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Sustainability & Transformation in Engineering Education - II: The Narratives & Limits of Engineering Education Reform

Sat, September 7, 2:45 to 4:15pm, Sheraton New Orleans Hotel, Floor: Four, Southdown

Abstract

This session is the second of two INES (International Network for Engineering Studies) sponsored panels on contemporary efforts to transform engineering education. The first paper examines how feminist studies on technology and gender (especially knowledge pertaining to how gender assumptions and biases become incorporated into technology) are—and are not—incorporated into the practice of engineering education (Paulitz, Aachen Univ.; Prietl, TU Darmstadt). Guner-Birdal (MCTS) and Yayalar’s (Bilkent Univ.) paper then offers a strategy for decolonizing engineering education through the introduction of STS and critical participation into engineering curricula. The three papers that follow then draw on the diverse data set generated by a multi-institutional study of engineering education reform. The first speaks more broadly about the institutional factors that contribute to and prevent the uptake of new ideas in engineering education reform (Cheville, Bucknell, et al). The second describes the overall system of higher education governance that enables and constrains engineering education reform initiatives in the United States (Akera, Rensselaer, et al.). The final paper looks more closely at how institutional history narratives are used to bolster specific institutional approaches to engineering education reform (Appelhans, UAlbany, et al).

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