OOIR: Observatory of International Research

Papers

(The median citation count of Journal of Engineering Education is 3. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2022-05-01 to 2026-05-01.)

Article	Citations
Special issue on systematic reviews and meta‐analyses in engineering education: Highlights and future research directions	84
Application of concept maps as an assessment tool in engineering education: Systematic literature review	79
Cover Image	74
Erratum to “The effects of language learning and math mindsets on academic success in an engineering program”	64
Understanding the relationship between idea contributions and idea enactments in student design teams: A social network analysis approach	52
Gender, prior knowledge, and the impact of a flipped linear algebra course for engineers over multiple years	49
The effects of language learning and math mindsets on academic success in an engineering program	38
Anchoring the 3Cs : A scoping literature review of curiosity, creating value, and connections in entrepreneurial mindset development	38
Issue Information	34
Sense of belonging in engineering and identity centrality among undergraduate students at Hispanic‐Serving Institutions	33
Building bridges to engineering interest: Connections between student perceptions of instructor actions and interest in engineering classes	33
Not returning to the “before times”	32
How can I help move my manuscript smoothly through the review process?	32
Children's engineering identities‐in‐practice: An exploration of child–adult interactions in an out‐of‐school context	29
	29
Getting the picture: Developing intrinsic motivation to self‐regulate engineering documentation practices in a high school drone design challenge	29
Reasons and root causes: Conventional characterizations of doctoral engineering attrition obscure underlying structural issues	28
A systematic literature review of reciprocity in engineering service‐learning/community engagement	28
	27
Generative artificial intelligence and engineering education	27
Factors affecting students' sense of inclusion in the undergraduate engineering program at Waipapa Taumata Rau (The University of Auckland)	26
Investigating engineering undergraduates' agentic and communal career values in writing responses	25
Issue Information	24
Analysis of student understanding in short‐answer explanations to concept questions using a human‐centered AI approach	23
The impact of emergency remote learning on students in engineering and computer science in the United States: An analysis of four universities	21

	20
Exploring experiences that foster recognition in engineering across race and gender	20
Supporting inclusivity in STEM makerspaces through critical theory: A systematic review	20
Comprehending multiple identities as minoritized students in engineering: How can diverse developmental networks grow meaning‐making capacity?	19
	19
Considering leadership in engineering education: A call to action for research and practice	18
Belonging in engineering: Exploring the predictive relevance of social interaction and individual factors on undergraduate students' belonging in engineering	18
Expanding conceptualizations of engineering persistence: Examining four undergraduate Black men's dual‐degree experiences	18
The Undergraduate Engineering Mental Health Help‐Seeking Instrument (UE‐MH‐HSI): Development and validity evidence	17
Mapping engineering students' conceptions of responsibility in challenge‐based learning: The agency gap	17
Digital technology–mediated engagement and the formation of complex capabilities in undergraduate engineering students	17
Caring for the future: Empathy in engineering education to empower learning	16
First‐generation college students' funds of knowledge support the development of an engineering role identity	16
Engineering climate for marginalized groups: Connections to peer relations and engineering identity	16
Undergraduate engineering students' perspectives on the intersection of engineering identity, marginalized social identities, and identification with social justice	16
Gender and race/ethnicity differences in the predictors of course grade in a first‐year engineering course and continued enrollment in engineering	15
Assessing interdisciplinary learning and knowledge: A state‐of‐the‐art review and heuristic	15
Engineering students' interests in nonprofit and public policy careers: Applying a data‐driven approach to identifying contributing factors	15
Self‐explanation activities in statics: A knowledge‐building activity to promote conceptual change	15
A scoping review of engineering education systematic reviews	15
Mastery, models, messengers, and mixed emotions: Examining the development of engineering self‐efficacy by gender	14
Framing agency predicts design self‐efficacy and engineering identity, contributing to persistence intentions in and beyond the engineering degree	14
Assessing the impact of online collaborative problem solving on a calculus class for first‐year engineering students: A communities of practice lens	14
“I felt there was no team to be included in”: Navigating social emotions and masculinities in engineering team projects	14
Reviewing: A skill we can continuously develop	13
Engineers, figuring it out: Collaborative learning in cultural worlds	13
	13
Connection and alienation during the COVID‐19 pandemic: The narratives of four engineering students	13
Systematic review of spatial abilities and virtual reality: The role of interaction	13
Persistence at what cost? How graduate engineering students consider the costs of persistence within attrition considerations	13
Moving beyond the “international” label: A call for the inclusion of the (in)visible international engineering students	12
Engineering culture under stress: A comparative case study of undergraduate mechanical engineering student experiences	12
How Latiné engineering students resist White male engineering culture: A multi‐institution analysis of academic engagement	12
“Being is not knowing”: Cautionary discourse on reflexive sensemaking in engineering education	12
Learning to prioritize the public good: Does training in classes, workplaces, and professional societies shape engineers' understanding of their public welfare responsibilities?	11
	11
How do ethics and diversity, equity, and inclusion relate in engineering? A systematic review	11
	10
Lacking time: A case study of student and faculty perceptions of academic workload in the COVID‐19 pandemic	10
	10
Impact ofCOVID‐19 on sense of belonging: Experiences of engineering students, faculty, and staff at Historically Black Colleges and Universities (HBCUs)	10
Eurocentric epistemologies in engineering: Manifestations in first‐year student design teams and consequences for student learning	10
Am I smart enough to be an engineer? How undergraduate engineering students articulate their identities	9
Exploring epistemic aspects of engineering for K–12 science and engineering education	9
“They are here to support me”: Community cultural wealth assets and precollege experiences of undergraduate Black men in engineering	9
“I hold more assets that help me navigate through my world than I had previously thought”: Community cultural wealth student reflections during an engineering study abroad program	9
Sketching assessment in engineering education: A systematic literature review	9
Are MOOCs a new way of learning in engineering education in light of the literature? A systematic review and bibliometric analysis	9
The fallacy of “there are no candidates”: Institutional pathways of Black/African American and Hispanic/Latino doctorate earners	9
Examining interests and goals as predictors of gender differences in engineers' pursuit of managerial roles	9

How did the landscape of student belonging shift during COVID‐19?	8
Civil engineering students as avoidant actors: Using culturally relevant problem‐solving to increase critical action attitudes	8
An exploration of engineering instructors' pedagogical adaptations early in the COVID‐19 pandemic	8
Expanding possibilities for generative AI in qualitative analysis: Fostering student feedback literacy through the application of a feedback quality rubric	8
	8
The role of undergraduate assistants in a university makerspace	8
Sources contributing to engineering students' academic well‐being: An exploration using the Q methodology	8
Leveraging a comprehensive systems thinking framework to analyze engineer complex problem‐solving approaches	8
Elements of engineering culture affecting undergraduate students' mental health and their help‐seeking attitudes	8
Exploring fundamental engineering course instructors' test usage beliefs and behaviors: A multicase study	8
Engineering students' attitudes and perceived norms toward disability and accommodations	7
Systematic literature review of the factors influencing development of engineering education researchers	7
Issue Information	7
“Sick and tired of being sick and tired”	7
The climate is changing. Engineering education needs to change as well	7
Surviving, thriving, departing, and the hidden competencies of engineering graduate school	7
Investigating students' motivational goals and self‐efficacy and task beliefs in relationship to course attendance and prior knowledge in an undergraduate statics course	6
Beyond buildings: Designing and maintaining classroom laboratory spaces for physical accessibility	6
Undergraduate students' espoused beliefs about different approaches to engineering design decisions	6
How engineering students experience ethical situations: Findings from a phenomenographic study	6
Issue Information	6
Person‐centered analyses in quantitative studies about broadening participation for Black engineering and computer science students	6
Issue Information	6
(Mis)alignments between postdoctoral and supervisors' perceptions of mentorship competencies in engineering and computer science	6
Photovoice: Visualizing the engineering identity experiences of sophomore students	5
My purple pen	5
	5
The effectiveness of physical and virtual manipulatives on learning and motivation in structural engineering	5
Beliefs in engineering education research: A systematic scoping review for studying beliefs beyond the most popular constructs	5
On the importance of (white) humility: Epistemological decentering as a positional orientation toward research	5
Engineering ableism: The exclusion and devaluation of engineering students and professionals with physical disabilities and chronic and mental illness	5
	4
Exploring scenario‐based assessment of students' global engineering competency: Building evidence of validity of a China‐based situational judgment test	4
What about your friends: A critical qualitative inquiry of the experiences of Black and Latiné women in computing	4
Systematic review of work‐integrated learning in undergraduate engineering education	4
What engineering employers want: An analysis of technical and professional skills in engineering job advertisements	4
Fifty‐three years of the Journal of Engineering Education: A bibliometric overview	4
“The lab isn't life”: Black engineering graduate students reprioritize values at the intersection of two pandemics	4
Characterizing engineering outreach educators' talk moves: An exploratory framework	4
Crafting the self: The interplay of agency, entrepreneurial mindset, and narrative identity	4
Issue Information	4
An engineer, for what? On the different invitations a university extends to its students to acquire a professional identity	4
	4
How do undergraduate engineering students conceptualize product design? An analysis of two third‐year design courses	4
Exploring how personal and program characteristics inform the experiences of engineering students abroad	4
Using eye gaze to reveal cognitive processes and strategies of engineering students when solving spatial rotation and mental cutting tasks	4
The role of learner trust in generative artificially intelligent learning environments	3
How do engineering students understand and conceptualize individual resilience?	3
Recognizing mechanistic reasoning in elementary students' engineering design discourse	3
Arrebatos and institutionalized barriers encountered by low‐income Latino/a/x engineering students at Hispanic‐Serving Institutions (HSIs) and emerging HSIs	3
Cover Image	3
Affordances and limitations of using large language models to generate qualitative data about mental health perceptions in engineering	3
Erratum to “A Multimodal Exploration of Engineering Students' Emotions and Electrodermal Activity in Design Activities”	3