The retention of traditionally underserved students remains a pressing problem across graduate engineering programs. Disciplinary differences in graduate engineering identity provide a lens to investigate students' experiences and can pinpoint potential opportunity structures that support or hinder progress based on social and personal identities.

In the summer of 2020, the United States erupted in a series of protests designed to confront this nation's problem with race. As conversations about racial justice took hold in the public sphere, attention was drawn to critical race theory (CRT) and what role it might have in explaining why the United States remains rooted in racism. However, on September 4, 2020, Office of Management and Budget (OMB)

In the field of engineering education, assessment and evaluation have been given insufficient attention as they relate to broadening participation. We posit that this lack of attention negatively impacts our ability to develop and implement sustainable solutions at scale.

As engineering remains central to the US economy, it is imperative that the innovators of this field reflect the world in which we live. Despite decades of concerted effort to broaden participation in engineering, representation continues to lack.

Community engagement has recently become a focus in engineering education. However, systematic reviews that catalog best practices and identify research patterns and gaps remain scarce.

Social community may play a role in how successful undergraduate engineering mentoring programs are in increasing diversity, retention rates, and graduation rates. However, there is minimal research about how mentoring programs influence the development of the social community outcomes of connectedness, satisfaction, social capital, resilience, and communities of practice, or whether these outcomes

The number of engineering PhDs pursuing postdoctoral research scholar (postdoc) positions has steadily increased in the last 30 years. Postdoc positions are commonly thought of as a step toward academic careers. However, engineering PhDs are more likely to work in industry, which leaves open the question of the role of postdocs in the career trajectories of engineering PhDs.

Recently there has been considerable interest in making as a means to promote interest in engineering careers. Leveraging making practices that already exist in communities could provide a way to address the severe underrepresentation of minority groups, such as Native Americans, in engineering. Before any programs or curricula can be developed to accomplish this goal, it must first be determined how

Engineering play is an emerging framework for understanding young children's constructive block play as an engineering design process. Few studies have evaluated engineering thinking, language, or behavior in preschool-age children, especially quantitative evaluations that systematically document specific early engineering behavior. More research is needed to support diverse children's engineering

Engineering competition teams (ECTs) allow college students to learn about and practice leadership within a technical domain, yet we know little about the mechanisms by which leadership development occurs within these teams. This paper explores how ECT participation contributes to students' leadership identity development (LID).

Shame is a deeply painful emotion people feel when they perceive that they have fallen short of socially constructed expectations. In this study, professional shame refers to shame experiences that stem from people's perceptions that they have failed to meet expectations or standards that are relevant to their identities in a professional domain. While socially constructed expectations placed on engineering

Engineering identity is associated with students' academic success and retention in engineering programs. However, there is a lack of psychometrically evaluated measures for assessing engineering identity formation.

Cover illustration designed by Mark Huerta, Lecturer in the Fulton Schools of Engineering Academic and Students Affairs at Arizona State University, and Martin Beagley, Graphics Manager in the College of Engineering, Computing and Applied Sciences at Clemson University, based on content in “Inner Engineering: Evaluating the utility of mindfulness training to cultivate intrapersonal and interpersonal

Limited research examines the effects of integrated science and engineering (SE) instruction emphasizing disciplinary literacy and language activities on engineering identity and content understanding. Far fewer studies target English learners (ELs).

Graduation rates in engineering programs continue to be a concern in higher education. Prior research has documented an association between students' experiences in first-year mathematics courses and graduation rates, but the influences of the mathematics courses completed and the grades earned are not fully understood.

There is clear consensus among influential education reports that an expansive range of intrapersonal (e.g., self-regulation) and interpersonal competencies (e.g., empathy) highly influence educational and career success. Research on teaching and learning these competencies is limited in engineering education.

Students who are the first in their families to attend college are an integral part of undergraduate engineering programs. Growing bodies of research argue that educators could better support these students if they understood the unique backgrounds, experiences, and knowledge they bring with them to higher education.

This study addresses gender differences in early career experiences in engineering by examining entry-level jobs of Bachelor of Engineering (BEng) graduates in Canada.

Although engineering practice occurs in social contexts, such contexts often remain obscure in engineering education. Since engineering sciences courses are crucial in shaping engineering students' knowledge and conceptions of problem-solving in engineering, students in both an augmented and a traditional section of a feedback control systems course were interviewed to explore perceptions of the social

Calls to improve learning in science, technology, engineering, and mathematics (STEM), and particularly engineering, present significant challenges for school systems. Partnerships among engineering industry, universities, and school systems to support learning appear promising, but current work is limited in its conclusions because it lacks a strong connection to theoretical work in interorganizational

A strong calculus foundation is essential to undergraduate engineering success. However, some students may be self-selecting to begin their mathematics sequence in a lower-level calculus course than their prior achievement and aptitude would suggest is appropriate (i.e., undermatch).

Given the importance of engineers to a nation's economy and potential innovation, it is imperative to encourage more students to consider engineering as a college major. Previous studies have identified a broad range of high school experiences and demographic factors associated with engineering major choice; however, these factors have rarely been ranked or ordered by relative importance.

Engineering education has observed considerable growth in academic makerspaces with initial data indicating significant potential for makerspaces to support learning.

Over the past two decades, state policies and industrial associations have challenged engineering educators to expand the training of future engineers beyond technical competencies to the broader domain of professional skills development, with one key aspect being engineering leadership.

The cover image depicts our model of professional shame (Huff et al., 2021) that conceptualizes the socio-psychological interaction between cultural expectations and individuals' internal evaluations of how they are meeting those expectations (Huff et al., 2020). Informed by relevant psychological and sociological literature, we define the construct of professional shame as having four important features:

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

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.

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.

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.

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.

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

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

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.

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.