Asset-Based Frameworks for Engineering Student Professional Skill Development
- Conference
- Location
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Minneapolis, MN
- Publication Date
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August 23, 2022
- Start Date
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June 26, 2022
- End Date
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June 29, 2022
- Conference Session
- Page Count
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13
- DOI
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10.18260/1-2--41781
- Permanent URL
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https://peer.asee.org/41781
- Download Count
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483
Paper Authors
Victoria Bill New York University Tandon School of Engineering
Victoria Bill is the Managing Director of the MakerSpace Lab & Experiential Learning Center at NYU Tandon School of Engineering. She is also an adjunct professor in the first-year engineering and VIP programs, as well as a PhD student in Engineering Education at The Ohio State University. Her research interests include asset-based professional and technical skill development of engineers through extracurricular and co-curricular activities.
Julie Martin The Ohio State University
Julie P. Martin is a Fellow of ASEE and an associate professor of Engineering Education at The Ohio State University. Julie’s professional mission is to create environments that elevate and expand the research community. She is the editor-in-chief of Journal of Women and Minorities in Science and Engineering, where her vision is to create a culture of constructive peer review in academic publishing. Julie is a former NSF program director for engineering education and frequently works with faculty to help them write proposals and navigate the proposal preparation and grant management processes. She was a 2009 NSF CAREER awardee for her work operationalizing social capital for engineering education. More recently, Julie has encouraged the engineering education research community to embrace methodological activism, a paradigm whereby researchers intentionally choose methods for the political purpose of empowering marginalized populations. Learn more about her research team, Elevate, at juliepmartin.com.
Abstract
This synthesis paper presents an overview of the current state of research on asset-based frameworks and interventions within undergraduate engineering education and STEM education research. Continuously evolving industry and socio-technical needs, alongside the updated ABET Student Outcomes, indicate that future engineers will be required to leverage professional skills through multidisciplinary projects and experiences. As engineering programs across the US update and modernize their curricula to include more project-based learning and adapt to these needs, there is still a lack of asset-based research on professional skill development outside of the classroom. These frameworks embrace students’ diverse backgrounds and experiences and research how that foundational knowledge can be applied to better support the formation of engineers.
Bill, V., & Martin, J. (2022, August), Asset-Based Frameworks for Engineering Student Professional Skill Development Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41781
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