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Background: A defining characteristic of expertise is the use of intuition to navigate tasks. The construct of intuition and its importance is well-studied in other disciplines, but little is known about how it translates to engineering. Existing literature on intuition does not clearly define the construct and its relationship to problem solving, which creates a substantial gap in our understanding of intuition and its applicability to engineering. Purpose: This study's purpose is to better understand the relationship between expertise, decision-making, and intuition from the perspective of engineering practitioners. We additionally seek to define engineering intuition from this same perspective. Design/Methods: Seventeen semi-structured interviews were conducted with engineering practitioners with at least 6 years of experience. Sensitizing concepts tied to models of expertise development and dual process cognition were used to guide the study's design and data analysis. Iterative qualitative analysis culminating in code mapping supported the development of a definition and theory of engineering intuition. Results: This study's result is an emergent definition of engineering intuition and a complementary framework called Leveraging Intuition Toward Engineering Solutions (LITES). LITES uniquely situates intuition as part of the problem-solving process among experienced engineering practitioners and describes how practitioners use their intuition. Conclusions: This work advances knowledge of the relationship between intuition and expertise in engineering education by providing a definition of engineering intuition and a framework describing intuition's role in engineering problem solving. This contribution furthers efforts to equip current and future engineers with the necessary skills to navigate existing and upcoming societal challenges.

Background: Multiple reports call for new ways of thinking to address challenges facing engineering education in the coming decades. Adopting these approaches first requires identifying and understanding existing ways of thinking among those engaging in engineering education research. Purpose/Hypothesis: This study is motivated by the recently published Framework for Applying Ways of Thinking in Engineering Education Research (FAWTEER). The purpose is to determine if and how the four ways of thinking proposed under FAWTEER--futures, values, systems, and strategic--are practiced by engineering education research collaborators. Design/Method: Seven engineer-social scientist collaborator pairs across heterogeneous research projects were interviewed in dyads. Data were analyzed using an inductive coding approach that was informed by the framework and literature. Results: Emergent findings provided evidence of collaborators' use of futures, values, systems, and strategic thinking, but the interpretations and relevance of a particular way of thinking varied depending on the project context. Proposal calls, organizational structures and policies, intentionality, and culture were identified as determinants that could foster or hinder the implementation of different ways of thinking. Conclusions: Ways of thinking may be taken for granted or partly ignored in research practices despite their potential influence on innovation. This study highlights how futures, values, systems, and strategic thinking are enacted in engineering education research and suggests the need to further explore connections between ways of thinking and cultures that exist at the departmental, institutional, and disciplinary levels.

This study is situated within a large-scale national high school level engineering education initiative that aims to "demystify" engineering for high school students, teachers, and counselors through an all-inclusive high school level engineering course. Counselors participated in a series of PD activities centered on the following components: (1) design and development of a new engineering course open to all high school students, (2) teacher and counselor PD, and (3) a learning community of teachers, counselors, engineering educators, and practicing engineers. We utilized an exploratory qualitative research design to understand counselors' perceptions and experiences. Through their own hands-on experiences, counselors had concrete examples to share with students about engineering as a field to consider for postsecondary education and careers. Further, through a broadened understanding of the skills needed to excel in engineering, counselors expressed that they would work with all students to recommend them towards engineering, rather than just the "math and science" students. Through this study, we identified an important gap in the engineering pipeline: high school guidance counselors. In order to broaden participation in engineering, we must first expand the knowledge of those people working closely with high school students on postsecondary plans.

This study, framed with a socialization lens, discusses the impact of using stories about early contributors in engineering education (via results of the Engineering Education Pioneers Project) as a mechanism to help socialize the first cohort of graduate students in a new engineering education Ph.D. program. Two instructors designed a new course requiring five students to read selected pioneers' stories weekly. Students subsequently wrote weekly reflections about the stories and submitted a final synthesis of their reflections at the end of the semester. Findings presented using a student-led autoethnographic approach include highlights and themes describing the overall impact of the pioneers' stories to facilitate an understanding of the field and develop an identity as an engineering education researcher. Findings also include the instructors' observations of the stories' impact on students' professional formation. Implications for various stakeholders in the engineering education ecosystem are discussed.

Engineering for US All (e4usa) is a National Science Foundation-funded first-of-its-kind initiative aimed at making engineering more inclusive and accessible to underrepresented populations. The "for us all" mission of e4usa encompasses both students and teachers. Paramount to the success of e4usa was the construction of professional development (PD) experiences to prepare and support teachers with different levels of engineering teaching experience as they implemented the e4usa yearlong course. The perspectives of nine teachers with varying degrees of engineering teaching experience were examined during two PD opportunities to compare experiences and dynamics between the teachers. Data sources consisting of focus groups and artifacts created during the PD were analyzed using inductive coding and the constant comparative method. The distinct themes that emerged included teachers redefining engineering, growing confidence to teach engineering, benefiting from the PD, receiving support from other teachers, experiencing imposter syndrome, and renewing a passion for engineering education. The results provide implications for how engineering education PD may be developed to allow for reciprocal support and mentoring that supports all teachers regardless of engineering teaching experience. The results also inform future e4usa efforts and aim to change the structure of high school engineering education.

The growth of undergraduate entrepreneurship education programs and research, both within and outside of business programs, has led to a diverse array of academic literature on this topic. The diversity of perspectives has led to many conceptual and educational challenges that remain unresolved within the literature. The following conceptual paper offers a critical perspective on challenges that have been identified. A narrative-style literature review was conducted to explore challenges emerging from both (a) the practice of teaching entrepreneurship and (b) the definitions and assessment of entrepreneurial mindsets and skills that result from those education processes in entrepreneurship education, particularly within an undergraduate engineering education context. We achieve this objective by discussing previously dispersed sources of literature from disciplines that have critically discussed and explored entrepreneurial themes, such as business education, sociology, psychology, and philosophy. Contemporary debates within multiple disciplines are integrated and organized as challenges to inspire new theoretical discussions among scholars, educators, and other practitioners that can inform a more comprehensive way to conceive and assess entrepreneurship in engineering education. Seven challenges were identified ranging from the definition of entrepreneurship in education to the role of ethics in the teaching and assessment of entrepreneurship. We use these seven challenges and research questions as a starting point for the disambiguation of the working definition of entrepreneurship in the context of engineering education.

Contribution: This single case study represents a unique attempt to examine a music teacher's experiences as he took on the challenge of teaching a high school level engineering course. The study contributes to the growing body of research and conversations around science, technology, engineering, and mathematics (STEM) versus non-STEM beliefs, perceptions, and practices in precollege education. This work informs future teacher professional development (PD) and hiring efforts to broaden the pool of teachers capable of teaching precollege engineering classes. Background: Engineering education is growing in precollege settings but recruiting willing and qualified teachers has been a continuous challenge. Teacher PD programs should consider a broader and inclusive approach that builds confidence and empowers teachers from all disciplinary backgrounds (STEM and non-STEM) to teach precollege engineering classes. Such opportunities are not always made available to non-STEM teachers. Research Questions: 1) How does a high school music teacher with a non-STEM background experience teaching an introductory engineering course? 2) What are the necessary preconditions that could help bridge non-STEM content areas to engineering, specifically for teacher PD efforts? Methodology: Multiple interviews, teacher reflection entries, and classroom observations were open coded using a two-cycle coding approach that resulted in six themes. Findings: Results highlight the necessary preconditions and processes involved in bridging seemingly disparate subject areas that could lead to confidence building and empowerment of non-STEM teachers.

The increasing presence of entrepreneurship within many engineering curricula requires a complementary tool to assess the impact on learners. An instrument was developed based on the Kern Entrepreneurial Engineering Network's 3Cs - Curiosity, Connections, and Creation of Value - framework to assess entrepreneurial mindset. The instrument was designed to target twelve total mindsets. Items were pilot tested four times with undergraduate students at a large southwestern public institution. Results in this paper are given for the last of four pilots in Spring 2017. Exploratory factor analysis was utilized to identify the number of emergent factors and overall importance of each item. The ensuing instrument contained 34 items within seven factors. The developed instrument and results of this study provide a foundation to support the accurate assessment of engineering student entrepreneurial mindsets before, during, and after an entrepreneurial experience.

The increasing interest in cultivating the entrepreneurial mindset among engineering students necessitates a shared language around what this looks like in terms of attitudes and behaviors, and frameworks provide this. A framework was developed to characterize the entrepreneurial mindset in light of the Kern Family Foundation's 3C's: curiosity, connections, and creating value. The framework was developed based on three rounds of reviewing the literature for relevant frameworks and assessment tools. The resulting framework that is presented in this paper includes twelve attitudes and seventeen behaviors that map to the 3Cs. This framework can serve as the basis for assessments and experiences designed to cultivate an entrepreneurial mindset among engineering students.

Background: There is clear consensus among influential education reports that an expansive range of intrapersonal (e.g., self-regulation) and interpersonal competencies (e.g., empathy) highly influence educational and career success. Research on teaching and learning these competencies is limited in engineering education. Purpose/Hypothesis: This study explores the impacts of a mindfulness training program on first-year engineering students and aims to understand potential impacts on the development of intrapersonal and interpersonal competencies. Design/Method: A four-session mindfulness-based program was designed, developed, and facilitated to cultivate intrapersonal and interpersonal competencies. Qualitative data were collected from a total of 35 students through a post-survey (n = 32), 3-month follow-up survey (n = 24), and interviews (n = 18). A thematic analysis process accompanied by validity and trustworthiness checks was employed to analyze the data. Results: The results suggest that the majority of students became more mindful, which led to improved intrapersonal competencies (e.g., self-regulation, focus, resilience, and well-being) and interpersonal competencies (e.g., empathy, communication, teamwork, and leadership). Discussion/Conclusions: The study provides compelling evidence that mindfulness training can support the development of intrapersonal and interpersonal competencies among engineering students, which can support their overall academic experience, personal, and professional development. Future design and development work will be needed to evaluate the integration and scalability potential of mindfulness training within engineering programs.

Sales engineering or technical sales programs bridge engineering and business to educate engineering students in sales specific to their discipline. Students develop business awareness through such programs, providing the sales workforce with technically knowledgeable salespeople. The following study analyzed cohorts of students enrolled in a technical sales for engineers course to assess the changing perceptions and attitudes of engineering students toward technical sales. Students reported statistically significant changes in perceptions regarding interest, need, and rank of current ability toward technical sales and social skills after completing the course. Student perceptions of sales skills being innate and ingrained decreased. Group analysis--enrollment in the sales minor or previous sales experience--revealed expected differences including higher ranked prior ability and initial interest in sales. A separate analysis of 20 technical sales skills at the end of the course was used to highlight the level students perceived they had achieved each skill.

Learning-by-teaching is a pedagogical approach grossly underused in the education of engineers at all levels. The existing learning-by-teaching literature across all disciplines was reviewed with the intent of formally presenting this teaching method to engineering educators. The review defines learning-by-teaching, presents theoretical support for use, details the teaching process, and reports seminal work in a variety of contexts investigating the impacts on learning. The overall review is then discussed in terms of possible implications for engineering education.

Product archaeology as an educational approach asks engineering students to consider and explore the broader societal and global impacts of a product's manufacturing, distribution, use, and disposal on people, economics, and the environment. This study examined the impact of product archaeology in a project-based engineering design course on student attitudes and perceptions about engineering and abilities to extend and refine knowledge about broader contexts. Two design scenarios were created: one related to dental hygiene and one related to vaccination delivery. Design scenarios were used to (1) assess knowledge of broader contexts, and (2) test variability of student responses across different contextual situations. Results from pre- to post-surveying revealed improved student perceptions of knowledge of broader contexts. Significant differences were observed between the two design scenarios. The findings support the assumption that different design scenarios elicit consideration of different contexts and design scenarios can be constructed to target specific contextual considerations.

Background: Modeling is a pervasive feature of engineering that is rarely taught explicitly to engineering students. The implicit inclusion of modeling often results in conceptions held by students of models based on the everyday use of the term that neglects important predictive types of models. Purpose: We studied the effectiveness of an explicit modeling module designed to broaden student understandings of various approaches to and applications of modeling. Design/Method: A two-phase analysis of student conceptions was undertaken. Phase I analyzed the conceptions of an experimental group before and after they were taught an explicit modeling module. Phase II added a comparison group at a second institution. Results: A significant shift was observed for engineering students who were explicitly taught a modeling module. Student-held conceptions were predominantly descriptive-centric (e.g., physical models) throughout the investigation with an added focus on predictive (e.g., mathematical) modeling after completing the modeling module. These results were consistent for a comparison group. Conclusions: Explicit learning experiences about models and the modeling process need to be embedded into the engineering curriculum, specifically in the teaching of engineering design. Teaching modeling will improve student use and understanding of modeling as an important and pervasive engineering tool.

Background: A defining characteristic of expertise is the use of intuition to navigate tasks. The construct of intuition and its importance is well‐studied in other disciplines, but little is known about how it translates to engineering. Existing literature on intuition does not clearly define the construct and its relationship to problem solving, which creates a substantial gap in our understanding of intuition and its applicability to engineering. Purpose: This study's purpose is to better understand the relationship between expertise, decision‐making, and intuition from the perspective of engineering practitioners. We additionally seek to define engineering intuition from this same perspective. Design/Methods: Seventeen semi‐structured interviews were conducted with engineering practitioners with at least 6 years of experience. Sensitizing concepts tied to models of expertise development and dual process cognition were used to guide the study's design and data analysis. Iterative qualitative analysis culminating in code mapping supported the development of a definition and theory of engineering intuition. Results: This study's result is an emergent definition of engineering intuition and a complementary framework called Leveraging Intuition Toward Engineering Solutions (LITES). LITES uniquely situates intuition as part of the problem‐solving process among experienced engineering practitioners and describes how practitioners use their intuition. Conclusions: This work advances knowledge of the relationship between intuition and expertise in engineering education by providing a definition of engineering intuition and a framework describing intuition's role in engineering problem solving. This contribution furthers efforts to equip current and future engineers with the necessary skills to navigate existing and upcoming societal challenges. [ABSTRACT FROM AUTHOR]