Systematic Literature Reviews in Engineering Education and Other Developing Interdisciplinary Fields

Borrego, Maura; Foster, Margaret; Froyd, Jeffrey E.

doi:10.1002/jee.20038

Cited by 427 publications

(341 citation statements)

References 75 publications

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“…The step-wise procedure used here ensures a robust and repeatable process for others to replicate 16 . To ensure a broad search, engineering and education databases were selected to search for relevant articles on past and current research around the topic of engineering competencies.…”

Section: Methodsmentioning

confidence: 99%

A Systematized Literature Review: Defining and Developing Engineering Competencies

Ebrahiminejad¹

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Essential competencies have been identified for engineers working in industry. These competencies include (but are not limited to) critical thinking, problem-solving, teamwork, and communication. Engineering education research has shown however, that engineering undergraduate students often fail to develop these crucial competencies. Industry has also noted that recent graduates exhibit competency gaps. To address these gaps, it is important for higher education institutions to seek to understand the competencies identified as necessary in industry. Moreover, one could argue educational institutions should develop and assess students' competencies based on these professional demands.This research systematically reviews literature related to this topic. This review seeks to answer two questions: 1) What are the competencies engineering students must have to be successful in the world of practice? 2) How can engineering education help students to develop these competencies? A total of 30 articles were identified as relevant and reviewed. Two themes were applied: 1) Identification of engineering competencies 2) Approaches to address competency shortfalls. Review of the literature suggests that while educational institutions are mostly aligned with engineering competencies hailed as important to ABET, there is still room to improve. The most frequent competencies mentioned in the literature include communication skills, teamwork, and problem-solving skills. Results suggest developing a continuous improvement mindset will encourage both educators and their institutions to include stakeholders such as industry into account as they systematically assess and review their graduating engineering students and undergraduate programs. Further, to date there does not appear to be a single accepted approach or best practice for incorporating targeted competencies into engineering curricula.

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Section: Methodsmentioning

confidence: 99%

A Systematized Literature Review: Defining and Developing Engineering Competencies

Ebrahiminejad¹

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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“…In addition, Borrego et al [21] outlines six steps in developing a systematic review of literature: deciding to do a systematic review, identifying scope and research questions, defining inclusion criteria, finding and cataloging sources, critique and appraisal, and synthesis. For the purpose of this study both frameworks will be referenced as guiding principles to conduct the review.…”

Section: Methodsmentioning

confidence: 99%

“…For the purpose of this study both frameworks will be referenced as guiding principles to conduct the review. The review will follow the seven steps as described by Cooper [22] however the Borrego et al [21] framework will be used to conduct a deeper exploration of the organization and analysis of the literature selected for inclusion in the review.…”

Section: Methodsmentioning

confidence: 99%

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A Systematic Review of Undergraduate Engineering Students’ Perception of the Types of Activities Used to Teach Electric Circuits

Pitterson¹,

Streveler²

2015 ASEE Annual Conference and Exposition Proceedings

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“…Further, existing avenues to make research/knowledge connections, such as systematic literature reviews and meta-analyses, although valuable for other purposes, seem to prematurely close the space in matters of interpretation and meaning-making. Systematic literature reviews, for instance, are meant to "critically appraise and summarize research to inform policy and practice" 6 (p. 45). Similarly, meta-analysis "allows the evidence from different studies to be combined so that individual studies become data points in a large population of studies" 7 (p. 290) for purposes of increasing power and reducing bias introduced by individual researchers.…”

Section: Introductionmentioning

confidence: 99%

Towards a Scholarship of Integration: Lessons from Four Cases

Solis¹,

Strong²,

Adams³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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. His research interests relate to engineering design cognition and instruction, and helping teachers build their own design pedagogical content knowledge, create their own video-based design teaching portfolios, and do integrated STEM instruction using design challenges with their students.c American Society for Engineering Education, 2016 Towards a Scholarship of Integration:Lessons from Four Cases AbstractThe purpose of this theory paper is to illustrate possible approaches to the scholarship of integration and explore features, challenges and outcomes of these approaches. Among the forms of scholarship -i.e., discovery, teaching and learning, integration, and application -the scholarship of integration emphasizes bringing together otherwise isolated knowledge by making generative connections within and across different perspectives and disciplines. These connections lead to new insights and language, and place specialized knowledge in a broader context, often revealing patterns that can be useful to specialists and non-specialists.Some argue that this form of scholarship is becoming more central to academic work because it is better equipped for building interdisciplinary partnerships, developing frameworks that transcend disciplinary paradigms, and responding to complex issues at the individual and societal level. For engineering education, this type of scholarship can provide a mechanism for scholars to create new language, theorize and develop conceptual frameworks, and make cross-disciplinary translations for use in discovery, teaching, and practice. Yet, although valuable, the scholarship of integration is relatively underdeveloped and under-theorized.In this paper, we unpack four scholarship of integration cases -focused on systems thinking, innovation, design teaching and learning, and reflection -with a goal of enhancing our collective understanding of this form of scholarship and ways to use it in engineering education. We employ a process of collaborative inquiry to reflect upon, analyze, and highlight common strategies and challenges in each of and across our cases. First, we provide individual accounts of our experiences, lessons learned, and scholarship of integration features, revealed through our collaborative process, that are embedded in our cases. We then highlight a common strategy and three common challenges that emerged through the collaborative inquiry process. We conclude with a question about the implications of this exploration for individual researchers, the community, and policy makers that warrant further conversation.

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Systematic Literature Reviews in Engineering Education and Other Developing Interdisciplinary Fields

Cited by 427 publications

References 75 publications

A Systematized Literature Review: Defining and Developing Engineering Competencies

A Systematized Literature Review: Defining and Developing Engineering Competencies

A Systematic Review of Undergraduate Engineering Students’ Perception of the Types of Activities Used to Teach Electric Circuits

Towards a Scholarship of Integration: Lessons from Four Cases

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