Maxey, K. R., & Leeker, J. R., & Cardella, M. E., & Hynes, M. M. (2018, April), Integrating Social Context in Engineering Experiences to Promote Interests of Diverse Learners  Paper presented at 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference, Crystal City, Virginia. 10.18260/1-2--29549

\bibitem{asee_peer_29549}
  Maxey, K. R., \& Leeker, J. R., \& Cardella, M. E., \& Hynes, M. M. (2018, April), \emph{Integrating Social Context in Engineering Experiences to Promote Interests of Diverse Learners}
  Paper presented at 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference, Crystal City, Virginia.
  10.18260/1-2--29549

Kayla R. Maxey, Jessica Rush Leeker, Monica E. Cardella, and Morgan M. Hynes.  "Integrating Social Context in Engineering Experiences to Promote Interests of Diverse Learners".  2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference, Crystal City, Virginia, 2018, April.  ASEE Conferences, 2018.  https://peer.asee.org/29549 Internet.  18 May, 2024

\bibitem{asee_peer_29549}
  Kayla R. Maxey, Jessica Rush Leeker, Monica E. Cardella, and Morgan M. Hynes.
  "Integrating Social Context in Engineering Experiences to Promote Interests of Diverse Learners".
  \emph{2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference, Crystal City, Virginia, 2018, April}.
  ASEE Conferences, 2018.
  https://peer.asee.org/29549 Internet.  18 May, 2024

@INPROCEEDINGS{asee_peer_29549
author = "Kayla R. Maxey, Jessica Rush Leeker, Monica E. Cardella, and Morgan M. Hynes"
title = "Integrating Social Context in Engineering Experiences to Promote Interests of Diverse Learners"
booktitle = "2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference"
year = "2018"
month = "April"
address = "Crystal City, Virginia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/29549}
number = {10.18260/1-2--29549}
}

TY  - CPAPER
AB  - To increase the participation of student populations historically underrepresented in engineering, schools, museums, after-school programs, and other organizations are implementing innovative engineering activities to tackle issues of access, representation, and exposure.  These engineering activities vary from single-day to multi-week units implemented in both formal and informal settings. Many of these activities ask students to design and build something. However, in many cases, there is little to no meaningful, relevant context for students to authentically engage in problem scoping. In these cases, students are not asked to situate their solution in a context or learn more about that context to succeed. As a result, educators focus on the building and constructing aspects of engineering. Unfortunately, this may result in reinforcement of negative stereotypes of engineering, a narrow view of the engineering discipline, and increased disengagement due to lack of alignment with student interests. 

In this paper, we summarize research findings that help us understand student interests as well as the different problem solving and design skills students might develop through pre-college engineering experiences. We then describe examples of activities that we have used that connect with students’ interests and help students develop design skills. Finally, we provide an example of an existing activity that we have modified to add an engaging and relevant context.
We expect this paper to contribute practical teaching strategies that educators can use in formal and informal learning environments to introduce engineering with an emphasis on the social connections of the discipline with society.
AU  - Kayla R. Maxey
AU  - Jessica Rush Leeker
AU  - Monica E. Cardella
AU  - Morgan M. Hynes
CY  - Crystal City, Virginia
DA  - 2018/04/29
PB  - ASEE Conferences
TI  - Integrating Social Context in Engineering Experiences to Promote Interests of Diverse Learners
UR  - https://peer.asee.org/29549
DO  - 10.18260/1-2--29549
ER  -