Stories &amp;#x2018;Told&amp;#x2019; about engineering in the Media: Implications for attracting diverse groups to the profession

Sochacka, Nicola W.; Walther, Joachim; Wilson, Jennifer; Brewer, Michael

doi:10.1109/fie.2014.7044009

Cited by 32 publications

(49 citation statements)

References 29 publications

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“…In our prior work [12] , we argued that the challenge of transforming the system of engineering education so that it might become more accessible and attractive to a diverse range of students fits Roe's definition of a complex, uncertain, and polarized issue that is of broad public interest. In Table 1 we justify this claim with reference to relevant literature.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…It is important to point out that at the times when these encounters took place, Michael had not yet begun working on the research project described above [12] . In other words, the encounters took place in natural settings and were not influenced or prompted by the goals and purposes of this study.…”

Section: Ethical Considerationsmentioning

confidence: 99%

“…This paper draws on a narrative model from a prior study [12] as a theoretical lens through which to analyze Michael's experiences as a freshman engineering student. This model (see Figure 1) was developed using Narrative Policy Analysis (NPA) [13] , a specific methodological approach designed to examine the stories that underpin complex, uncertain, and polarized policy issues.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…In the context of weekly 1-hour meetings, which took place over the period of about one year, we selected three of the five encounters, the combination of which we collectively decided, i) provided insight into how autopoietic stories about engineering function to "shape and reflect" [12] communications at an institutional level, and ii) adequately captured and reflected the emergent nature of stories that Michael heard about engineering during his first semester of college at UGA.…”

Section: Uncertaintymentioning

confidence: 99%

“…More specifically, we use autoethnographic techniques [10; 11] to construct rich accounts of three encounters that the first author of this paper, Michael, had during his first year of university where, we argue, he was 'told' versions of stories about engineering that we have previously identified to dominate the public discourse [12] . We use single quotation marks around the word 'told' to highlight the emergent and, as such, unintentional nature of these acts of storytelling.…”

Section: Times Have Changed There Is a New Message Emerging The Futmentioning

confidence: 99%

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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: Theoretical Frameworkmentioning

confidence: 99%

Section: Ethical Considerationsmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Uncertaintymentioning

confidence: 99%

Section: Times Have Changed There Is a New Message Emerging The Futmentioning

confidence: 99%

See 3 more Smart Citations

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

Brewer¹,

Sochacka²,

Walther³

2015 ASEE Annual Conference and Exposition Proceedings

Self Cite

View full text Add to dashboard Cite

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Learning Together: A Collaborative Autoethnographic Exploration of STEAM (STEM + the Arts) Education

Sochacka¹,

Guyotte

Walther³

2016

J of Engineering Edu

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116

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Background There is a growing interest in STEAM (STEM 1 the Arts) education as a means to enhance the creativity of STEM students and broaden interest in STEM fields. Many art educators, however, object to the instrumental justification for study in the arts as a way to improve student performance in other areas.Purpose Drawing on the first two authors' engagement in an interdisciplinary design studio, this study develops an expanded view of how STEAM might enrich engineering education in ways that more closely align with the pedagogical commitments of the arts.Design/Method This article is written as a collaborative autoethnography between the first two authors, educators in environmental engineering and art education, respectively. The study is grounded in the educational philosophy of arts advocate Maxine Greene, who views learning as an active, collaborative search for meaning, "wide-awakeness," and social change.Results Our dialogue reveals the potential for STEAM to provide students and educators with opportunities to explore personally relevant connections between materials, design, society, and the natural environment and to critically engage with implicit and explicit facets of disciplinary identity. Conclusions This view of STEAM simultaneously complements and challenges currentconceptions of this emerging educational movement that, almost without exception, are underpinned by calls for competitive economic growth and technological development. We hope future research will build on our perspectives to continue a conversation about STEAM that considers the diverse contributions of, and mutual benefits to, all parties involved. It's 3.16 p.m. on a rainy Monday afternoon, and I feel uncomfortable. On my computer screen, I can see the homepage for the steam-notstem.com website, one of several "STEAM education" search results I have open in my web browser. To the right of the page are a series of rotating banners with statements about integrating the arts into STEM (science, technology, engineering, and mathematics) education. "Creativity is economically viable," one of them says, followed by Journal of Engineering EducationV C 2016 ASEE.

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A Model of Empathy in Engineering as a Core Skill, Practice Orientation, and Professional Way of Being

Walther¹,

Miller²,

Sochacka³

2017

J. Eng. Educ.

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240

204

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Stories ‘Told’ about engineering in the Media: Implications for attracting diverse groups to the profession

Cited by 32 publications

References 29 publications

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

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

Learning Together: A Collaborative Autoethnographic Exploration of STEAM (STEM + the Arts) Education

A Model of Empathy in Engineering as a Core Skill, Practice Orientation, and Professional Way of Being

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