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The Social Dimensions of Learning: facilitating social Dynamics for a more engaged student in a K12 Pre-Engineering Program [Work in Progress]

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Conference

2022 ASEE Annual Conference & Exposition

Location

Minneapolis, MN

Publication Date

August 23, 2022

Start Date

June 26, 2022

End Date

June 29, 2022

Conference Session

Pre-College Engineering Education Division Poster Session

Page Count

7

DOI

10.18260/1-2--41260

Permanent URL

https://peer.asee.org/41260

Download Count

249

Paper Authors

biography

Andrea Ortiz

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Andrea is an Engineering MSc student with a major in Engineering, Design & Innovation and a PE Diploma in Information Technologies at the Computer Sciences Department in the Pontificia Universidad Católica de Chile (UC). She entered university throught Talent and Inclusion Program. She is interested in STEM education, equal opportunities in STEM education (gender and social disparities) and engineering design related to computer sciences. She has worked as a researcher at the DILAB UC (Engineering Design Initiative) in Chile where she has also worked as a Teaching Assistant in Design Lab Studio (2019-1, 2, 2020-1), and Technology, Entrepreneurship and Design (2021).

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biography

Michelle Kang

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Michelle "Mische" Kang (she/they; BA Wellesley; MA Stanford) is an educator and researcher who is deeply curious about making learning experiences compelling, inclusive, and accessible. She has partnered with communities around the world (South Africa, Chile, Rwanda, and the U.S.) and across sectors (K-12, nonprofit, government, and educational technology) on various educational initiatives aimed at honoring learners' backgrounds and the rich assets that they bring to the table. She currently works as a learning experience designer at a design thinking consultancy and explores the intersection of AR and education in her spare time.

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biography

Constanza Miranda Johns Hopkins University, Laurel

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Constanza is a multidisciplinary academic interested in the intersection between the creativity of design, the ethics of cultural anthropology and the tech aspects of engineering. Before Johns Hopkins, she was an assistant professor at PUC Chile's Engineering School where she founded and directed (with an amazing team!) the engineering design initiative (DILAB). She is the co-founder of the startup Simulmedic. Constanza holds a PhD in Design with a focus in anthropology from NC State University. While a Fulbright grantee, she worked as a visiting researcher at the CDR (Mech. Engineering) at Stanford. As an entrepreneur, a team player and researcher, her focus is on biomedical devices, engineering design & pre-engineering education. Past experiences involve work in industry such as Cooper San Francisco, Karl Storz Endoskope and Continuum Milan. Today, she constantly interacts with industry linking students to the conversations of the current practice. Her interest in creating tools for a hands-on education is embodied in the Anthro Design Crash Course book and the SaviaLab pre-engineering design program for rural schools in Chile. The latter was recognized by the 2018 Airbus GEDC (Global Engineering Deans Council) Diversity Award sponsored by UNESCO because of its aim to democratize technology. More of her over 15 years of teaching experience can be found at: www.constanzamiranda.cl

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biography

Julian Goni

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Iñaki Goñi is a psychologist specialized in interdisciplinary research. As a lecturer and researcher at the Engineering Design Initiative, Universidad Católica de Chile (DILAB UC), he researches the intersection between engineering design, social research and responsible innovation.

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Abstract

This is a Work in Progress. This qualitative-context sensitive study followed two cohorts of students (ages 14 to 18) undertaking a pre-engineering summer program at a selective university in Santiago de Chile. Participants were hosted in the FabLab belonging to the program in engineering design and innovation. The targeted participants of this program entailed diverse socio-economic backgrounds. Some middle and high schoolers belonged to families with no university professionals and some did. The program provided scholarships to all of those who were not able to submit a payment. Under a socio-constructivist theory, this study looked to understand the multiple social elements that played a role in learning. Elements involved teamwork and its related skills, co-regulation and collaborative learning processes, role models, and the formation and negotiation of identity in the learning process. This qualitative case study involved an exploratory phase where an ethnographic approach was undertaken, as well as a more structured qualitative research approach with participant observation and interviews. To identify salient themes, data collected was analyzed using Grounded Theory. Preliminary results showed how students perceive this program through comparing and reproducing the vocabulary and emotions of their past school-experiences. Additionally, role models were perceived through binary lenses in which some student monitors assumed the role of “equals” and others were perceived as traditional and strict teachers.

Ortiz, A., & Kang, M., & Miranda, C., & Goni, J. (2022, August), The Social Dimensions of Learning: facilitating social Dynamics for a more engaged student in a K12 Pre-Engineering Program [Work in Progress] Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41260

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