‘We are not going to educate people’: how students negotiate engineering identities during collaborative problem solving

Development of Sustainable Thinking by Information Literacy

“…Students' education for a sustainable environment is generally achieved directly by (i) specialized courses; (ii) specific tasks like solving an air pollution problem [9] or preparing an integrated sustainability report for a large corporation [10]; (iii) research, because the teacher's role is to bring things to the table for study and practice so that the students can give their own meaning to it [11] and because, by research, students develop competence for sustainable development [7,24]; or (iv) specialized information contained in libraries (printed information or databases) because libraries are the hub of campus life and can take the lead in sustainability issues [8], and students have recognized the institution's library as an important facilitator of information sources on issues connected with the protection of the environment and sustainability [22].…”

“…Another approach that does not exclude the importance of curriculum is the one identifying new means of teaching, such as "photovoice methodology" [1]; performing specific activities in the form of task or practice [9,10]; creating a problem [11] or reflection [12]; or even approaching sustainability as a moral issue [13].…”

The use of recommended interviewing practices by novice engineering designers to elicit information during requirements development

“…Furthermore, Sugar (2001), in their study of novice software designers, and Conradie et al (2017), in their study of novice engineering designers, both described cases where interviews with users had little to no impact on novice designers' solution development outcomes. Novice engineering designers' difficulties with gathering and applying stakeholder information may stem in part from technocentric beliefs that engineering work primarily involves designing and building technological components (e.g., as described in Khosronejad, Reimann & Markauskaite 2021). Loweth et al (2019) and Niles et al (2020) have shown that engineering students with more technocentric mindsets struggle to engage stakeholders effectively and integrate stakeholder perspectives into their design projects.…”

“You Could Take 'Social' Out of Engineering and Be Just Fine”: An Exploration of Engineering Students' Beliefs About the Social Aspects of Engineering Work

“…Previous studies have described several beliefs that engineering students may possess about engineering work and the role of social or societal considerations within this work. For example, Khosronejad et al [14] studied how engineering students approached a simulated design task related to air pollution mitigation. They found that participants rejected solution ideas involving policy initiatives or stakeholder education because these solutions did not align with participants' conceptions of engineering work as the creation of physical artifacts.…”

“…Engineering students may also vary substantially in the degree to which they consider the broader societal contexts of their engineering problems [13]. Furthermore, some engineering students may conceptualize engineering work as being purely technical and may thus struggle to apply "non-technical" knowledge and approaches when developing engineering solutions [4], [14]. In part, these variations and knowledge gaps may emerge because strong, intentional education about the social aspects of engineering work is not often included within standard undergraduate engineering curricula [4], [15], [16].…”