OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Engineering Education is 10. 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 2022-01-01 to 2026-01-01.)

Article	Citations
Erratum to “The effects of language learning and math mindsets on academic success in an engineering program”	66
Special issue on systematic reviews and meta‐analyses in engineering education: Highlights and future research directions	65
Cover Image	56
Understanding the relationship between idea contributions and idea enactments in student design teams: A social network analysis approach	54
Application of concept maps as an assessment tool in engineering education: Systematic literature review	43
Gender, prior knowledge, and the impact of a flipped linear algebra course for engineers over multiple years	42
Sense of belonging in engineering and identity centrality among undergraduate students at Hispanic‐Serving Institutions	42
Motivational dynamics in basic needs profiles: Toward a person‐centered motivation approach in engineering education	34
How can I help move my manuscript smoothly through the review process?	31
Building bridges to engineering interest: Connections between student perceptions of instructor actions and interest in engineering classes	31
The effects of language learning and math mindsets on academic success in an engineering program	31
Not returning to the “before times”	30
	25
Getting the picture: Developing intrinsic motivation to self‐regulate engineering documentation practices in a high school drone design challenge	25
Generative artificial intelligence and engineering education	25
Children's engineering identities‐in‐practice: An exploration of child–adult interactions in an out‐of‐school context	24
A systematic literature review of reciprocity in engineering service‐learning/community engagement	24
	24
Reasons and root causes: Conventional characterizations of doctoral engineering attrition obscure underlying structural issues	24
Issue Information	22
Exploring experiences that foster recognition in engineering across race and gender	22
Factors affecting students' sense of inclusion in the undergraduate engineering program at Waipapa Taumata Rau (The University of Auckland)	21
Investigating engineering undergraduates' agentic and communal career values in writing responses	21
Analysis of student understanding in short‐answer explanations to concept questions using a human‐centered AI approach	20
The impact of emergency remote learning on students in engineering and computer science in the United States: An analysis of four universities	19

Supporting inclusivity in STEM makerspaces through critical theory: A systematic review	19
	19
	18
Expanding conceptualizations of engineering persistence: Examining four undergraduate Black men's dual‐degree experiences	17
Belonging in engineering: Exploring the predictive relevance of social interaction and individual factors on undergraduate students' belonging in engineering	17
Considering leadership in engineering education: A call to action for research and practice	17
Comprehending multiple identities as minoritized students in engineering: How can diverse developmental networks grow meaning‐making capacity?	17
Engineering climate for marginalized groups: Connections to peer relations and engineering identity	16
The Undergraduate Engineering Mental Health Help‐Seeking Instrument (UE‐MH‐HSI): Development and validity evidence	16
First‐generation college students' funds of knowledge support the development of an engineering role identity	15
Self‐explanation activities in statics: A knowledge‐building activity to promote conceptual change	15
Reflection types and students' viewing of feedback in a first‐year engineering course using standards‐based grading	15
A hazard identification digital simulation game developed based on the extended authentic learning framework	14
A scoping review of engineering education systematic reviews	14
A funds of knowledge approach to developing engineering students' design problem framing skills	14
Undergraduate engineering students' perspectives on the intersection of engineering identity, marginalized social identities, and identification with social justice	14
Reviewing: A skill we can continuously develop	13
“I felt there was no team to be included in”: Navigating social emotions and masculinities in engineering team projects	13
Engineering students' interests in nonprofit and public policy careers: Applying a data‐driven approach to identifying contributing factors	13
Caring for the future: Empathy in engineering education to empower learning	13
	13
Gender and race/ethnicity differences in the predictors of course grade in a first‐year engineering course and continued enrollment in engineering	13
Assessing the impact of online collaborative problem solving on a calculus class for first‐year engineering students: A communities of practice lens	12
Systematic review of spatial abilities and virtual reality: The role of interaction	12
How Latiné engineering students resist White male engineering culture: A multi‐institution analysis of academic engagement	12
Connection and alienation during the COVID‐19 pandemic: The narratives of four engineering students	12
Engineers, figuring it out: Collaborative learning in cultural worlds	12
Mastery, models, messengers, and mixed emotions: Examining the development of engineering self‐efficacy by gender	12
Persistence at what cost? How graduate engineering students consider the costs of persistence within attrition considerations	12
Moving beyond the “international” label: A call for the inclusion of the (in)visible international engineering students	11
Engineering culture under stress: A comparative case study of undergraduate mechanical engineering student experiences	11
Issue Information	11
How do ethics and diversity, equity, and inclusion relate in engineering? A systematic review	11
“Being is not knowing”: Cautionary discourse on reflexive sensemaking in engineering education	11
Learning to prioritize the public good: Does training in classes, workplaces, and professional societies shape engineers' understanding of their public welfare responsibilities?	11
Impact ofCOVID‐19 on sense of belonging: Experiences of engineering students, faculty, and staff at Historically Black Colleges and Universities (HBCUs)	10
	10
Eurocentric epistemologies in engineering: Manifestations in first‐year student design teams and consequences for student learning	10
	10