Engineering values: An approach to explore values in education and practice (original) (raw)
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A framework of value education for engineers and scientists
Technology is generally viewed as the tool for application of scientific knowledge to promote human welfare. Since the age-old problems of inequity, poverty, strife, crime and violence still stare in our face, there must be a grave inadequacy in our science and technology set up. Analysis reveals that the roots of this inadequacy lie in the fact that the youth, the future engineers and scientists, are being given an education that completely sidesteps the whole question of real human welfare, human values and goals. Clearly there is an urgent need to rectify the situation. Though most educationists appreciate the need for education in human values, there seem to be three serious misgivings about it.
2020 ASEE Virtual Annual Conference Content Access Proceedings
Diego. His research has contributed to the integration of critical theoretical frameworks and Chicano Cultural Studies to investigate and analyze existing deficit models in engineering education. Dr. Mejia's work also examines how asset-based models impact the validation and recognition of students and communities of color as holders and creators of knowledge. His current work seeks to analyze and describe the tensions, contradictions, and cultural collisions many Latinx students experience in engineering through testimonios. He is particularly interested in approaches that contribute to a more expansive understanding of engineering in sociocultural contexts, the impact of critical consciousness in engineering practice, and development and implementation of culturally responsive pedagogies in engineering education.
What values do future engineers take with them into their professional life
Currently we can observe an increasing recognition of the importance of the values and professional ethics, especially in education, engineering and management worldwide. The paper proposes an empiric study of the values, considered by undergraduates Industrial Engineers coming from a classical university, to be important for their future. The curricula speaks for values and attitudes that have to be formed by schools, starting from the first grade to the end. As teachers, it is important to know how this educational desideratum took place.
Grounded by values: An emergent engineering practice
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CONTEXT A transformational change in engineering education culture is required to address ongoing issues such as declining interest and a lack of diversity in the student cohorts and profession. This change must go beyond transforming educational pedagogies; organisational cultural change is necessary to shape perceptions about engineering and engineering in society. The creation of the Engineering Practice Academy at Swinburne University of Technology provides the opportunity to intentionally construct a culture guided by a set of espoused values that can be used to define and guide the emergent culture, and inform decisions made in the development of the Engineering Practice Academy.
Attitudes and values in engineering students: the Human Development Scale
Success of college engineering education is determined by more than the achievement of theoretical knowledge and the development of practical skills. It means a more complex process of change in the person which, most desirably, will lead to the development of maturity, responsibility, and commitment with the social and the natural environments. This paper presents the results of a study conducted at the Iberoamericana University, Mexico City, dealing with the design and application of an instrument for evaluating several aspects of Human Development in engineering college students (Openness to Experience, Responsibility,
Rule, Role and Value Orientations As Motivations for Engineering
2009
Retention in engineering is a continuing topic of discussion amongst engineering educators. This study examines the influence of engineering as a social system on students’ motivation to pursue it as a major and a career. Students’ motivations are characterized as displaying a rule, role or value orientation to engineering. It was found that value orientation was the most commonly expressed and also the strongest predictor of intention to remain in engineering. Rule, role, and value orientation were significantly influenced by the presence of college graduates in the student’s family, and differed significantly by major. The findings indicate the possible utility of this framework in discussions of retention and raises questions of how to encourage movement from rule orientation to value orientation.
A framework for Value Education of Scientists and Engineers
Technology is generally viewed as the tool for application of scientific knowledge to promote human welfare. Since the age-old problems of inequity, poverty, strife, crime and violence still stare in our face, there must be a grave inadequacy in our science and technology set up. Analysis reveals that the roots of this inadequacy lie in the fact that the youth, the future engineers and scientists, are being given an education that completely sidesteps the whole question of real human welfare, human values and goals. Clearly there is an urgent need to rectify the situation. Though most educationists appreciate the need for education in human values, there seem to be three serious misgivings about it.
Call for reading: Special Issue"Towards Excellence in Engineering Education"
Education Sciences, 2022
Engineers play different contextual roles in industry and academia, not only by teaching but by mentoring, supervising and training students. Engineers are educators who are expected to provide their students with authentic learning experiences that are relevant to contemporary concerns, and to produce engineers who are responsible, insightful, work independently, have favorable problem-solving skills, and can apply and adapt their knowledge to new and unexpected situations. This book from Education Sciences focuses on important issues in engineering education. In this Special Issue entitled "Towards Excellence in Engineering Education" we invite educators and researchers from engineering universities to discuss and share their experiences. What makes engineering education different to other educational disciplines? What are the challenges faced by engineering education and how should the educational system and curriculum be designed to cope with the high-speed development of technology? This book highlights 11 papers that cover a diverse range of topics of engineering education, mainly focusing on lecturers' personal experiences in engineering education shared through teaching portfolios, assessment styles and teaching methods. E-learning in engineering education is also covered in this book as many lecturers in the engineering field use technology to select, design, deliver, administer, facilitate, and support learning. Examples include computer-based, web-based, and mobile learning. The book covers curriculum in engineering education that offers rigorous analysis of theoretical principles as well as intensive hands-on experience. The engineering curriculum can be divided into three branches, namely engineering science, systems, and design and professional practice. Here, the authors present some of their contributions and the experiences they used to assess engineering students. The academics share the modern teaching methods they use in engineering education, for example, active classrooms, flipped classrooms, problem-based learning and many more that are suitable to the nature of engineering disciplines. This book highlights engineering education for community engagement. EPICS (engineering projects in community service) is an educational program that combines ideas surrounding teaching and learning with the community. Teams of students participate with local and global community organizations to address human, community, and environmental needs.
WHAT IT MEANS TO BE IN ENGINEERING: MORAL, RELATIONAL, AND PERCEPTUAL TENSIONS
– An exploratory study on the students' learning processes in design project settings led to the discovery of important tensions that students experience in their engineering program. Adopting a Critical Discourse Analysis perspective, an we conducted an analysis of dominant images and discourses in engineering student interviews. The results highlighted key conflicting messages about what it means to succeed in engineering education, what engineering means, and who the engineering student is. Certain ideological beliefs posed as serious barriers and threats to mutually respectful and healthy peer relations, resulting work outcomes, and a sense of 'fit' or belonging in engineering. Simultaneously, students demonstrated abilities to critique existing narratives and offer alternative meanings. It is this critical, moral agency of our students that amplifies the call for educational reform towards social justice through, and within, engineering.