Receiving curricular messages: Engineering students’ understandings of valued practices in their field

Abstract

she/they) is a Ph.D. candidate in Mechanical Engineering at the University of Michigan. She earned a B.S. in Mechanical Engineering from the University of Maryland, Baltimore County (UMBC) and an M.S. in Mechanical Engineering from the University of Michigan. Her current research focuses on idea development and ideation tools, divergent thinking, and engineering curricular practices and culture. Her research interests include front-end design practices, sociotechnical knowledge and skills, and queer student experiences in engineering. Their work is motivated by their passion for and experiences with inclusive teaching and holistic mentorship of students, seeking to reimagine what an engineer looks like, does, and who they are, especially for queer folks, women, and people of color, through empowerment, collaboration, and co-development for a more equitable world. Shannon is also a Senior Receiving curricular messages: Engineering students' understandings of valued practices in their field Abstract This research paper examines the curricular messages perceived by students about what practices are valued and central to engineering work.Emphasis on certain practices, and de-emphasis on others, can impact if students see themselves as engineers and their interests in engineering. In this study, we compared the experiences of two 3rd-year Industrial Engineering students and two 3rd-year Mechanical Engineering students through semi-structured interviews. We analyzed these data guided by Holland and colleagues' figured worlds framework to build an understanding of the engineering practices and skills students perceived as important in their courses, what values, activities, and interests were encouraged and discouraged by their instructors and peers, and how these practices and skills aligned or misaligned with student career and engineering interests. Our findings showed that teamwork, problem-solving, technical communication, and using foundational technical knowledge were perceived by students as emphasized most in their classes. Students discussed how these practices and skills built the foundation to do their engineering work but were at times dissatisfied with the lack of social considerations around stakeholders, sustainability, and contextual aspects of their work. Students further described career interests to solve complex, societal issues. This paper has implications for incorporating sociotechnical practices and broader careers interest into engineering curriculum.