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  1. Abstract Background

    This paper begins with the premise that ethics and diversity, equity, and inclusion (DEI) overlap in engineering. Yet, the topics of ethics and DEI often inhabit different scholarly spaces in engineering education, thus creating a divide between these topics in engineering education research, teaching, and practice.


    We investigate the research question, “How are ethics and DEI explicitly connected in peer‐reviewed literature in engineering education and closely related fields?”


    We used systematic review procedures to synthesize intersections between ethics and DEI in engineering education scholarly literature. We extracted literature from engineering and engineering education databases and used thematic analysis to identify ethics/DEI connections.


    We identified three primary themes (each with three sub‐themes): (1) lenses that serve to connect ethics and DEI (social, justice‐oriented, professional), (2) roots that inform how ethics and DEI connect in engineering (individual demographics, disciplinary cultures, institutional cultures); and (3) engagement strategies for promoting ethics and DEI connections in engineering (affinity toward ethics/DEI content, understanding diverse stakeholders, working in diverse teams).


    There is a critical mass of engineering education scholars explicitly exploring connections between ethics and DEI in engineering. Based on this review, potential benefits of integrating ethics and DEI in engineering include cultivating a socially just world and shifting engineering culture to be more inclusive and equitable, thus accounting for the needs and values of students and faculty from diverse backgrounds.

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    Free, publicly-accessible full text available January 1, 2025
  2. Free, publicly-accessible full text available October 18, 2024
  3. Free, publicly-accessible full text available October 18, 2024
  4. This Work-in-Progress paper studies the mental models of engineering faculty regarding assessment, focusing on their use of metaphors. Assessments are crucial components in courses as they serve various purposes in the learning and teaching process, such as gauging student learning, evaluating instructors and course design, and documenting learning for accountability. Thus, when it comes to faculty development on teaching, assessments should consistently be considered while discussing pedagogical improvements. To contribute to faculty development research, our study illuminates several metaphors engineering faculty use to discuss assessment concepts and knowledge. This paper helps to answer the research question: which metaphors do faculty use when talking about assessment in their classrooms? Through interviews grounded in mental model theory, six metaphors emerged: (1) cooking, (2) playing golf, (3) driving a car, (4) coaching football, (5) blood tests, (6) and generically playing a sport or an instrument. Two important takeaways stemmed from the analysis. First, these metaphors were experiences commonly portrayed in the culture in which the study took place. This is important to note for someone working in faculty development as these metaphors may create communication challenges. Second, the mental model approach showed potential in eliciting ways engineering faculty describe and discuss assessments, offering opportunities for future research and practice in faculty development. The lightning talk will present further details on the findings. 
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    Free, publicly-accessible full text available June 1, 2024
  5. Free, publicly-accessible full text available June 1, 2024
  6. Abstract Background

    Engineering curricula are built around faculty and accreditors' perceptions of what knowledge, skills, and abilities graduates will need in engineering careers. However, the people making these decisions may not be fully aware of what industry employers require for engineering graduates.


    The purpose of this study is to determine how industry employer‐sought professional and technical skills vary among engineering disciplines and levels of education.


    Using a large sample (n = 26,103) of mined job advertisements, we use the O*NET skills database to determine the frequencies of different professional and technical skills for biomedical, civil, chemical, electrical, environmental, and mechanical engineers with bachelor's, master's, and PhD degrees.


    The most frequently sought professional skill is problem‐solving; the most frequently sought technical skills across disciplines are Microsoft Office software and computer‐aided design software. Although not the most frequently requested skills, job advertisements including the Python and MATLAB programming languages paid significantly higher salaries than those without.


    The findings of this study have important implications for engineering program leaders and curriculum designers choosing which skills to teach students so that they are best prepared to get and excel in engineering jobs. The results also show which skills students can prioritize investing their time in so that they receive the largest financial return on their investment.

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  7. This full research paper documents assessment definitions from engineering faculty members, mainly from Research 1 universities. Assessments are essential components of the engineering learning environment, and how engineering faculty make decisions about assessments in their classroom is a relatively understudied topic in engineering education research. Exploring how engineering faculty think and implement assessments through the mental model framework can help address this research gap. The research documented in this paper focuses on analyzing data from an informational questionnaire that is part of a larger study to understand how the participants define assessments through methods inspired by mixed method strategies. These strategies include descriptive statistics on demographic findings and Natural Language Processing (NLP) and coding on the open-ended response question asking the participants to define assessments, which yielded cluster themes that characterize the definitions. Findings show that while many participants defined assessments in relation to measuring student learning, other substantial aspects include benchmarking, assessing student ability and competence, and formal evaluation for quality. These findings serve as foundational knowledge toward deeper exploration and understanding of assessment mental models of engineering faculty that can begin to address the aforementioned research gap on faculty assessment decisions in classrooms. 
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