First-Year Design Projects and Student Perceptions of the Role of an Engineer

IF 4.6 Q2 MATERIALS SCIENCE, BIOMATERIALS
Amanda Singer;Stacie Aguirre-Jaimes;Antonique White;Margot Vigeant;Michelle Jarvie-Eggart
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Abstract

Contribution: This article provides an examination of changes in first-year engineering students’ perceptions of the role of an engineer after completing the Engineers Without Borders Challenge. Background: Essential pre- and post-comparisons missing in existing studies on the Challenge are provided, as well as comparison to other first-year project types across two universities. Research Question: Do students who participate in service-learning versus traditional project-based learning gain different understandings of the role of an engineer? Methodology: This work implements the questionnaire variant of convergent mixed methods design. A survey containing a mix of Likert-scale, open-ended short answer, and closed card sorting questions was administered to students enrolled in first-year engineering (FYE) courses across two institutions. Limitations of this work include potential bias due to the pre/post survey design and participant course self-selection. Findings: Students’ perceptions of the roles of engineers did not significantly differ by project type. However, changes in their perceptions of technical skills as important to the role of engineers did indicate the beginning of a transition from discipline level thinking to process level thinking. Additionally, course learning objectives influenced students’ perceptions of the role of engineers—with an increase in awareness of the importance of problem solving, communication, design process, and teamwork and a decreasing sense of importance of items missing from course objectives, such as creativity and helping people. Engineers’ professional responsibility to diversity, equity, and inclusion were absent from both the course syllabi and student perceptions of the role of an engineer.
一年级设计项目和学生对工程师角色的看法
贡献:本文探讨了工程专业一年级学生在完成 "工程师无国界挑战赛 "后对工程师角色认知的变化。背景:本文提供了关于挑战赛的现有研究中所缺少的基本前后对比,以及与两所大学其他一年级项目类型的对比。研究问题:参加服务学习和传统项目学习的学生对工程师角色的理解是否不同?研究方法:这项工作采用了趋同混合方法设计的问卷变体。我们对两所院校的一年级工程学(FYE)课程学生进行了问卷调查,调查内容包括李克特量表、开放式简答题和封闭式卡片分类题。这项工作的局限性包括前/后调查设计和参与者课程自选可能造成的偏差。调查结果:学生对工程师角色的认知并没有因项目类型的不同而产生显著差异。然而,他们对技术技能对工程师角色的重要性的看法发生了变化,这表明他们开始从学科层面的思维向过程层面的思维过渡。此外,课程学习目标也影响了学生对工程师角色的认识--对解决问题、沟通、设计过程和团队合作重要性的认识有所提高,而对课程目标中缺失的项目(如创造力和助人为乐)重要性的认识有所下降。在课程大纲和学生对工程师角色的认识中,都没有提到工程师对多样性、公平和包容的职业责任。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
ACS Applied Bio Materials
ACS Applied Bio Materials Chemistry-Chemistry (all)
CiteScore
9.40
自引率
2.10%
发文量
464
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