Meaningful problems in students’ design projects: Relational, perceptual, and moral tensions

Abstract

An exploratory study on the students’ learning processes in design project settings led to the discovery of important tensions that students experience in their engineering program. Adopting a Critical Discourse Analysis perspective, an we conducted an analysis of dominant images and discourses in engineering student interviews. The results highlighted key conflicting messages about what it means to succeed in engineering education, what engineering means, and who the engineering student is. Certain ideological beliefs posed as serious barriers and threats to mutually respectful and healthy peer relations, resulting work outcomes, and a sense of ‘fit’ or belonging in engineering.Simultaneously, students demonstrated abilities to critique existing narratives and offer alternative meanings. It is this critical, moral agency of our students that amplifies the call for educational reform towards social justice through, and within, engineering.

Using Motivation Theory to Inform Engineering Course Design

“…Educators can collaborate with incoming cohorts to cocreate their vision for engineering, including meaningful challenges, shared values, and identities. Otherwise, students may be left with a sense of dissonance, where their education experience does not match their understanding of engineering [25].…”

“…Case Studies, Real-World Labs, Service Learning [26], [32], [15], [17], [28], [34], [31], [35] Course Delivery [26], [27], [29], [36], [37], [30], [33], [38], [39] Assessment [13], [16], [40], [41], [22], [42], [23], [43], [44] Theory Based or Survey Results [11], [45], [46], [47], [10], [19], [48], [1], [39], [49], [24], [25], [50], [51], [52] Out-of-class activities [53], [54], [55], [56], [57], [58] While there have been many successful interventions that improved student motivation discussed in the CEEA 2010-2018 proceedings, the relevant motivation theory behind each intervention is often missing. Understanding motivation theory may not be necessary ...…”