Beyond engineering skills, today’s graduates are expected to have a number of professional skills by the time they enter the working world. Increasingly, innovation is one of the arenas where professional engineers should be adept at operating. However, in order to educate our students for contributing to innovation activities in their organizations, we need a better understanding of the knowledge, skills and attitudes that are relevant for early-career engineers in their development efforts. As a starting point to add to this understanding, we start by asking: what does meaningful engineering work look like in the eyes of early career engineers? We then go on to consider engineering work that is not only meaningful but also innovative, asking: What does innovative work look like in the eyes of early career engineers? Finally, we consider: How do innovative work and engineering work more generally compare?
Based on qualitative in-depth semi-structured interviews, this paper analyzes the work experiences of 13 young engineers in their first years of work after graduating from universities in the United States. Interviewee-reported critical incidents of top and bottom moments, as well as experiences in creating, advancing and implementing new ideas in work, were coded into different dimensions of learning experiences according to Mezirow’s [1] transformative learning theory in order to understand better what these experiences comprise. Many positively experienced innovation efforts were related to implementing new features or components to products or process improvements, and collaboration and feedback played an important role in these efforts. Negatively experienced innovation efforts, in contrast, were related to a lack in implementation, solutions and resources. Top and bottom moments were strongly tied to the social dimension of work: top moments were typically related to camaraderie with peers or recognition coming from managers, and bottom experiences with an absence of social connections in addition to falling short of one’s own expectations.
The results suggest that managers should be cognizant of the importance of social connections and feedback cycles with their young engineers who are looking for guidance and validation
of their efforts. For educators, the results highlight the importance of equipping our graduates with skills suited to navigate this active, social landscape of engineering practice. There are more challenges to tackle in today’s educational settings to prepare students for the collaboration, people-coordination, presentation, and community-building skills they will need in their professional lives.
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Seamfulness and Culturally Responsive Computing
To make computer science (CS) more equitable, many educational efforts are shifting foci from access and content understanding to include identification, agency, and social change. As part of these efforts, we look at how learners perceive themselves in relation to what they believe CS is and what it means to participate in CS. Informed by three design lenses, unblackboxing, culturally responsive computing, and creative production, we designed a physical computing kit and activities. Drawing from qualitative analysis of interviews, artifacts, and observation of six young people in a weeklong summer workshop, we report on the experiences of two young Black women designers. We found that using these materials young people were able to: leverage personal goals and prior experiences in computing work; feel as if they were figuring out computing systems; and recognize computational technologies as created by people for particular purposes. We observed that while the mix of materials and activities created some frustration for participants, it also prompted processes of community building and inquiry. We discuss implications for design of computational tools in equity-centered CS education and pose seamfulness as an emergent heuristic when designing for learning that engages young people with the social, not just material, systems of computing.
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- Award ID(s):
- 2030880
- NSF-PAR ID:
- 10347966
- Date Published:
- Journal Name:
- Conference on Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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The Computer Science for All movement is bringing CS to K-12 classrooms across the nation. At the same time, new technologies created by computer scientists have been reproducing existing inequities that directly impact today's youth, while being “promoted and perceived as more objective or progressive than the discriminatory systems of a previous era” [1, p. 5–6]. Current efforts are being made to expose students to the social impact and ethics of computing at both the K-12 and university-level—which we refer to as “socially responsible computing” (SRC) in this paper. Yet there is a lack of research describing what such SRC teaching and learning actively involve and look like, particularly in K-12 classrooms. This paper fills this gap with findings from a research-practice partnership, through a qualitative study in an Advanced Placement Computer Science Principles classroom enrolling low-income Latino/a/x students from a large urban community. The findings illustrate 1) details of teaching practice and student learning during discussions about SRC; 2) the impact these SRC experiences have on student engagement with CS; 3) a teacher's reflections on key considerations for effective SRC pedagogy; and 4) why students’ perspectives and agency must be centered through SRC in computing education.more » « less
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Abstract Most constructionist efforts have focused on supporting learners with tools for designing with digital and/or physical media. Recent developments in life sciences now allow K‐12 learners to design with living materials, or to biodesign. In this paper, we report on the development of a biodesign studio activity called biocakes wherein teams of high school youth genetically modified a yeast strain to bake a nutrient fortified food product. Using a qualitative deductive analysis of classroom observations, interviews and projects, we examined high school youth experiences and reflections of these activities to answer three research questions: (1) What kind of artefacts did youth make with living media? (2) How did youth engage in biodesign? and (3) What did youth have to say about their biodesign experiences? We discuss how our analyses of biodesign applications highlight the importance of assembly practices, social engagement and imaginative design for constructionist learning. These insights provide compelling examples for designing with living media in K‐12 education.
Practitioner notes What is already known about this topic?
Constructionist perspectives shape important ideas about what we know about science learning, and notably in computer science fields.
One widely taken up example includes making, where learners use crafts to make interactive computational objects.
In life science, constructionism also provides insights about learning using digital media to model biological systems or interact with living materials.
What this paper adds?
This paper extends these perspectives by examining production and engagement when learners construct
with living materials—an approach that has only recently been possible with the development of accessible wet lab tools.We frame learning activities as a studio model—that emphasised application design, iteration and critique—to better assess the roles assembly, construction and speculative design play in production that uses living materials.
Our findings suggest that assembly is important for creating accessible points of entry to complex biological fabrication processes.
We also find that speculative design provides an opportunity for learners to extend their existing abilities beyond what is otherwise available given their expertise or access to resources, and thus expansively explore related ideas.
Implications for practice and/or policy
Assembly and speculative design have important places in constructionist‐driven production with living materials and could, therefore, be leveraged in practice.
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1109/RESPECT55273.2022.00014
