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1. Engineering Learning among Black and Latinx/e/a/o Students: Considering Language and Culture to Reengineer Learning Environments

   https://doi.org/10.18260/1-2--47286  

   Perez, Greses; Mabour, Lise; Marvez, G R; Polanco_Pino, Ymbar (June 2024, 2024 ASEE Annual Conference & Exposition)

   This conceptual paper explores language and cultural resources as forms of multicompetence for engaging in engineering epistemologies (what we know) and practices (what we do). The need for a more diverse pool of engineers to tackle the complex challenges facing society is undeniable, but stereotypes about the discipline can create alienation among many students and undermine efforts to build a more inclusive profession. Drawing on scholarship from engineering education, science education, and learning sciences, this paper argues that the resources of Multicompetent Learners (ML), who have acquired valuable experiences and knowledge through social interaction within their communities, are valuable for engineering learning environments. By leveraging the language and cultural resources that students bring with them, engineering education can better prepare learners to develop solutions and knowledge that serve a diverse population. This work underscores the critical role of language and cultural resources in helping students be heard, seen, and understood in engineering and illustrate how these resources can help bridge the gap between students' lives and engineering. The paper further explores the multidimensional nature of language and cultural resources and how students draw on different sets of talk depending on the context, whether near or distal from the activity at hand. It contends that without a deeper understanding of the role of non-dominant ways of speaking in the act of becoming and belonging, efforts to diversify engineering will remain elusive. Ultimately, this paper summarizes these ideas through a conceptual model for engineering learning environments that value and leverage the resources that students bring from their communities. By creating more equitable and socially just solutions, engineering education can better serve the needs of diverse populations and ensure that the profession is truly reflective of the communities it serves. 

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2. Collaborative Research: Supporting Agency among Early Career Engineering Education Faculty in Diverse Institutional Contexts

   McCave, E.; Faber, C.; Bodnar, C.; Lee, W.; Smith-Orr, C.; Coso Strong, A. (June 2018, ASEE Annual Conference proceedings)

   Given the infancy of engineering education as an established field and the recent increase in early career faculty aligning themselves with the discipline, it is imperative that the community better understand the experiences of these new faculty members. As a result, we will be able to enhance national efforts to train and develop faculty prepared to drive change in engineering education. Accordingly, this two-phased study will investigate how institutional context influences the agency of our research team and other early career engineering education faculty as it relates to facilitating change in engineering education. Faculty agency is important because faculty play a central role in making change, and there is a need to further understand the factors that influence their ability to do so. This work leverages collaborative inquiry and collaborative autoethnography to explore the lived experiences of our research team, which consists of six engineering education faculty with different roles and responsibilities who are positioned in varied settings at different institutions. We represent diverse perspectives with regard to our goals, visions, and training in engineering education. This project officially started in May 2017; however, we have been collecting data since August 2015. Our poster will present a summary of our current progress, which includes the use of the Q3 Research Quality Workshop to guide our plans for data collection and analysis. This was important to our work, because in Phase I of our study we are combining elements from auto ethnography and collaborative inquiry to explore our research questions. In addition to our study’s methodological impact, the results will provide the engineering education community with evidence-based insights on conditions that facilitate change efforts by early career engineering education faculty. By sharing our findings with current and developing engineering education graduate programs, we will enable them to make programmatic changes to benefit future faculty. These findings also provide a mechanism for divisions within the American Society of Engineering Education to develop programming and resources to support the sustained success of their members. 

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3. Collaborative Research: Supporting Agency among Early Career Engineering Education Faculty in Diverse Institutional Contexts

   McCave, E.; Faber, C.; Bodnar, C.; Lee, W.; Smith-Orr, C.; and Coso Strong, A. (January 2018, American Society for Engineering Education: Proceedings of the 2018 ASEE Annual Conference and Exposition)

   Given the infancy of engineering education as an established field and the recent increase in early career faculty aligning themselves with the discipline, it is imperative that the community better understand the experiences of these new faculty members. As a result, we will be able to enhance national efforts to train and develop faculty prepared to drive change in engineering education. Accordingly, this two-phased study will investigate how institutional context influences the agency of our research team and other early career engineering education faculty as it relates to facilitating change in engineering education. Faculty agency is important because faculty play a central role in making change, and there is a need to further understand the factors that influence their ability to do so. This work leverages collaborative inquiry and collaborative autoethnography to explore the lived experiences of our research team, which consists of six engineering education faculty with different roles and responsibilities who are positioned in varied settings at different institutions. We represent diverse perspectives with regard to our goals, visions, and training in engineering education. This project officially started in May 2017; however, we have been collecting data since August 2015. Our poster will present a summary of our current progress, which includes the use of the Q3 Research Quality Workshop to guide our plans for data collection and analysis. This was important to our work, because in Phase I of our study we are combining elements from auto ethnography and collaborative inquiry to explore our research questions. In addition to our study’s methodological impact, the results will provide the engineering education community with evidence-based insights on conditions that facilitate change efforts by early career engineering education faculty. By sharing our findings with current and developing engineering education graduate programs, we will enable them to make programmatic changes to benefit future faculty. These findings also provide a mechanism for divisions within the American Society of Engineering Education to develop programming and resources to support the sustained success of their members. 

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4. What Have We "Learned" from Maker Education Research? A Learning Sciences-base Review of ASEE Literature on the Maker Movement

   Weiner, S.; Lande, M.; Jordan, S.S. (January 2018, Review & directory - American Society for Engineering Education)

   Within the last ten years, the Maker Movement has had a significant effect on Science, Technology, Engineering and Mathematics (STEM) education. Growing in tandem with the interest in makerspaces, digital fabrication technology, and innovation-oriented curricula has been researchers’ desire to understand the pedagogical value of these efforts. Strategies have included measuring technological literacies, uncovering the links between Maker practices and professional engineering standards, and developing standards to capture the non-technical skills, such as self-efficacy and persistence, that Makers develop. The diffusion of Maker Education research has worked in favor of constructing diverse kinds of knowledge, but at the expense of developing coherent theory, pedagogy, and practice. Even within Engineering Education, the aims, theoretical approaches, and methods used to study Maker Education vary widely. Given that a significant body of literature has been amassed, we believe it is an opportune time to take stock of what has been learned through Maker Education research. As an initial step towards a larger multidisciplinary study, this paper will focus on assessing the state of Engineering Education literature on Maker Education and synthesizing it with theoretical frameworks established within Learning Sciences research. 

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5. Learning Engineering Perspectives for Supporting Educational Systems

   https://doi.org/10.1177/21695067231192886  

   Craig, Scotty D; Goodell, Jim; Czerwinski, Erin; Lis, Jodi; Roscoe, Rod D (October 2023, Proceedings of the Human Factors and Ergonomics Society Annual Meeting)

   This panel will focus on the emerging area of Learning Engineering. Learning Engineering is a transdisciplinary area focusing on the systematic application of evidence-based principles from science of learning disciplines to create effective learning experiences, addressing the challenges of learners. During the panel, examples of Learning Engineering will be presented of interest to anyone within human factors and ergonomics with interest in education, training, or usability/design science. The panel will represent experience from both academia and industry. The goal of this panel is to foster dialog between the IEEE Industry Connections Industry Consortium on Learning Engineering (ICICLE) and HFES members in the hope of increasing knowledge of Learning Engineering and creating ties between the two organizations. 

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