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2. Building inclusive engineering identities: implications for changing engineering culture.
- Author
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Atadero, Rebecca A., Paguyo, Christina H., Rambo-Hernandez, Karen E., and Henderson, Heather L.
- Subjects
- *
DIVERSITY in education , *CURRICULUM , *EDUCATIONAL programs , *ENGINEERING education , *HIGHER education - Abstract
Ongoing efforts to broaden the participation of women and people of colour in engineering degree programmes and careers have had limited success. This paper describes a different approach to broadening participation that seeks to work with all students and develop inclusive engineering identities. Researchers worked with the instructors of two first-year engineering courses to integrate curriculum activities designed to promote the formation of engineering identities and build an appreciation for how diversity and inclusion strengthen engineering practice. Multilevel modelling results indicated positive effects of the intervention on appreciation for diversity but no effects on engineering identity, and qualitative results indicated students learned the most about diversity not through one of the intervention activities, but through team projects in the courses. We also describe lessons learned in how to teach engineering students about diversity in ways that are relevant to engineering. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
3. The promise and the promises of Making in science education.
- Author
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Bevan, Bronwyn
- Subjects
- *
SCIENCE education (Secondary) , *EDUCATIONAL programs , *STEM education , *LEARNING , *CLASSROOM activities , *TEENAGERS , *SECONDARY education , *EDUCATION - Abstract
Makingis a rapidly emerging form of educational practice that involves the design, construction, testing, and revision of a wide variety of objects, using high and low technologies, and integrating a range of disciplines including art, science, engineering, and mathematics. It has garnered widespread interest and support in both policy and education circles because of the ways it has been shown to link science learning to creativity and investigation. Making has taken root in out-of-school settings, such as museums, science festivals, and afterschool and library programmes; and there is now growing interest from primary and secondary educators in how it might be incorporated into the classroom. Making expands on traditions associated with Technology Education and Design-Based Learning, but differs in ways that can potentially broaden participation in science and STEM learning to include learners from communities historically underrepresented in STEM fields. STEM-Rich Making is centrally organised around design and engineering practices, typically integrating digital tools and computational practices, and positions scientific and mathematical concepts and phenomena as the materials for design. This paper takes a critical view of the claims about Making as a productive form of science teaching and learning, and reviews the current research literature’s substantiation of the ways in which Making supports students’ agency, promotes active participation in science and engineering practices, and leverages learners’ cultural resources. [ABSTRACT FROM PUBLISHER]
- Published
- 2017
- Full Text
- View/download PDF
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