From research to action in the classroom: encouraging broad thinking in engineering design with significant learning experiences

• Autores: Deborah Kilgore, Cynthia J. Atman, Andrew Jocuns, Kathryn Shroyer
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 34, no. Extra 2 (Parte B), 2018, págs. 659-673
• Idioma: inglés
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• Resumen

  • The National Academy of Engineering (NAE) has argued that an ‘‘Engineer of 2020’’ should be able to situate engineeringwork in broader global, societal, economic, and environmental contexts. As part of the Academic Pathways Study—alongitudinal mixed-methods study of engineering students as they move into, through, and beyond undergraduateeducation—we asked students to react to the NAE argument and found that students did not take an especially broad viewof the context of engineering. At the same time, students described significant learning experiences that suggest aframework for curriculum development to target the broader context of engineering design as a learning outcome. Thisframework is exemplified in a ‘‘Perspective and Art’’ assignment that has been carried out in several offerings of a designseminar and a Professional Teamwork and Communication Skills course. The goal of the assignment is for students to firstsee and then examine their own perspectives, as well as those of others. Acknowledging multiple perspectives is one steptoward broadly considering the multiple contexts in which perspectives are formed.