self-reflective in nature and designed to gather datarepresentative of the students’ perspectives of themselves as engineers and of the field (Table 2).The same questions were provided to the instructors to complete in written form via email.Table 2. Summary of survey questions used [10] (1) In your own words, define 'engineer'. (2) In your own words, define 'engineering'. (3) Do you consider yourself an engineer? Why or why not? (4) What are your professional goals in becoming an engineer? (5) What are the essential skills of a professional engineer? (6) What challenges do you have on working in group engineering projects?Data AnalysisAxial and thematic coding of the responses occurred for the survey responses to thesequestions
1, though this may be skewed by the phrasing of the question. 1.6 1.4 1.2 1.0 0.8 0.6 0.4 0.2 0.0-0.2 Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Class 1 (n=15) Class 2 (n=16) Class 3 (n=26) Class 5 (n=16) Figure 2: Pre-survey results by class.Table 4: Questions that correlate with Figure 2. Note that Q2 and Q5 are reversed: “positive” responses reflect disagreement with statement to maintain consistency in Figure 2. # Question 1 I want to learn as much as possible in this class. 2 I want to do as little work as possible in this class. (REVERSED) 3 In a class like this, I prefer course
-learned”.Detailed description of pilot course syllabusThe monograph Science and Diplomacy: A New Dimension of International Relations [13] wasused as the primary text for the course. One benefit of a text translated from French is that theexamples and the perspective are offered based upon science diplomacy as practiced by France.This varies considerably from the approach to science diplomacy as practiced by the UnitedStates (i.e., as reflected in the material published by AAAS, [33]), and it also varies considerablyfrom the approach to science diplomacy as practiced by the United Kingdom (i.e., as reflected inthe material published by The Royal Society, [2]). One drawback of a text translated fromFrench is poor translation in various places
provides opportunities for students to talk directly with membersfrom various stakeholder groups in the VA coalfields including state regulators, industrymembers and local citizens.3. SurveyAppendix A includes the survey instrument used in the first year of the study analyzed here. Itwas designed to measure students’ knowledge, abilities, and attitudes [15] related to CSR andcollect relevant background information to explore possible connections between those and thedemographic information, students’ motivations for pursuing engineering, their career desires,and their civic activities. The survey reflects feedback from an expert panel of engineeringeducators and industry practitioners, as well as “talk alouds” with students. Going through thefirst
as part the observed PK team exchanges. Oscar’s parentsimmigrated to the US from the Mexican side of the border and Genesis spent her childhoodthere. Alicia, who was open about her daily border crossing experiences, also faced jokes aboutMexico and Alicia’s hometown during teamwork activities. In sum, it seems that team PK’smonoglossic language ideologies and behavior may have reflected a larger trend in perspectivesabout Mexico and Mexicans in circulation in the US at the time (2017-2018).Intersections of Gender and Ethnicity As the findings above show, the choice of language may have signaled to participants aparticular language ideology. However, ideologies about language intersected with ideologiesabout gender in ways that
Criterion 3 modifies and restructures the previous 11 outcomes (a)–(k) intoseven new student outcomes (numbered as 1–7).15Notably, the seven new outcomes omit the phrase “life-long learning.” This motion represents asignificant time of reflection in engineering education: a time when reform to accreditationrequirements could dramatically change the way engineering is taught. Despite the potentialremoval of the phrase “life-long learning” from the prescribed outcomes, professional engineerswill still need to possess the characteristics of a life-long learner to be effective. To this end, ourfindings demonstrate several components of life-long learning that are currently being capturedby different engineering programs. Of these current components
paper’s style and structure also meld twodistinctive document types—technical report and narrative essay—in order to reflect upon asmall-scale, field-test type experiment and to identify initial positive or negative trends withinthe experience.Instructional ConceptThe development of a specialized grammar course for engineering and other STEM students waspredicated upon four assumptions. The first was that possessing a complete functionalunderstanding of how sentences work can help students to produce technical documents that areclear, concise, and correct; and second, that adequate grammatical skills are too often missing inengineering and STEM majors.Another assumption was that engineering and other STEM students already have mastery in
training, independent of teacher experience. This post-session surveysought to gather demographic information to aid in understanding the participant’s particularteaching experience and nonverbal communication training.Results and DiscussionEach participant’s response was compared against the sample population and against thestudent’s report confidence to identify whether overall nonverbal message discrepancies exist.The results of the expert and participant responses are provided in Table 2.The percentages calculated in each row reflect the portion of the population that correctlymatched their assessment (either confident or non-confident) with the students reportedconfidence for an individual video clip. Notably, there is a significant range in
-intentional‘general distribution requirements’ of the university [that] are not necessarily tailored to meet theneeds of students”6 nor a thoughtfully comprised liberal core for holistically prepared engineers.Is this student response instigated and nurtured by a cultural devaluation of non-technicalcoursework that is reflected in minimal non-technical requirements filled with choice? Surely thepresence of faculty, advisors and deans unenthusiastic about the added value of exploration ofhumanities and social sciences topics impacts the climate of perception towards liberal educationin engineering colleges; programs that emphasize the integration of the humanities and socialsciences with engineering need faculty champions, broad and overt institutional
“engineering students have so much to learn before they can actuallystart practicing in the field, safely, that a formal rigorous engineering education at the Bachelorslevel is inescapable.”9 However, because competency in soft skills is also critical to theprofession, it is essential to look beyond textbook learning. A National Science Foundation studyrecommends engineering faculty engage students in “collaborative problem-solving, analysis,synthesis, critical thinking, reasoning, and reflections to real-world situations,” and that “newlearning approaches must be put to use that heighten practical learning and allow students todemonstrate the application of their studies to real-world situations.”10 Interestingly, theproposed revision to Criterion 3
for a medical device to be cleared or approved by the Food and Drug Administration. We believe all patients should receive high-quality medical devices, regardless of their ability to pay. All BME courses are patient-centered, which is atypical of medical device and medical device regulation courses. For example, when the Director teaches eighteen electrical and mechanical medical devices 3 that have saved numerous lives in her Medical Device Systems course, five requirements from applicable engineering standards are discussed for each medical device. As a former Vice President of Research in the medical device industry, she asks students to reflect if each requirement is
Page 23.705.2zero to three credit hours either required or optional depending on the university. Courserequirements range from optional (no bearing on degree requirements) to elective (mostlypass/fail) to mandatory in order to have access to the job posting database at the college oruniversity. Class sizes range from a seminar-sized group of around eight up to a lecture hallstyle group of about 100 per section, seemingly dependent on the staffing of the career centeritself or available faculty members qualified to teach the class. Formats vary just as much fromsmall weekly assignments to nearly daily assignments and end-of-term reflection papers. Someof the most often stated requirements are that students must create a resume and attend some
citation theycollected, students learned to filter out irrelevant, out-of-date, unauthoritative, inaccurate, and biased Page 23.478.11information. What is significant for us as instructors of this course is that the quality of citations fromthe Open Web moved away from generic, encyclopedia-style sources (e.g. Wikipedia) to sourcesoriginating from professional entities (e.g. EPA) and scholarly publishers (PLOS.org.) This move onthe students’ part is attributable to the students’ awareness and appreciation of the evaluation criteria.The improvement in locating and using appropriate information sources also reflected on theirimprovement in
, and by an authorityderived from education and expertise. The historical development of engineering into aprofession highlighted the engineer’s role in social development and progress; the tradeoffsnecessary in engineering decision-making; and the need to anticipate “unintended consequences”and identify stakeholders who may be silent or lack social power.Student learning outcomes are listed in Table 1.Student work included several design projects, with documentation in the form of hand and CADdrawings, written descriptions, and oral presentations; design problem definition assignments;and writing assignments in which students reflected on their experiences and responded toreading assignments. This work was assessed to evaluate achievement of
ofSonnemann is not divided into understander and understandee, but involves an individual’sunderstanding of him or herself. The self in the mode of identity pulls from different sourcesboth within the conditional and unconditional realms to construct a spectrum of identity.Combining the work of Sonnemann with that of Jaspers, (Figure 2) I construct the firstframework for consideration of identity as Dasein in self-reflection; one that uses conditionalidentity and unconditional identity. Perception plays the role of guiding the self from empiricalexistence or the conditional to the existenz or unconditional. Unconditional identities in the sociological framework are those which derive from therealm outside of the physical world or, in other
reflect power andstatus. She points out the importance of word choice, phrasing, and document format inconstructing and communicating knowledge in communally sanctioned ways. Membersof a community—for instance, scholars within a discipline—are, Gunnarsson argues,putting themselves at significant risk if they deviate from the familiar language practices.Thus, a composition scholar encountering directives about envisioning a writing projectaccording to a notion of quantification or “percentages” is likely to see such language andthe knowledge construct it represents as not just a bit of a different perspective, or asinherently just a little problematic, but as quite dramatically dangerous.Why might a composition scholar’s initial strong impulse be
c American Society for Engineering Education, 2012 The MIT Lewis Survey: Creating a Cold War Blueprint for a Technological University, 1947-1949Amidst the structural changes and the “reengineering” of higher education, historical perspectivecan provide us with a vantage point from which to reflect upon the many changes we are seeingtoday. In my talk, I approach this opportunity through a study of MIT’s Committee onEducational Survey, or the “Lewis Survey,” whose 1949 report is regarded by many as the ColdWar “blueprint” for MIT. Rooted in conversations that originated within our society, MITfaculty members embraced the notion of a broader and more fundamental approach toengineering education, even as they
science andtechnology, and see no difference between a scientist and an engineer10,12,18. Existence ofengineer’s image in the film has been acknowledged25, but not studied thoroughly, except for agender-specific focus. While creating a learning environment that educates about engineering and engineers ingeneral, it is also important to leverage and apply the most recent theories of learning. Learningis viewed as an active process where students process, organize and reflect upon their personalideas in the development of knowledge and meaning. Current models of science learningembrace the paradigm of constructivism, where students learn by constructing personalrepresentations of knowledge instead in the idea that knowledge can be transmitted
provide important technical and communication experiences forundergraduate and graduate students. Senior capstone, thesis, design, and other project activitiesare means to develop teamwork and communication skills. ABET student outcomes reflect thesecritical skills [1] and experiences applying soft skills in the context of project work are valuable.The process of documenting a project and presenting the results enhances one’s technicalunderstanding in ways that students do not often appreciate. Technical poster presentations area common communication mode in which effective delivery depends heavily on succinctexpression, audience analysis, and visual design. Much of the literature related to posterpresentations deals with course-level poster
, 2004)11Design ReviewsDesign reviews were used to assess learning objectives 2-4. Each semester, students work inteams with other students at their university on a design project corresponding to a piece of thewicked problem. Throughout the process, students participate in three design reviews intended toidentify strengths and weaknesses in design processes and guide students’ design developmenttoward better, more defensible, and more sustainable design solutions. We used the Initiate,Design, Execute, Assess, Learn, & Show (IDEALS) framework as a guide for assessment ofthese design activities.12 As part of each design review, students answer reflection questions ontheir progress to date. At the end of the semester, students perform in-class
engineering communication. We then present ourfindings on the ways in which the deficit model has recently been enacted in engineeringcommunication contexts. Next, we present a framework of key concepts integral to publiccommunication so that engineers can reflect upon how these dimensions affect the wayscommunication with the public is carried out. The paper concludes with a discussion ofsignificance, intersecting issues, and future work.Overview of the Deficit ModelThe deficit model, a term originally coined by science studies scholar Brian Wynne,1 refers toapproaches to science and engineering (S&E) communication and outreach that are based on thebelief that publics are critical or skeptical of, and not interested in, S&E because they do
collected data from multiple sources, including student work,faculty reflection logs, pre-/post-surveys, and student focus groups. Our project did not originallyintend to explore connections to engineering identity formation in students or professionalpractice. However, while analyzing the student focus group data, we observed that engineeringidentity was impacting students’ responses in unexpected ways. Thus, this paper aims to answerthe following research question: How are students’ conceptions of engineering identity linked to their perceptions of sociotechnical thinking?BackgroundSociotechnical integration in engineering educationMultiple studies of engineering practice have underlined the necessity of integrating social
-related design processes and factors.Keywords: Engineering Education, Civil Engineering Design, Human-Centred Designing,Priming, Empathy, Social Consciousness, Personal Values, Engineering ValuesIntroductionMany have discussed the technocentric engineering curricula [1] – [5], that tend tomarginalise [3] and devalue [6],[7], the less technical and more ‘socially-involved’ aspects ofengineering, and have thus stood with Cech’s [2] call for the integration of public welfareconcern and social consciousness in engineering curricula.An aligning call/prompt for the integration of empathic [8] – [10], compassionate [11],‘socially-just’ [12],[13], and/or human-centred designing [14] – [18] in engineering curriculahave also risen. This is reflected in
responsibilities as anengineer, what role you have occurring there,” [6, p. 177]. This seems very reflective of the moralitiesderived from professional roles discussed in Smith et al. [7], and helps further indicate a necessity forincluding role ethics and CSR as part of engineering ethics curriculum. Teaching CSR to engineering students acknowledges that professional engineers practice ethicswithin a larger societal and corporate framework with distinct roles that can affect ethical action thatengineers can pursue [7]. CSR itself has many weaknesses, and has been accused of having little influenceon daily corporate practices [22], [23], has not been fully internalized by many corporations [24], and is notclearly linked to engineering [15]. In
evaluate departmental need for a targeted approached toward certain groups toimprove overall student wellness.AcknowledgmentsA grant from the National Science Foundation Number #1738186 supported this study. Anyopinions, findings, and conclusions or recommendation expressed in this material are those ofthe authors and do not necessarily reflect the views of the National Science Foundation. Theauthors thank Jeanne Sanders for providing feedback on the paper. The authors thank thestudents for participating in the survey.References[1] E. Godfrey and L. Parker, "Mapping the cultural landscape in engineering education," Journal of Engineering Education, vol. 99, pp. 5-22, 2010.[2] R. Stevens, D. Amos, A. Jocuns, and L. Garrison, "Engineering
southernUnited States during the fall of 2018. In order to enroll in the course, participants completed anonline application and were approved by instructors. Active recruitment was done in the Collegeof Communications, College of Fine Arts, and School of Engineering in an effort of creating acohort that reflected a diverse set of design disciplines. Participants included 7 Theatre andDance (T&D) majors, 7 Engineering majors (4 mechanical and 3 electrical), 4 Arts,Entertainment, and Technology (AET) majors, 3 Radio, Television, and Film (RTF) majors, 1Studio Art major, and 1 double major in French and Design Arts & Media (see table 1). 12females and 11 males were enrolled in the course. Of the engineers, six were male (3 electrical, 3mechanical
experience, theirsuperiors wanted the presentations to be standalone so that they could be saved for future referenceor shared with people not in attendance of the presentation.Resistance in Research Laboratories. In graduate laboratories, because there seemed to often beless structure in terms of presentation requirements, graduate students reported having freedomthat enabled the AE style. According to the surveys, advisors were receptive of the AE stylebecause they felt that it “told a good story” and was “easy to follow.” Being unique, the AE stylesatisfied one advisor’s quest for a way to make presentations more exciting. As Figure 5 reflects,though, resistance was faced when two advisors wished to see more information and data on slidesand
estimates of college-educated Americans who identify as LGBTQ (2.8%, [15]), but reflects trends where a largerproportion of young adults identifies as LGBTQ than in previous generations. 35% of thesample identifies as women, 64% as men, and around 1% as gender non-binary. We includegender non-binary respondents in the LGBTQ indicator but because of concerns aboutidentifiability of this small proportion, we do not include gender non-binary as a dichotomousindicator in the models nor provide the precise percent of the gender non-binary population inTable 1. As such, the category “woman” (which includes those who identify as cis-gender andtransgender women) is compared to both the categories of men (which includes cis-gender andtransgender men) and
. We show how students' conceptualization of differentstakeholders was relational, in that the ways in which pregnant women were conceptualized wasentangled with how Target was conceptualized. We also argue that the way students constructvarious stakeholders over three focus group sessions constrained how they were able tounderstand any of the stakeholders as causing harm or being harmed.Introduction Engineering ethics educators have developed a wealth of curricula that engagesengineering students in learning about codes of ethics and micro-ethical issues. However, muchof these curricula does not engage how technology's design and implementation is reflective ofsociopolitical systems and never value-neutral or how ethical design
issues that areseen as “political” from engineering work) and the “technical/social dualism” (the elevation of“technical” skills and activities over social skills and activities) that devalue and delegitimate1 This research was supported by a grant from the National Science Foundation (grant 1107074; PI: StephanieFarrell; Co-PIs: Rocio Chavela Guerra, Erin Cech, Tom Waidzunas, and Adrienne Minerick). Any opinions,findings, and conclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation.2 The Women in Engineering Division of ASEE was established in 1978 and the Minorities in Engineering Divisionwas established in 1999.considerations of issues of