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.

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.

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

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.

Prior researchers developed an instrument to measure perceived design thinking ability of first‐year students interested in engineering, and they validated the instrument through exploratory factor analysis.

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.

Engineering can play a significant role in the public good. Changing political dynamics and a surge in activism among the broader science community have only heightened this reality. Yet little published research exists about how engineering students develop both their technical and political identities to affect the broader society.

Graduate engineering student attrition is prevalent, but most literature that studies graduate attrition is accomplished in disciplines outside of STEM or engineering, yielding an incomplete understanding of either attrition or persistence.