Call for Papers Special Issue: Data Literacy & Computational Thinking in Engineering Education

Aims & scope of special issue
Data is THE currency of the 21st century; data literacy and competencies of computational thinking will be in high demand – everywhere and particularly in engineering. The sheer volume of data, the complexity of ethical considerations and the sophistication of available tools do not reduce the demand on humans making decisions, it rather highlights the need for specialized competencies collecting, assessing, processing, visualizing, and communicating data and the information embedded within. In addition, dealing with the quality of data, management of repositories and uncertainty in data-driven processes require concerted efforts of cross- and inter-disciplinary educational efforts. 

This special issue is intended to report high-quality research/empirical scholarship on data literacy and computational thinking as it relates to engineering in higher education settings. This special issue also aims to demonstrate emerging issues in the basic research, applied research and scholarship of learning and teaching practices in engineering education. The issue is neutral to the methodological traditions of prospective papers and invites high quality papers from quantitative, interpretive, mixed, critical, and historical perspectives knowing that each tradition has their own standards and principles of quality. Unpublished original and innovative papers that are not currently under review by another journal or conference are invited in the following relevant areas:

Topics of interest include, but are not limited to:

  • Competencies of data literacy across engineering disciplines
  • Integration of data in design thinking, scientific inquiry and/or mathematical modeling
  • Data literacy in engineering leadership, management and/or decision making
  • Systems thinking and computational thinking
  • Critical data literacy: Data inclusion, exclusion, integrity and ethics
  • Heuristics, Approximation, Guesstimation and unplugged computational thinking
  • Interpretation of complex data
  • Data visualization and visual skills
  • Uncertainty and less-than-optimal data situations
  • Mathematics readiness and preparedness of engineering students
  • Data literacy and computational competencies in different engineering workplaces   
  • Intersection and integration of variety of data sources
  • Innovations and implications of data technologies and software
  • Computational tools as mindtools
  • Assessment models for data literacy and computational thinking

Deadlines 
Manuscripts due: August 31, 2020
Notification of reviewers’ 1st feedback: October 30, 2020
Revised manuscript submission: December 15, 2021
Feedback on revised manuscripts: February 14, 2021
Final manuscript submission: March 15, 2021
Notification of final decision: April 16,2021

Guest Editors
Maartje van den Bogaard, TU Delft, The Netherlands: M.E.D.vandenBogaard@tudelft.nl 
Johannes Strobel, University of Missouri, USA,: StrobelJ@missouri.edu

Notes for prospective authors 
The authors should prepare their manuscript following the formatting guidelines set out by Journal of Computing in Higher Education that can be found at “Instructions for Authors” 

All manuscripts should be submitted online at https://www.editorialmanager.com/jche/  and the authors should include a note that the manuscript is submitted to this special issue.  Authors should select Special Issue:  Data Literacy & Computational Thinking in Engineering Education when they reach the “Article type” step in the submission process. Submitted papers should present original work relevant to one or more of the topics of the special issue, and should not have been submitted or published elsewhere.

All submitted papers will be evaluated on the basis of relevance, significance of contribution, technical quality, scholarship, and quality of presentation, following the Journal of Computing in Higher Education reviewing procedures. It is the policy of the journal that no submission, or substantially overlapping submission, be published or be under review at another journal or conference at any time during the review process.