Learning as acquiring a discursive identity through participation in a community: improving student learning in engineering education

Allie, Saalih; Armien, Mogamat Noor; Burgoyne, Nicolette; Case, Jenni; Collier-Reed, Brandon I.; Craig, Tracy S.; Deacon, Andrew; Fraser, Duncan; Geyer, Zulpha; Jacobs, Cecilia; Jawitz, Jeff; Kloot, Bruce; Kotta, Linda; Langdon, G.S.; Roux, Kate le; Marshall, Delia; Mogashana, Disaapele; Shaw, Corrinne; Sheridan, Gillian; Wolmarans, Nicolette

doi:10.1080/03043790902989457

Cited by 64 publications

(26 citation statements)

References 16 publications

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“…Studies of engineering practices make clear the importance of teamwork and communication, and the influence that communication has on the efficiency and quality of the teamwork (Brereton, Cannon, Mabogunje, & Liefer, ; Florman, ). The processes of effective engineering design require that the designer be able to think and communicate across a variety of semiotic media and to a variety of audiences (Allie et al., ). Dym, Agogino, Eris, Frey, and Leifer () noted that the languages of design include verbal or textual statements, graphical representation, shape grammars, features, mathematical or analytic models, and numbers (p. 108).…”

Section: Epistemic Practices Of Engineeringmentioning

confidence: 99%

“…This identity is instilled in the community through the initiation of novices into the field. A number of studies of engineering education mention the importance of developing an identity as an engineer, and how this contributes to learning about the values of engineers, perseverance in the field, and learning to be a member of the community (Allie et al., ; Anderson et al., ).…”

Section: Epistemic Practices Of Engineeringmentioning

confidence: 99%

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Epistemic Practices of Engineering for Education

2017

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Engineering offers new educational opportunities for students, yet also poses challenges about how to conceptualize the disciplinary core ideas, crosscutting concepts, and science and engineering practices of the disciplinary fields of engineering. In this paper, we draw from empirical studies of engineering in professional and school settings to propose a set of epistemic practices of engineering that can inform curriculum development, teacher education, and research in science and engineering education. We examine the ways that these practices emerge from the work of engineering and serve to guide problem solving across a range of engineering fields. The proposed epistemic practices for education take into consideration social contexts of engineering, the salience of evidence for decision making, the types of tools and strategies used to construct knowledge, and need for creativity and innovation. The article concludes with suggestions for research in engineering education.

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Section: Epistemic Practices Of Engineeringmentioning

confidence: 99%

Section: Epistemic Practices Of Engineeringmentioning

confidence: 99%

Epistemic Practices of Engineering for Education

2017

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“…Poststructural discourse theorists posit that available discourses are embedded in and influenced by context (Willig, ). Moreover, these theorists believe that individual discourses serve to normalize some actions and identities while making other ways of knowing and understanding invisible (Allie et al, ; Davies, ). According to poststructural theories, individuals take up and use language they encounter in their social worlds to craft a particular depiction of events, constructing a unique version of reality and the self to achieve particular (often implicit) goals (Lynch & Nowosenetz, ).…”

Section: Introductionmentioning

confidence: 99%

Undergraduate STEM Instructors' Teacher Identities and Discourses on Student Gender Expression and Equity

Blair

Miller

Ong³

et al. 2017

J. Eng. Educ.

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“…The term 'discourse' in this context refers to certain ways of using language, acting, interacting, behaving, believing and so forth that characterise a particular community (Allie et al 2009). Through the use of the characteristics of a discourse, we can recognise ourselves and others as belonging to a community.…”

Section: Underpinning Theoretical Constructsmentioning

confidence: 99%

Non-traditional students in tertiary education: inter-disciplinary collaboration in curriculum and pedagogy in community services education in Australia

Daddow

Moraitis

Carr

2013

International Journal of Inclusive Education

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Education policy in Australia has accelerated its aim to increase participation of underrepresented groups in tertiary education including students who are culturally and linguistically diverse and have low socio-economic status (DEEWR 2009). These students generally have not had prior access to privileged academic discourse, which can further disadvantage them in their participation and progress in tertiary education. In this article, we outline a cross-discipline curriculum initiative and pedagogy that draws on critical literacy and the metaphor of discourse community to integrate language and academic skills into community services qualifications. We argue that this -supports the genuine participation of under-represented (non-traditional) students. It aspires to not only support students' entry into the new academic terrain, but to enable students to adopt a critical stance to the discourses in which they are learning to participate. This we argue is crucial, when expertise is not just a way of meeting its ostensible purposes, but is also a way of exercising power. Although we report on the application of this initiative to entry level curricula (Diploma), we suggest that it has relevance and application to Bachelor levels in a range of disciplines, both in supporting pedagogy and for transition to Bachelor level study.

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Learning as acquiring a discursive identity through participation in a community: improving student learning in engineering education

Cited by 64 publications

References 16 publications

Epistemic Practices of Engineering for Education

Epistemic Practices of Engineering for Education

Undergraduate STEM Instructors' Teacher Identities and Discourses on Student Gender Expression and Equity

Non-traditional students in tertiary education: inter-disciplinary collaboration in curriculum and pedagogy in community services education in Australia

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