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The objective of this study was to adapt the Teaching Engineering Self-Efficacy Scale (TESS) to Turkish through comprehensive validity and reliability assessments and to analyze science teachers' (specializing in science, physics, chemistry, biology) Teaching Engineering Self-Efficacy (TES) beliefs concerning various variables. The study employed the TESS, originally developed by Yoon, Evans, and Strobel (2014), alongside a personal information form, and followed a descriptive survey model as its research methodology. The adapted TESS's validity and reliability were evaluated using data from 476 science teachers in schools under the Ministry of National Education (MoNE) in X province, and the main study involved 221 science teachers from Y province. The assessment of teachers' TES beliefs in relation to different factors was executed using independent samples t-tests, One-Way ANOVA, and the Scheffe test. It revealed that science teachers' TES beliefs significantly varied based on factors such as their involvement in providing engineering education, the integration of engineering education into their teaching, and their specific teaching subjects, but not gender. The study contributes a valid and reliable scale to the academic literature.

In this empirical analysis, we provide a qualitative investigation of online learning among Black women engineering majors. This study makes theoretical and practical contributions by expanding knowledge of diverse online learners and informing ways to provide accessible and equitable online engineering education. Guided by the literature review, our analysis addresses two research questions: (1) How do Black women describe their online program learning experiences? and (2) How do participants describe their interactions with other students and faculty in their online programs? Using an exploratory, qualitative case study research design and the online collaborative learning framework, we analyzed interview data of 14 Black women students enrolled in online undergraduate engineering programs. The analysis of the data identified four major themes. Participants: (1) experienced isolation, (2) witnessed varying impacts of COVID-19, (3) observed the benefits and limitations of flexibility of online programs, and (4) engaged in virtual connection-building. We conclude by discussing implications for higher education faculty and leaders.

In the current study, an engineering design-based STEM activity was designed and implemented for 5th graders. The current activity is expected to provide guidance and perspective to teachers (practitioners) in designing and implementing an activity based on design-based learning, STEM activity, and engineering design process (EDP). At the same time, during the implementation of the activity, teachers and students experienced a STEM activity based on the EDP. In the fall semester of the 2022-2023 academic year, this STEM activity based on the engineering design process was planned for Friction force and water resistance in the 5th-grade middle school science course. Then, the activity was implemented in a class of 21 students. The activity was implemented in three class hours. This activity, titled "Let's Design a Water Slide Boat," aimed at designing a water slide boat that would be least affected by water resistance and friction force to improve students' engineering and design skills. This activity was based on NGSS and the objectives and outcomes set in the 5th-grade science curriculum of the Turkish Ministry of National Education.

This research is aimed at investigating the implementation of project-based learning (PBL) using a voice recorder, Orai application, and web as material sources. It is conducted to determine the impact of combining PBL and digital tools on speaking performance. The participants were 80 students who took English subject in State Polytechnic of Malang, Electronic Engineering study program. Five aspects of speaking performance were observed to determine which ones are affected by the strategy. The research methodology employed was quasi-experimental with pre-test and post-test. Participants were selected via random sampling. The research sample consisted of two classes with the total sample of 80 students. Data analysis was done through hypothesis testing of the speaking performance data. The results showed that infusing digital technology into project-based learning can significantly improve speaking performance in the aspects of grammar, comprehension, and vocabulary, but does not significantly affect the fluency and pronunciation aspects. Advice and recommendations to the faculty and teacher candidates were discussed further.This research is aimed at investigating the implementation of project-based learning (PBL) using a voice recorder, Orai application, and web as material sources. It is conducted to determine the impact of combining PBL and digital tools on speaking performance. The participants were 80 students who took English subject in State Polytechnic of Malang, Electronic Engineering study program. Five aspects of speaking performance were observed to determine which ones are affected by the strategy. The research methodology employed was quasi-experimental with pre-test and post-test. Participants were selected via random sampling. The research sample consisted of two classes with the total sample of 80 students. Data analysis was done through hypothesis testing of the speaking performance data. The results showed that infusing digital technology into project-based learning can significantly improve speaking performance in the aspects of grammar, comprehension, and vocabulary, but does not significantly affect the fluency and pronunciation aspects. Advice and recommendations to the faculty and teacher candidates were discussed further.

Gender disparity persists in the personal caregiving of children and older adults, and in professional caregiving duties, with many workplace policies and cultures favoring the "ideal worker" and presenting significant and continuing barriers to female caregivers' professional success and well-being. The recent pandemic both highlighted and augmented this disparity as schools, daycares, and adult care facilities closed or implemented restrictions. This study interprets results from the July 2021 Canadian Natural Sciences & Engineering (NSE) Faculty Workplace Climate Survey by empirically assessing the impact on emotional exhaustion of the increased caregiving burden during the COVID-19 pandemic on female academics in the highly masculinized NSE fields. Results indicate that women were more likely to experience emotional exhaustion even when other factors were considered. Collegiality and inclusion were found to be protective factors, illustrating important implications for, and the retention and support of, success and well-being of female NSE academics.

Problem-posing has been recognized for enhancing students' engagement, problem-solving skills, and mathematical knowledge, which leads to higher mathematics achievement. This research is experimental research with a randomized comparison groups pre-test and post-test design, which aims to examine the effect of using online problem-posing to develop students' mathematics achievement during the outbreak of the COVID-19 pandemic in Thailand. Sixty electrical engineering students of Rajamangala University participated in this study. The research instruments included a mathematics problem-posing lesson plan and a mathematics achievement test. The participants were tested for mathematics achievement before and after attending the programs. The result indicated a statistically significant difference in the mathematics post-test mean scores between the experimental and control groups. The experimental group gained higher mathematics achievement than the control group. Therefore, it is recommended that the problem-posing be used in teaching mathematics to the students.

This study explored K-12 teachers' understanding and implementation of the Next Generation Science Standards (NGSS) during and after participation in a professional development (PD) program that included the development of science teachers' conceptual understanding of science. We add to the literature with our focus on a multi-year PD program emphasizing the vertical progression of concept development from kindergarten to 12th grade, rich engagement in science and engineering practices and crosscutting concepts, deep understanding of NGSS, and collaborative discussion to develop research-based pedagogical strategies to teach the three dimensions. In particular, we focus on foregrounding/backgrounding dimensions throughout a science unit to simplify instruction. Through an exploratory qualitative approach, we sought to answer the following research question: "During a three-year professional development program, how do K-12 teachers develop an actionable understanding of the intertwining three dimensions of the Next Generation Science Standards?" Teachers participating in all three years of the project were involved in school-based focus group interviews to elicit their understanding and implementation of the NGSS, especially regarding the interweaving nature of the three dimensions of the NGSS. Findings suggested that although the standards are complex, it is critical to be explicit about the three dimensions and intentional about planning for instruction. Collaboration in vertical teams and deep reflection on content and pedagogy were essential elements of the PD program. This study offers insight into the time it may take for individuals to substantially shift their daily teaching practices, underscoring the complexity of the standards and teaching shift we are asking of our teachers. Thus, foregrounding/ backgrounding the dimensions throughout a unit may support teachers' actionable understanding of NGSS.

This article presents the findings of a comprehensive skills-and-competencies analysis conducted among incoming Engineering and Health Sciences freshmen at a leading technological university in Mexico. The primary objective was to determine whether these students possessed an ideal competency profile that would effectively prepare them to meet the evolving demands of their future professional training. The study focuses on evaluating complex thinking macro-competency, recognizing its critical importance in equipping individuals to tackle the multifaceted challenges and intricacies they will encounter in their academic and professional journeys. More precisely, this research focuses on the assessment of scientific thinking as a meta-competency of complex thinking macro-competency and considered a cornerstone competency essential for success in the fields of Engineering and Health Sciences. The statistically significant findings demonstrated marked disparities in the perception and development of complex thinking macro-competency and, specifically, in the meta-competency of scientific thinking among incoming students in the Engineering and Health Sciences domains, as opposed to their counterparts in Humanities and Social Science. This observation gains particular importance in the context of the requisite competency sets for career paths in Engineering and Health Sciences, accentuating the students' proficiency and preparedness to excel in their selected fields. These results emphasize the criticality of conducting competency assessments at early stages and advocate for the modification of educational methodologies to foster the specialized competencies vital for prospective success in these disciplines. The results are analyzed in terms of their suitability for aligning educational goals with the evolving demands of the Engineering and Health Sciences fields. Overall, this study centers on the fundamental aspects of education, highlighting its importance not only due to its relevance but also for its capacity to drive meaningful changes in the future landscape of higher education.

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.

Due to its positive results, active learning has spread to most areas of knowledge of Civil Engineering. Many of these studies used only one technique, which is limiting given the diverse learning styles that the students may have. The road geometric design is the area that has been the least explored in Civil engineering. Therefore, the objective of this study is to show the implementation of multiple different active learning techniques in online road geometric design courses. The study shows an iterative implementation of multiple active learning techniques throughout the sequence of the three undergraduate courses in Ecuador. As a result, positive student perception was found from the combination of several active techniques. Each technique, called 'learning moment', was distributed weekly and separated from the others. The students gave the courses an average score between 8.34 to 9.06/10. At each learning moment, there were many positive comments and some easily resolved negative ones. The combination of multiple different active learning techniques, shown in this study, can be used in other courses of Civil Engineering, Engineering, or in similar areas of knowledge.

The aims of this research were to examine the changes in the students' perceptions of engineers, engineering as a profession, learning of engineering design processes (EDP), awareness of engineering branches, and their future career choices through Engineering Design Process activities with the 5E learning model. Sixty disadvantaged students between 4th grade to 8th grades comprised the sample group. Engineering activities were held over 8 weekend days outside of school with engineers and science educators. The study was a single group pre-test and post-test weak experimental design using qualitative data sources. Draw an Engineer Test (DAET) along with written descriptions were used as a pre-test and post-test to examine students' perceptions of engineers and engineering before and after the intervention and the career choice test (CCT) was used to compare their future career choices and awareness of engineering branches. Based on the results, their perceptions about engineering changed by using the words design, produce, invention, and production, which were included in EDP. Their career choice of being an engineer or learning engineering branches changed with the aim of improving their standard of living.

This study sought to investigate university mathematics teachers' perceptions on their general pedagogical knowledge (GPK) while teaching an applied mathematics course tailored for pre-engineering students at a public university in Ethiopia. Using a case study approach, data were collected through a Likert-scale questionnaire and semi-structured interviews. Five mathematics teachers were selected using purposive sampling to investigate into their perceptions about their capabilities and the teaching methodologies they used. Quantitative data were analyzed using SPSS statistics 22, while qualitative data were analyzed thematically. Teachers exhibited diverse levels of GPK. On average, the study revealed that the teachers held a positive self-assessment of their GPK. While some teachers were assured of their skills, others feltthey needed more professional development in this domain. The findings of the study suggest that teachers' perceptions on GPK are pivotal for understanding the professional development requirements of mathematics teachers, thereby guiding endeavors to enhance undergraduate mathematics instruction.

This study investigates the impact of game-based learning (GBL), an increasingly popular educational approach, on the development of self-directed learning (SDL) skills in complex scenarios, particularly in undergraduate logistics education. A key component of the three year study is LOST (Logistics Education Simulator), a serious game platform, deployed in an undergraduate engineering course in Mexico. An extensive literature review was carried out using Scopus to examine recent works published between 2019 and 2024, providing a state-of-the-art overview of the field. Subsequently, a survey based on the scale created by Fisher, King, and Tague (2001), known for its extensively evaluated internal consistency, revealed five distinct factors of self-directed learning. The findings underscore that the LOST platform significantly enhances self-directed learning, promoting the development of Self-management Skills, Openness to Learning Opportunities, Initiative and Independence in Learning, Self-concept as an Effective Learner, and Love of Learning. The students demonstrated a significant increase in their perception of these skills over the course of the study, highlighting the effectiveness of GBL in promoting such learning skills. These findings highlight the multidimensional nature of learning skills that can be fostered through GBL. The study concludes by discussing the vital role of GBL in complex scenarios, particularly in enhancing the development of self-directed learning skills in undergraduate logistics education.

Peer feedback via CMC modalities has become an alternative to conventional in-class peer feedback due to the rapid rise of educational technology and the widespread use of computer-mediated communication in L2 education. Despite the fact that much research has been published on the benefits of CMC tools for enhancing L2 proficiency, the number of studies on peer feedback provided on online platforms and its effect on L2 writing achievement is limited. Therefore, the current research, with the participation of 42 university preparatory class engineering students, aimed to investigate the effectiveness of web-based peer feedback on L2 writing achievement and their views towards web-based peer feedback. For this study, the purposive sampling method was employed. To collect the data, pre-and post-tests were used and semi-structured interviews were conducted with the experimental group members. The findings have indicated that compared to traditional teacher feedback, web-based peer feedback is found to be more effective in improving students' L2 writing achievement. Regarding the views of participants, web-based platforms to give feedback has several advantages, including practicality, ease of access, motivation, and continuous learning. The quality of the input, a lack of technological resources, or connectivity problems were regarded as the disadvantages.

In 2017 Purdue evGrand Prix hired a K-12 Indiana public educator (the author) to write instructional material that could be implemented into participating teams' high school science and engineering classrooms. The goal was to create science-based integrated STEM learning experiences that complement the construction and racing of a 48-volt electric go-kart. Over the next four years, the instructional designer learned how to implement instructional design techniques and theories while navigating the changing dynamics of a fledgling educational program. Personal experience with woodworking, classroom instruction, and classroom curriculum development played a huge role in instructional design decisions. Early decision-making processes were rooted in making slight modifications to existing educational resources. Here, minor edits were made for application to motorsports generally, and go-kart racing specifically. When specific go-kart educational materials were not available, educational and classroom best practices became the raw material for creating new and innovative instructional material. Collaboration with peers, professionals, and subject matter experts became the norm, while feedback from participating schools helped develop a single-minded focus to meet both teacher and student needs. Formalized training within an instructional design and technology course provided much-needed organizational and methodological skills associated with the transition from a teacher designing classroom resources to an instructional design professional.

The discrepancy between competence and real work in engineering graduates can be resolved with cooperation by the construction industry. Therefore, it is necessary to determine the appropriate and required architectural engineering competencies with the current demands and conditions of the construction industry. So, this study aims to analyze the determinants of competence and test the competency development model for architectural engineering graduates according to the needs of the construction industry. The research sample method is non-probability sampling using purposive sampling. The research sample consisted of 240 practitioners and trainers from 40 construction industry companies. The PLS-SEM technique was used to test the measurement and structural models (3 dimensions, 8 elements, 47 constructs/indicators, and 9 hypotheses). The competence of architecture graduates is determined by the dominant factor, namely Utilities and Building Construction (UBC1 & UBC2, [lambda] = 89.90%), and Building Estimation and Costing (BEC7, [lambda] = 73.30%) is the lowest factor. The ability of the structural model to explain architectural competency measurements is 36.20% in the moderate category. The predictive relevance value (Q2) explains 47.5% to 56.0% of the phenomena predicted in the field and explains the level of strength of the observed value in the structural model. Furthermore, 9 hypotheses from 8 dimensions have a positive and significant effect. The results of this study can be a recommendation for schools in the competency implementation model, and efforts to improve graduates' abilities and skills so that they can be absorbed by the construction industry and reduce unemployment.

Dropout rates in engineering degree programmes at universities are high, and skilled workers are needed. Universities try to prevent dropouts with different offers one of which is attending bridging courses. Research on the effects of these programmes is rare, especially in subject-specific programmes and study formats like cooperative education. Furthermore, the results are contradictory. We focus our research on Germany and use data from the project "Study Process -- Crossroads, Determinants of Success and Barriers While Studying at the Baden-Wuerttemberg Cooperative State University", which included 963 participants from the first academic year and matched data from a survey with university administration data on dropouts two years after enrolment. Different propensity score matching algorithms and entropy balancing show small, non-significant negative effects. Results are reflected and embedded in the current state of the research. New research questions are discussed and practical implications are considered.

The effects of the COVID-19 pandemic caused immense changes, particularly in education. There has been a shift from mostly face-to-face to increased remote learning, and students have tried to adapt to this change. Hybrid classes are now implemented as students adjust to the new normal of the post-pandemic era. While the transition for some can be smooth and challenging for others, literature shows that adjustment comes with a wide range of experiences. Thus, this action research aims to understand better first-year engineering students' academic and social adjustment in a hybrid setting. A phenomenological approach was employed, involving thirty (30) first-year engineering students who participated in online focus group discussions. Transcripts from the focus group discussions were coded, categorized, and thematically analyzed. Observations during the interview were analyzed, and students' written essays were examined. Findings of the academic adjustments toward hybrid learning indicated that the online modality is integral to student learning, making it flexible and inclusive. Combining online and in-person classes on the same day can add to the challenge of transitioning. Moreover, the social adjustment of first-year students focused on the lack of social interaction and social support that can significantly impact their success. Implications for program development were discussed.

The purpose of the study is to examine how Industry 4.0, and the digital environment, have together created a new situation for companies and universities in terms of soft skills for employability. While companies aim to introduce a new structure, universities try to align with these changes by developing new educational methods, curricula, and models. Many researches are focusing on -- rightfully so -- Industry 4.0 skills and competences to gain throughout higher education. However, we have shifted our research interest and asked students to what degree their university years added to their knowledge, self-management and skills. 147 engineering and technical manager students' responses from two faculties at Óbuda University, Hungary were analyzed to see their evaluations of the role of the university in the framework of Education 4.0, and their chances in the job market. Quantitative and CHAID analyses were used. Students' responses show significant differences between the two faculties regarding languages, teamwork, self-management and in the different order of the skills seen as most paramount to employability. Engineering students attach greater importance to field-relevant knowledge, while technical manager students find decision-making more useful. The research proved that Education 4.0 is here and Z generation studying at universities prefers problem-based learning, including creativity, analytical, and critical thinking while would like to have good communication skills. Universities need to adapt to these changes and integrate hard as well as soft skills development in tutoring. The importance of technical-IT knowledge is just as important as having interpersonal skills, excellence in problem-solving, so students need to be taught how to analyze problems, engage in scientific debate, or express themselves clearly as previous literature indicated.

This study identifies women college engineering students' perception of online Science, technology, engineering, and mathematics (STEM) learning and factors that influence their learning motivation during the COVID-19 period. By conducting interviews with ten women engineering students and applying attention, relevance, confidence, and satisfaction (ARCS) model, this study aims to answer two questions: (1) How did women college engineering students perceive their experience with online STEM learning during the pandemic? (2) What category/categories based on ARCS motivational design model primarily account for women college engineering students' learning motivation with online STEM learning during the pandemic? The results show that the online learning format influenced women college engineering students' perception regarding their academic plans, learning styles, learning environments, peer learning, and learning satisfaction. The most influential categories from ARCS model were 'confidence' and 'attention'. Findings suggest that the online STEM learning format influenced women college engineering students' learning motivation. The online format led to (1) low expectations for attention category when analyzed using ARCS model, (2) anticipation of more self-control, and (3) a desire for more peer interactions in their online STEM learning. As students would have new expectations for the role of online learning due to their experience during the pandemic, assessing women students' emerging motivational needs for STEM online learning is critical in developing a more inclusive instructional system design process in the future.

Purpose: This study investigates the role of the engineering education environment created by the implementation of the "Plan for Educating and Training Outstanding Engineers" (PETOE) on the professional capability development of engineering students from the perspective of students' experience. Design/Approach/Methods: This study uses data from the National Engineering Student Survey and multiple regression analysis to explore the role of institutional resources and support, teaching reforms, and interpersonal interaction on the professional development of engineering students. Findings: The opportunities for on-campus practical activities provided by the institution, content of the teachers' teaching, teaching methods, comprehensive coursework assessment, and interpersonal interactions contributed to the development of students' engineering competencies, with limited contributions from research-based teaching methods. Internship opportunities and international exchange environments were negatively associated with the development of engineering skills in an "unexpected" manner. Originality/Value: Focusing on students' experiences of engineering education reform, this study comprehensively evaluates the implementation of there form measures adopted under PETOE. Furthermore, it assesses how corresponding changes in the general educational environment relate to students' professional capability development. Thus, this study addresses an important research gap in educational reform--the lack of domestic empirical studies in China.

Student satisfaction is a key performance indicator in evaluating any degree program's performance. In light of the vast difference between online and traditional degree programs, factors that may significantly affect student satisfaction and thus contribute to the success of online degree programs still need to be explored. Previous literature on student satisfaction either focused on the course level or researched the factors for traditional face-to-face degree programs. This study shifts the focus to online degree programs by integrating the existing literature and proposing a new conceptual framework for evaluating online degree programs. The proposed conceptual framework includes six big categories of factors and three outcome variables related to student satisfaction. The theoretical underpinning of the conceptual framework was supported by a comprehensive literature review regarding each of the six factors. Data were collected from two online engineering degree programs in a large public university to assess the underlying relationships and identify the key factors affecting student satisfaction. This research contributes to the existing literature in the following four aspects: 1) it integrates the existing literature and proposes a new framework for evaluating online degree programs; 2) it identifies critical factors for evaluating online degree programs through student satisfaction; 3) it extends the definition and construct of student satisfaction, and assesses the construct from three dimensions; and 4) it provides suggestions to the policymakers such as school administrators and accreditation bodies. [Note: The page range (1-37) shown on the PDF is incorrect. The correct page range is 202-238.]

The introduction of Chat Generative Pre-Trained Transformer (ChatGPT) in November 2022 brought about rapid changes in the workplace and academia. Its usage ranged from student assignments to workplace targets in the engineering field. Although it has brought novel ideas to its application in various fields and task efficiency in the workplace, its perceived application varies among students, teachers, and professionals. This study employed the snowball sampling technique and interviews with eight students, eight faculty members, and eight working professionals from computer science engineering who used ChatGPT regularly. The study adopted a qualitative research design and employed the narrative data analysis technique. Researchers conducted in-depth, semi-structured interviews to elicit user experiences from the recruited samples. The findings brought out six main and twelve subordinate themes regarding ChatGPT user experiences: adapt, adopt, embrace, ease, speed, engage, and automate. The inclusion criteria involved ChatGPT users from the computer science engineering domain only. Future research may focus on developing ChatGPT user policies for various fields of their applications.

Instructor leadership is widely recognized as essential for facilitating meaningful online learning in higher education. While previous studies have applied organizational leadership theories to the study of instructor leadership, fewer studies have investigated online instructor leadership. This predictive correlational study detailed the associations between the Community of Inquiry (CoI) framework and servant leadership (SL) theory and employed multiple regression analyses to investigate the predictive relationships of seven SL dimensions on the three CoI presences. Survey data were gathered from 148 graduate students enrolled in online courses in education, communication, and engineering master's degree programs using the CoI Survey (Arbaugh et al., 2008) and the SL-28 (Liden et al., 2008). The findings revealed a significant positive correlation between the instruments. The predictive model as a whole explained 66% of the variance in students' perceptions of a CoI. Three SL predictor variables demonstrated the most influence: helping subordinates grow and succeed, conceptual skills, and creating value for the community. Additional analyses at the CoI subscale level revealed that the SL variables accounted for 73% of the variance in teaching presence, 55% of the variance in cognitive presence, and 31% of the variance in social presence. Implications and limitations are discussed and recommendations are proposed to implement online instructor SL.

CIPP, as a decision-oriented new model of curriculum evaluation, is suitable for the evaluation needs of information-based physical education courses. The evaluation of teaching in information-based physical education courses based on the CIPP model is divided into four categories: context evaluation, input evaluation, process evaluation, and product evaluation. This study explores the evaluation system of information-based physical education courses to fully leverage the guiding function of course evaluation, aiming to better optimize the construction of information-based physical education courses and improve the quality of teaching in these courses.

The objective of this study was to examine the concept of artifacts from a cultural perspective within the context of project management education at a French post-secondary engineering school. As such, this article presents a case study exploring the construction of artifacts by engineering students in project management education from a cultural perspective. Specifically, the study focused on a group of eight students who designed a project which required an introduction to project management. A case study approach (Yin, 2018) was used to observe students' activities and conduct interviews with students following the instructional sequence. The Nvivo 12 Plus software was employed to identify artifacts in the data built by students. Following this initial analysis phase, the various types of artifacts were classified into categories as defined by Impedovo et al., (2017). The results showed recurrent categories of artifacts constructed by students: intermediate object, knowledge artifact, instructional artifact, epistemic artifact, and technical object. Identification of these categories provided the means to question and develop artifacts in project management education in the following different ways: firstly, to define the meaning of artifacts in project management education; secondly, to discuss the integration of scientific and technical disciplines in project management education; and thirdly, to highlight the normative practices resulting from the scope statement, which encourages the pragmatic construction of the artifacts.

This study explored relationships between hope, self-efficacy, and professional identity among a group of undergraduate engineering students at a western institution of higher education in the United States (US) over the span of an academic semester. We conducted a mixed-methods study with undergraduate engineering students to measure aspects of hope, and self-efficacy. Furthermore, we investigated how they perceived their own professional identity in terms of what it means to be an engineer and engage in the profession. Participants reported high levels of hope at mid- and end-of-semester. Those pursuing degrees requiring professional licensure reported higher levels of willpower compared to students pursuing non-licensure degrees. Students experienced increased self-efficacy towards engineering skills and processes over time. Participants' perceptions of engineering professional identity remained consistent over the semester. Their sense of engineering work and goal orientation fell primarily into one of three archetypes: Pragmatic, Creative, and Altruistic.

The present study examines the first-year engineering students' attitudes towards mathematics, their beliefs and self-efficacy about mathematics, as part of their affective performance, in relation to their mathematical academic performance before and after attending an introductory mathematics course. It aims to contribute on the ongoing discussion about the teaching of mathematics at the level of higher education in engineering programs. First-year engineering students completed a questionnaire and a test after their entrance at the university. Their mathematical performance was examined by using their results at the midterm and the final mathematical mark during AMAT111 course offered at the first semester of their studies. Results indicated that aspects of the affective domain were related with students' performance, while the predominant role belonged to their previous mathematical knowledge and skills (as learning outcome of the high school education), which undoubtedly need further enhancement. The belief about a formalistic perspective of mathematics and the lack of understanding of the implementation of the mathematical concepts on engineering problem solving situations were obstacles for them on recognizing the importance of attending mathematics courses as part of their engineering studies. Discussion concentrates on the following up steps, which have to be done at the level of higher education in order to face the initial difficulties, which have been identified.

The objective of this research is to study if the use of the calculator decreases students' anxiety in the subject of differential and integral calculus. Specifically, the research is carried out with 30 engineering students. Auzmendi anxiety factor questions are used to measure anxiety. The study is carried out in two moments; in the first the calculator is not used and in the second if they use it. In the second case, the calculator is used in problems involving the application of derivatives and integrals. The results indicate that the students reduce their anxiety when they use the calculator. Thus, in seven of the nine questions, students who use the calculator obtain a higher mean, it helps to reduce anxiety. In general, t-student test indicates that the moment students use the calculator they have less anxiety, and it helps to reduce errors in the mathematical process. Teachers should consider the calculator as a resource that motivates the student and helps reduce anxiety. In addition, the use of the calculator helps to reduce mathematical errors in basic operations and in the application of derivatives and integrals.

Assistive technology (AT) supports engagement for individuals with disabilities by improving independence in daily living tasks, work and productive activities, learning activities, and societal participation. However, for many individuals, access to AT is limited due to high costs, device availability, and inability to be customized. The Maker Movement and hackathons provide an opportunity to educate health profession students, design students, and community members about AT while engaging these stakeholders in addressing unmet AT needs for individuals with disabilities. The current study examines outcomes from an Intercollegiate Assistive Technology Hackathon. Nine co-designers (community members with disabilities) and 36 students from three universities participated in a seven-day hybrid voluntary hackathon to develop a client-centered and contextually relevant custom solution for a daily living challenge. Students, co-designers, and stakeholders gathered virtually to review the ten project pitches. Student preferences were identified, and event co-chairs curated teams. Hack teams collaborated virtually and in person at university-sponsored maker spaces to further define the challenge, ideate possible solutions, develop a prototype, test the prototype, and, in some cases, create a final product. Each team developed a collaborative solution. Personal and professional growth was reported by 95.2% of the student respondents. Solutions and additional outcomes are discussed and recommendations for future hackathons are shared.

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 aim of the research was to verify whether the techno-pedagogical design based on flipped learning and collaborative writing (TPD-FLACW) improves the level of academic essay production in university students. The research approach was quantitative, explanatory-experimental, and quasi-experimental in design. The sample consisted of 109 students enrolled in the faculty of engineering of a university in Tacna. In the experimental group (A=40) TPD-FLACW was implemented and in the control groups traditional individual writing (B=29) and traditional team writing (C=40) were applied. TPD-FLACW was validated by 16 expert judges (CVCtc=0.934, k=0.392, p=0.000) and applied between September and December 2022-II. A rubric was used to assess the pretest and posttest. The results indicate that in the pretest there were no significant differences between the three groups (H=0.286; p>0.05), but in the posttest, the experimental group obtained a high and significant improvement in the level of academic essay production (H=24.863, p<0.05, [epsilon][superscript 2]>0.200) in comparison with groups B and C. There are also significant differences in the dimensions of superstructure, macrostructure, microstructure and textual stylistics. The students rate the proposal positively and recommend it. In conclusion, TPD-FLACW improves the level of academic essay production of university student.

This multi-methods investigation was conducted to examine the experiences of preservice and in-service elementary teachers (n=11) from rural and American Indian Reservation communities who participated in an NSF-funded Research Experience for Teachers (RET), a summer residential research-focused professional development experience. The primary intent of the professional development was to build elementary teachers' self-efficacy in the design and implementation of community-centered and culturally responsive engineering education curricula. Over six weeks, teachers participated in energy-related research experiences in campus engineering laboratories while simultaneously developing engineering curricula for their elementary classrooms that focused on energy, a cross-cutting elementary topic. Results indicate that teachers showed significant gains in personal teaching efficacy beliefs in science and engineering. Findings also suggest that participating teachers felt significantly more comfortable teaching engineering post-program compared to pre-program. Quantitative results from this study align with the qualitative findings and indicate that the experience positively impacted teachers' capacities to teach engineering and integrate culturally responsive practices. Results also help identify specific attributes of the experience that contributed to their professional learning. Findings from this study contribute to the refinement of theories on teacher self-efficacy in engineering education and help guide future professional development efforts that foster inclusive student engineering identity formation within their classrooms.

Background/Purpose: This study investigates the integration of neuropedagogy, neuroimaging, artificial intelligence (AI), and deep learning in educational systems. The research aims to elucidate how these technologies can be synergistically applied to optimize learning processes based on individual neurocognitive profiles, thereby enhancing educational effectiveness. Materials/Methods: A mixed-methods approach was employed, incorporating both quantitative and qualitative analyses. The study involved 297 students and 59 teachers. Quantitative methods included exploratory factor analysis (EFA) to validate the Neuropedagogy, Neuroimaging, Artificial Intelligence, and Deep Learning Scale, and Spearman correlations to examine inter-variable relationships. Qualitative data were collected through focus groups and analyzed using selective coding. Additionally, a comparative case study using portable electroencephalography (EEG) was conducted to observe direct neurological effects of different learning approaches. Results: EFA confirmed the construct validity of the scale (KMO = 0.89, p < 0.001). Spearman correlations revealed significant positive relationships between all dimensions (0.65-0.72, p < 0.01). Multiple regression analysis indicated that AI was the strongest predictor of deep learning ([beta] = 0.39, p < 0.001). The neuroimaging case study demonstrated increased frontal and prefrontal lobe activation and enhanced theta-gamma wave synchronization in AI-supported learning tasks, suggesting more integrated information processing. Conclusion: The findings provide empirical evidence for the transformative potential of integrating neuropedagogy, neuroimaging, AI, and deep learning in education. The strong predictive relationship between AI and deep learning, coupled with the neuroimaging results, suggests that this technological convergence can significantly enhance learning processes. However, the study also highlighted the need for careful ethical considerations in its implementation. These results contribute to the growing body of knowledge on technology-enhanced learning and offer a foundation for developing more personalized and effective educational strategies.

This study explored changes in English language proficiency and several non-linguistic factors during four years of English medium instruction (EMI) in two academic disciplines in a Turkish university setting. Moreover, it also investigated whether changes (if any) had a predictive impact on the academic success of EMI students. In addition, potential differences between disciplines were also investigated. The participants were 241 EMI students from Business Administration (n = 117) and Mechanical Engineering (n = 124) programmes. Our findings revealed that in addition to the language proficiency scores, various non-linguistic factors, including self-efficacy, ideal L2 self, motivation, self-regulation skills, and anxiety levels, changed throughout EMI education. However, only English proficiency and instrumental motivation emerged as positively significant predictors of EMI success. Our findings also revealed that the increase in participants' intrinsic motivation scores was a significant negative predictor of EMI success. These results are discussed and implications are given regarding the impact of linguistic and non-linguistic factors in EMI contexts.

Empathy, an unsung, yet critical element of learning, can be strategically interlaced with literacy instruction and engineering design to create a rich and authentic learning experience for students. Integrated STEM education rests on the promise of engaging students and providing deep understandings through the intentional practice of delivering science and math content through the application of technology and engineering skills. Using children's literature to activate empathy and design thinking can help students become better problem-solvers, critical thinkers, and caring members of society. Empathy facilitates a deeper connection to the human experience, ensuring that solutions not only meet the design requirements, but also address the emotions and concerns of the end user. Building upon story grammar, students can understand the needs of characters in narratives and create empathetic solutions to the challenges that characters in a book may face, ultimately helping students develop confidence and embrace their future possibilities.

This study explores the influence that an educational intervention has on students generating requirements for a design task. An experiment was performed in a fourth-year mechanical engineering design course by giving the participants a design problem from which they had to generate a list of requirements. A lecture on requirements was given and then the students were given a second problem. The two problems were tested for similarity. The data was evaluated using ideation metrics of variety, novelty, and quantity adapted to this study. Variety was assessed using eighteen categories to classify each requirement. Novelty was evaluated on the level of uniqueness of the requirement against the complete set generated, based on both syntax and semantic filtering. Findings suggest that the lecture had a positive impact on the students in increasing the variety of the requirement. All novel requirements belonged to the activity performed after lecture. Finally, the quantity of the requirements generated after the lecture were found to be statistically significantly higher. It is shown through a second study that the students before the lecture performed similarly to practicing engineers with three or more years of experience. This suggests that using undergraduate students in the final year of their program may be adequate as surrogates for engineering practitioners for requirement identification studies. This is an important methodological contribution for the engineering design research community to justify the use of students as participants in experimental studies.

While it has been recognized that science, technology, engineering, and mathematics (STEM) education requires an interdisciplinary approach, integrating multiple subjects in a meaningful way remains challenging for teachers. This study aimed to design a STEM curriculum, emphasizing explicit and continuous scaffolding of students' reflection on scientific and engineering knowledge. The primary goal was to foster knowledge integration in their engineering designs and enhance their attitudes toward STEM. The study involved fifty tenth-grade students who were guided to discuss and reflect on relevant scientific and engineering knowledge and to apply mathematics for data collection and analysis during the design of their technology products. The research instruments included an assessment of the progression of knowledge integration in students' engineering designs through student journals and pre- and post-test surveys on attitudes toward science, technology, engineering, and the learning environment. The results reveal that the introduction and explicit scaffolding students' reflection on scientific and engineering knowledge led to a gradual improvement in knowledge integration within their engineering designs. Students also significantly enhanced their attitudes toward STEM and the learning environment compared to the general school curriculum. This study contributes to interdisciplinary learning that promotes the integration of scientific and engineering knowledge in students' engineering design processes, and to interdisciplinary assessment that evaluates students' knowledge integration across learning progressions and outcomes.

We have less time and focus than ever before, while the demand for attention is increasing. Therefore, it is no surprise that when answering questionnaires, we often choose to strongly agree or be neutral, producing problematic and unusable data. The current study investigated forced-choice (ipsative) format compared to the same questions on a Likert-type as a viable alternative. An established motivation questionnaire was administered in two versions, forced-choice and Likert-type, to 1088 first-year engineering students. Descriptive, non-parametric statistics and Rasch measurement models were applied to assess usefulness, validity and reliability. Results: The ipsative version had a higher response rate, less missing data, and the motivations emerged more clearly. Evidence for the reliability and validity of the forced-choice version was excellent. The forced-choice format is recommended as an alternative to the Likert types when collecting human or social survey data.

The paper examined the relations among problem solving, automaticity, and working memory load (WML) by changing the difficulty level of task characteristics through two applications. In Study 1, involving 68 engineering students, a 2 (automaticity) x 2 (WML) design was utilized for arithmetic problems. In Study 2, involving 76 engineering students, a 2 (automaticity) x 2 (WML) design was used for linear algebra tasks. In both studies, there were statistically significant main effects and interaction effects of automaticity and WML on the variable of response time, concurring with the cognitive load theory. The simple effect of WML rendered a larger effect size under the conditions with low automaticity. When the testing condition was easy but contained more steps, the students were more accurate, and response times were faster. When the testing condition was difficult but contained fewer steps, the students were less accurate, and response times were slower. The findings underscore the important role of automaticity in helping engineering students bypass the limits of working memory.

This study examines the use of lexical bundles in reports produced by university-level L2 English writers in civil and environmental engineering (CEE). The corpus consists of 119 reports, and the study compares the use of different types of lexical bundles (3-word, 4-word, and 5-word) in high-scoring and low-scoring papers. The results show that high-scoring papers use a wider range of lexical bundles, and that the use of lexical bundles varies by discipline. The study also identifies specific features of the lexical bundles that contribute to score differences. The findings suggest that teaching lexical bundles and vocabulary can improve the academic writing of engineering students. The paper concludes by calling for further research on the impact of formulaic expressions on attainment scores in L2 writing.

Demand for engineering-interested and proficient high school graduates continues to grow across the nation. However, there remains a severe gap in college participation and employment in engineering fields for students with learning disabilities (SWLDs). One potential way to encourage SWLDs to consider engineering as a profession and promote the development of key science attitudes may be through engineering and technology career and technical education (E-CTE) coursework. In this study, we address the following research questions: Do SWLDs take E-CTE courses in the early years of high school at different rates compared to students without learning disabilities? What is the relationship between early E-CTE coursetaking and science attitudes (self-efficacy, utility, identity), and does this differ for students with and without learning disabilities? How do specific engineering career expectations change with respect to enrollment in early E-CTE coursework, and do these differ for students with and without learning disabilities? We utilize the High School Longitudinal Study of 2009 (HSLS) to respond to the research questions through moderation models and a student fixed effects methodology. Ultimately, we found no evidence of SWLD underrepresentation in E-CTE in high school. However, SWLDs were expected to benefit more than the general population from E-CTE participation with respect to higher levels of science self-efficacy and science identity. Implications from these findings include how to encourage persistence along the engineering pathway, the growth of career pathway policies at the state level, and how to incorporate E-CTE practices in academic courses.

The aim of this research is to discover the continuance and recommendation intention of higher education students who are using ChatGPT. Specifically, we proposed an extend technology continuance theory (TCT) by integrating the recommendation intention. A structured Google form is used to collect the data from the higher education students especially engineering college students in India. A sum of 307 responses gathered and employed for the purpose of data analysis. Structured equation model (SEM) was used to test the research hypothesis. The study found that perceived usefulness, attitude, and satisfaction were significant predictors of continuance intention, while satisfaction and continuance intention themselves predicted recommendation intention, indicating that students who perceive ChatGPT as useful, have a positive attitude towards it, and are satisfied with it are more likely to continue using it and recommend it to others. These results underscore the importance of user satisfaction and positive attitudes in fostering continued engagement and advocacy for AI-driven chat systems. The study's findings were evaluated in terms of their discussion, limitations and implications for future research.

Background: Latinos/as/xs continue to face many barriers as they pursue engineering degrees, including remedial placement, lack of access to well-funded schools, and high poverty rates. We use the concept of "arrebatos" to describe the internal reckoning that Latino/a/x engineering students experience through their journeys, particularly focusing on the impact of socioeconomic inequalities. Purpose: To bring counternarratives in engineering education research focusing on the experiences and lived realities of low-income Latino/a/x engineering students. These counternarratives are an important step in interrogating systemic biases and exclusionary cultures, practices, and policies at HSIs and emerging HSIs and within engineering programs. Methods: "Pláticas" were conducted with 22 Latino/a/x engineering undergraduates from four different universities in the US Southwest. These "pláticas" were coded and analyzed drawing from Anzaldúa's theoretical concept of "el arrebato." Special attention was given to participants' "arrebatos" triggered by their college experiences as low-income individuals. Results: Analysis indicates that Latino/a/x engineering students' "arrebatos" arise from events that shake up the foundation of their own identity, including an institutional lack of sociopolitical consciousness. This lack of consciousness becomes evident not only in individuals' attitudes toward these students but also in institutional policies that put them at a further disadvantage. Conclusions: Findings have implications for engineering programs, particularly at HSIs and emerging HSIs regarding the creation of policies and practices that aim to secure the retention of low-income Latino/a/x engineering students and alleviate the systemic barrier they face by affirming the practice of servingness.

Background: Postdoctoral training holds an increasingly important place in preparation for leading academic and research positions. While little empirical research has described postdoctoral training beyond the sciences, across all fields, "misaligned expectations" are often touted as a key source of postdoctoral strife. Purpose/Hypothesis: This article describes mentorship competency beliefs within engineering and computer science fields, which increasingly engage in postdoctoral training. Design/Method: An embedded mixed-methods design was used to quantitatively identify mentorship profiles from survey data using latent profile analysis (LPA) from a sample of n = 118 postdoctoral scholars and n = 165 postdoctoral supervisors. Qualitative thematic analysis of interviews with n = 29 postdoctoral scholars and n = 20 postdoctoral supervisors was used to identify meaning in the differences between quantitative profiles. The combination of LPA with thematic analysis enabled the triangulation of distinct postdoctoral mentorship profile definitions. Results: LPA identified six postdoctoral fellow profiles and four supervisor profiles, which became clearly definable through thematic analysis. Postdoc profiles included Technical Manager, Autonomy Focused Advisor, Stretched Mentor, Well-Rounded Mentor, Exemplar Mentor, and Leader-Mentor, while supervisor profiles included Autonomous Mentor, Reflective Mentor, Research Lab Mentor, and Confident Leader-Mentor. Some of these are aligned, but several are not, giving insight into the phenomenon of "misaligned expectations" in postdoctoral literature. Conclusions: The mentorship profiles illustrate the misalignment in expectations, which leads to negative mentorship experiences for many postdoctoral scholars.

Background: Undergraduate engineering students experiencing distress are less likely than peers to ask for professional help. A population-specific instrument to facilitate the identification of factors that influence mental healthcare utilization could guide development and testing of interventions to increase help seeking. Purpose: We used mixed methods guided by the Integrated Behavioral Model (IBM) to develop and evaluate the Undergraduate Engineering Mental Health Help-Seeking Instrument (UE-MH-HSI). Method: First, we adapted existing measures of mental health help-seeking intention and mechanisms (i.e., attitudes, perceived norm: injunctive, perceived norm: descriptive, personal agency: autonomy, personal agency: capacity). Second, we coded qualitative interviews (N = 33) to create population-specific mental health help-seeking belief measures (i.e., outcome beliefs, experiential beliefs, beliefs about others' expectations, beliefs about others' behavior, beliefs about barriers and facilitators). Third, we tested the psychometric properties using data from 596 undergraduate engineering students at a historically White, research-focused institution in southern United States. Results: Psychometric analyses indicated that (1) help-seeking mechanism and intention measures demonstrated unidimensionality, internal consistency, construct replicability, and sufficient variability; (2) mechanism measures demonstrated criterion evidence of validity; and (3) most items within the belief measures demonstrated sufficient variability and convergent evidence of validity. Conclusions: The UE-MH-HSI is an evidence-based tool for investigating mental health help-seeking factors and their relationship to help-seeking behavior, well-being, academic success, and engineering identity formation. Guidelines for use are provided.

Background: The study of emotions in engineering education (EEE) has increased in recent years, but this emerging, multidisciplinary body of research is dispersed and not well consolidated. This paper reports on the first systematic review of EEE research and scholarship. Purpose: The review aimed to critically assess how researchers and scholars in engineering education have conceptualized emotions and how those conceptualizations have been used to frame and conduct EEE research and scholarship. Scope/Method: The systematic review followed the procedures of a configurative meta-synthesis, mapping emotion theories and concepts, research purposes and methods, and citation patterns in the EEE literature. The review proceeded through five stages: (i) scoping and database searching; (ii) abstract screening, full text sifting, and full text review; (iii) pearling; (iv) scoping review, and (v) in-depth analysis for the meta-synthesis review. Two hundred and thirteen publications were included in the final analysis. Results: The results show that the EEE literature has not extensively engaged with the wide range of conceptualizations of emotion available in the educational, psychological, and sociological literature. Further, the focus on emotion often seems to have been unintentional and of secondary importance in studies whose primary goals were to study other phenomena. Conclusions: More research adopting intentional, theorized approaches to emotions will be crucial in further developing the field. To do justice to complex emotional phenomena in teaching and learning, future EEE research will also need to engage a broader range of conceptualizations of emotion and research methods, drawing on diverse disciplinary traditions.