A glimpse of how senior engineering students understand engineering as a profession

Codone, S.; Lackey, Laura W.; Grady, H.M.

doi:10.1109/fie.2004.1408470

Cited by 3 publications

(4 citation statements)

References 16 publications

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“…These are skills they expect to have in the future. Good engineers have teamwork skills and knowledge of the ''real world,'' are honest, good communicators, leaders, goal-driven (Codone et al 2004), smart, and hardworking . These skills are, in fact, necessary for engineers.…”

Section: Perceptions Of Engineersmentioning

confidence: 99%

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First-Year Engineering Students’ Portrayal of Engineering in a Proposed Museum Exhibit for Middle School Students

Mena

Diefes‐Dux

2011

J Sci Educ Technol

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Students' perceptions of engineering have been documented through studies involving interviews, surveys, and word associations that take a direct approach to asking students about various aspects of their understanding of engineering. Research on perceptions of engineering rarely focuses on how students would portray engineering to others. First-year engineering student teams proposed a museum exhibit, targeted to middle school students, to explore the question ''What is engineering?'' The proposals took the form of a poster. The overarching research question focuses on how these students would portray engineering to middle school students as seen through their museum exhibit proposals. A preliminary analysis was done on 357 posters to determine the overall engineering themes for the proposed museum exhibits. Forty of these posters were selected and, using open coding, more thoroughly analyzed to learn what artifacts/objects, concepts, and skills student teams associate with engineering. These posters were also analyzed to determine if there were any differences by gender composition of the student teams. Building, designing, and teamwork are skills the first-year engineering students link to engineering. Regarding artifacts, students mentioned those related to transportation and structures most often. All-male teams were more likely to focus on the idea of space and to mention teamwork and designing as engineering skills; equal-gender teams were more likely to focus on the multidisciplinary aspect of engineering. This analysis of student teams' proposals provides baseline data, positioning instructors to develop and assess instructional interventions that stretch students' self-exploration of engineering.

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Section: Perceptions Of Engineersmentioning

confidence: 99%

“…Engineering as a Profession Codone et al (2004) looked at senior engineering students and their ability to distinguish between professions and trades. While many students had difficulty with the distinction, most did classify engineering as a profession.…”

Section: Background Literaturementioning

confidence: 99%

First-Year Engineering Students’ Portrayal of Engineering in a Proposed Museum Exhibit for Middle School Students

Mena

Diefes‐Dux

2011

J Sci Educ Technol

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“…Studies indicate that high school students typically have a limited understanding of the activities and responsibilities undertaken by professional engineers. 12,13 Moreover, students who leave the science, technology, engineering, and math (STEM) disciplines express concerns about job prospects, remuneration, and lifestyle appeal associated with STEM careers not shared by students who persist. 11 This finding suggests exposing freshman to practicing engineers and helping students learn about the daily activities of the engineering profession may both inform them about career options and motivate them to persevere in engineering.…”

Section: Introductionmentioning

confidence: 99%

Early Exposure To Engineering Practitioners Provides Informed Choices For Students Continuing Engineering Programs

Traum¹,

Karackattu²

2009 Annual Conference &Amp; Exposition Proceedings

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Texas (UNT) where he directs the research activities of the Thermal Fluid Sciences Group @ UNT . Dr. Traum earned his doctorate in mechanical engineering at the Massachusetts Institute of Technology (MIT) through MIT's Institute for Soldier Nanotechnologies where his research focused on nanotechnology systems integration with emphasis on thermal management for the dismounted soldier. Dr. Traum holds a master's degree in mechanical engineering from MIT and two bachelor's degrees from the University of California, Irvine: one in mechanical engineering and the second in aerospace engineering. He also attended the University of Bristol, UK as a non-matriculating visiting scholar where he completed an M.Eng thesis in the Department of Aerospace Engineering.

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“…1 Furthermore, multiple studies show that high school students entering college have very little understanding of what practicing engineers do. [11][12][13][14] Page 24.613.3…”

Section: Introductionmentioning

confidence: 99%

First-Year Student Persistence and Retention Influenced by Early Exposure to Engineering Practitioners Co-Teaching Entry-Level Courses: A Four-Year Indirect Assessment

Sable¹,

Karackattu²,

Sharon³

2014 ASEE Annual Conference &Amp; Exposition Proceedings

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is an undergraduate research assistant at the Milwaukee School of Engineering (MSOE) where his focus is on engineering education. At MSOE, Mr. Sable is a senior mechanical engineering student minoring in mathematics. He also holds an A.S. degree from Northwest Missouri State University (NWMSU) which was completed through the Missouri Academy of Science, Mathematics and Computing (MASMC), an early-entrance-to-college program. He intends on pursuing a Ph.D in engineering.

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A glimpse of how senior engineering students understand engineering as a profession

Cited by 3 publications

References 16 publications

First-Year Engineering Students’ Portrayal of Engineering in a Proposed Museum Exhibit for Middle School Students

First-Year Engineering Students’ Portrayal of Engineering in a Proposed Museum Exhibit for Middle School Students

Early Exposure To Engineering Practitioners Provides Informed Choices For Students Continuing Engineering Programs

First-Year Student Persistence and Retention Influenced by Early Exposure to Engineering Practitioners Co-Teaching Entry-Level Courses: A Four-Year Indirect Assessment

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