Understanding Research on Engineering Students’ Experiences and Outcomes from Student Development Perspectives
- Conference
- Location
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Minneapolis, MN
- Publication Date
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August 23, 2022
- Start Date
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June 26, 2022
- End Date
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June 29, 2022
- Conference Session
- Page Count
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29
- DOI
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10.18260/1-2--41138
- Permanent URL
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https://peer.asee.org/41138
- Download Count
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624
Paper Authors
Qin Liu University of Toronto
Dr. Qin Liu is Senior Research Associate with the Institute for Studies in Transdisciplinary Engineering Education and Practice (ISTEP), Faculty of Applied Science and Engineering, University of Toronto, Canada. Her research interests include engineering students’ competency development, learning assessment and career trajectories, and equity, diversity and inclusion issues in engineering education. Her academic training was in the field of higher education.
Joanna Li University of Toronto
Joanna Li is an engineering science student at the Faculty of Applied Science and Engineering, University of Toronto, Canada. She enjoys learning about particle physics and astrophysics. Outside of her studies, she is interested in education research and development directed towards improving the learning experiences of engineering students.
Jenifer Hossain University of Toronto
Jenifer Hossain is a third year undergraduate student currently studying computer engineering at the University of Toronto. Her academic interests consist of learning about higher level computer software, engineering business, and engineering education.
Abstract
In this paper, we have examined a major focus area of engineering education research—engineering students’ experiences and outcomes, or ESEO—through a targeted literature review of 121 selected articles published by the Journal of Engineering Education from 2011 to 2021. We drew upon a methodological taxonomy (Malmi, et al., 2018), literature on student development theories, and particularly an integrative ecological systems theory (Bronfenbrenner, 1979, 1993), to guide our analysis. We have presented the findings with respect to engineering students’ outcomes, and the contextual and individual factors in their learning experiences as exhibited in the selected articles, as well as the frameworks, methodologies and paradigms used by these studies. Based on these findings, we attempt to characterize ESEO studies in terms of topics, frameworks, methodologies and research paradigms. Our analyses have attested that student development perspectives in the field of higher education offer scholarly and useful insights to engineering education researchers and practitioners.
Liu, Q., & Li, J., & Hossain, J. (2022, August), Understanding Research on Engineering Students’ Experiences and Outcomes from Student Development Perspectives Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41138
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