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1. Development and Assessment of a Vignette Survey Instrument to Identify Responses due to Hidden Curriculum among Engineering Students and Faculty

   Villanueva, I.; Di Stefano, M.; Gelles, L.; Youmans, K.; Hunt, A. (January 2020, IJEE International Journal of Engineering Education)

   null (Ed.)

   One of the pivotal goals in engineering education is to broaden participation of different minorities. An overlooked barrier yet to be explored is how hidden curriculum and its connected constructs may impede this goal. Hidden curriculum (HC) refers to the unwritten, unofficial, and often unintended assumptions, lessons, values, beliefs, attitudes, and perspectives in engineering. This paper will present the development and assessment of a mixed-method vignette survey instrument to evaluate the responses of current engineering students and faculty when exposed to several examples of hidden curriculum. Results from 153 engineering students and faculty across the United States and Puerto Rico were used to assess the survey sub-subscales (HC awareness, emotions, self-efficacy, and self-advocacy). Findings revealed Cronbach alpha coefficients of 0.70 (HC awareness), 0.73 (emotions), 0.91 (self-efficacy), and 0.91 (self-advocacy). The overall instrument had a reliability of 0.74. Alongside HC awareness, we found that among different axes of inequity, gender, role, and institution type are important elements that shaped the responses of these engineering populations. 

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2. Native American engineering faculty: Insights into entry and persistence

   Authors: Jacobs, S. C.; Johnson, S. B.; Lee, K.; Colston, N.; Mason-Chagil, G.; Turner, S. L.; Presenters: Turner, S. L.; Mason-Chagil, G. (April 2019, Keeping Our Faculty VIII: Recruiting, Retaining, Advancing American Indian Faculty and Faculty of Color)

   Science, technology, engineering, and mathematics (STEM) education initiatives in higher education increasingly call for career mentorship opportunities for underrepresented minorities (URM). Researchers (Johnson & Sheppard, 2004; Nelson & Brammer, 2010) note the importance of having faculty to mentor and act as role models for students, often assuming that mentors play a stronger role if they are also from the same cultural background. Native American (NA) faculty members are underrepresented in most fields in colleges and universities, and exceedingly so in engineering. Only 0.2% (N=68) of engineering faculty nationwide identify as Native American (Yoder, 2014). Likewise, NA students are underrepresented in undergraduate (0.6%; N=1853) and graduate (0.1%; N=173) engineering programs. The low percentage in graduate school is of even greater concern as they represent the primary potential pool of new faculty members. Advising and mentorship from those who identify as NA are often considered important components recruiting and retention in STEM fields. For example, Smith and colleagues (2014) found that factors such as communal goal orientation influenced NA engineering students’ motivation and academic performance. However, very few studies account for differences in NA identity or provide a nuanced account of successful NA STEM professional experiences (Page-Reeves et al., 2018). This research paper presents findings from an exploratory study aimed at pinpointing the factors that influence NA entry and persistence in engineering faculty positions. 

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3. Annual Cycles of Sea Ice Motion and Deformation Derived From Buoy Measurements in the Western Arctic Ocean Over Two Ice Seasons

   https://doi.org/10.1029/2019JC015310  

   Lei, Ruibo; Gui, Dawei; Hutchings, Jennifer K.; Heil, Petra; Li, Na (June 2020, Journal of Geophysical Research: Oceans)

   Abstract Data collected by two buoy arrays that operated during the ice seasons of 2014/2015 and 2016/2017 were used to characterize annual cycles of ice motion and deformation in the western Arctic Ocean. An anomalously strong and weak Beaufort Gyre in 2014/2015 and 2016/2017 induced generally anticyclonic and cyclonic sea ice drift during 2014/2015 and 2016/2017, respectively. Cyclonic ice motion resulted in higher contributions of ice divergence to total ice deformation in 2016/2017 than in 2014/2015. In 2014, the autumn ice concentration and multiyear ice coverage were higher than in 2016; consequently, the response of ice motion to wind forcing was weak, and less ice deformation was observed in autumn 2014. During the autumn‐winter transition, the ice‐wind speed ratio, ice deformation rate and its spatial and temporal scaling exponents, and localization of ice deformation decreased markedly in both 2014/2015 and 2016/2017 as a result of freeze‐up and consolidation of ice floes. Such dynamic behavior was maintained through to spring with the further thickening of ice cover. Ice deformation increased due to weakened ice strength as summer approached. The amplitude of the annual cycle of ice deformation rate in the western Arctic Ocean in 2014/2015 and especially in 2016/2017 was larger than that observed during the Surface Heat Budget of the Arctic Ocean (SHEBA) program in 1997/1998. We attribute this phenomenon to ice loss during the recent summers, especially of thick multiyear ice. 

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4. What does hidden curriculum in engineering look like and how can it be explored?

   Villanueva, I. (June 2018, Proceedings of the American Society of Engineering Education Annual Conference and Exposition, Minorities in Engineering Division)

   This work in progress paper describes the initial stages of a project which aims to characterize the mechanisms of hidden curriculum (HC) in engineering and identify methods for exploring this phenomenon. To effectively study the complex nature of HC, this work brings together researchers with a range of expertise (sociology, engineering education, engineering, statistics, policy analysis, curriculum and instruction) to develop a holistic approach to explore HC in engineering. This work describes the process of gathering input from this multidisciplinary team as well as the literature to develop a mixed-method instrument and model to explore the mechanisms behind HC in engineering, a new realm in engineering education. Early findings suggest that HC may require considerations of an individual’s motivation, self-efficacy, and self-advocacy. The paper also discusses the initial stages of a vignette design used to elicit participants’ responses and reactions to the presented scenes. The vignette scenes focus on HC elements present during classroom preparation and instruction in engineering. Preliminary work on these HC elements per scene are also discussed here. 

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5. Engaging hearts and minds in assessment research

   Bostic, J (December 2023, School science and mathematics)

   Miller, B; Martin, C (Ed.)

   Assessment continues to be an important conversation point within Science, Technology, Engineering, and Mathematics (STEM) education scholarship and practice (Krupa et al., 2019; National Research Council, 2001). There are guidelines for developing and evaluating assess- ments (e.g., AERA et al., 2014; Carney et al., 2022; Lavery et al., 2019; Wilson & Wilmot, 2019). There are also Standards for Educational & Psychological Testing (Standards; AERA et al., 2014) that discuss important rele- vant frameworks and information about using assessment results and interpretations. Quantitative assessments are used as part of daily STEM instruction, STEM research, and STEM evaluation; therefore, having robust assess- ments is necessary (National Research Council, 2001). An aim of this editorial is to give readers a few relevant ideas about modern assessment research, some guidance for the use of quantitative assessments, and framing validation and assessment research as equity-forward work. 

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