Technical and Professional Skills of Engineers Involved and Not Involved in Engineering Service

Litchfield, Kaitlin; Javernick‐Will, Amy

doi:10.1002/jee.20109

Cited by 81 publications

(60 citation statements)

References 24 publications

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“…14 Bielefeldt et al describes and categorizes the learning objectives achieved through project-based service-learning experiences. These specific learning outcomes are organized into four categories: Knowledge (technical), Skills (design, critical thinking, communication), Attitude (leadership, teamwork, creativity, cultural competence) and Identity (ethics, adaptability, global citizen, self-efficacy, societal context, lifelong learning, and sustainability).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Cross-Disciplinary Service-Learning to Enhance Engineering Identity and Improve Communication Skills

Keshwani

Adams

2017

IJSLE

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-Traditional engineering curricula often do not provide opportunities for students to experience working with non-technical collaborators on real projects. Such interactions may help engineering students develop relevant communication skills. In this study, junior level engineering students collaborated with junior level elementary education students to develop afterschool STEM clubs for elementary children. The study sought to identify the effects of a cross-disciplinary, project-based service-learning experience on: a) the development of a deeper understanding of engineering as a discipline and b) the development of skills necessary to communicate technical information to a non-technical audience. This paper describes the learning outcomes achieved by engaging undergraduate engineering students in cross-disciplinary working relationships. The results suggest that the cross-disciplinary experience affected learning in the knowledge, skills, attitudes and identity of student participants. Student learning was assessed through analysis of questionnaire responses and student reflections. The results also confirmed that simply knowing technical information does not correlate with the ability to communicate that same information. Students reported that they gained experience communicating technical content with non-technical audiences and developed leadership skills. Opportunities to learn communication skills were identified through student comments in course questionnaires and end of the semester focus group discussions.

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Section: Conceptual Frameworkmentioning

confidence: 99%

Cross-Disciplinary Service-Learning to Enhance Engineering Identity and Improve Communication Skills

Keshwani

Adams

2017

IJSLE

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“…A study performed within the functions of vice-rectors from forty-eight public Spanish universities present gendered divisions of labor among feminized (attention to students and administrative/social/cultural functions), masculinized (strategic research/innovation/technologies), and neutral functions [46]. These concepts are analogous to the concepts of technical engineering skills and professional skills reported by engineers involved with engineering services [47] for engineering community-based challenges. These concepts will be taken as the basis for analyzing and classifying the transversal competences and the teaching-learning methodology.…”

Section: Introductionmentioning

confidence: 99%

The Gender Perspective of Professional Competencies in Industrial Engineering Studies

et al. 2020

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Sexism and gender relations in higher education require special attention and are a topic of great interest in regulations related to education. The low participation percentage of women in Science, Technology, Engineering, and Mathematics (STEM) studies has been identified as one of the main problems that must be resolved in order to close the gender gap that exists in the technology sector. The purpose of this study was to investigate the influence of professional competences on the selection of university studies according to the absence or presence of masculinization factors in those studies. Mechanical engineering competences, both generic and transversal, and competence acquisition methods, are classified into 'care' (feminine) or 'provisions' (masculine) concepts. After the competence analysis, it can be concluded that explicit engineering curricula are focused on "provisions", which translates into a cultural perception of industrial engineering as a male profession. After a professional competence analysis in engineering studies at The University of the Basque Country (UPV/EHU), our study identified a relationship between the masculinization factors included in professional competences and the selection of university studies. This paper presents working actions towards the incorporation of a gender perspective into the degree in mechanical engineering at the UPV/EHU.

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“…A recent National Academy of Engineering report identified challenges with incorporating ethics into undergraduate engineering education and noted the relatively persistent feeling that technical and non-technical skills are separate, with the technical skills being more highly valued [1]. Participation in EWB projects, with their explicit social justice mission, has already been shown to have a positive effect on students, attitudes towards community service, and career expectations [2][3][4][5][6][7]. Other work has documented the effects of service learning participation on meeting ABET learning outcomes [6] and providing global engineering competencies [8,9].…”

Section: Introductionmentioning

confidence: 99%

Challenges and Opportunities in International Service Learning

Lee¹,

Berg²,

Buchanan³

2018

Preprint

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Service learning, and specifically the work of organizations such as Engineers Without Borders USA, have become popular with universities looking to provide their students with applied educational opportunities which blend technical skills with a broader social mission and help the institution demonstrate its global impact. However, questions remain regarding the truly realized outcomes for students, as well as the unintended consequences that may be experienced by the partnering communities. This paper describes early results results from a four-year, mixed-method study which collected data through a combination of interviews and focus groups with members of the Engineers Without Borders USA organization, analysis and coding of completed project documentation, and observations and notes collected during a field visit to a project site. We conclude from our early data that students who are able (given sufficient resources) to fully participate in these type of projects do see positive benefits. However, barriers may prevent all students from having this opportunity. Further, the nature of student service learning projects inherently creates challenges for the communities that partner on these projects. Ongoing revisions to the Engineers Without Borders USA operating procedures may remedy some of the deficiencies, while researchers, participants, and institutions should continue to critically evaluate the impacts and outcomes of their work.

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Technical and Professional Skills of Engineers Involved and Not Involved in Engineering Service

Cited by 81 publications

References 24 publications

Cross-Disciplinary Service-Learning to Enhance Engineering Identity and Improve Communication Skills

Cross-Disciplinary Service-Learning to Enhance Engineering Identity and Improve Communication Skills

The Gender Perspective of Professional Competencies in Industrial Engineering Studies

Challenges and Opportunities in International Service Learning

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