A Review of the State of Integrated Engineering Frameworks and Outcome Dimensions

Bahar Memarian; Shawn S. Jordan

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Conference: 2025 ASEE Annual Conference & Exposition
Location: Montreal, Quebec, Canada
Publication Date: June 22, 2025
Start Date: June 22, 2025
End Date: August 15, 2025
Conference Session: Computers in Education Division (COED) Track 6.D
Tagged Division: Computers in Education Division (COED)
Page Count: 17
Permanent URL: https://peer.asee.org/55390

Paper Authors

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Bahar Memarian Arizona State University orcid.org/0000-0003-0671-3127

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Bahar Memarian is a researcher and educator with more than 10 years of experience at the intersection of applied and social sciences. Her research and teaching interests are in the areas of Engineering Education (Engineering Design, Use of Technology, Problem-solving, Outcomes Assessment, Experiential Learning, and Creativity) and Human Factors Engineering (Artificial Intelligence in Education, Human-centered Systems, and Cognitive-Systems Engineering).

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Shawn S. Jordan Arizona State University orcid.org/0000-0002-1639-779X

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SHAWN JORDAN, Ph.D. is an Associate Professor of engineering in the Ira A. Fulton Schools of Engineering at Arizona State University. He teaches context-centered electrical engineering and embedded systems design courses, and studies the use of context an

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Abstract

This theory/methods paper seeks to expand and enhance our understanding of the concept of Integrated Engineering, particularly in light of technological advancements and uses such as Artificial Intelligence or AI. We conduct a review of the literature and following an interpretive and grounded theory approach, we chart and characterize the state of Integrated engineering principles and learning outcomes/competencies each study. We thus seek to examine:

RQ1. What are the key principles/frameworks are associated to integrated engineering in the literature? RQ2. What skills and learning outcomes are associated to integrated engineering in the literature?

We search the following terms in databases such as Web of Science and SCOPUS: “Integrated Engineering” and (model or theory of theories or framework or concept or competency or competencies or learning outcomes or skills). Our protocol included the following steps: • Used the input string of search in both SCOPUS and WoS. • Downloaded the full records of all the papers. • Uploaded the full records to Covidence. • Used Covidence to identify duplicate studies and remove them. • Reviewed the title and abstract of each article and decided via consensus if relevant or not. • Gathered the full demographic records of studies selected for review. • Extract and chart information on theories or theory or framework or concept noted skills noted per reviewed study. • Extract and chart information on competency or competencies or learning outcomes or skills noted per reviewed study. • Create a synthesis of future recommendations and challenges in the discussion section based on the full review of each article.

We further discuss how can Integrated Engineering skills be compartmentalized into components readily understandable by humans and technologies such as AI. The contribution of this work is to: • Engage readers to reflect on their views towards integrated engineering within engineering education equipped with AI • Inform content from the gathered data that is useful for teaching and learning of Integrated Engineering • Understand the role AI may play in Integrated Engineering • Gain an understanding of competencies of Integrated Engineering often explored within engineering education literature

Citation
Format

Memarian, B., & Jordan, S. S. (2025, June), A Review of the State of Integrated Engineering Frameworks and Outcome Dimensions Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/55390

TY - CPAPER
AB - This theory/methods paper seeks to expand and enhance our understanding of the concept of Integrated Engineering, particularly in light of technological advancements and uses such as Artificial Intelligence or AI. We conduct a review of the literature and following an interpretive and grounded theory approach, we chart and characterize the state of Integrated engineering principles and learning outcomes/competencies each study. We thus seek to examine:

RQ1. What are the key principles/frameworks are associated to integrated engineering in the literature?
RQ2. What skills and learning outcomes are associated to integrated engineering in the literature?

We search the following terms in databases such as Web of Science and SCOPUS:
“Integrated Engineering” and (model or theory of theories or framework or concept or competency or competencies or learning outcomes or skills). Our protocol included the following steps:
• Used the input string of search in both SCOPUS and WoS.
• Downloaded the full records of all the papers.
• Uploaded the full records to Covidence.
• Used Covidence to identify duplicate studies and remove them.
• Reviewed the title and abstract of each article and decided via consensus if relevant or not.
• Gathered the full demographic records of studies selected for review.
• Extract and chart information on theories or theory or framework or concept noted skills noted per reviewed study.
• Extract and chart information on competency or competencies or learning outcomes or skills noted per reviewed study.
• Create a synthesis of future recommendations and challenges in the discussion section based on the full review of each article.

We further discuss how can Integrated Engineering skills be compartmentalized into components readily understandable by humans and technologies such as AI. The contribution of this work is to:
• Engage readers to reflect on their views towards integrated engineering within engineering education equipped with AI
• Inform content from the gathered data that is useful for teaching and learning of Integrated Engineering
• Understand the role AI may play in Integrated Engineering
• Gain an understanding of competencies of Integrated Engineering often explored within engineering education literature

AU - Bahar Memarian
AU - Shawn S. Jordan
CY - Montreal, Quebec, Canada
DA - 2025/06/22
PB - ASEE Conferences
TI - A Review of the State of Integrated Engineering Frameworks and Outcome Dimensions
UR - https://peer.asee.org/55390
ER -