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

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.

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

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.

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.

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.

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.

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.

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.

The use of metacognition is critical to learning, especially in fields such as engineering that involve problem‐solving and difficult conceptual material. Due to limitations with current methodological approaches, new methods are needed to investigate engineering students' metacognitive engagement in learning situations that are self‐directed, such as study groups.

Design thinking, with its emphasis on iterative prototyping and mantra of “fail early and often,” stands in stark contrast to the typical one‐and‐done, failure‐averse culture of the classroom. Iterative prototyping and fail‐forward mindsets could promote valuable iterative practices and positive reactions to failure, but little research has examined their impact in K‐12 contexts.

When students are given a choice of when to take an exam in engineering and computing courses, it has been previously observed that average exam scores generally decline over the exam period. This trend may have implications both for the design of interventions to improve student learning and for data analysis to detect collaborative cheating.

Engineering education in the United States has been accused of favoring White men at the exclusion of those traditionally underrepresented in engineering. However, contrary to the culturally responsive literature addressing approaches to “colorblindness,” engineering faculty believe they should treat all students equally.

The flipped classroom has become more widely used in engineering education. However, a systematic and quantitative assessment of its achievement outcomes has not been conducted to date.

The Next Generation Science Standards (NGSS) call for the integration of engineering content and practices in elementary science curricula, yet little is known about elementary teachers' preparedness to do so or their views on teaching engineering.

Our sacred, foundational knowledge of Art, Science, Technology, Engineering and Mathematics are embedded in our homes of timber, packed with earth; ceremonially we gather in this sacred place, under these sacred forms, welcoming the rising sun's abundance; structured to hold family and warmth; kept cool by the air moving through and up, like the smoke of our ceremonies.

Diverse perspectives, including those of Native Americans, are needed to drive innovation in science, technology, engineering, and math (STEM). Tribes such as the Navajo Nation are seeking to strengthen their communities, create economic opportunities, and improve the lives of their peoples by encouraging members of their tribe to become engineers. Research investigating how Navajo engineers experience

Integration of engineering into middle school science and mathematics classrooms is a key aspect of STEM integration. However, successful pedagogies for teachers to use engineering talk in their classrooms are not fully understood.

Research shows that engineering and computing students who are marginalized by race and/or gender and experience social suffering often wish to challenge social inequities through their vocation, an attribute we refer to as an equity ethic. This study explores how doctoral engineering and computing students develop this attribute even when they do not directly experience social suffering.

There is a need to find ways of productively engaging K‐12 students with engineering design. I investigate a new class of physical models, referred to as Improvable Models, as scaffolds for helping middle school students productively engage in engineering design practices.

In recent years, technological innovation and entrepreneurship have been emphasized in engineering education. There is a need to better understand which individual‐ and contextual‐level factors are related to engineering students' entrepreneurial intentions.

Graduate engineering students are required to write for academic audiences; however, very few engineering programs teach engineering academic writing, and similarly, little research has been conducted on graduate engineering student writing.

Problem exploration includes identifying, framing, and defining design problems and bounding problem spaces. Intentional and unintentional changes in problem understanding naturally occur as designers explore design problems to create solutions. Through problem exploration, new perspectives on the problem can emerge along with new and diverse ideas for solutions. By considering multiple problem perspectives

Capstone design courses represent a critical juncture in students' development at the transition from school to work. However, few studies have systematically explored teaching in this context, leaving a significant gap in our ability to concretely describe faculty practices in ways that support subsequent explorations of the relationships between teaching practices and learning outcomes.

Modeling and simulation practices have become commonplace in modern engineering, but in‐depth research on the development of modeling and simulation expertise is needed to identify the learning processes involved in successfully acquiring these skills.

It is increasingly acknowledged that technical expertise is not sufficient for engineers today, given the complex intercultural global contexts in which they are required to work. This article, therefore, examines how the concept of culture is typically operationalized in engineering education and discusses possible reasons for this approach.

Mixed methods research designs in engineering education often frame the “mixed” aspect of the design from the perspective of data collection. However, intentional mixing throughout the research design—particularly during data analysis—may enable richer meta‐inferences about a phenomenon.

Engineering students inconsistently apply equilibrium when solving problems in statics, but few studies have explored why. Visual cognition studies suggest that features of the visual representations we use to teach students influence what domain knowledge they use to solve problems. However, few studies have explored how visual representations influence what problem‐solving strategies and domain knowledge

Women and men of color and White women participate in American engineering education in lower proportions than they represent in the general U.S. population. Much existing engineering education research uses individual‐level (such as psychological) theories to explain this difference. The study reported here instead takes a structural perspective, asking how social relations are coordinated in engineering

Pipeline and pathways models influence persistence metrics used to study how students navigate engineering education.

Educating engineers to reason through the ethical decisions they encounter when developing or implementing new technologies is a critical challenge. However, engineering educators have not widely adopted a framework for preparing engineering students to analyze ethical issues.

This study examined the differences between team dynamics in nonflipped and flipped versions of a multisection team‐ and project‐based sophomore engineering design course.

Louisiana State University's (LSU) STEM Talent Expansion Program (STEP) was established to increase students' persistence in first‐year, declared engineering majors (a project priority), in science, technology, engineering, and math (STEM) majors (an NSF goal), and in all majors at LSU (an institutional goal). Over 8 years, 3,097 (27%) engineering students participated in one or more STEP activities

Conceptual understanding is critical to both engineering education and practice. In fact, many undergraduate courses focus on developing students' knowledge and understanding of core engineering concepts. At the same time, a growing body of literature points to substantial gaps across educational and professional practice contexts, including how problems are embodied and solved.

Researchers over the past three decades have documented processes of gender and racial/ethnic inequality in engineering education but little is known about other axes of difference, including the experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) persons in engineering. Despite growing interest in LGBTQ inequality generally, prior research has yet to systematically document day‐to‐day

As a whole, the percentage of undergraduates pursuing degrees in science, technology, engineering, and mathematics (STEM) fields has remained constant, a trend of particular concern in the field of engineering. One potential solution for increasing the number of students completing engineering degrees in postsecondary education (PSE), and perhaps closing the gender gap in this area as well, might be

While recent engineering education research has focused on the pathways that students take as they transition into engineering programs in higher education, little has explicitly focused on developing an understanding of students as they select and transfer into engineering from other majors.