Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session 4

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Benjamin David Lutz, California Polytechnic State University, San Luis Obispo; Michelle Kay Bothwell, Oregon State University; Nick AuYeung, Oregon State University; Trevor Kenneth Carlisle, Oregon State University; Natasha Mallette P.E., Oregon State University; Susannah C. Davis, Oregon State University

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

disconnection from social,political, and cultural forces in ways that prevent authentic movement towards socially justpractice (Cech, 2013; Riley, Pawley, & Slaton, 2013). Other findings point to the persistence ofcultural norms that emphasize and prioritize technical skills over those related to communication,teamwork, intercultural competence and others often termed professional—even soft—skills(Faulkner, 2000, 2007; Tonso, 2006; Trevelyan, 2012). This tendency to dichotomizeengineering skills in terms of hard/soft or technical/professional also drives perceptions of what“counts” as engineering. Put differently, by positioning engineering as a primarily technical