scholarly journals FOSTERING SUSTAINABLE MINDSETS IN ENGINEERING EDUCATION

2021 ◽  
Vol 1 ◽  
pp. 1597-1606
Author(s):  
Kamila Kunrath ◽  
Devarajan Ramanujan
Keyword(s):  
Engineering Education ◽  
Professional Practice ◽  
Engineering Students ◽  
Learning Opportunities ◽  
Sustainable Society ◽  
Structured Interviews ◽  
Related Factors ◽  
Production And Consumption ◽  
Current Production ◽  
Main Components

AbstractTransitioning to a more sustainable society requires that universities produce an increasing number of engineering professionals capable of redesigning current production and consumption systems. This calls for restructuring engineering curricula towards sustainability becoming an integral part of engineering education and professional practice. To this end, this paper investigates the intrinsic and extrinsic motivational aspects of professional identity that contribute to consolidating sustainable mindsets in engineering, considering education as its main route. Specifically, we focus on identifying significant personal and education-related factors that contribute to fostering sustainable decision-making and affect the development of sustainable mindsets in engineering students. In order to identify such factors, we conducted semi-structured interviews with a diverse set of students and professionals (N=12). A thematic analysis of survey transcripts present three main components that support the development of sustainable mindsets throughout engineering education: i) Personal commitment, ii) Learning opportunities, and iii) Internalization time.

scholarly journals Light Blue Walls and Tan Flooring: A Culture of Belonging in Engineering Making Spaces (or Not?)

2021 ◽  
Vol 11 (9) ◽  
pp. 559 ◽  
Author(s):  
Idalis Villanueva Alarcón ◽  
Robert Jamaal Downey ◽  
Louis Nadelson ◽  
Jana Bouwma-Gearhart ◽  
YoonHa Choi
Keyword(s):  
Engineering Education ◽  
Engineering Students ◽  
Closed Loop ◽  
Research Question ◽  
Faculty Members ◽  
Boundary Crossing ◽  
Institutions Of Higher Education ◽  
Structured Interviews ◽  
Equity And Access ◽  
Management Staff

The motivation for this exploratory qualitative study is to understand what a culture of belonging may look like across six engineering education making spaces in institutions of higher education in the U.S. The research question for this study was: In what ways are the management, instructors, and staff operating engineering education making spaces influencing a culture of belonging (if any) for engineering students? We examined the transcripts of semi-structured interviews of 49 faculty members and 29 members of management/staff of making spaces, using thematic coding. From the data, we identified four themes that described the culture of belonging being created in these six engineering making spaces: (a) a ‘closed loop’ culture for inclusion, diversity, equity, and access; (b) a ‘transactional, dichotomous’ culture; (c) a ‘band-aid, masquerading’ culture; (d) a potential ‘boundary-crossing’ culture. Our primary conclusion was that created cultures in engineering making spaces are extensions of normative cultures found in traditional engineering classrooms. Additionally, while making spaces were attempting to change this culture in their physical infrastructures, it was deemed that the space leadership needs to expand hiring strategies, the nature of making activities, the ambient/physical appearance of the space, disciplines, and required expertise, to create a truly inclusive and equitable culture of belonging.

scholarly journals Exploring the effectiveness and the transversal competency retention of a game-based learning activity one year after student participation

2021 ◽  
Vol 1 (1) ◽  
pp. 94-112
Author(s):  
Mariana Leandro Cruz ◽  
Gillian N. Saunders-Smits
Keyword(s):  
Engineering Education ◽  
Risk Taking ◽  
Exploratory Study ◽  
Engineering Students ◽  
Learning Activity ◽  
Game Based Learning ◽  
Structured Interviews ◽  
University Of Technology ◽  
Teaching Interventions ◽  
One Year

Most studies in engineering education focus on the effectiveness of the teaching interventions and what transversal competencies engineering students gain from those interventions immediately after they take place. This study explores the effectiveness of an existing game-based learning activity and the competency retention of the participating students one year after its implementation. Semi-structured interviews were conducted to nine students who participated in the activity at Delft University of Technology, The Netherlands. The findings showed that students remembered and benefited from the activity. This exploratory study indicated that this activity is valid to retain students transversal competencies because it provides active learning, engagement, rules, risk-taking, cooperation and competition, and it can be plugged-and-played in any engineering context. This study encourages researchers in the field of engineering education to conduct transversal competency retention studies, which are fundamental to understand how the teaching practices shape students’ competencies in the period after their participation.

Integrating social sustainability in engineering education at the KTH Royal Institute of Technology

2015 ◽  
Vol 16 (5) ◽  
pp. 639-649 ◽  
Author(s):  
Karin Edvardsson Björnberg ◽  
Inga-Britt Skogh ◽  
Emma Strömberg
Keyword(s):  
Engineering Education ◽  
Engineering Students ◽  
Social Sustainability ◽  
Economic Incentives ◽  
Social Dimension ◽  
Royal Institute ◽  
Structured Interviews ◽  
Pedagogical Tools ◽  
Content Type ◽  
Institute Of Technology

Purpose – The purpose of this paper is to investigate what are perceived to be the main challenges associated with the integration of social sustainability into engineering education at the KTH Royal Institute of Technology, Stockholm. Design/methodology/approach – Semi-structured interviews were conducted with programme leaders and teachers from four engineering programmes. The paper focuses on how the concept of social sustainability is defined and operationalised in the selected engineering programmes, how social sustainability is integrated and taught, and what resources are required to support teachers and programme leaders as social sustainability educators. Findings – The findings show that programme leaders and teachers at KTH struggle to understand the concept of social sustainability. The vague and value-laden nature of the concept is considered a challenge when operationalising educational policy goals on social sustainability into effective learning outcomes and activities. A consequence is that the responsibility for lesson content ultimately falls on the individual teacher. Study visits and role-play are seen as the most effective tools when integrating social sustainability into the engineering curriculum. Allocation of specific resources including supplementary sustainability training for teachers and economic incentives are considered crucial to successful integration of social sustainability. The findings indicate that social sustainability education needs to be built on a theoretical foundation. It is therefore suggested that a literature canon be established that clarifies the contours of social sustainability. Practical implications – The findings of the paper can be used as a basis for discussion regarding measures for improving social sustainability training in engineering education, a subject which has attracted relatively little attention, to date. Originality/value – There is a noticeable lack of empirical research on how technical universities integrate social sustainability into engineering education. The paper provides an account of how actors directly involved in this work – programme leaders and teachers – define and operationalise the social dimension of sustainable development in their engineering curricula, the pedagogical tools they consider effective when teaching social sustainability issues to engineering students, and the resources they believe are needed to strengthen those efforts.

Environmental engineering education at Ghent University, Flanders (Belgium)

2004 ◽  
Vol 49 (8) ◽  
pp. 117-124
Author(s):  
K. Demeestere ◽  
J. Dewulf ◽  
C. Janssen ◽  
H. Van Langenhove
Keyword(s):  
Engineering Education ◽  
Engineering Students ◽  
Environmental Engineering ◽  
Current Status ◽  
Environmental Technology ◽  
Master Of Science ◽  
European Universities ◽  
Research Activities ◽  
Current Implementation ◽  
Main Components

Since the 1980s, environmental engineering education has been a rapidly growing discipline in many universities. This paper discusses the history, the current status and the near future of environmental engineering education at Ghent University. This university, with about 50% of the Flemish university environmental engineering students, can be considered as representative for the situation in Flanders, Belgium. In contrast to many other universities, environmental engineering education at Ghent University does not have its historical roots in civil engineering, but has been developed from the curricula organized by the former Faculty of Agricultural Sciences. As part of a reorganisation of the education and research activities at this faculty, a curriculum leading to the degree of “bio-engineer in environmental technology” was established in 1991. This curriculum covers a 5-year study and is constructed around 8 main components. Exchange of students with other European universities, e.g. within the Socrates framework, has become a prominent aspect of student life and education. This paper also briefly describes the employment opportunities of graduated bio-engineers in environmental technology. Finally, the current implementation of the bachelor's-master's structure, leading to a “master of science in environmental technology” degree is summarized.

scholarly journals Pedagogical Implications of Service-Learning Integration in Engineering Education

2020 ◽  
Vol 8 (5) ◽  
pp. 349-357
Keyword(s):  
Service Learning ◽  
Engineering Education ◽  
Learning Strategies ◽  
Engineering Students ◽  
Practical Knowledge ◽  
Real Life ◽  
Learning Opportunities ◽  
Use Of Resources ◽  
Effective Pedagogy ◽  
Engineering Programme

Today, researchers and engineering educators are much concerned about the future of engineering students who do not receive sufficient practical knowledge about their field and its context. Some criticize the issues related to the use of resources and retention while others feel that the teaching practices in terms of effective pedagogy do not match the required learning strategies and approaches of engineering students. Thus, many educators see service-learning as one of the most crucial solution to several problems and issues that arise in the field of engineering education currently. It has been observed that over the years, the curriculum of engineering education has been subjected to fluctuations. Much work exists that focuses on the theoretical aspects of engineering education but less work has been done on the practical aspects of engineering education. In this paper we assess the potential contributions of service-learning in helping out engineering students in developing the required knowledge and skills which are applicable in the field of engineering. The results showed that integration of service-learning in engineering education was found useful for engineering students in many respects. It was found that integrating service-learning into the engineering programme was offered practical learning opportunities, experiences, contexts, and motivation to engineering students. It was further found that service-learning also promoted the goals of engineering education by engaging engineering students in a real life practical learning which enhanced their capability towards problem solving and critical thinking.

Bridging Psychology and Engineering: Undergraduate Conceptions of Human Systems Engineering

2020 ◽  
Vol 64 (1) ◽  
pp. 510-514
Author(s):  
Rod D. Roscoe ◽  
Samuel T. Arnold ◽  
Ashley T. Clark
Keyword(s):  
Engineering Education ◽  
Systems Engineering ◽  
Engineering Students ◽  
Introductory Courses ◽  
Knowledge And Beliefs ◽  
The People ◽  
Human Systems

Instruction and coursework that link engineering and psychology may enable future engineers to better understand the people they are engineering for (e.g., users and clients) and themselves as engineers (e.g., teammates). In addition, human-centered engineering education may empower engineering students to better solve problems at the intersection of technology and people. In this study, we surveyed students’ conceptions and attitudes toward human systems engineering. We aggregate responses across three survey iterations to discuss students’ knowledge and beliefs, and to consider instructional opportunities for introductory courses.

scholarly journals “Smartphone Apps Are Cool, but Do They Help Me?”: A Qualitative Interview Study of Adolescents’ Perspectives on Using Smartphone Interventions to Manage Nonsuicidal Self-Injury

2021 ◽  
Vol 18 (6) ◽  
pp. 3289
Author(s):  
Anja Čuš ◽  
Julian Edbrooke-Childs ◽  
Susanne Ohmann ◽  
Paul L. Plener ◽  
Türkan Akkaya-Kalayci
Keyword(s):  
Mental Health ◽  
Young People ◽  
Mental Health Problems ◽  
Health Interventions ◽  
Structured Interviews ◽  
Related Factors ◽  
Self Injury ◽  
Qualitative Interview Study ◽  
Mental Health Interventions ◽  
Nonsuicidal Self Injury

Nonsuicidal self-injury (NSSI) is a major mental health problem associated with negative psychosocial outcomes and it most often starts in early adolescence. Despite this, adolescents are rarely involved in informing the development of interventions designed to address their mental health problems. This study aimed to (1) assess adolescents’ needs and preferences about future interventions that are delivered through smartphones and (2) develop a framework with implications for designing engaging digital mental health interventions. Fifteen adolescent girls, aged 12–18 years, who met diagnostic criteria for a current NSSI disorder and were in contact with mental health services, participated in semi-structured interviews. Following a reflexive thematic analysis approach, this study identified two main themes: (1) Experiences of NSSI (depicts the needs of young people related to their everyday experiences of managing NSSI) and (2) App in Context (portrays preferences of young people about smartphone interventions and reflects adolescents’ views on how technology itself can improve or hinder engaging with these interventions). Adolescent patients expressed interest in using smartphone mental health interventions if they recognize them as helpful, relevant for their life situation and easy to use. The developed framework suggests that digital mental health interventions are embedded in three contexts (i.e., person using the intervention, mental health condition, and technology-related factors) which together need to inform the development of engaging digital resources. To achieve this, the cooperation among people with lived experience, mental health experts, and human computer interaction professionals is vital.

scholarly journals P159 Factors associated between SLE and work amongst South Asian people: an explorative qualitative study

Rheumatology ◽  
2021 ◽  
Vol 60 (Supplement_1) ◽  
Author(s):  
Mandeep Ubhi ◽  
Shirish Dubey ◽  
John Reynolds ◽  
Caroline Gordon ◽  
Tochukwu Adizie ◽  
...  
Keyword(s):  
South Asian ◽  
Work Ability ◽  
Lupus Erythematosus ◽  
Full Time ◽  
Structured Interviews ◽  
Related Factors ◽  
Asian Origin ◽  
South Asian Origin ◽  
The Impact ◽  
Minority Ethnic

Abstract Background/Aims  Systemic lupus erythematosus (SLE) affect patients from minority ethnic backgrounds, with many patients experiencing symptoms that affect their daily lives despite receiving long-term controller medication. Work is a large part of most people’s lives, yet little has been explored into how people from minority ethnic backgrounds cope at work whilst living with SLE. We conducted a study to understand the impact of SLE on working lives of South Asian patients. The aim was to identify and develop support mechanisms that could assist them with remaining at work. Methods  Semi-structured interviews were conducted with ten patients of South Asian origin with SLE to explore their work experiences. Patients were recruited from three rheumatology centres in the West Midlands, UK and were interviewed between November 2019 and March 2020. Interviews were audio-recorded and typed by an independent transcribing company. Returned transcripts were analysed using thematic analysis and QSR NVivo 12 software was used to organise and manage the data. Results  The majority (n = 8) of patients were female. Eight patients were from an Indian background, and two were from a Pakistani background. Half of all patients were educated to degree level. The age range of patients was 23 - 58 years old (S.D = 10.79), and disease duration varied between 3 months-33 years (S.D = 9.52). All patients had permanent jobs; six were in full-time employment, and four were in part-time employment. Four main themes emerged from the data: 1) Disease related factors; impacting work ability; 2) Employment related factors; impacting work ability; 3) Personal and cultural related factors; impacting work ability; 4) Recommendations for improvement were made by patients. Conclusion  In this novel study we highlight patients’ experiences of being at work. This study reports low awareness of SLE and mixed support in the workplace. Patients discussed work to varying degrees with their clinicians and needed further information for employers that was not available nor provided by their clinicians. The study reports cultural barriers in understanding SLE that could lead to lack of family support to remain in employment. Moreover, recommendations made in this study require further investigation and could be used by clinicians and Lupus UK to support patients of South Asian origin at work. Disclosure  M. Ubhi: None. S. Dubey: None. J. Reynolds: None. C. Gordon: None. T. Adizie: None. T. Sheeran: None. K. Allen: None. R. Jordan: None. S. Sadhra: None. J. Adams: None. R. Daji: None. K. Kumar: None.

Experiences of newly qualified midwives working in clinical practice during their transition period

2021 ◽  
Vol 29 (9) ◽  
pp. 524-530
Author(s):  
Heather Watson ◽  
Donna Brown
Keyword(s):  
Clinical Practice ◽  
Professional Growth ◽  
Transition Period ◽  
Learning Opportunities ◽  
Qualitative Approach ◽  
Clinical Environment ◽  
Structured Interviews ◽  
Clinical Area ◽  
Care Environment ◽  
The Impact

Background With greater numbers of midwives being trained to counteract the predicted shortages, it seems that it is now more vital than ever to explore how newly qualified midwives (NQMs) describe their experiences in the clinical environment, the support they have received, and identify barriers to their development during the transition period. Aim The aim of this study was to explore NQMs experiences of working clinically during the transition from student to qualified midwife. Method Using a qualitative approach, eight NQMs participated in semi-structured interviews. Findings The findings revealed four key themes that sum up the NQMs experiences: expectations and realities of the role; creating conditions for professional growth; the impact of the care environment; and limitations to creating a healthful culture. Conclusions The clearly articulated journey that has been described by the NQMs demonstrated that there is both a need and desire to change, improve and develop the transition period for all new midwives working in clinical practice. Consideration needs to be given to more robust guidance, with some ideas for development, such as support forums for NQMs to meet up on a regular basis; advanced planned rotation with flexibility; a named preceptor/‘buddy’ in each clinical area; and a shared online forum to allow the NQMs to discuss and share experiences, and to signpost to any useful information or learning opportunities available.

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