He holds degrees in Industrial Engineering (BS, MS), Master of Business Administration (MBA) and in Engineering Education (PhD). Homero has 15 years of international experience working in industry and academia. His research focuses on contemporary and inclusive pedagogical practices, industry-driven competency development in engineering, and understanding the barriers that Latinx and Native Americans have in engineering. Homero has been recognized as a Diggs scholar, a Graduate Academy for Teaching Excellence fellow, a Diversity scholar, a Fulbright scholar and was inducted in the Bouchet Honor Society.

is an Associate Professor of Engineering Education at Virginia Tech, where she also serves as co-Director of the VT Engineering Communication Center (VTECC). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics courses; as well as a CAREER award to explore the use of e-portfolios to promote professional identity and reflective practice.

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There is today a broad consensus that emotions influence all forms of teaching and learning, and scholarship on Emotions in Engineering Education (EEE) is an emerging and rapidly growing field. However, this nascent research is currently very dispersed and not well consolidated. There is also a lack of knowledge about the state of the art, strengths, and limitations of the existing literature in the field, gaps, and future avenues for research. PURPOSEWe have conducted a scoping review of EEE research, aiming to provide a first overview of the EEE scholarship landscape. We report here on preliminary findings related to (1) the status of the field, (2) geographical representation of authors, and (3) emerging hot spots and blind spots in terms of research approaches, contexts, and topics. METHODSThe scoping review is part of a larger, systematic review of the EEE literature. Using an inclusive search strategy, we retrieved 2,175 items mentioning emotions and engineering education, including common synonyms. Through abstract screening and full text sifting, we identified 184 items that significantly focus on engineering education and emotion. From these items, we extracted and synthesized basic quantitative and qualitative information on publication outlets, author origins, keywords, research approaches, and research contexts. PRELIMINARY RESULTSSurprised by the large number of EEE publications, we found that EEE is a rapidly expanding, but internationally dispersed field. Preliminary results also suggest a dominance of research on higher education, often exploring students' academic emotions or emotional competences. Research on emotional intelligence and anxiety is particularly common while studies focusing on cultural and sociological aspects of EEE are largely absent. CONCLUSIONSThe EEE literature is expanding exponentially. However, the field is not well consolidated, and many blind spots remain to be explored in terms of research approaches, contexts, and foci. To accelerate the development of the field, we invite current and prospective EEE researchers to join our emerging, international community of EEE researchers.

Engineering culture is a complex phenomenon that needs to be understood to promote the value of professional skills and not only the technical skills that have been traditionally valued in engineering. This study investigates ways to identify patterns of cultural traits in undergraduate engineering students, by using and validating an instrument originally developed to measure national culture. This study was conducted in three phases: in Phase 1, we validated an instrument to measure engineering culture based on Hofstede’s model of national culture. In this phase, we conducted an exploratory factor analysis and a reliability analysis with responses of 1261 undergraduate students. In phase 2, we identified how the dimensions in Hofstede’s model mapped and differed between academic engineering disciplines. To accomplish that goal, we conducted descriptive statistics and an analysis of the variance of responses of 794 engineering students. In phase 3, we analyzed if some of Hofstede’s dimensions are inherent to prospective engineering students or if they were influenced by their specific engineering programs. In phase 3, we collected data from 1,330 first-year engineering students and compared them with data from the same students at the end of their first year. Moreover, for three specific majors, we compared them with data of 261 senior students. Results demonstrated the validity of the instrument in academic disciplines and showed that the uncertainty avoidance dimension of Hofstede’s model differed between three engineering majors (i.e., ECE, ISE, and CS). This dimension did not differ after the first year but changed in the senior year.

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Lilianny Virguez is a Ph.D. candidate in Engineering Education at Virginia Tech. She holds a master's degree in Management Systems Engineering. She has work experience in engineering and has taught engineering courses at the first-year level.Her research interests include motivation to succeed in engineering with a focus on first-year students. Ing. omar perez

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