed based on the number of mistakes identified and an intrinsic motivation survey. Furthermore, data on system usability and simulation sickness were collected. Spearman rank correlation was conducted to analyse the relationships between the variables tested. Results: The results have shown that students' motivation and performance were much higher when using VR in general and HMD VR specifically, students' efficiency and accuracy were also observed. On the other hand, usability was found to be moderately correlated with motivation, with students rating HMD VR as the most usable approach. A moderate inverse correlation was observed between simulation sickness and motivation, indicating that higher simulation sickness led to lower motivation levels. Conclusion: The study concludes that integrating VR in general, DB VR, or HMD VR into a concrete structures course for undergraduate students can significantly improve students' performance and motivation. Furthermore, enhancing usability of any of the methods used can also improve the performance and motivation. On the other hand, simulation sickness inversely affects motivation and performance, therefore, VR developers and educators should not neglect it.

This paper reports on how the concept and technologies of GIS are included in the telecommunications engineering curriculum at the undergraduate level. The course of Fundamentals of GIS is described in detail. The usage of GIS software is necessary part of GIS technology education. In order to evaluate available GIS software, several criteria are defined. For this purpose, the authors used Analytical Hierarchy Process (AHP) methodology according to the goal to find the most appropriate GIS software in education of telecommunications engineers. The following software tools are considered: GRASS, uDig, SAGA, Prune and OpenJUMP. Each proposed criterion was given relative importance through pair-wise comparison. Taking into account proposed criteria, uDig software tools showed the most promising results to be used for education of future telecommunications engineers.

Understanding teachers' experiences as they lived them and as they told them is important for conceptualizing a well-rounded view of the state of science education and the role teachers play in it. Journey mapping, a way of visualizing one's processes and experiences as they progress towards a goal, is a tool with the potential to capture teachers' lived experiences. The purpose of this study was to explore elementary teachers' lived experiences as they work to provide science and engineering learning experiences for their students. This paper highlights the use of STEM journey mapping as a way of exploring teachers' lived experiences in their day-to-day practice. This study features the STEM journey map and subsequent narrative of a fourth-grade teacher, Elliot. The data analysis supported the argument that journey mapping was a powerful tool for exploring teachers' lived experiences.

This paper explores the connection between critical theory, information evaluation, and the instructional practice of critique for STEM students and librarian instructors. Using an emerging theory and instructional method, the authors examine how to more deeply include voices that have historically been excluded from STEM information critique. The foundational ideas, pedagogical approaches, and scaffolded curriculum used to engender a more inclusive approach to information within third- and fourth-year engineering design classes are discussed to contextualize the application of theory to the practical setting. Rooted in critical theory, this case considers how student information behaviors can ultimately perpetuate or subvert social structures and expectations.

A Slinky is a loose helical coil spring and is a well-known educational toy. In this paper a model for a Slinky is presented. The Slinky is represented as a sequence of rigid half coils connected by torsional springs. A range of Slinky configurations in static equilibrium are calculated. Where possible the torsion spring model is compared with the much simpler point mass model of a Slinky, and a more sophisticated model that includes axial and shear deformation. The torsional spring model is shown for the most part to produce similar qualitative behaviour as the more complex model. The simplicity of the torsional spring model makes it a candidate for a discrete stair walking dynamic model of a Slinky, The point mass model is straightforward to derive and solve and makes it possible for an undergraduate engineering student in the early part of their degree course to understand. The torsional spring model is a useful tool for showing what can be done in a more advanced mechanics course to model a system that most students would have previous experience of.

The pedagogical development (PD) for educators in higher engineering education is indispensable to the promotion of educational changes and high-quality teaching and learning necessary to train twenty-first century engineering talents. With the expansion of various PD activities in engineering education in recent decades, there is a growing need to understand the characteristics and impact of current PD activities and to develop strategies for their further development. This study reviews 116 articles to provide an overview of current PD activity designs and the challenges reported in research on engineering education. The selected papers' frameworks, duration and organizational formats, evaluation methods, teachers' learning outcomes, research methods, and reported challenges are summarized. The findings of this study call for additional research on theory-driven designs for future PD activities as well as additional empirical PD studies using multiple data sources, a variety of research methods, and various analytical tools.