The One Less Traveled By: The Road to Lasting Systemic Change in Engineering Education

Graham, Ruth

doi:10.1002/j.2168-9830.2012.tb01120.x

Cited by 37 publications

(35 citation statements)

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“…Achieving significant engineering education reform will require (a) establishing effective discipline-based instructional development programs for current and future engineering faculty members; (b) providing meaningful incentives for faculty members to participate in those programs and adopt the practices the programs recommend, and (c) providing additional incentives for departments to integrate the practices into their core curricula rather than counting on individual courses and instructors to be the sole vehicles of change (Graham, 2012).…”

Section: Alternative Engineering Education Reforms Not Based On Rigomentioning

confidence: 99%

Educational Practice and Educational Research in Engineering: Partners, Antagonists, or Ships Passing in the Night?

Felder

Hadgraft

2013

J of Engineering Edu

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Section: Alternative Engineering Education Reforms Not Based On Rigomentioning

confidence: 99%

Educational Practice and Educational Research in Engineering: Partners, Antagonists, or Ships Passing in the Night?

Felder

Hadgraft

2013

J of Engineering Edu

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“…Similar to in Washington D.C., Flint State officials are being accused of failing to act soon enough and in the best interests of the citizens. Both of these cases highlight the inherent socio-technical nature of engineered systems -a feature of engineering which, we and many others have argued, is too often overlooked or underemphasized both in engineering practice [1][2][3][4] and education [6][7][8][9] . To us, these examples also highlight the critically important need for engineering practitioners to master and integrate technical and empathic ways of thinking.…”

Section: The Need For Empathy In Engineeringmentioning

confidence: 99%

Fostering Empathy in an Undergraduate Mechanical Engineering Course

Walther¹,

Miller²,

Sochacka³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Shari E. Miller is an Associate Professor and the Associate Dean of the School of Social Work at the University of Georgia. Her research focuses broadly on social work education and the social work profession with specific areas ranging from educational innovation, thinking in and for social work, development of theory, inter-and trans-disciplinary and inter-professional education and practice, and professional socialization. She has experience teaching across the social work education continuum, with an emphasis on theory, practice, and the relationship between theory, research, and practice. She is engaged in an ongoing collaborative research program with colleagues from engineering to develop inter-disciplinary approaches to education for reflective inter-professional practice in a global society. She also collaborates with colleagues from multiple disciplines on community engaged projects focused on sustainability.Dr. Nicola W. Sochacka, University of Georgia Dr. Nicola W. Sochacka received her doctorate in Engineering Epistemologies from the University of Queensland, Australia, in 2011. She is currently a member of the CLUSTER research group at the University of Georgia where she holds a research and teaching position. Nicola's areas of research interest include: STEAM (STEM + Art) education, diversity, interpretive research quality, the role of empathy in engineering education and practice, and student reflection. Mr. Michael Alvin Brewer jr., University of Georgia University of Georgia c American Society for Engineering Education, 2016Fostering empathy in an undergraduate mechanical engineering course AbstractEngineers are increasingly being called upon to infuse a deeply considered, empathic regard for a broad range of stakeholders into their work. This development can be attributed to a growing recognition of the socially-situated nature of engineering practice and the shared and interdisciplinary nature of today's grand challenges. In order to prepare engineers to more effectively address these challenges, we contend that empathic ways of interacting with others need to be explicitly fostered in undergraduate engineering programs. Pedagogical approaches to teach empathy to engineering students, however, are limited. In this paper, we describe the development and pilot implementation of a set of four empathy modules that we integrated into a sophomore mechanical engineering course (n=110) at a large state university. We used a theoretically-grounded, context-specific model for empathy in engineering, which conceptualizes empathy as a teachable and learnable skill, a critically reflected-upon practice orientation, and a professional way of being, as the basis for developing the modules. Drawing on detailed observation notes and critical reflections, we provide an account of how the modules were received by the students and the lessons we learned with the view to further refining the modules for future iterations. In parallel, we discuss early insights concerning the potential impact of integrating explic...

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“…There is a broad consensus in the literature that affordances of technology are transforming engineering education [1][2]. There are also indications that this transformation is displacing traditional boundaries among disciplines in the academy, and between formal and informal learning in general [1].…”

Section: Introductionmentioning

confidence: 99%

Using TEALE Learning Methodology to Promote Portable Interdisciplinary Accountability in Engineering Education

et al. 2013

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Abstract-Research suggests that an increase in learner mobility across formal and informal jurisdictions is a positive response to an integrated global economy and workforce. To facilitate ebbs and flows of maintaining a mobile global workforce, the literature suggests that engineering education should promote methodology and learning mechanisms that personalize accountability of learners' content knowledge across jurisdictions. In addition, data from the literature suggests that the cyber-learning mechanism for supporting mobility generates massive amounts of data which when refined could inform engineering educators in their response to an increasingly mobile workforce. This paper reviews data from a pilot study of a TechnologyEnhanced Autonomous Learning Environment (TEALE). TEALE is a framework for mobile learning environments that afford accountability of personalized evidence-based content across learning jurisdictions.Prelimary data from this third pilot report suggests that TEALE promotes accountability of content knowledge across learning jurisdictions: both among formal disciplines in the academy, as well as between the academy, informal learning and workplace requirements. However, the data also suggests that seamless mobility across these academic and social jurisdictions involves issues far beyond technology. These issues, which include adjudicating relevance and value among academic cultures, incentives for motivation, authority and autonomy should be accounted for when using TEALE. Attention to these issues could prevent engineering educators from viewing potential opportunities for inter-jurisdictional collaborations as encroachments and avert the specter of unintended social-dramas.

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The One Less Traveled By: The Road to Lasting Systemic Change in Engineering Education

Cited by 37 publications

References 0 publications

Educational Practice and Educational Research in Engineering: Partners, Antagonists, or Ships Passing in the Night?

Educational Practice and Educational Research in Engineering: Partners, Antagonists, or Ships Passing in the Night?

Fostering Empathy in an Undergraduate Mechanical Engineering Course

Using TEALE Learning Methodology to Promote Portable Interdisciplinary Accountability in Engineering Education

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