Scribner, H., & Goodman, K., & Hertzberg, J. (2022, August), Aesthetics and Engineering: A Path to Transformative Learning and Professional Confidence  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40797

\bibitem{asee_peer_40797}
  Scribner, H., \& Goodman, K., \& Hertzberg, J. (2022, August), \emph{Aesthetics and Engineering: A Path to Transformative Learning and Professional Confidence}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40797

Hugh Scribner, Katherine Goodman, and Jean Hertzberg.  "Aesthetics and Engineering: A Path to Transformative Learning and Professional Confidence".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40797 Internet.  20 Apr, 2024

\bibitem{asee_peer_40797}
  Hugh Scribner, Katherine Goodman, and Jean Hertzberg.
  "Aesthetics and Engineering: A Path to Transformative Learning and Professional Confidence".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40797 Internet.  20 Apr, 2024

@INPROCEEDINGS{asee_peer_40797
author = "Hugh Scribner, Katherine Goodman, and Jean Hertzberg"
title = "Aesthetics and Engineering: A Path to Transformative Learning and Professional Confidence"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40797}
number = {10.18260/1-2--40797}
}

TY  - CPAPER
AB  - Background: In most engineering classes, students are required to focus on the technical side of engineering, the part with all the equations and science. Perhaps because of this focus on analytical thinking, prior studies have found that many students exit their engineering classes with a negative affect towards the topics discussed over the semester and as a result feel alienated from their peers. Purpose: In response to these findings, an engineering technical elective was designed to focus on aesthetics, to allow students to use their engineering knowledge in new ways. This study was initiated to understand the influence of this course on student affect. Design: By examining the experiences and engineering identities of students in such a course (n=29), this study demonstrates that these students not only begin to observe aspects of engineering in the world around them, but also begin to feel more like engineers. To gauge these effects, a 68-item questionnaire was designed and validated to measure the transformative experience and engineering identity. Results: A comparison of pre- and post-course responses to this survey indicate that 40% (n=12) of the students who were enrolled in this course experienced a positive gain in expansion of perception. Furthermore, the average student in the course reported a 23% gain in confidence towards their engineering skills. However, the survey was administered in Spring 2021, and a pre-post comparison of the word count of three of the four open response items shows a decrease of one standard deviation, or 26%, in response length across responses, suggesting significant end-of-semester stress and/or survey fatigue. Conclusions: Despite anomalies related to the pandemic, it appears that a course focused on aesthetics can promote increased perception of engineering concepts in the broader world, which we deem to be a central goal of learning experiences.
AU  - Hugh Scribner
AU  - Katherine Goodman
AU  - Jean Hertzberg
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Aesthetics and Engineering: A Path to Transformative Learning and Professional Confidence
UR  - https://peer.asee.org/40797
DO  - 10.18260/1-2--40797
ER  -