Pedagogical Orientations and Evolving Responsibilities of Technological Universities: A Literature Review of the History of Engineering Education

Martin, Diana Adela; Bombaerts, Gunter; Horst, Maja; Papageorgiou, Kyriaki; Viscusi, Gianluigi

doi:10.1007/s11948-023-00460-2

Cited by 4 publications

(1 citation statement)

References 157 publications

(148 reference statements)

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“…The mentioned cognitive dissonance in engineering through the global enculturation process is reinforced by the focus of engineering studies in a specific set of these competences. Engineering education has been historically oriented towards scientific and market-driven orientations [38], with an emphasis on systematic thinking (competence 3 above), anticipation (competence 4) and, increasingly, collaborative and personal skills (competence 7).…”

Section: B Measuring Conceptual Changementioning

confidence: 99%

Engineering ethics mindset: fostering cognitive change in ICT studies

Ruiz-García,

Álvarez,

Hernández-Leo

2024

Preprint

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1) Contribution: Course aimed at addressing the documented enculturation process in engineering education, which leads to a cognitive dissonance in students between technical and social dimensions, immobilizing the latter. From a learning design perspective, resolving this cognitive dissonance requires the development of learning strategies targeted at achieving a conceptual change. We argue that the minimum needed prior knowledge for this change to happen is already present in students. 2) Background: Engineering education does not happen in isolated but social contexts and is, subsequently, inherently sociotechnical. Despite the growing recognition of the necessity to promote a broader comprehension of engineering identities, there is a disparity in the way curricula are effectively designed and implemented, if they are. The intricate nature of ethics within engineering, encompassing individual, institutional, and cultural dimensions, requires approaches that are both transformative and feasible. 3) Intended Outcomes: The course was designed following the ICAP (Interactive, Constructive, Active, and Passive) framework on cognitive engagement with a focus on mobilizing existing prior knowledge in both technical and social realms, and assessing its impact on students’ approach to learning and their identity as engineers. 4) Application Design: The examination of pre-and post-learning tasks embedded in the learning design indicates that the deliberate activation of students’ pre-existing knowledge in ethical, political, cultural, and social domains enhances their awareness of their cognitive dissonance. 5) Findings: The findings suggest that the course activates students’ pre-existing knowledge, fostering awareness of cognitive dissonance, and encouraging purposeful engagement with broader knowledge when tackling engineering challenges.

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Section: B Measuring Conceptual Changementioning

confidence: 99%

Engineering ethics mindset: fostering cognitive change in ICT studies

Ruiz-García,

Álvarez,

Hernández-Leo

2024

Preprint

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“Getting along” and “using evidence”: Elementary engineering as contentious practice

Carlone,

Lancaster

2024

J Res Sci Teach

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Elementary engineering, as an emergent or “contentious” practice, is fertile ground for cultural analysis. Contentious practice (Holland, D., & Lave, J. (2001). History in person: Enduring struggles, contentious practice, intimate identities. School of American Research Press) highlights how historically enduring narratives of science, engineering, schooling, and minoritized youth get taken up, figured, and refigured in local practice. The study's research questions were: What classroom cultural narratives of “good engineers” were important for fifth‐grade, minoritized children's engineering design work? How did local and macro‐level cultural narratives about science and engineering, elementary schooling, and minoritized students intersect? How were multi‐leveled cultural narratives consequential for children's engineering work? Using ethnographic methods, researchers analyzed videos, field notes, and interviews with 20 students and their teacher, focusing on engineering design discussion and activities. The authors identified two key narratives: good engineers (1) get along well with others and (2) use evidence to make design decisions. The banality of these narratives makes them ripe for deconstruction. By beginning with children's meanings of engineering competence and framing engineering as contentious practice, the authors: (1) identify the tensions in these seemingly innocuous narratives and practices; (2) illustrate children's creativity and labor in navigating tensions; (3) demonstrate the workings of macro‐level racialized, technocratic, and Western scientistic narratives and their reconfigurations in local practice; and (4) reject deficit‐based perspectives that would frame classroom struggles by assigning blame to the teacher or students. Recommendations for practice include normalizing disagreement, providing tools for joint decision‐making, broadening meanings of evidence, and co‐constructing meanings of kindness. A contentious practice lens highlights the ever‐presence of historicized narratives in local productions of practice and renders elementary engineering as an ongoing accomplishment, opening spaces of possibility less readily available to established practices of elementary schooling. However, without explicit attention to countering racialized narratives applied to minoritized youth in such settings, these spaces tighten up, limiting the potential for social change.

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Augmenting morality through ethics education: the ACTWith model

White

2024

AI & Soc

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Recently in this journal, Jessica Morley and colleagues (AI & SOC 2023 38:411-423) review AI ethics and education, suggesting that a cultural shift is necessary in order to prepare students for their responsibilities in developing technology infrastructure that should shape ways of life for many generations. Current AI ethics guidelines are abstract and difficult to implement as practical moral concerns proliferate. They call for improvements in ethics course design, focusing on realworld cases and perspective-taking tools to immerse students in challenging situations with relatable personal, social and environmental implications. The present paper considers the ACTWith model of moral cognition for use in such training contexts. Morley and colleagues' paper and contemporary literature are reviewed. Whistleblowing as a source for relatable case studies is discussed, and the purpose of ethics education considered. The ACTWith model is introduced, and correlations with contemporaries noted. The ACTWith model has been successfully employed in a broad range of technology ethics courses in the Netherlands and South Korea. Illustrations are offered. Correlations with contemporary efforts are drawn in the context of software engineering. Summary discussion considers strengths and limitations of the ACTWith program. Overall, the paper emphasizes training high-level moral reasoning through guided inquiry education informing lifetime professional practice, and indicates an outstanding need for teachers able to do the job.

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Pedagogical Orientations and Evolving Responsibilities of Technological Universities: A Literature Review of the History of Engineering Education

Cited by 4 publications

References 157 publications

Engineering ethics mindset: fostering cognitive change in ICT studies

Engineering ethics mindset: fostering cognitive change in ICT studies

“Getting along” and “using evidence”: Elementary engineering as contentious practice

Augmenting morality through ethics education: the ACTWith model

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