Skip to main content Accessibility help
×
Hostname: page-component-78c5997874-j824f Total loading time: 0 Render date: 2024-11-10T14:14:42.778Z Has data issue: false hasContentIssue false

22 - Undergraduate Research in Engineering

from Part III.1 - STEM

Published online by Cambridge University Press:  11 August 2022

Harald A. Mieg
Affiliation:
Humboldt-Universität zu Berlin
Elizabeth Ambos
Affiliation:
Council on Undergraduate Research, Washington DC
Angela Brew
Affiliation:
Macquarie University, Sydney
Dominique Galli
Affiliation:
Indiana University–Purdue University, Indianapolis
Judith Lehmann
Affiliation:
Universidad de Buenos Aires, Argentina
Get access

Summary

Research opportunities for undergraduate engineers vary widely in topics, tasks, and organization, yet they all convey knowledge and practices that are fundamental to engineering work and culture. This chapter outlines that engineering worldview and how it shapes undergraduate research opportunities, and then recommends best practices for undergraduate research in engineering.

Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bucciarelli, L. L. (1994). Designing engineers. MIT Press.Google Scholar
Cech, E. A. (2014). Culture of disengagement in engineering education? Science, Technology and Human Values, 39(1), 4272.Google Scholar
Dolan, E. L., & Johnson, D. (2010). The undergraduate–postgraduate–faculty triad: Unique functions and tensions associated with undergraduate research experiences at research universities. Cell Biology Education, 9, 543553.Google Scholar
Downey, G., & Lucena, J. C. (2003). When students resist: Ethnography of a senior design experience in engineering education. International Journal of Engineering Education, 19(1), 168176.Google Scholar
Ferreira, F. M. F., Peixoto, Z. M. A., Fernandes, F. O. P., e Silva, L. S., Carneiro, C. A., & da Silva Martins, C. A. P. (2019). University–industry partnership as a teaching–learning strategy. IEEE Potentials, 38(6), 3237.CrossRefGoogle Scholar
Fletcher, J. K. (2001). Disappearing acts: Gender, power, and relational practice at work. MIT Press.Google Scholar
Godfrey, E. (2014). Understanding disciplinary cultures: The first step to cultural change. In Johri, A. & Olds, B. M. (Eds.), Cambridge handbook of engineering education research (pp. 437455). Cambridge University Press.CrossRefGoogle Scholar
Johnson, A. (2009). Hitting the brakes. Duke University Press.Google Scholar
Johnson, D. G. (2020). Engineering ethics. Yale University Press.Google Scholar
Jungmann, T. (2019). Inquiry-based learning in the engineering sciences. In Mieg, H. A. (Ed.), Inquiry-based learning – Undergraduate research: The German multidisciplinary experience (pp. 205216). Springer (open access). https://doi.org/10.1007/978-3-030-14223-0CrossRefGoogle Scholar
Kotys-Schwartz, D., Besterfield-Sacre, M., & Shuman, L. (2011). Informal learning in engineering education. Proceedings – IEEE Frontiers in Education Conference, 1–7.Google Scholar
Lave, J., & Wenger, E. (1991). Situated learning. Cambridge University Press.Google Scholar
Leydens, J. A., & Lucena, J. C. (2018). Engineering justice. IEEE Press.Google Scholar
Linn, M. C., Palmer, E., Baranger, A., Gerard, E., & Stone, E. (2015). Undergraduate research experiences: Impacts and opportunities. Science, 347(6222).Google Scholar
Lopatto, D. (2004). Survey of Undergraduate Research Experiences (SURE): First findings. Cell Biology Education, 3(4), 270277.CrossRefGoogle ScholarPubMed
Mitchell, R., Dori, Y. J., & Kuldell, N. H. (2011). Experiential engineering through iGEM – An undergraduate summer competition in synthetic biology. Journal of Science Education and Technology, 20(2), 156160.Google Scholar
National Academy of Engineering. (2016). Infusing ethics into the development of engineers. The National Academies Press.Google Scholar
National Academy of Engineering. (2017). Grand challenges for engineering. The National Academies Press.Google Scholar
National Academies of Sciences, Engineering, and Medicine. (2017). Undergraduate research experiences for STEM students: Successes, challenges, and opportunities. The National Academies Press.Google Scholar
National Science Foundation. (2022). Research experiences for undergraduates (REU). Retrieved January 25, 2022, from https://www.nsf.gov/pubs/2019/nsf19582/nsf19582.htmGoogle Scholar
Powers, K., Chen, H. L., Prasad, K. V., Gilmartin, S. K., & Sheppard, S. (2018). Exploring how engineering internships and undergraduate research experiences inform and influence college students’ career decisions and future plans. Proceedings of the American Society for Engineering Education.Google Scholar
Riley, D. (2008). Engineering and social justice. Synthesis Lectures on Engineers, Technology and Society, 3(1), 1152.Google Scholar
Roy, J. (2018). Engineering by the numbers. American Society for Engineering Education.Google Scholar
Russell, S. H., Hancock, M. P., & McCullough, J. (2007). Benefits of undergraduate research experiences. Science, 316, 548549.Google Scholar
Seymour, E., Hunter, A.-B., Laursen, S. L., & Deantoni, T. (2004). Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three-year study. Science Education, 88(4), 493534.CrossRefGoogle Scholar
Smith, J. M. (2021). Extracting accountability: engineers and corporate social responsibility. MIT Press.CrossRefGoogle ScholarPubMed
Tonso, K. L. (2007). On the outskirts of engineering. Sense Publishers.Google Scholar
Vinck, D. (Ed.). (2003). Everyday engineering. MIT PressGoogle Scholar
Wade, H. (2013). National Instruments and the University of Manchester: A strategic partnership for engineering education. International Journal of Electrical Engineering Education, 50(3), 304315.Google Scholar
Wyatt, S. (2008). Technological determinism is dead: Long live technological determinism. In Hackett, E. J., Amsterdamska, O., Lynch, M. E., and Wajcman, J. (Eds.), The handbook of science and technology studies, 3rd ed. (pp. 165–80). MIT Press.Google Scholar
Wylie, C. D. (2018). “I just love research”: Beliefs about what makes researchers successful. Social Epistemology, 32(4), 262271.Google Scholar
Wylie, C. D. (2019). Socialization through stories of disaster in engineering laboratories. Social Studies of Science, 49(6), 817838.Google Scholar
Wylie, C. D. (2021). The epistemic importance of novices: How undergraduate students contribute to engineering laboratory communities. In Kastenhofer, K. & Molyneux-Hodgson, S. (Eds.), Community and identity in contemporary technosciences, Sociology of the Sciences Yearbook, 31 (pp. 145162). Springer.Google Scholar
Wylie, C. D., & Gorman, M. E. (2018). Learning in laboratories: How undergraduates participate in engineering research. Proceedings of the American Society for Engineering Education.Google Scholar
Wylie, C. D., Kim, S. J., Linville, I., & Campo, A. (2019). Graduate/undergraduate partnerships (GradUP): How graduate and undergraduate students learn research skills together. Proceedings of the American Society for Engineering Education.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×