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This exploratory study compares how young people (ages 15-16) learn circuitry concepts and layout design principles important to electrical engineering using one of two educational circuitry toolkits: paper circuits and traditional solderless breadboards. Paper-based prototyping kits are representative of a trend that incorporates new materials and approaches to integrating arts into traditional STEM disciplines. Extending prior research on how non-traditional toolkits enhance learning of electrical engineering outcomes, including basic circuitry concepts (i.e., current flow, polarity, and connections), this study examines the material affordances and design choices of the kits that contribute to youth's understanding of more advanced circuitry layout design principles, including space allocation, placement of electronic components, and routing. Results indicate that paper circuits better afford the learning of layout design principles for printed circuit boards (PCBs) with large effect sizes. This study illuminates how the materials of educational toolkits uniquely solicit body- and material-syntonic patterns of activity, and thus differentially engage learners' powerful ideas around circuitry and design principles. This investigation encourages careful consideration of the material affordances of some toolkits over others for learning purposes.

Underrepresentation of females in the field of engineering is overwhelming and posing a serious concern to the human race, especially in the developing countries. This has grievous impacts on the socio-economic and environmental growth and development of the nation. The paper seeks to investigate: (i) female students' knowledge of the fields of engineering; (ii) female students' perceptions of what the gender of engineers ought to be; and (iii) the various factors that influence students' career choice in engineering. The study was a descriptive study of the survey type. Data were collected using a self-constructed questionnaire. The sample of the study was 366 public female senior secondary II students who were in science class in Ikere-Ekiti, Nigeria. The findings revealed that majority of the respondents were familiar with the traditional disciplines in the field of engineering. The respondents perceived engineering as a male-dominating profession. Personal, family, school, and social indices were adduced as factors responsible for female students' choice of career. It was concluded that there exists gender discrimination in the choice of female students' career. It was recommended that female students have the ability, rights, knowledge, and duties in the society, and they can be professionals in engineering.

Nationwide, low numbers of students are entering STEM-related fields. This is especially true for underrepresented populations and students from rural areas where access to STEM enrichment programs is limited. This qualitative study researched the impact of Micro STEM Fests on 1st to 5th grade students and investigated participating teachers' attitudes toward STEM. The Micro STEM Fest kits used for this study include ten engineering and technology challenges. 5th graders studied and practiced these challenges and then led a Micro Stem Fest for 1st to 4th grade students. Survey and interview data were gathered from participating students and teachers in a rural district. Data was analyzed by grade levels and two themes were identified. Firstly, STEM knowledge was built through handling of materials, engaging in the engineering design process, and enjoying the challenge posed by the concept or activity. Secondly, positive attitudes towards STEM were developed because of their participation, evidenced by students' desire for harder challenges, and expressed enjoyment of autonomous creativity with STEM activities. This paper briefly reviews the literature, describes the methodology, defines and discusses the findings, and makes recommendations for future research.

Objective/Research Question: There is a growing demand for skilled workers in engineering and technology fields. However, the number of engineering technology degrees awarded is much less compared to engineering, and a high percentage of students in engineering technology do not persist beyond the first year. To meet the demands for skilled workers, it is important to understand the experiences of engineering technology students to identify factors that contribute to their matriculation and persistence. The purpose of this paper is to summarize the research that exists on the academic and personal experiences of engineering technology and welding technology students. The research questions guiding this study are: (a) what are the academic and personal experiences of engineering technology and welding technology students at 2- and 4-year institutions? and (b) what are students' experiences with persisting in engineering technology? Methods: Using our research questions and predetermined inclusion criteria, we performed a literature review of relevant articles retrieved from Scopus and ERIC ProQuest databases. Results: We identify three areas of opportunities for future research examination: (a) experiences of students of marginalized populations in engineering technology, (b) how to leverage career and technical education and 2-year engineering technology programs to support matriculation, and (c) ways to address the negative stigma associated with engineering technology programs. Conclusions/Contributions: To meet the demands of the nation's economy and future workforce, it is important to further examine the experiences of engineering technology students.

The objective of this paper is to establish comparisons between the Linear Algebra (LA) approach practiced in Engineering courses offered by Chilean and Brazilian Higher Education Institutions and, for that, teachers from both countries were interviewed. From a methodological point of view, the research consists of two case studies. For the analysis of the interviews, we used the precepts of Content Analysis. The data were qualitatively analyzed considering the MTSK theoretical model. In this analysis, we sought to identify what specialized knowledge these teachers have regarding AL and about its teaching and learning. The results have shown that, in relation to the Mathematical Knowledge (MK) domain, which refers to content knowledge, the Knowledge of Topics subdomain (KoT), linked to the way that teachers know the topics they teach, is the most present among interviewees. In the Pedagogical Content Knowledge (PCK) domain, covering specific pedagogical knowledge linked to Mathematics, the Knowledge of Mathematics Teaching (KMT), regarding strategies, teaching theories, resources and materials, and Knowledge of Mathematics Learning Standards (KMLS) subdomains, concerning the curricular specifications and the moments in which the student must or can learn certain content and with what level of depth prevail.

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.

Rapid advances in technology have resulted in a worldwide drive to enhance science, technology, engineering and mathematics (STEM) workforces to remain internationally competitive and ensure economic prosperity. Despite this, there is ongoing debate about the best strategies for promoting STEM literacy and building national STEM competencies. Women continue to be under-represented within the Australian STEM workforce, impacting Australia's national performance and STEM pipeline figures. Several factors have been determined as crucial components impacting females' perceptions of the STEM fields, and their drive to pursue employment in these areas. One method for analysing these factors is to explore the personal narratives of women in STEM and STEM-related fields to determine which factors impact their engagement with STEM. Our research contributes to this ongoing debate by providing insight into the personal narratives of eight women who participated within the "STEMinist Community of Practice" (CoP) research project, and their fluid experiences of the STEM pipeline. This paper explores the key factors and experiences of the participants, including how their careers progressed over time; and related potential solutions for increasing the number of women in STEM. Additionally, this paper explores the criteria for being considered a 'STEM professional', and how this impacts the fluidity of the STEM pipeline for women. We utilised a qualitative narrative research design through the worldview of interpretivism and employed a storytelling methodology. Thematic analysis was undertaken, and four key themes emerged: influence, perception, self-perception, and community of practice. The research questions are answered through a series of vignettes providing a rich conception of participant experiences. Key recommendations from this article are the development of further communities of practice to empower women within STEM fields, and adjusting the criteria of STEM professionals to include STEM educators, to address STEM pipeline issues.

Background: Training both pre - and in-service teachers who are capable of planning and enacting engineering design-based science instruction are critical for integrating engineering into K-12 science curricula. Purpose: This study investigates pre-service teachers' efforts to integrate engineering into their lesson plans. Sample: 13 pre-service chemistry teachers, enrolled in a 13-week engineering-infused integrated STEM course, were the participants of the study. Design and Method: Considering the purpose of the study, qualitative design was deemed to be the best fit including qualitative data collected through lesson plans and reflection papers. To assist pre-service teachers' learning, 13-week engineering-infused integrated STEM was started with the information about the engineering profession and how engineers work. Additionally, pre-service teachers engaged in six integrated STEM activities including engineering design cycle. After each activity, the participants were asked to write a reflection paper on what they learned about engineering, the engineering design process, and integrated STEM. Finally, the participants had three chances for analyzing strong and weak integrated STEM lesson plans and planning integrated STEM lesson planning experience with mentors. The pre-and post-course lesson plans (n=26) were analyzed using existing codes from the related literature, which is a deductive coding process. Later, an inductive approach was used to determine the categories of engineering integration into the lesson plans. Four categories (ranging from a complete engineering lesson to a science lesson with no engineering link) were formed. Reflection papers were used to support the findings. Result: The results showed that none of the pre-plans included engineering. However, after participated in a 13-week integrated STEM course, all post-course lesson plans integrated engineering through the use of engineering design processes to some extent. Conclusion: The training with different experiences seems promising for pre-service teachers to learn engineering integration into STEM lesson plans.

In this paper, we explore measurements of design creativity through metrics related to the processes used in designing and relate them to the metrics used in psychology for idea creativity, ie, novelty and fluency. Our goal was to test the reliability of psychometric measures of creativity to assess creativity in team design. We studied 19 teams of 3 professional engineers that engaged in a one hour-long design task. Design tasks have a greater ecological validity than single repetitive tasks like the AUT and the RAT. Engaging in a design task involves a wide range of cognitive activities, which contribute to creative ideation and to expanding the design space. This study focused on the relationship between the teams' design idea creativity and design behaviors during the task. We explored to what extent design collaboration between teammates, design evaluation and the co-evolution of the problem-solution space relate to the psychometric measures of idea creativity. Results suggest no specific trend in the correlation between collaboration and idea creativity as measured by the metrics used in psychology, while more cognitive focus on problem-solution co-evolution negatively correlates with these measures of idea creativity. The paper concludes with potential explanations for this lack of correlation.

This paper explores the transformative potential of Large Language Models Artificial Intelligence (LLM AI) in educational contexts, particularly focusing on the innovative practice of prompt engineering. Prompt engineering, characterized by three essential components of content knowledge, critical thinking, and iterative design, emerges as a key mechanism to access the transformative capabilities of LLM AI in the learning process. This paper charts the evolving trajectory of LLM AI as a tool poised to reshape educational practices and assumptions. In particular, this paper breaks down the potential of prompt engineering practices to enhance learning by fostering personalized, engaging, and equitable educational experiences. The paper underscores how the natural language capabilities of LLM AI tools can help students and educators transition from passive recipients to active co-creators of their learning experiences. Critical thinking skills, particularly information literacy, media literacy, and digital citizenship, are identified as crucial for using LLM AI tools effectively and responsibly. Looking forward, the paper advocates for continued research to validate the benefits of prompt engineering practices across diverse learning contexts while simultaneously promoting potential defects, biases, and ethical concerns related to LLM AI use in education. It calls upon practitioners to explore and train educational stakeholders in best practices around prompt engineering for LLM AI, fostering progress towards a more engaging and equitable educational future.

It is generally perceived that a substantial number of engineering faculty are still unaware of alternative educational methods, and many who are aware of them choose not to incorporate them into their approach to teaching. There are several likely reasons for this inertia, aside from the inevitable human resistance to change. The primary focus of imparting information is restricted to fulfilling the course requirements and, the upcoming term end examination. It is imperative to adopt a change from teaching to learning paradigm engaging the students in Higher Order Thinking Skills. Knowledge and technological advancements are changing the role of engineering and engineering faculty in the society. Engineering Education reforms need to focus on inductive teaching and stimulated learning. Students should be taught critical thinking skills and creative thinking skills to keep pace with the rapidly changing engineering profession. This paper reports the study done to test and explore the faculty awareness of Bloom's Taxonomy of Educational Objectives in the cognitive domain and Higher Order Thinking Skills (HOTS) and to evaluate question papers set by engineering faculty with respect to HOTS as proposed by Bloom's Taxonomy. Various active learning strategies to enhance critical thinking skills and creative thinking skills of the students are recommended for use by the faculty in their interactions with the students.

Academic writing, particularly writing research articles, is an indispensable part of every major in higher education. Hyland (2004) argued that a valuable means of exploring academic writing, and comparing the rhetorical features and preferences of different discourse communities, is through the metadiscourse analysis of the text. The present study examines the differences in the use, type, and frequency of interactional metadiscourse markers in the introduction and conclusion sections of research papers across the two disciplines of Mechanical and Electrical Engineering. To this end, 42 research articles (21 Mechanical and 21 Electrical Engineering) written by English native speakers were randomly selected from two major international journals. The current study made use of Hyland's (2005) model for analyzing the interactional metadiscourse markers used in the selected corpus, consisting of 41484 words. To analyze the data, the frequency, patterns of use, and type of interactional metadiscourse markers were elicited both through a manual corpus analysis and concordance package. Furthermore, to examine whether there is any significant difference in the use of metadiscourse markers in the introduction and conclusion sections of these papers, a Chi-square analysis was run. The results of the quantitative analysis revealed that although there were some minor differences in the frequency and type of these metadiscourse markers, there was no statistically significant difference across the disciplines, which can be attributed to the close nature of these fields. The findings of this study may render some pedagogical implications for ESP courses and especially writing research papers.

This study investigated the influence of CThink4CS2 Module on computational thinking (CT) skills of form four chemistry students. The CThink4CS[superscript]2 Module integrated CT with the Engineering Design Process (EDP) in chemistry class. This study utilized quantitative research methods and quasi-experimental design. Quantitative data were collected using the Computational Thinking Skill Test (CTST) which consisted of algorithmic reasoning, abstraction, decomposition, and pattern recognition constructs. A total of 73 students were in the treatment group (n=39) and control group (n=34). Experimental data were described by means of descriptive analysis and inferential analysis employing two-way MANOVA analysis. The results of the analysis indicated significant differences in CT skills between groups; students in the treatment group demonstrated better results compared to those in the control group. The paper provides insight into the integration of CT and EDP as effective pedagogical strategies for inculcating CT skills.

Superhero themes have been increasingly used in the teaching of a range of topics including business, humanities and science in recent years. Typically, characters from existing popular media are adopted for the teaching activities. On the other hand, customised characters that are developed from scratch allow the educator to have more control of the characters' features so that the learning objectives can be achieved more effectively. In this work, new fictitious characters have been created as cases for students to perform their engineering materials selection assignment. The motivation for using the superhero theme was to increase the students' excitement in the assignment. This paper shares the approach taken and the teaching experience after running the superhero theme with two cohorts of students.

In many mechanical engineering undergraduate curriculums, there are topics that are vital to the students' future careers in the manufacturing and design workforce that are not taught in-depth. As one of those topics, Geometric Dimensioning and Tolerancing, or GD&T, is vital to companies who develop and manufacture products because it allows one to communicate with other team members in order to produce and inspect manufactured parts. GD&T is filled with intricate concepts that are hard to grasp without repetition and practice. An active learning intervention was developed and deployed in a mechanical engineering undergraduate class at the Georgia Institute of Technology. The active learning interventions were developed to assist students in learning basic manual inspection methods and communicating through a part drawing. The goal was for the students to obtain a foundational, hands-on understanding of GD&T and implement their learnings onto a part drawing and inspection plan. The results of this intervention were based on a Knowledge Assessment, self-reported Self-Efficacy Survey, and an Exit Survey. These assessments revealed that the GD&T intervention had a significant impact on the students' knowledgebase of the topic and their ability to perform identification and inspection tasks used in the workforce. This paper discusses the intervention structure and its potential applications for engineering education in the workforce.

First-generation college students (FGCS) in engineering bring a wealth of knowledge to their academic and social experiences in higher education, in contrast to deficit-based narratives that students are underprepared. By listening to FGCS' own experiences navigating higher education and using information literacy in their project-based work, librarians and educators can better understand students' funds of knowledge, social capital, and identities, as well as the institutional barriers that must be removed. This paper shares interview findings with (n = 11) FGCS and suggests implications for professional practice that are relevant to information literacy for design, project-based, or practitioner focused disciplines.

In this paper we deal with a geometric machine that has gone somewhat unnoticed in mathematics education: the Perfect Compass. It allows conics to be drawn using a special two aperture compass, based on Apollonius' conic sections. Proposed in the 10th century, it seems that it was never built in medieval times--at least no archaeological remains from the medieval period have been found--and later constructions have operational limitations. This machine has been reengineered by us to make it fully functional and thus become a suitable instrument for education. We have built it using Digital Manufacturing technology, such as 3D printing and laser cutting, so that it can be widely available in the service of mathematics education. We also show how its operation results in a machine where its manipulation allows direct knowledge of the method and concepts used.

Purpose: This study aims to present a Faculty-Led Program applied in two contrasting countries, the USA and Peru, focused on the supply chain management of food and beverages to demonstrate its benefits in human capital development. This Faculty-Led Program provides valuable opportunities to acquire skills and knowledge in foreign environments. Design/methodology/approach: Students from Universidad del Pacífico and Rochester Institute of Technology were exposed to the food and beverages industry in Lima and New York. The theory will be presented to justify the program's positive impact on the human development of the participating countries and empirical evidence of training capabilities that it allowed, according to the theoretical framework proposed by (Braskamp et al., 2009), to identify dimensions of learning. The study was based on primary data collected from 20 students from Universidad del Pacífico through a participant observation approach, retrieving a final essay project and the students' testimonies at the end of the program implemented in other similar studies in Peru (Simone, 2021). The data were categorized into three domains and then summarized to provide key insights. In this case, the methodology is qualitative, but the data were also subjected to statistical analysis. Findings: The results suggest that knowledge of the value chain of food and beverages obtained in this program was successfully consolidated. The learning outcomes from this method were obtained through students' projects aimed to share the learned global practices with the industry and were materialized in three domains: the cognitive domain, with students recognizing and valuing cultural aspects; the interpersonal domain, students learned from social interactions with stakeholders; and the intrapersonal domain, students showed high acceptance of US culture within the course context, though their affect toward it was more potent than toward their own culture. These domains allowed students to assess how such international experience impacted their learning in more than just the academic outcome. Research limitations/implications: The study relies on self-reported subjective methods in the short term since it summarizes students' perspectives, expressed in a final written essay, regarding three main dimensions of learning. Besides, the process assesses the improvement of those dimensions through a participant observation approach and collecting testimonies. More objective, comparable outcomes could be achieved in the medium term by evaluating the participants' performance in the business world. Originality/value: This paper presents a conclusive application of the Faculty-Led Program, which exposed students to the diverse food and beverage industry in Lima and New York, providing valuable insights through field studies and allowing them to experience both cultures and different realities. They recognized technological advancements and delays applicable to both countries, benefiting future managers and planners in workforce development. The firsthand experience taught students practical skills and perspectives for effective industry management. To the best of the author's knowledge, this is the first research in Peru focused on a short-term study abroad program based on the food and beverage supply chain industry to identify its value and contribution to a more holistic human capital development.

Research shows a positive association between skilled migration and innovation. Related literature however is largely limited to the use of proxies such as patents, and publications. There is also a lack of attention to how innovation is accomplished in practices. This paper addresses these gaps with an examination of the innovative contributions made by immigrant engineers in Canada. Conceptually, informed by practice-based theories, it conceives innovation as a sociocultural and sociomaterial process that leads to the transformation of the object/motives of activities, i.e. the problem space to which actions are directed. Empirically, drawing on a thematic and situational analysis of the career accounts of 32 immigrant engineers, it shows that immigrants expand engineering practices by introducing, inter alias, new technologies, products, processes, policies and standards. It further traces the rise of the problem spaces, and the ways in which engineering objects and other practitioners are knotted into practices of innovation. It argues that while immigrants manage to introduce epistemic objects through continuous learning and knowledge translation, it is through the enrolment of other practitioners, and technologies and tools that relations of differences and power are (re)negotiated, and new ways of doing become amplified as innovation at work.

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.

Using administrative data from nearly 270,000 transfer-intending students who began at 70 community colleges across three state systems, this paper seeks to identify a set of metrics that will be useful to community college leaders as they formatively assess their colleges' efforts to improve STEM transfer outcomes. We find that a relatively simple set of STEM momentum metrics--notably Calculus and other non-math science and engineering coursework specified on statewide STEM transfer pathways, and to a lesser degree the pre-requisites to these types of courses--are reliable indicators of subsequent STEM transfer success across a wide-ranging set of state and institutional contexts, as well as across race/ethnicity and gender. However, community colleges have relatively low rates of completion of these key STEM courses, and disparities in completion of these courses by race/ethnicity and gender are common.

Virtual Reality (VR) is a computer-generated environment with noteworthy didactic applications in different educational levels and areas of knowledge. The study of the perceptions of the agents involved about the use of VR in lectures is a fruitful line of research because it has implications in terms of the measures to be taken to improve the training and competence of professors in its use. In this paper, a quantitative, descriptive, and correlational research is carried out on the assessments of a sample of 1638 Latin American university professors on both (i) the didactic use of VR and (ii) the influence of the professors' area of knowledge on these assessments. For this purpose, a validated questionnaire was used, the responses to which were subjected to statistical analysis. As a result, it was found that the ratings of VR are very high, but professors believe that their digital skills for its use are insufficient. In addition, the professors' area of knowledge significantly influences their ratings, being higher in the areas of knowledge in which professors have a better self-concept of their digital skills. Furthermore, gender gaps have also been identified in the answers given, which behave differently according to the area of knowledge. Finally, some conclusions, implications, and recommendations are drawn from the results obtained.

Purpose: Emphasizing the increasing role of talent management (TM) as a global phenomenon and a source of sustainable competitive advantage for organizations, this study aims to present a scoping review of empirical literature on TM, examining the transition of TM from a phenomenon-driven to a theory-driven field. Design/methodology/approach: Using a scoping review, this study analyzed 200 empirical studies published between 2010 and 2023 on TM. Findings: The results indicate that TM is extensively studied in nationally operated, large, private, engineering-led organizations in Anglo-Saxon countries. The study highlights the necessity for more empirical studies and statistically robust evidence to establish the effectiveness of TM. Research limitations/implications: This review intends to provide a vision and direction for future researchers, guiding TM towards becoming a theory-driven field characterized by widely accepted theoretical frameworks and research designs. Practical implications: The findings of this study may not be generalizable to other types of organizations or cultural contexts, as it primarily focused on large private engineering-led organizations in Anglo-Saxon countries. Originality/value: This paper offers a comprehensive view of the definitions, contextualization, conceptualization, frameworks, practices, processes and under-explored areas of TM, which are essential for its development as a discipline.

Mentzer and Becker (2011) and Becker and Mentzer (2012) demonstrated that high school students engaged in engineering design problems spent more time accessing information and spent more time designing when provided with Internet access. They studied high school students engaged in an engineering design challenge. The two studies attempted to apply the same research methodology as was used in previous work by Atman to facilitate comparison between high school students and experts. The 2011 study included Internet access, but the 2012 study did not. Their work showed that with Internet access, students spent an average of 137 minutes engaged in designing a playground and students allocated 47 minutes (35%) to information access. Without Internet access, similar students from the same schools on the same design problem spent an average of 92 minutes of which, 10 minutes (10%) was dedicated to information access. With limited computer access or limited time to enable students to access a computer in some classrooms, the research questions guiding this study are: (1) What information do high school students spend time accessing during an engineering design challenge? How much information comes from paper-based resources as compared to the Internet?; and (2) How much time do they spend accessing information? What is the balance of time spent accessing information from paper-based sources as compared to the Internet? Findings and implications of this research on student learning are discussed. Recommendations for future research are also offered. (Contains 5 tables and 1 figure.)

Background: The experiences of students and professionals with disabilities are routinely excluded from scholarly and policy debates about equity in engineering. Emergent research suggests that engineering is particularly ableist, yet systematic accounts of the possible exclusion and devaluation faced by engineers with disabilities are largely missing. Purpose/Hypothesis: This paper asks, do engineers with disabilities have more negative interpersonal experiences in engineering classrooms and workplaces than those without disabilities? Utilizing a social relational model of disability, I hypothesize that engineers with physical disabilities and chronic and mental illness are more likely to experience exclusion and professional devaluation than their peers and, partly as a result, have lower persistence intentions. Data/Methods: The paper uses survey data from 1729 students enrolled in eight US engineering programs (American Society for Engineering Education Diversity and Inclusion Survey) and 8321 US-employed engineers (Science, Technology, Engineering, and Math Inclusion Study Survey). Analyses use regression, mediation, and intersectional approaches. Results: Consistent with expectations, engineering students and professionals with disabilities are less likely than their peers to experience "social inclusion" and "professional respect" at school and work. Students with disabilities are more likely to "intend to leave their engineering programs" and professionals with disabilities are more likely to have "thought about leaving their engineering jobs" compared to peers, and their greater risks of encountering interpersonal bias help account for these differences. Analyses also reveal intersectional variation by gender and race/ethnicity. Conclusion: These results suggest that engineering harbors widespread ableism across education and work. The findings demand more scholarly attention to the social, cultural, and physical barriers that block people with disabilities from full and equal participation in engineering.

Although academic writing has been seen as an objective form of writing, recent studies have shown that it is a form of social interaction and not totally impersonal. In line with this view, Hyland (2002) stated that academic writing is also strongly linked with the manifestation of authorial presence across the text. Included in the interactional metadiscourse framework devised by Hyland (2005), self-mentions enable writers to express their beliefs, show attitudes, become a part of the community, and interact with their readers. Consequently, academic texts become more credible, accountable, and interactive by the manifestation of authorial presence through self-mentions. This paper analyses the use, distribution and discourse functions of self-mentions, the we-oriented authorial presence in particular. The corpus of the study consisted of 200 Results and Discussion sections from research articles (RAs) published in the field of engineering and technology, totaling approximately 270,000 words. Both manual and automatic analyses were employed to achieve more accurate results and the verbs most frequently collocated with an explicit authorial we presence were also analysed manually. The results of the quantitative and qualitative analyses clearly showed that the most frequent function used in Results and Discussion sections in the field was explaining a procedure with 723 instances (54.69%), and that the least frequent functions which writers employed were "describing themselves" and "making a claim/prediction," each with two instances (0.15%). The qualitative analysis showed that writers employed authorial presence to achieve different discourse functions (such as explaining a procedure, stating goals, describing themselves and making a claim or prediction), but preferred to avoid using more argumentative and interactional functions (describing themselves and making a claim or prediction), which can be strongly associated with the purpose of evading interaction with the readers.