UNPACK PERSONAL EXPERIENCES

In their professional careers, engineers confront design challenges with multiple possible solutions, which stem from the varied ways that they frame problems. In engineering courses, however, students repeatedly learn to solve problems with a single right answer. In their everyday lives, students c...

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Bibliographic Details
Published inASEE prism Vol. 31; no. 6; p. 45
Main Authors Svihla, Vanessa, Chen, Yan, Kang, S Pil
Format Journal Article
LanguageEnglish
Published Washington AMERICAN SOCIETY FOR ENGINEERING EDUCATION 01.03.2022
Subjects
Chemical engineering
Community Relations
Educational Strategies
Engineering education
Engineers
Knowledge
Learner Engagement
Performance Based Assessment
Public transportation
Students
Teaching Methods
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Summary:In their professional careers, engineers confront design challenges with multiple possible solutions, which stem from the varied ways that they frame problems. In engineering courses, however, students repeatedly learn to solve problems with a single right answer. In their everyday lives, students commonly face challenges that can be framed in different ways. For instance, many students have negotiated the difficulties of unreliable cars or inconvenient public transit to reach a job. Researchers call such everyday experiences "funds of knowledge." But both students and faculty often fail to notice the relevance of these experiences in the classroom. As part of an effort to revolutionize their chemical engineering program to better meet the needs of diverse students, Chen et al developed pedagogical strategies that engage students' funds of knowledge.
ISSN:1056-8077
1930-6148