| Autor: |
Clancy, Shannon M., Cabrera, Berenice Alejandra, Bork, Sarah Jane (S. J.), Merz, Kayleigh, Mosyjowski, Erika, Daly, Shanna R., Lattuca, Lisa R., Mondisa, Joi-lynn |
| Zdroj: |
Proceedings of the ASEE Annual Conference & Exposition; 2023, p1-28, 28p |
| Abstrakt: |
This research paper examines the curricular messages perceived by students about what practices are valued and central to engineering work. Emphasis on certain practices, and de-emphasis on others, can impact if students see themselves as engineers and their interests in engineering. In this study, we compared the experiences of two 3rd-year Industrial Engineering students and two 3rd-year Mechanical Engineering students through semi-structured interviews. We analyzed these data guided by Holland and colleagues' figured worlds framework to build an understanding of the engineering practices and skills students perceived as important in their courses, what values, activities, and interests were encouraged and discouraged by their instructors and peers, and how these practices and skills aligned or misaligned with student career and engineering interests. Our findings showed that teamwork, problem-solving, technical communication, and using foundational technical knowledge were perceived by students as emphasized most in their classes. Students discussed how these practices and skills built the foundation to do their engineering work but were at times dissatisfied with the lack of social considerations around stakeholders, sustainability, and contextual aspects of their work. Students further described career interests to solve complex, societal issues. This paper has implications for incorporating sociotechnical practices and broader careers interest into engineering curriculum. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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