Despite efforts to diversify the engineering workforce, the field remains dominated by White, male engineers. Research shows that underrepresented groups, including women and minorities, are less likely to identify and engage with scientific texts and literacy practices. Often, children of minority groups and/or working-class families do not receive the same kinds of exposure to science, technology, engineering, and mathematics (STEM) knowledge and practices as those from majority groups. Consequently, these children are less likely to engage in school subjects that provide pathways to engineering careers. Therefore, to mitigate the lack of diversity in engineering, new approaches able to broadly support engineering literacy are needed.
One promising approach is disciplinary literacy instruction (DLI). DLI is a method for teaching students how advanced practitioners in a given field generate, interpret, and evaluate discipline-specific texts. DLI helps teachers provide access to to high quality, discipline-specific content to all students, regardless of race, ethnicity, gender, or socio-economic status, Therefore, DLI has potential to reduce literacy-based barriers that discourage underrepresented students from pursuing engineering careers.
While models of DLI have been developed and implemented in history, science, and mathematics, little is known about DLI in engineering. The purpose of this research is to identify the authentic texts, practices, and evaluative frameworks employed by professional engineers to inform a model of DLI in engineering. While critiques of this approach may suggest that a DLI model will reflect the literacy practices of majority engineering groups, (i.e., White male engineers), we argue that a DLI model can directly empower diverse K-16 students to become engineers by instructing them in the normed knowledge and practices of engineering.
This paper presents a comparative case study conducted to investigate the literacy practices of electrical and mechanical engineers. We scaffolded our research using situated learning theory and rhetorical genre studies and considered the engineering profession as a community of practice. We generated multiple types of data with four participants (i.e., two electrical and two mechanical engineers). Specifically, we generated qualitative data, including written field notes of engineer observations, interview transcripts, think-aloud protocols, and engineer logs of literacy practices. We used constant comparative analysis (CCA) coding techniques to examine how electrical and mechanical engineers read, wrote, and evaluated texts to identify the frameworks that guide their literacy practices. We then conducted within-group and cross-group constant comparative analyses (CCA) to compare and contrast the literacy practices specific to each sub-discipline
Findings suggest that there are two types of engineering literacy practices: those that resonate across both mechanical and electrical engineering disciplines and those that are specific to each discipline. For example, both electrical and mechanical engineers used test procedures to review and assess steps taken to evaluate electrical or mechanical system performance. In contrast, engineers from the two sub-disciplines used different forms of representation when depicting components and arrangements of engineering systems. While practices that are common across sub-disciplines will inform a model of DLI in engineering for K-12 settings, discipline-specific practices can be used to develop and/or improve undergraduate engineering curricula.
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Recommendations for Advancing Genome to Phenome Research in Non-Model Organisms
Synopsis The 2020 SICB Society-wide Symposium “Building Bridges from Genome to Phenome: Molecules, Methods and Models” brought together a diverse group of scientists to discuss recent progress in linking phenotype plasticity to changes at the level of the genome, epigenome, and proteome, while exploring the boundaries between variation and speciation. In a follow-up workshop, participants were asked to assess strengths and weaknesses of current approaches, to identify common barriers inhibiting their progress, and to outline the resources needed to overcome those barriers. Discussion groups generally recognized the absence of any overarching theoretical framework underlying current genome to phenome research and, therefore, called for a new emphasis on the development of conceptual models as well as the interdisciplinary collaborations needed to create and test those models. Participants also recognized a critical need for new and improved molecular and bioinformatic approaches to assist in describing function/phenotypes across phylogeny. Additionally, like all scientific endeavors, progress in genome to phenome research will be enhanced by improvements in science education and communication both within and among working groups.
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- NSF-PAR ID:
- 10196272
- Date Published:
- Journal Name:
- Integrative and Comparative Biology
- Volume:
- 60
- Issue:
- 2
- ISSN:
- 1540-7063
- Page Range / eLocation ID:
- 397 to 401
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Synopsis How stable genotypes interact with their environment to generate phenotypic variation that can be acted upon by evolutionary and ecological forces is a central focus of research across many scientific disciplines represented within SICB. The Building Bridges Symposium brought together scientists using a variety of organisms, methods, and levels of biological organization to study the emergent properties of genomes. Workshops associated with the Symposium aimed to identify the leading edges and major barriers to research in this field, and to recommend future directions that might accelerate the pace of progress. The papers included in this Symposium volume draw attention to the strength of using comparative approaches in non-model organisms to study the many aspects of genotype–environment interaction that drive phenotype variation. These contributions and the concluding white paper also illustrate the need for novel conceptual frameworks that can bridge and accommodate data and conclusions from the broad range of study systems employed by comparative and integrative biologists to address genome-to-phenome questions.more » « less
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One of the main skills of engineers is to be able to solve problems. It is generally recognized that real-world engineering problems are inherently ill-structured in that they are complex, defined by non-engineering constraints, are missing information, and contain conflicting information. Therefore, it is very important to prepare future engineering students to be able to anticipate the occurrence of such problems, and to be prepared to solve them. However, most courses are taught by academic professors and lecturers whose focus is on didactic teaching of fundamental principles and code-based design approaches leading to predetermined “right” answers. Most classroom-taught methods to solve well-structured problems and the methods needed to solve ill-structured problems are strikingly different. The focus of our current effort is to compare and contrast the problem solving approaches employed by students, academics and practicing professionals in an attempt to determine if students are developing the necessary skills to tackle ill-structured problems. To accomplish this, an ill-structured problem is developed, which will later be used to determine, based on analysis of oral and written responses of participants in semi-structured interviews, attributes of the gap between student, faculty, and professional approaches to ill-structured problem solving. Based on the results of this analysis, we will identify what pedagogical approaches may limit and help students’ abilities to develop fully-formed solutions to ill-structured problems. This project is currently ongoing. This work-in-progress paper will present the study and proposed methods. Based on feedback obtained at the conference from the broader research community, the studies will be refined. The current phase includes three parts, (1) problem formulation; (2) protocol development; and (3) pilot study. For (1), two different ill-structured problems were developed in the Civil Engineering domain. The problem difficulty assessment method was used to determine the appropriateness of each problem developed for this study. For (2), a protocol was developed in which participants will be asked to first solve a simple problem to become familiar with the interview format, then are given 30 minutes to solve the provided ill-structured problem, following a semi-structured interview format. Participants will be encouraged to speak out loud and also write down what they are thinking and their thought processes throughout the interview period. Both (1) and (2) will next be used for (3) the pilot study. The pilot study will include interviewing three students, three faculty members and three professional engineers. Each participant will complete both problems following the same protocol developed. Post-interview discussion will be held with the pilot study participants individually to inquire if there were any portions of the tasks that are unclearly worded or could be improved to clarify what was being asked. Based on these results the final problem will be chosen and refined.more » « less
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Abstract Our society depends on the effective management of phosphorus (P). Phosphorus is a key component of agricultural fertilizers to improve crop yields, and also plays a critical role in many industrial processes and consumer products. In the past decade, there have been numerous calls for innovative approaches to manage P more sustainably, as it is a nonrenewable resource that can adversely impact aquatic ecosystems from runoff and inefficiencies in P use. To develop more sustainable solutions that will ultimately be adopted, diverse stakeholder perspectives must be recognized, including those in industry, government, academia, non-governmental organizations, and other civil groups. This study responds to this need by identifying stakeholder views, needs, concerns, and challenges regarding P sustainability. An online survey was developed and deployed to individuals identified as P sustainability experts and professionals in the U.S. and abroad. Based on responses from 96 stakeholder participants from a range of sectors, areas of expertise, and geographies, we found that the vast majority of stakeholders considered current P use to be unsustainable and were very concerned about the ability to manage P sustainably. Stakeholder participants did not distinguish between urgent and long-term challenges, and perceived financial and regulatory issues to be of greatest importance. Stakeholder participants expressed a range of needs to improve P management systems, including improved management practices, new technologies, enhanced regulations, and better approaches for engagement. Outcomes from this work can help inform future research, engagement, and policy priorities to ensure sustainable P management solutions based on stakeholder-identified perspectives and needs.
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Context: Addressing women's under-representation in the soft-ware industry, a widely recognized concern, requires attracting as well as retaining more women. Hearing from women practitioners, particularly those positioned in multi-cultural settings, about their challenges and and adopting their lived experienced solutions can support the design of programs to resolve the under-representation issue. Goal: We investigated the challenges women face in global software development teams, particularly what motivates women to leave their company; how those challenges might break down according to demographics; and strategies to mitigate the identified challenges. Method: To achieve this goal, we conducted an ex-ploratory case study in Ericsson, a global technology company. We surveyed 94 women and employed mixed-methods to analyze the data. Results: Our findings reveal that women face socio-cultural challenges, including work-life balance issues, benevolent and hos-tile sexism, lack of recognition and peer parity, impostor syndrome, glass ceiling bias effects, the prove-it-again phenomenon, and the maternal wall. The participants of our research provided different suggestions to address/mitigate the reported challenges, including sabbatical policies, flexibility of location and time, parenthood support, soft skills training for managers, equality of payment and opportunities between genders, mentoring and role models to sup-port career growth, directives to hire more women, inclusive groups and events, women's empowerment, and recognition for women's success. The framework of challenges and suggestions can inspire further initiatives both in academia and industry to onboard and retain women. Women represent less than 24% of employees in software development industry and experience various types of prejudice and bias. Even in companies that care about Diversity & Inclusion, “untying the mooring ropes” of socio-cultural problems is hard. Hearing from women, especially those working in a multi-cultural organization, about their challenges and adopting their suggestions can be vital to design programs and resolve the under-representation issue. In this work we work closely with a large software development or-ganization which invests and believes in diversity and inclusion. We listened to women and the challenges they face in global soft-ware development teams of this company and what these women suggest reduce the problems and increase retention. Our research showed that women face work-life balance issues and encounter invisible barriers that prevent them from rising to top positions. They also suffer micro-aggression and sexism, need to show com-petence constantly, be supervised in essential tasks, and receive less work after becoming mothers. Moreover, women miss having more female colleagues, lack self-confidence and recognition. The women from the company suggested sabbatical policies, the flexibil-ity of location and time, parenthood support, soft skills training for managers, equality of opportunities, role models to support career growth, directives to hire more women, support groups, and more interaction between women, inclusive groups and events, women's empowerment by publishing their success stories in media and recognizing their achievements. Our results had been shared with the company Human Resources department and management and they considered the diagnosis helpful and will work on actions to mitigate the challenges that women still perceive.more » « less
- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1093/icb/icaa059
