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A Review of Agentic Frameworks in Engineering Education

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Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

Student Motivation, Identity, and Resilience

Tagged Division

Educational Research and Methods

Tagged Topic

Diversity

Page Count

15

DOI

10.18260/1-2--34044

Permanent URL

https://cms.jee.org/34044

Download Count

57

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Paper Authors

biography

Brianna Shani Benedict Purdue University, West Lafayette

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Brianna Benedict is a Graduate Research Assistant in the School of Engineering Education at Purdue University. She completed her Bachelor's and Master's of Science in Industrial and Systems Engineering at North Carolina Agricultural & Technical State University. Her research interest focuses on interdisciplinary students' identity development, belongingness in engineering, and agency.

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Kayla R. Maxey Purdue University, West Lafayette

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Kayla is a doctoral student in the School of Engineering Education at Purdue University. Her research focuses on creating and sustain a culture of inclusion in engineering. She investigates the the cultural ideologies produced and reinforced by engineering education structures (e.g. departments, courses, policies) to determine the influence on initiatives to recruit, retain, and support diverse students. Her current work explores the cultural productions of institutional leadership to develop improve departmental and institutional climates.

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Dina Verdín Purdue University, West Lafayette Orcid 16x16 orcid.org/0000-0002-6048-1104

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Dina Verdín, PhD is an Assistant Professor of Engineering in the Polytechnic School of the Ira A. Fulton Schools of Engineering at Arizona State University. She graduated from San José State University with a BS in Industrial Systems Engineering and from Purdue University with an MS in Industrial Engineering and PhD in Engineering Education. Dina is a 2016 recipient of the National Science Foundation’s Graduate Research Fellowship and an Honorable Mention for the Ford Foundation Fellowship Program. Her research interest focuses on changing the deficit base perspective of first-generation college students by providing asset-based approaches to understanding this population. Dina is interested in understanding how first-generation college students author their identities as engineers and negotiate their multiple identities in the current culture of engineering. Dina has won several awards including the 2018 ASEE/IEEE Frontiers in Education Conference Best Diversity Paper Award, 2019 College of Engineering Outstanding Graduate Student Research Award and the Alliance for Graduate Education and the Professoriate (AGEP) Distinguished Scholar Award. Dina's dissertation proposal was selected as part of the top 3 in the 2018 American Educational Research Association (AERA) Division D In-Progress Research Gala.

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Allison Godwin Purdue University, West Lafayette Orcid 16x16 orcid.org/0000-0002-0741-3356

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Allison Godwin, Ph.D. is an Assistant Professor of Engineering Education at Purdue University. Her research focuses what factors influence diverse students to choose engineering and stay in engineering through their careers and how different experiences within the practice and culture of engineering foster or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning, to understand engineering students’ identity development. She has won several awards for her research including the 2016 American Society of Engineering Education Educational Research and Methods Division Best Paper Award and the 2018 Benjamin J. Dasher Best Paper Award for the IEEE Frontiers in Education Conference. She has also been recognized for the synergy of research and teaching as an invited participant of the 2016 National Academy of Engineering Frontiers of Engineering Education Symposium and the Purdue University 2018 recipient of School of Engineering Education Award for Excellence in Undergraduate Teaching and the 2018 College of Engineering Exceptional Early Career Teaching Award.

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Abstract

This theory paper focuses on how agency is framed and used in engineering education concerning faculty and students. There is a diverse landscape of how agency has been defined and studied in social science, which presents challenges in understanding the breadth of how agency has been defined and studied in higher education. As a result, this narrative review highlights possible uses of agency as a framework to examine innovation in engineering education across multiple levels of the educational system. Furthermore, this paper supports the importance of agency in facilitating diverse pathways into engineering, promoting a liberal approach to engineering education, and supporting individual diversity as a way to potentially shift dominant mindsets, cultures, and structures that disrupt the ability to make change in engineering education.

Benedict, B. S., & Maxey, K. R., & Verdín, D., & Godwin, A. (2020, June), A Review of Agentic Frameworks in Engineering Education Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34044

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