Uneasy Stories: Critical Reflection Narratives in Engineering Education

Epstein, Gillian; Zastavker, Yevgeniya V.

doi:10.1007/978-3-319-49352-7_7

Cited by 4 publications

(4 citation statements)

References 47 publications

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“…Jerome Bruner (2002) argued that "it is through narratives that we create and re-create selfhood, that self is a product of our telling… [I]f we lacked the capacity to make stories about ourselves, there would be no such thing as selfhood" [13,14,15]. In many ways, this panel paper provides this exact opportunity for our GCSP scholars to "create and re-create" their selfhoods.…”

Section: Discussionmentioning

confidence: 98%

“…However, we believe that it is the structure of our programs that underlies our students' ability to do so. Our hypothesis is that the GC scholars imbedded in Teagle Foundation-like GCSPs, where liberal arts and STEM education are explicitly bridged, may be better positioned to do the hard work of critical reflection that requires one to "position personal multiplicities within professional practice and re-position professional identity within personal subjectivities" [13].…”

Section: Discussionmentioning

confidence: 99%

“…Although explicitly the scholars respond to questions relevant to the development of various GCSP competencies, implicitly their narratives are about their growth and evolution into global citizens, those who are not afraid to interrogate social norms and stand up to power structures, those who leverage their religious or philosophical standing to make sense of their newly found techno-human condition, and those who begin to ponder existential questions related to life and living. At the core, the panelists and co-authors of this paper tackle the difficult task of "knowing thyself," and that of unpacking and practicing their "selfhoods" [13]. As such, their narratives are works in progress, a snapshot of where they are today, and a rough draft of where they have been and where they may go.…”

Section: Introductionmentioning

confidence: 99%

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Panel Discussion: Understanding Students’ Narratives of Grand Challenges Scholars Program as a Nexus between Liberal and STEM Education

Zastavker

Fry

Nguyen³

et al.

2019 ASEE Annual Conference &Amp; Exposition Proceedings

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She earned her B.S. degree in Physics from Yale University in 1995 and her Ph. D. degree in Biological Physics from MIT in 2001. Dr. Zastavker's research interests lie in the field of STEM education with specific emphasis on innovative pedagogical and curricular practices at the intersection with the issues of gender and diversity. With the goal of improving learning opportunities for all students and equipping faculty with the knowledge and skills necessary to create such opportunities, Dr. Zastavker's recent work involves questions pertaining to students' motivational attitudes and their learning journeys in a variety of educational environments. One of the founding faculty at Olin College, Dr. Zastavker has been engaged in development and implementation of project-based experiences in fields ranging from science to engineering and design to social sciences (e.g., Critical Reflective Writing; Teaching and Learning in Undergraduate Science and Engineering, etc.) All of these activities share a common goal of creating curricular and pedagogical structures as well as academic cultures that facilitate students' interests, motivation, and desire to persist in engineering. Through this work, outreach, and involvement in the community, Dr. Zastavker continues to focus on the issues of women and minorities in science/engineering. Ms. Abigail M Fry, Olin College of Engineering Abby Fry is a second-year student at Olin College of Engineering majoring in Electrical and Computer Engineering. Ms. Holly Nguyen Holly Nguyen is a Master's student at Worcester Polytechnic Institute (WPI), studying Computer Science. She completed her Bachelor's at WPI with a major in Computer Science and a minor in Business. Gretchen Rice, Olin College Gretchen is originally from Maine and plans to graduate from Olin College in May 2020. Outside of classes and GCSP, Gretchen is president of Olin's A Capella group and works as a Resident Resource, a teacher's assistant, and a tour guide.

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Section: Discussionmentioning

confidence: 98%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Panel Discussion: Understanding Students’ Narratives of Grand Challenges Scholars Program as a Nexus between Liberal and STEM Education

Zastavker

Fry

Nguyen³

et al.

2019 ASEE Annual Conference &Amp; Exposition Proceedings

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“…Looking to the future of our world, we do need engineers to help us solve critical reflexes (Epstein & Zastavker, 2017). If faculty become aware of a need for change, there are still many structural barriers, including time constraints and structural barriers that would hinder their efforts, such as those discussed in Chapter 2.…”

Section: Future Possibilities For Engineering To Helpmentioning

confidence: 99%

Raising Critical Consciousness in Engineering Education: A Critical Exploration of Transformative Possibilities in Engineering Education and Research

White¹

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This thesis represents a critical exploration of the opportunities, challenges, and barriers to enacting social justice via the engineering curriculum. Through an ethnographic case study of a British engineering for sustainable development course, I illuminate tensions and contradictions of attempts to "do good" while "doing engineering" in a higher education setting. This work is couched within critical and anti-colonial theoretical frames. Through critical and reflexive analysis, I illustrate attempts of participants to innovate in engineering education toward a counterhegemonic engineering practice, and highlight transformative possibilities, as well as barriers. This case illustrates how the structures that formed modern engineering continue to shape engineering higher education, restraining attempts to transform engineering training for social good.A central question that has driven this work has been: Is it possible to cultivate a more socially just form of engineering practice through engineering higher education? The function of asking this question has been to interrogate a core assumption in engineering education researchthat with the right blend of educational interventions, we can make strides towards social justice. My intent in interrogating this assumption is not to be nihilistic per se. I believe it is entirely possible that engineering could potentially be wielded for just cause and consequence. However, if we do not critically examine our core assumptions around this issue, we may also miss out on the possibility that socially just engineering is not achievable, at least in the way we are currently approaching it or in the current context within which it exists.An examination of this topic is already underway in the US context. However, it is under-explored in a British context. Given the different historical trajectories of engineering and engineering in higher education between these two contexts, a closer look at the British context is warranted.iii Declarations

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Integrating Professional Preparedness ePortfolios Within an Undergraduate Engineering Curriculum

Ford,

Crawford

2024

IEEE Trans. Profess. Commun.

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Uneasy Stories: Critical Reflection Narratives in Engineering Education

Cited by 4 publications

References 47 publications

Panel Discussion: Understanding Students’ Narratives of Grand Challenges Scholars Program as a Nexus between Liberal and STEM Education

Panel Discussion: Understanding Students’ Narratives of Grand Challenges Scholars Program as a Nexus between Liberal and STEM Education

Raising Critical Consciousness in Engineering Education: A Critical Exploration of Transformative Possibilities in Engineering Education and Research

Integrating Professional Preparedness ePortfolios Within an Undergraduate Engineering Curriculum

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