Holistic competencies comprise various holistic skills (e.g., communication) and positive values and attitudes (e.g., empathy). There have been increasing efforts worldwide to foster students' holistic competency development within engineering curricula. While recent studies indicate a positive shift, it remains unclear whether such efforts are driven by only a handful of individuals or more widely

Stress is commonly experienced by college students, especially engineering students. However, the role of stress within engineering culture and its implications for engineering programs have not been fully explored in the literature.

Engineering education research frequently examines students' persistence (or intentions to persist) into engineering careers from engineering school. However, the variety of engineering‐related occupations has increased substantially in recent years, challenging researchers' abilities to discern what constitutes persistence in engineering.

Transfer students in engineering must navigate a myriad of information sources to obtain accurate information on how to matriculate into a 4‐year institution. Although some institutional and state‐level initiatives attempt to streamline the transfer process, students still report difficulties.

As engineering becomes increasingly incorporated into precollege classrooms, it is important to explore students' ability to engage in engineering practices. One of these practices, engaging in argument from evidence, has been well studied in science education. However, it has not yet been fully explored in engineering education.

Equitable and inclusive publishing practices for engineering education research have received increased attention in recent years. JEE editorials and guest editorials have raised awareness about multiple challenges, including the problematic Whiteness and maleness of much research and the need to make diversity the default condition (Pawley, 2017), racially biased citation patterns (Holly, 2020), and

Engineers' identification with their profession is crucial for persistence among engineering students and career professionals. Significant research has been conducted on various dimensions of identity in the engineering field. However, little is known about the ways students negotiate these dimensions as they construct professional identities within a single engineering discipline such as civil engineering

Noncognitive and affective (NCA) factors (e.g., belonging, engineering identity, motivation, mindset, personality, etc.) are important to undergraduate student success. However, few studies have considered how these factors coexist and act in concert.

In the article “Positionality practices and dimensions of impact on equity research: A collaborative inquiry and call to the community” published in the Journal of Engineering Education Vol. 110, No. 1, pp. 19‐43, the following sentences on page 30: “The intersection of identity and methodology has been previously documented, for example, in the infamous example of the injection of syphilis into Black

Although prior research has provided robust descriptions of engineering students' identity development, a gap in the literature exists related to students' emotional experiences of shame, which undergird the socially constructed expectations of their professional formation.

1 THE ISSUE: SYSTEMIC RACISM IN THE JOURNAL OF ENGINEERING EDUCATION In a thought‐provoking ASEE Distinguished Lecture in June 2020, “Talking the Talk, Walking the Walk: What our Publications Say About Us as a Community of Scholars,” Dr. Lisa Benson challenged us from her vantage point as Editor‐in‐Chief of the Journal of Engineering Education (JEE) to consider who we are as a community and who has

Many engineering education researchers acknowledge that their positionality impacts their research. Practices for reporting positionality vary widely and rarely incorporate a nuanced discussion of the impact of demographic identities on research. Researchers holding marginalized or relatively hidden identities must navigate additional layers regarding transparency of their positionality.

Social identity theory has been used to understand student and professional engagement in engineering. Engineering identity development, however, can be disrupted by the barriers and challenges associated with the racialized and gendered perceptions of engineering.

Demographic characteristics are known to influence participation in cocurricular activities. Less studied are the effects of other background characteristics.

There is a well‐known gender disparity in the engineering field. Three of the most important factors related to the participation of women in engineering are differences in perceived societal relevance, technical self‐efficacy, and tinkering self‐efficacy.

Accreditation organizations broadened program assessment criteria in ways that present challenges for the evaluation of learning outcomes. This is especially the case in courses where there are not narrowly defined questions or definitive solutions, such as engineering ethics. While protocols for learning assessment exist, there is limited research exploring sociotechnical learning outcomes in a manner

Computation and computational thinking are of great interest to both engineering research and teaching communities. Effective learning environments are needed to incorporate computational thinking within the engineering disciplines. Design‐based research is uniquely positioned to address this need for designing effective learning environments.

Elementary educators are increasingly asked to teach engineering design, motivating study of how they learn to teach this discipline. In particular, there is a need to examine how teachers reason about pedagogical situations and dilemmas in engineering—how they draw on their disciplinary understandings, attention to students' thinking, and pedagogical practices to support students' learning.

Developing social responsibility attitudes in future engineers and computer scientists is of critical and rising importance. Yet research shows that prosocial attitudes decline during undergraduate engineering education.

At the graduate level, academic writing competencies are essential for graduation and careers as researchers. Little research has been done to understand how engineering writers' attitudes toward writing correspond to enacted textual patterns.

Prior efforts to understand faculty culture have largely described monoliths where individuals are differentiated by their productivity. Little prior work provides rich faculty subcultural descriptions and their connections to specific activities, including disposition to change.

Engineering education must prepare students to assume professional and ethical responsibility for the societal impacts of technology, but most engineering students do not receive adequate ethics teaching. In fact, engineering education has been described as characterized by a “culture of disengagement” in which ethical and societal concerns are constructed as different from and less important than

Professoriate Bound: Online Coaching for Black Engineering Scholars

Philosophers have long conceded, however, that every man has two educators: that which is given to him, and the other that which he gives himself. Of the two kinds, the latter is by far the more desirable. Indeed all that is most worthy in man he must work out and conquer for himself. It is that which constitutes our real and best nourishment. What we are merely taught seldom nourishes the mind like

Students may exhibit growth mindsets, where intelligence is seen as malleable and failures prompt more effort and new approaches, or fixed mindsets, where intelligence is seen as immutable and failures indicate lack of intelligence. One's mindset in general may be different from that for a particular domain such as engineering. Having a growth mindset predicts more positive learning outcomes.

Determining the root causes of persistent underrepresentation of different subpopulations in engineering remains a continued challenge. Because place‐based variation of resource distribution is not random and because school and community contexts influence high school outcomes, considering variation across those contexts should be paramount in broadening participation research.

Engineering and technology students need to acquire, evaluate, apply, and document information to solve complex ill‐defined problems. However, there are few assessment tools to evaluate how these students approach information.

Future scientists in engineering fields are expected, and even demanded, to be creative and innovative. Longitudinal studies pertaining to how creativity and academic achievement grow and develop over time remain limited.

Recent engineering education research has found improved learning outcomes when instructors engage students actively (e.g., through practice problems) rather than passively (e.g., in lectures). As more instructors shift toward active learning, research needs to identify how different types of activities affect students' cognitive engagement with concepts in the classroom. In this study, we investigate

Chi and colleagues have argued that some of the most challenging engineering concepts exhibit properties of emergent systems. However, students often lack a mental framework, or schema, for understanding emergence. Slotta and Chi posited that helping students develop a schema for emergent systems, referred to as schema training, would increase the understanding of challenging concepts exhibiting emergent

Human‐centered design approaches promote and facilitate comprehensive understanding of stakeholders to inform design decisions. Successful engagement with stakeholders is critical to favorable design outcomes and requires skillful information gathering and synthesizing processes, which present unique challenges to student designers.

Participating in undergraduate research experiences (UREs) supports the development of engineering students' technical and professional skills. However, little is known about the perceptions of research or researchers that students develop through these experiences. Understanding these perceptions will provide insight into how students come to understand knowledge evaluation and creation, while allowing

Given the well‐documented benefits of internship experience to the training of future engineers in the literature, internship courses have become an integral part of the engineering curriculum in many universities around the world. Current evaluation of engineering internship courses in higher education relies mainly on surveys developed independently by the internship coordinator which are seldom

Given the significant roles that faculty play, it is important to understand how and why engineering graduate students choose faculty careers over other professional opportunities. Yet little is known about this decision‐making process, particularly for students of color.

Despite the critical role of faculty diversity in the persistence and academic experiences of undergraduate students as well as in the development of engineering innovations, women of color (WoC) faculty are still underrepresented in engineering programs across the United States.

Increasing the number of engineering graduates continues to be a national priority and influences the need to understand persistence of all student pathways. Few studies have focused on engineering transfer student pathways and their success post‐transfer, suggesting a need for a more comprehensive analysis of existing research to advance this area.

I pen these words under the specter of great suffering. If scientific predictions are accurate, this guest editorial will be published in a time of global catastrophic loss of lives and possibly collapse of systems we have taken for granted. I hope we discover that the power of collective, caring human action and nature's resilience transcend the limits of our scientific models. At a minimum, we will

Engineering students commonly learn domain knowledge by engaging with visual representations of it. However, at times they have trouble accessing information from these representations due to the way information is encoded in features of the representation.

Many engineering students fail to proceed through required prerequisite mathematics courses. Since these courses strongly influence engineering student attrition, we should examine to what degree these courses truly serve as prerequisites for following engineering coursework.

Spatial ability is significantly related to performance in engineering education, and problem‐solving, an activity that is highly relevant to engineering education, has been linked to spatial ability.

To address social disparities and generate an innovative workforce, engineering higher education should provide learning environments that benefit students from all backgrounds. However, because engineering programs are not enrolling or retaining women of color at demographic parity, a better understanding of these students' experiences is needed to develop effective interventions.

Societal challenges that call for a new type of engineer suggest the need for the implementation of interdisciplinary engineering education (IEE). The aim of IEE is to train engineering students to bring together expertise from different disciplines in a single context. This review synthesizes IEE research with a focus on characterizing vision, teaching practices, and support.

As globalization continues to impact the engineering profession, many programs aim to prepare current and future engineers to work across national and cultural boundaries. Yet there remains a lack of quality tools for assessing global competency among engineers and other technical professionals, including their behavioral tendencies in global work situations.

Research in engineering education has highlighted the importance of identity and motivation for a number of student outcomes, including persistence. However, these constructs have often been studied separately, despite theorized and demonstrated connections between students' identity and motivation in other fields.

Increasing engineering students' engagement with public welfare is central to promoting ethical responsibility among engineers and enhancing engineers' capacity to serve the public good. However, little research has investigated how student experience attempts to increase engagement with public welfare concerns.

Project‐based learning has shown promise in improving learning outcomes for diverse students. However, studies on its impacts have largely focused on the perceptions of students and instructors or students' immediate performance. This study reports the impact of taking a project‐based introductory engineering course on students' subsequent academic success.

One emerging approach to diversity and inclusion in engineering is to take an assets‐based view of what students from nondominant communities bring to their education and work experiences.

Graduate education literature tends to focus on faculty careers with little attention to industry careers. However, more than one‐third of U.S. engineering doctorates enter industry.

Across academic disciplines, researchers have found that argumentation‐based pedagogies increase learners' achievement and engagement. Engineering educational researchers and teachers of engineering may benefit from knowledge regarding how argumentation related to engineering has been practiced and studied.

Research on gender differences and practical initiatives to attract girls to engineering are often carried out at the macro level where science, technology, engineering, and mathematics are aggregated into an entity called STEM.

Little is known about how students engage in ethical decision‐making, especially when designing in messy, real‐life contexts. To prepare ethically competent engineers, educators need a richer understanding of students' ethical decision‐making throughout the course of the design process.

Learning to be an engineer means learning to participate in engineering discourse: the words, visuals, routines, and narratives through which engineers think and communicate. An important goal for engineering education is uncovering the processes by which young people take up and become fluent in engineering discourse, and how teachers and mentors can aid them in this process. Growing evidence suggests

Creativity is increasingly recognized as an important skill for success in the field of engineering, but most traditional, post‐secondary engineering education programs do not reward creative efforts. Failing to recognize creativity or creative efforts can have particularly negative effects for those students with attention deficit hyperactivity disorder (ADHD), who may exhibit enhanced divergent thinking

Engineering practice is meant to advance the human condition, yet curricula do not appear to fully promote the human‐centered philosophy of engineering in implementation. The educational system may inadvertently signal to students that engineering is a career choice better suited for those preferring to work with things rather than people. This framing of the profession prompts questions regarding

Humanitarian engineering (HE) is rapidly emerging in universities and professional workplaces worldwide. In HE, socio‐technical thinking is fundamental as HE projects exist at the intersection of engineering and sustainable community development. However, the literature still lacks an understanding of the key features of socio‐technical thinking.

Internships are highly relevant learning experiences for engineering students. However, such practice‐based learning settings must be carefully designed to allow their learning potential to unfold.

Tinkering, an ad hoc approach to solving a problem, involves manipulating objects to characterize and build knowledge about a particular system in an exploratory way, often with the goal of getting some product/idea to produce desired behavior. Tinkering contrasts more deliberate activity toward understanding how a phenomenon works.

Women (along with minority ethnic and low‐income communities) remain underrepresented in engineering, despite a 30‐year history of research and equality legislation. Compared with the United States and other European Union countries, this underrepresentation is particularly pronounced in the United Kingdom. While existing literature gives insights into factors shaping retention and progression in university

The engineering education discourse increasingly recognizes the role of empathy in preparing students for 21st century challenges. This pedagogical and theoretical interest is not supported by an empirical understanding of the role empathy plays in students' professional formation.

Black women are underrepresented in engineering and face barriers as a result of their race and gender. While existing research often focuses on strategies Black women can adopt to become successful engineers, this study asks how engineering institutions might change to better accommodate Black women.