Multiple Perspectives on Engaging Future Engineers

Adams, Robin; Evangelou, Demetra; English, Lyn D.; Figueiredo, António Días de; Mousoulides, Nicholas; Pawley, Alice L.; Schifellite, Carmen; Stevens, Reed; Svinicki, Marilla D.; Martin, Julie P.; Wilson, Denise

doi:10.1002/j.2168-9830.2011.tb00004.x

Cited by 193 publications

(149 citation statements)

References 58 publications

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“…In spite of an enormous and sustained commitment to diversifying engineering [21] , the field continues to be dominated by a predominately white, male, and privileged population with a preference for objective, convergent, and quantitative thinking [22; 23; 24] . In light of the persistence of this issue, we argue that the engineering education community is Page 26.1018.3…”

Section: Uncertaintymentioning

confidence: 99%

Into the Pipeline: A Freshman Student's Experiences of Stories Told About Engineering

Brewer¹,

Sochacka²,

Walther³

2015 ASEE Annual Conference and Exposition Proceedings

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There is a growing recognition of the impact of messaging on attracting and retaining a diverse student body in engineering. Drawing on the notion of autopoiesis from systems theory, this exploratory study examines a non-traditional, freshman college student's experiences of how messaging or, stories 'told' about engineering, function to privilege and perpetuate certain understandings of the field. Autoethnographic techniques are used to construct three accounts of the student's encounters with an upper level administrator, various members of faculty, and an academic advisor. Critical analysis of these experiences using a prior evidence-based model of stories 'told' about engineering in the public discourse reveals tensions between the freshman student's values and career interests and the emergent, dominant discourse he observed in his undergraduate program. These tensions are described in terms of: i) The prioritization of national economic recovery and growth over the life and career goals of individuals; ii) A predominant focus on the quantitative and technical aspects of engineering practice over qualitative and social aspects; and iii) A 'production mindset' that gives precedence to quickly generating a large number of engineering professionals to inject into the workforce over recognizing the broader educational aspirations of students. We argue that the definitions of engineering that emerge across these conversations do not do justice to the diversity of student experiences of becoming, and wanting to become, an engineer. Based on these findings, we invite university administration, faculty, and staff to critically explore implicit messages that are communicated to students in order to be able to better respond to the diverse priorities and values students bring to their education and carry throughout their professional development.

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Section: Uncertaintymentioning

confidence: 99%

Into the Pipeline: A Freshman Student's Experiences of Stories Told About Engineering

Brewer¹,

Sochacka²,

Walther³

2015 ASEE Annual Conference and Exposition Proceedings

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“…The framework we propose can be applied to thinking about engineering more generally; however, in response to Stevens' (c.f. Adams et al, 2011) proposition to consider a socio-technical (or humanistic) approach to engineering education, we have targeted the construct for application in the development and research of K-16 engineering education initiatives.…”

Section: Framework For Humanistic Side Of Engineeringmentioning

confidence: 99%

The Humanistic Side of Engineering: Considering Social Science and Humanities Dimensions of Engineering in Education and Research

Hynes¹,

Swenson²

2013

Journal of Pre-College Engineering Education Research (J-PEER)

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Mathematics and science knowledge/skills are most commonly associated with engineering's pre-requisite knowledge. Our goals in this paper are to argue for a more systematic inclusion of social science and humanities knowledge in the introduction of engineering to K-12 students. As part of this argument, we present a construct for framing the humanistic side of engineering with illustrative examples of what appealing to the humanistic side of engineering can look like in a classroom setting, and opportunities for research that examines the dynamics that the humanistic side of engineering introduces into engineering learning and teaching. The illustrative examples are drawn from interactions among student-teams from elementary classrooms engaged in engineering activities that appeal to the humanistic side of engineering. Referencing these examples as well as other established engineering education programs, we will discuss opportunities for research in the education of K-16 students. These opportunities span understanding how students' attitudes, beliefs, and perceptions shift, particularly among traditionally underrepresented populations, to how students' engineering knowledge and practices develop in the context of a humanistic approach to engineering.

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“…For example, social justice has been previously and explicitly been incorporated into a few other engineering science courses within the U.S. ([10] - [15]). Adams et al [16] additionally provide examples of educational methods that engage engineering students in considering emotions and social factors in their work. Riley [1] notes that engineers often seek to help, and that the "helping spirit and strong work ethic are important traits for engaging in social justice work" (p. 39).…”

Section: Background: Social Justice In Engineeringmentioning

confidence: 99%