CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Conducting the instrumentalists: a framework for engineering liberal education
Tác giả
Nieusma D.
Năm xuất bản
2015
Source title
Engineering Studies
Số trích dẫn
19
DOI
10.1080/19378629.2015.1085060
Liên kết
Tóm tắt
This short paper comments upon a concern repeatedly voiced by would-be engineering education reformers, namely what to do about the profound instrumentalist orientation to education prevalent across engineering. Especially among promoters of engineering and liberal education integration, great anxiety arises in response to today's slide toward instrumentalist rationales for higher education generally and their acute manifestation within engineering programs in particular. This paper reviews one program's strategy for responding to this instrumentalism. Rather than merely augment the existing technical core with liberal education content, our program strives to frame the entire educational experience of our students: It seeks to provide the curricular, conceptual, and pedagogical frameworks to situate students’ engineering coursework (i.e. the technical core) as well as their identities within a more expansive vision of engineering in society. The paper reviews three mechanisms through which we embrace our students’ pragmatic impulses and then leverage them to help students reflect critically on the role of education in advancing their personal, educational, and career goals. © 2015 Taylor & Francis.
Từ khóa
design; instrumentalism; liberal education; liberative pedagogy; reflection; technical core
Tài liệu tham khảo
What is a 21st Century Education?; Bucciarelli L.L., Drew D., Liberal Studies in Engineering: A Design Plan, Engineering Studies, 7, 2-3, (2015); Freire P., Pedagogy of the Oppressed, (1971); hooks B., Teaching to Transgress: Education as the Practice of Freedom, (1994); Lachney M., Nieusma D., Engineering Bait-and-Switch: K-12 Recruitment Strategies Meet University Curricula and Culture, (2015); Lucena J., Engineering Education for Social Justice: Critical Explorations and Opportunities, (2013); Newberry B., Are Engineers Instrumentalists?, Technology in Society, 29, 1, pp. 107-119, (2007); Nieusma D., Integrating Technical, Social, and Aesthetic Analysis in the Product Design Studio: A Case Study and Model for a New Liberal Education for Engineers, Proceedings of the 2008 American Society for Engineering Education Annual Conference & Exposition, (2008); Nieusma D., Analyzing Context by Design: Engineering Education Reform via Social-Technical Integration, International Perspectives on Engineering Education: Engineering Education and Practice in Context. Volume I, pp. 415-434, (2015); Riley D., Employing Liberative Pedagogies in Engineering Education, Journal of Women and Minorities in Science and Engineering, 9, 2, pp. 137-158, (2003); Riley D., Power. Systems. Engineering. Traveling Lines of Resistance in Academic Institutions, Engineering Education for Social Justice: Critical Explorations and Opportunities, pp. 41-63, (2013); Riley D., Claris L., From Persistence to Resistance: Pedagogies of Liberation for Inclusive Science and Engineering, International Journal of Gender, Science, and Technology, 1, 1, pp. 37-60, (2009)
Nơi xuất bản
Routledge
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus