2025 ASEE Annual Conference & Exposition

Methods/Theory Research Brief: Findings from a Scoping Review of Social Network Analysis in Engineering Education

This methods research brief paper presents the results of a scoping review aimed at identifying the extent of social network analysis used in the engineering education context. Educational research has demonstrated that students’ social connections are an important predictor of success within and outside the academic context. The idea that learning happens in specific contexts, based on theories like Bandura’s Social Cognitive Theory, emphasizes the importance of social interactions in the learning process. Thus, to fully grasp how learning occurs, we must consider the social environment where it takes place. Beyond learning outcomes, student support networks are emerging as a key determinant of students’ effective and professional outcomes. Self-efficacy, feelings of inclusion, and the ability to work in teams all relate to interpersonal interactions. Recognizing these relationships, a significant component of engineering education research now explores the relationships between students’ social networks and outcomes.

Among the qualitative and quantitative methods for researching engineering students’ social networks, Social Network Analysis (SNA) has gained prominence in the last decade. Founded in the larger field of network analysis, SNA considers connections between individuals (i.e., interactions) as quantitative pieces of an extensive network. Quantifying these interactions provides researchers with a series of network analysis tools for describing individuals, interactions, and their combination quantitatively and visually. Thus, SNA demonstrates unique value for providing engineering education researchers with a method to consider the role of interpersonal connections in student outcomes.

However, the current extent of SNA in engineering education is not well known. Although there are systematic reviews considering SNA in specific contexts, we have not found any that examine the overall application of SNA methods in engineering education. As the relevant literature continues to grow, reviews are necessary to provide researchers with an awareness of prior work, effective methods in prior studies, and emergent under-researched topics. The scoping review method is particularly well-suited for gaining a comprehensive understanding of the literature and its scope in a specific area. Therefore, this scoping review will identify the current landscape of literature on SNA in engineering education and offer recommendations for methods and future research.

Results demonstrate (a) the breadth of engineering education research applying SNA methods, with a focus on research sample characteristics including network size, majors, year in their program, and interaction medium (face-to-face, online, or hybrid); (b) prominent data collection trends for identifying networks; and (c) primary areas for subsequent systematic reviews and/or research as a result of gaps in the existing literature. These findings will enable future engineering education research to better identify and address key areas for future work by exploring students’ social networks according to the current state-of-the-art methods and prior works.

Authors

Dr. Jack Elliott http://orcid.org/https://0009-0006-5833-0557 Minnesota State University, Mankato [biography]

Dr. Jack Elliott is an assistant professor at Iron Range Engineering, a part of Minnesota State University Mankato. Dr. Elliott received his PhD in Engineering Education and M.S. in Mechanical Engineering from Utah State University as an NSF Graduate Research Fellow. His research includes student social support networks in engineering education, experimental fluid dynamics, and developing low-cost technology-based tools for improving fluid dynamics education.
Dr. Darcie Christensen http://orcid.org/0000-0002-5061-4663 Minnesota State University, Mankato [biography]

Dr. Darcie Christensen is a probationary Assistant Professor in the Department of Integrated Engineering at Minnesota State University Mankato. She teaches for Iron Range Engineering on the Mesabi Range College Campus. Dr. Christensen received her Ph.D. in Engineering Education from Utah State University in the Summer of 2021. The title of her Dissertation is “A Mixed-Method Approach to Explore Student Needs for Peer Mentoring in a College of Engineering.” Darcie holds a Master of Engineering degree in Environmental Engineering (2019) and Bachelor of Science degree in Biological Engineering (2017), both from Utah State University. She is passionate about student success and support, both inside and outside of the classroom.
Dr. Justine Chasmar Minnesota State University, Mankato [biography]

Dr. Chasmar is a professor for Iron Range Engineering’s Bell Program through Minnesota State University, Mankato. She teaches self-directed learning classes for the professionalism curriculum, one of the three pillars of the Bell Program. Dr. Chasmar earned a Ph.D. in Engineering and Science Education and M.S. and B.S. in Mathematical Sciences from Clemson University. She is a STEM educator, practitioner, and scholar.

Dr. Chasmar spent the last decade serving in and directing learning centers. Most recently, Dr. Chasmar served as an Assistant Professor of mathematics and the founding Director of the Quantitative Reasoning Center at Goucher College, supporting student numeracy and STEM programs across campus. Prior to that, she coordinated large student support programs in learning centers at Clemson University and the Georgia Institute of Technology.

Dr. Chasmar’s research focuses on student motivation, self-directed learning, numeracy education, and professional identity development. Through her background in learning centers, she has applied this research to undergraduate students and peer learning programs.
Katie Scherf Minnesota State University, Mankato [biography]

Katie Scherf is a facilitator at the Iron Range Engineering Program, a cooperatively-based engineering program at Minnesota State University, Mankato. In this role, Katie provides coaching and professional mentorship to upper-division students, focusing on guiding them through design projects and other work-based engineering challenges. Katie’s research is in reviews, social network analysis, and relevant applications in engineering education.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025