The collection of papers in this special issue examine student learning and experiences in the engineering component of STEM (science, technology, engineering, and mathematics). This editors’ essay provides an overview of each of the articles included in this special issue and their contributions to the expanding research on engineering education. Two main themes emerge: (1) how self-efficacy beliefs, interest, study strategies, and academic performance are manifested when learning engineering, and (2) the experiences of unique groups in engineering and contexts within which students acquire knowledge about key elements of engineering. Implications are discussed for faculty professional development; how best to create, evaluate, and use measurement instruments; the use of contemporary methods in both qualitative and quantitative analyses of student learning about and experiences with engineering; and the need to “speak truth to power” to influence policy decisions about workforce development and to encourage better-informed student career choices.
Available at: http://works.bepress.com/mack_shelley/78/
This article is published as Shelley, Mack C., and Şenay Purzer. "Culture, Identity, and Motivation in Engineering Education." International Journal of Education in Mathematics, Science and Technology 6, no. 3 (2020): i-iv. DOI: 10.18404/ijemst.428160. Posted with permission.