Baltimore , Maryland
June 25, 2023
June 25, 2023
June 28, 2023
NSF Grantees Poster Session
19
10.18260/1-2--42772
https://peer.asee.org/42772
310
Kelley E. Dugan is an (incoming) Assistant Professor in the Department of Mechanical Engineering at Rose-Hulman Institute of Technology. Her research aims to understand and support complex sociotechnical problem solving in engineering, which can often be framed as engineering design problems. They focus on how social dimensions can be recognized and integrated into problem solving processes by studying student and practicing engineers’ processes with and without problem solving tools. She earned her B.S. in Mechanical Engineering from The Ohio State University, and they are wrapping up their Ph.D. in Mechanical Engineering at the University of Michigan.
Erika A. Mosyjowski (she/her/hers) is the Research and Faculty Engagement Manager in the Center for Socially Engaged Design at the University of Michigan. She has a B.A. in Psychology and Sociology from Case Western Reserve University and a M.A. and Ph.D. in Higher Education from the University of Michigan.
Shanna Daly is an Associate Professor in Mechanical Engineering at the University of Michigan. She has a B.E. in Chemical Engineering from the University of Dayton and a Ph.D. in Engineering Education from Purdue University.
Engineering is inherently a sociotechnical endeavor. However, social aspects of engineering work have historically been framed as outside the purview of engineering practice. Given both the history of exclusion of social considerations and the current impacts of that history, we investigated students’ development of socially engaged engineering skills. The Center for Socially Engaged Design (C-SED) at the University of Michigan developed a Social Engagement Toolkit (SET) to help better prepare students to leverage socially engaged engineering skills. In order to evaluate impacts of the SET training on what students attend to, we studied how students who participated in a course that leveraged SET materials approached engineering problems. We conducted a scenario-based pre-/post-interview exploratory study with five upper-level mechanical engineering students who participated in a capstone course that utilized the SET in its curriculum. In this paper, we present summaries of each participant pre-SET and post-SET interview together as individual cases for a total of five cases. We end by describing how this exploratory study informed iterations of our scenarios and interview protocol.
Dugan, K. E., & Mosyjowski, E., & Daly, S. R. (2023, June), Board 285: Exploring Impacts of Socially Engaged Engineering Training: What Do Students’ Attend to in Scenario-Based Interviews? Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42772
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2023 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015