Portland, Oregon
June 23, 2024
June 23, 2024
June 26, 2024
Liberal Education/Engineering & Society Division (LEES)
Diversity
20
10.18260/1-2--47584
https://peer.asee.org/47584
97
Alexis currently attends the Colorado School of Mines. She is a senior majoring in Electrical Engineering and simultaneously pursing a Masters of Science in STEM Education with a planned graduation date of December 2024.
Kathryn Johnson is a Professor at the Colorado School of Mines in the Department of Electrical Engineering. In the Fall 2021, she visited the University of Calgary as the Fulbright Canada Research Chair in STEM Education.
Engineering has a reputation as a ``problem solving'' field, and many aspects of engineering education aim to prepare its future professionals to solve problems they may face in the real world. However, often the problem defining (or problem identifying) phase of the problem-solving process is less visible, which has the potential to bias solutions. This paper seeks to understand the qualities of a problem-solving mindset that are illustrated in faculty interview data and how these mindsets impact the interviewees' academic responsibilities, especially with respect to teaching and research. The interviews we analyzed included two faculty in the School of Engineering and two in the School of Education at a public university in Western Canada. By conducting the analysis, we hope to better understand a problem-solving mindset and its implications for engineering education.
Capitano, A. S., & Miller, R., & Johnson, K. (2024, June), Implications of Engineering and Education Professor's Problem-Solving Mindsets on Their Teaching and Research Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--47584
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