Board 143: Re-Situating the Professional Formation of Engineering Identity
- Conference
- Location
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Salt Lake City, Utah
- Publication Date
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June 23, 2018
- Start Date
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June 23, 2018
- End Date
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July 27, 2018
- Conference Session
- Tagged Topics
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Diversity and NSF Grantees Poster Session
- Page Count
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7
- DOI
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10.18260/1-2--29944
- Permanent URL
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https://peer.asee.org/29944
- Download Count
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378
Paper Authors
James D. Sweeney Oregon State University
James D. Sweeney is Professor and Head of the School of Chemical, Biological and Environmental Engineering at Oregon State University. He received his Ph.D. and M.S. degrees in Biomedical Engineering from Case Western Reserve University in 1988 and 1983, respectively, and his Sc.B. Engineering degree (Biomedical Engineering) from Brown University in 1979. He is a Fellow of the American Institute for Medical and Biological Engineering and a Senior Member of the Institute of Electrical and Electronics Engineers.
Milo Koretsky Oregon State University
Milo Koretsky is a Professor of Chemical Engineering at Oregon State University. He received his B.S. and M.S. degrees from UC San Diego and his Ph.D. from UC Berkeley, all in Chemical Engineering. He currently has research activity in areas related engineering education and is interested in integrating technology into effective educational practices and in promoting the use of higher-level cognitive skills in engineering problem solving. His research interests particularly focus on what prevents students from being able to integrate and extend the knowledge developed in specific courses in the core curriculum to the more complex, authentic problems and projects they face as professionals. Dr. Koretsky is one of the founding members of the Center for Lifelong STEM Education Research at OSU.
Michelle Kay Bothwell
Oregon State University
orcid.org/0000-0002-4501-8533
Michelle Bothwell is an Associate Professor of Bioengineering at Oregon State University. Her teaching and research bridge ethics, social justice and engineering with the aim of cultivating an inclusive and socially just engineering profession.
Devlin Montfort Oregon State University
Dr. Montfort is an Assistant Professor in the School of Chemical, Biological and Environmental Engineering at Oregon State University
Susan Bobbitt Nolen
University of Washington
orcid.org/0000-0003-2240-4447
Susannah C. Davis
Oregon State University
orcid.org/0000-0003-4610-8052
Susannah C. Davis is a postdoctoral research associate in the School of Chemical, Biological and Environmental Engineering at Oregon State University. She received her Ph.D. and M.Ed. from the University of Washington, and her B.A. from Smith College. She is currently working on the NSF-funded REvolutionizing engineering and computer science Departments (RED) project at OSU. Her research focuses on organizational learning and change, particularly in higher education; learning in the workplace; curricular and pedagogical development; and the preparation of professionals for social justice goals.
Christine Kelly Oregon State University
Dr. Kelly earned her BS in Chemical Engineering from the University of Arizona and her PhD in Chemical Engineering from the University of Tennessee. She served as an Assistant Professor for 6 years at Syracuse University, and has been an Associate Professor at Oregon State University in the School of Chemical, Biological and Environmental Engineering since 2004, where she also served for three and half years as the Associate Dean for Academic and Student Affairs of the College of Engineering.
Abstract
In this paper we present results and ongoing work in re-situating the professional formation of engineering identity of students in the School of Chemical, Biological, and Environmental Engineering at Oregon State University. We aspire to establishment of a more inclusive, and professionally-based learning environment for our domestic and international students that better facilitates their understanding of and skills to navigate the world of engineering culture and practice. We are working in our School to bring about change through establishing a culture of inclusion and a shift in student learning environments from highly sequestered activities to more realistic and consequential work that is more typical of the actual engineering workplace.
In this third year of our project our work is focused on: (1) broadened faculty training and engagement in implementation of curricular redesign in a number of studio classes to include more realistic, consequential work via the pedagogy of model-eliciting activities; (2) establishing a faculty and staff professional learning community focused on issues of equity and inclusivity, including best practices for inclusive teaming in our courses; (3) focusing on the professional development of international students in our undergraduate programs, including establishing a more inclusive School culture for this cohort; (4) working to better understand the overall climate and culture of our School, especially in relation to undergraduate student progression towards degree completion (or conversely loss of students from our programs) and student identity formation; and (5) continuing to establish systems and an culture for faculty and staff that better recognizes and rewards less-traditional work that values and advances diversity, equity, inclusion, student success, and school community.
This work is supported by the National Science Foundation program REvolutionizing engineering and computer science Departments (RED) that is aligned with the NSF Engineering (ENG) Directorate’s multi-year initiative, the Professional Formation of Engineers, to create and support an innovative and inclusive engineering profession for the 21st Century.
Sweeney, J. D., & Koretsky, M., & Bothwell, M. K., & Montfort, D., & Nolen, S. B., & Davis, S. C., & Kelly, C. (2018, June), Board 143: Re-Situating the Professional Formation of Engineering Identity Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--29944
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