Board 118: Developing Changemaking Engineers – Year Four

Olson, Rick; Lord, Susan M.; Camacho, Michelle M.; Ming, Huang; Perry, Leonard A.; Przestrzelski, Breanne; Roberts, Chell

doi:10.18260/1-2--32203

Cited by 7 publications

(7 citation statements)

References 6 publications

(10 reference statements)

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“…In the spring of 2020, The University of San Diego's Department of Integrated Engineering offered a reimagined energy course for second-year engineering students, which emphasized sustainability [1,2] and a sociotechnical approach that was informed by culturally sustaining pedagogies (CSPs). By sociotechnical (as opposed to "technocentric"), we refer to an engineering paradigm with social contextualization and the considerations that are irretrievably knitted into it, with an equal valuation to the technical [3][4][5][6][7][8][9][10][11][12][13][14][15]. Sustainability and sociotechnical concepts in engineering are foundationally connected, as approaching engineering education and practice through the sociotechnical paradigm is essential if we are to design a sustainable future.…”

Section: Introductionmentioning

confidence: 99%

What Is Engineering and Who Are Engineers? Student Reflections from a Sustainability-Focused Energy Course

et al. 2022

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In the spring of 2021, the University of San Diego’s Department of Integrated Engineering taught the course, “Integrated Approach to Energy”, the second offering of a new required course, to nine second-year engineering students. The sociotechnical course covered modern energy concepts, with an emphasis on renewable energies and sustainability, and it exposed the students to other ways of being, knowing, and doing that deviated from the dominant masculine Western White colonial discourse. Following the course completion, we interviewed five students by using a semistructured protocol to explore how they perceived of and communicated about engineers and engineering. We sought to identify the takeaways from their course exposure to sustainability and the sociotechnical paradigm, which were central to the course. The findings suggest that the students were beginning to form sociotechnical descriptions, and that they were still developing their understanding and perceptions of engineers and engineering. Moreover, we observed that they were still wrestling with how best to integrate sustainability into those perceptions. There was an a-la-carte feel to the students’ conceptualizations of sustainability as it related to engineering, as in, “you can ‘do’ sustainability with engineering, but do not have to”. We argue that engineering students likely need these pedagogical paradigms (sociotechnical engineering and sustainability) woven through the entirety of their engineering courses if they are to fully accept and integrate them into their own constructs about engineers and engineering.

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Section: Introductionmentioning

confidence: 99%

What Is Engineering and Who Are Engineers? Student Reflections from a Sustainability-Focused Energy Course

et al. 2022

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“…We situated the course in the sociotechnical engineering paradigm, in which engineers wholistically explore and consider the 'socio' elements of an engineering topic or project (cultural, economic, environmental, political, etc.) interlinked with the technical [3][4][5][6][7][8][9][10][11][12][13][14][15]. The course was taught previously by another instructor; however, we redesigned it using place-based and culturally sustaining pedagogies (CSPs), which emphasize a connection between the students' lived experiences and their course experiences [16][17][18].…”

Section: Introductionmentioning

confidence: 99%

Celebrating and Leveraging Classroom Geographic and Cultural Diversity to Enhance Student Learning

Forbes,

Lord,

Díaz-Montiel

2024

Education Sciences

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In the fall of 2022, we offered a pedagogically redesigned sociotechnical environmental engineering elective for junior and senior undergraduates that applied place-based and culturally sustaining pedagogies. The course featured a project designed to facilitate the celebration and leveraging of classroom geographic and cultural diversity to enhance student learning about water sustainability. We analyzed the students’ written project reflections using an inductive thematic analysis to explore whether and how the project and pedagogical model augmented student learning. The primary themes that emerged included: (1) deepened knowledge of home and culture; (2) global conceptualizations; (3) re-evaluation of perceptions and beliefs (in terms of water sustainability and personal relationships with water); and (4) future-facing viewpoints. We consider each of these ‘enhancements’ to the student learning because they extend beyond the course objectives and explore the sociotechnical aspect of engineering. The purpose of this paper is to share the course and project model, our findings from its implementation, and suggestions on how this pedagogical framework could be adapted and scaled to expand the learning of a range of topics at different learner levels.

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“…Existing courses in the curriculum which incorporate materials designed to help students become Changemaking Engineers by incorporating sociotechnical elements are summarized in Table 1. We have published an overview of some of these efforts [1,2]. We have also published details about modules in existing courses including Statics [3,4], Heat Transfer [5] and Robotics [6] in Mechanical Engineering, Circuits [7,8] in Electrical Engineering, Operations Research [9] in Industrial & Systems Engineering, and Introduction to Materials Science [10,11,12].…”

Section: Summary Of Curriculum Developmentmentioning

confidence: 99%

Developing Changemaking Engineers – Year Five

Lord¹,

Olson²,

Roberts³

et al.

2020 ASEE Virtual Annual Conference Content Access Proceedings

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Susan M. Lord received a B.S. from Cornell University in Materials Science and Electrical Engineering (EE) and the M.S. and Ph.D. in EE from Stanford University. She is currently Professor and Chair of Integrated Engineering at the University of San Diego. Her research focuses on the study and promotion of diversity in engineering including student pathways and inclusive teaching. She is Co-Director of the National Effective Teaching Institute (NETI). Her research has been sponsored by the National Science Foundation (NSF). Dr. Lord is among the first to study Latinos in engineering and coauthored The Borderlands of Education: Latinas in Engineering. Dr. Lord is a Fellow of the IEEE and ASEE and is active in the engineering education community including serving as General Co-Chair of the Frontiers in Education Conference, President of the IEEE Education Society, and Associate Editor of the IEEE Transactions on Education (ToE) and the Journal of Engineering Education (JEE). She and her coauthors received the 2011 Wickenden Award for the best paper in JEE and the 2011 and 2015 Best Paper Awards for the IEEE ToE. In Spring 2012, Dr. Lord spent a sabbatical at Southeast University in Nanjing, China teaching and doing research. She is on the USD team implementing "Developing Changemaking Engineers", an NSF-sponsored Revolutionizing Engineering Education (RED) project. Dr. Lord is the 2018 recipient of the IEEE Undergraduate Teaching Award.

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Board 118: Developing Changemaking Engineers – Year Four

Cited by 7 publications

References 6 publications

What Is Engineering and Who Are Engineers? Student Reflections from a Sustainability-Focused Energy Course

What Is Engineering and Who Are Engineers? Student Reflections from a Sustainability-Focused Energy Course

Celebrating and Leveraging Classroom Geographic and Cultural Diversity to Enhance Student Learning

Developing Changemaking Engineers – Year Five

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