Toward the understanding of ‘the human' in engineering: a discourse analysis

Castillo‐Sepúlveda, Jorge; Pasmanik, Diana

doi:10.1080/03043797.2021.1903836

Cited by 2 publications

(2 citation statements)

References 30 publications

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“…In short, discourse analysis helps us to understand how individuals perform their subject positions/identities through language. It is worth noting that discourse analysis has been used previously in STEM education studies to determine STEM teacher beliefs (Blair et al, 2017), student dispositions and thought patterns (Cruz et al, 2021;Castillo-Sepúlveda & Pasmanik, 2021), and empathy (Barton et al, 2021). While we recognize that the texts we are analyzing in this study do not offer direction translation of identity and beliefs, the study of language uncovers identifiable patterns (Potter, 2012) where developing identity interacts with social context and shared realities.…”

Section: Methodology and Theoretical Orientationsmentioning

confidence: 91%

Developing Empathetic Dispositions in Engineering Undergraduates Using Humanities Driven STEM: A Discourse Analysis

Cruz,

Nuñez,

Carrell

2024

Studies in Engineering Education

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Background: Recently, scholars have called for increasing so-called "soft-skills" held by engineering students, particularly their ability to empathize. In response, educational researchers at Texas Tech University developed a series of "humanities-driven STEM" (HDSTEM) courses, undergraduate courses co-taught by humanities and sciences professors. These courses expose students to an academic topic from both a humanities and STEM-based approach. This study examines the coursework of engineering students enrolled in "History and Engineering in the Second World War."Purpose: We examine the ways that engineering students expressed and developed empathetic positions in their coursework over the trajectory of the HDSTEM course. Design: Students completed four "design, measure, analyze, improve, control" (DMAIC) assignments in this course, wherein they examined a feat of engineering developed during World War 2. During the second and third assignment, they added an "empathize" step (EDMAIC). We use content and discourse analyses to compare their four assignments, especially the ways in which they empathize. We also rated their first and last assignments on an empathy rubric, using Pearson's correlations of interrater reliability to determine empathetic growth.Results: Controlling for the additional empathy step, students regularly had more to say when asked to empathize. Discourse analysis revealed students attempting various rhetorical moves and constructions of an empathetic identity within their coursework, even the final assignment that did not ask them to empathize. Pearson's correlations show, on average, a 1-point of empathetic growth for each student on a 4-point scale (r = .72; p < .01).Conclusions: If we are to teach empathetic and other humanitarian skills to engineering students, we must develop a space where this kind of thinking, and these reflections, are normalized. Doing so does not necessarily require an HDSTEM framework, but requires intentional course design to discuss and foster these attitudes.

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Section: Methodology and Theoretical Orientationsmentioning

confidence: 91%

Developing Empathetic Dispositions in Engineering Undergraduates Using Humanities Driven STEM: A Discourse Analysis

Cruz,

Nuñez,

Carrell

2024

Studies in Engineering Education

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“…For example, Savaria and Monteiro conducted a DA on course syllabi and to use that analysis to make recommendations for increasing women's engagement in STEM (Savaria & Monteiro, 2017) (Savaria & Monteiro, 2017). More recently DA was used to explore engineers' conceptions of human dimensions of engineering (Castillo-Sepúlveda & Pasmanik, 2021). While the use and specific DA techniques are different across these two examples, they both demonstrate how DA can be a useful tool for exploring issues of equity in STEM contexts.…”

Section: Introductionmentioning

confidence: 99%

Using Discourse Analysis to Investigate Conversations during Engineering Brainstorming Activities

Lutz,

Chiem,

Bethel

2022 ASEE Zone IV Conference Proceedings

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He is the leader of the Critical Research in Engineering and Technology Education (CREATE) group at Cal Poly. His research interests include critical pedagogies; efforts for diversity, equity, and inclusion in engineering, engineering design theory and practice; conceptual change and understanding; and schoolto-work transitions for new engineers. His current work explores a range of engineering education design contexts, including the role of power in brainstorming activities, epistemological and conceptual development of undergraduate learning assistants, as well as the experiences of recent engineering graduates as they navigate new organizational cultures.

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Toward the understanding of ‘the human' in engineering: a discourse analysis

Cited by 2 publications

References 30 publications

Developing Empathetic Dispositions in Engineering Undergraduates Using Humanities Driven STEM: A Discourse Analysis

Developing Empathetic Dispositions in Engineering Undergraduates Using Humanities Driven STEM: A Discourse Analysis

Using Discourse Analysis to Investigate Conversations during Engineering Brainstorming Activities

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