Studying Social Systems in the Making: A Telling Case of Researching an Engineering Pathways Program

• In Event: 56.058 - The Discursive Construction of Learning Opportunities: Developing an Interdisciplinary/Interprofessional Ethnographic Research Agenda for Postsecondary Education

Abstract

Purpose/Objectives:
The “Problem-based Initiatives for Powerful Engagement and Learning In Naval Engineering and Science” (PIPELINES) is an immersive workforce learning experience that aims at introducing undergraduate students to engineering thinking and design through real-world engineering projects, developed in collaboration with a naval base in southern California. Such projects coincide with in-class training in professionalism and innovation, all integrated to prepare a new generation of engineering professionals, who think critically, communicate effectively, and are able to creatively and innovatively address social and professional challenges (NACE, 2015). The purpose of this study was to trace the opportunities afforded by this innovative program, and how participants took up these opportunities in order to understand the processes required to develop the skills and practices to socially and culturally negotiate engineering contexts.

Conceptual framework:
The ethnographic researchers team situates this work in a language and social constructivist frame (Gumperz & Cook-Gumperz, 1982), specifically applying concepts of intertextuality (Bazerman, 2004), utterances, and written work as an expression of self and identity as embedded in social interactions (Bucholtz, 2005). The Power Grid design team was used as a telling case (Mitchell, 1983) for the analysis of different ways participants explored, and became aware of, Naval engineering workforce culture and settings. In analyzing discourse of recurring cycles (Green & Meyer 1991) of activity (e.g. Friday mentor meetings, group meetings, Innovation course session, and focused director interviews, Naval mentor meetings, and participant meetings, initial differences in expectations of mentor and project leaders’ support for the Power Grid team were identified as including continuous and compounding frame clashes (Agar, 1994) for participants of this assigned group.

Data sources:
Utilizing ethnography as epistemology (Baker, Green, Skukauskaite, 2008) and a framework of learning with participants, researchers analyzed texts and audio -- video records collected over the eight-week program to gain an emic perspective (Harris, 1976) on students’ understandings of and ability to effectively present themselves and their work in varying scenarios. Records included: Group Meetings; Innovation course Interviews (Students & Mentors); Staff/Instructor-facilitated meetings; 22 course sessions over 7 weeks.

Results:
By tracing changes in attitudes and perspectives about being an engineer, the ethnographers followed two lines of inquiry: What is happening to whom under what circumstances and what is being accomplished by whom. This approach explores curriculum as a developing process and the growth of participants’ problem solving and analytical thinking. Event mapping (Green, Skukauskaite, Dixon, & Córdova, 2007) and field notes of Friday sessions revealed differences in five engineering design teams’ experiences and take up (Heap, 1988) of programmatic resources, activities and support. Resources and support were not sole predictors of creating standardized engineering teams.

Scholarly significance:
Analysis and insights of a telling case regarding groups and teamwork were significant for recognizing that while similar supports were provided for all, they were not sole predictors of participants’ interest and motivation for engineering design challenges or STEM teams and careers. Social systems of teams were influenced by mentorship style, project design, and student personality and team culture, all socially constructed in moment-to-moment interactions.

Authors

• Noreen Balos, University of California - Santa Barbara

• Diana J. Arya, University of California - Santa Barbara

• Maria Teresa Napoli, University of California - Santa Barbara