Thinking Like an Engineer: Using Engineering Habits of Mind and signature pedagogies to redesign Engineering Education

Research output: Contribution to journalArticleResearchpeer-review

21 Downloads (Pure)

Abstract

In order to attract more young people into engineering and ensure that they are well equipped to meet future professional challenges we need to know how successful engineers think and act when faced with challenging problems. Using a mixed methods approach this study investigated the habits of mind that engineers use most frequently when engaged in the core activity of “making” things or “making things work better”. We identified the six most distinctive learning dispositions, or engineering “habits of mind” [EHoM] that engineers frequently deploy. Our research then explored ways in which the teaching of engineering might be re-designed to cultivate EHoM using “signature pedagogies” and through this, generate deeper understanding of what is involved in becoming and being an engineer. This paper reports on the research undertaken with engineers to define the EHoM and identifies some of the distinctive features of signature pedagogies as they might be applied to engineering education. It concludes by outlining future research to further validate and define habits of mind and signature pedagogies for engineering.
Original languageEnglish
Pages (from-to)4-13
JournalInternational Journal of Engineering Pedagogy
Volume6
Issue number2
Publication statusPublished - 18 Feb 2016

Keywords

  • Engineering education
  • Signature pedagogy
  • Growth mindset
  • Engineering habits of mind

Cite this

@article{df41a836da194b78a45850ef8a7c835e,
title = "Thinking Like an Engineer: Using Engineering Habits of Mind and signature pedagogies to redesign Engineering Education",
abstract = "In order to attract more young people into engineering and ensure that they are well equipped to meet future professional challenges we need to know how successful engineers think and act when faced with challenging problems. Using a mixed methods approach this study investigated the habits of mind that engineers use most frequently when engaged in the core activity of “making” things or “making things work better”. We identified the six most distinctive learning dispositions, or engineering “habits of mind” [EHoM] that engineers frequently deploy. Our research then explored ways in which the teaching of engineering might be re-designed to cultivate EHoM using “signature pedagogies” and through this, generate deeper understanding of what is involved in becoming and being an engineer. This paper reports on the research undertaken with engineers to define the EHoM and identifies some of the distinctive features of signature pedagogies as they might be applied to engineering education. It concludes by outlining future research to further validate and define habits of mind and signature pedagogies for engineering.",
keywords = "Engineering education, Signature pedagogy, Growth mindset, Engineering habits of mind",
author = "Bill Lucas and Janet Hanson",
year = "2016",
month = "2",
day = "18",
language = "English",
volume = "6",
pages = "4--13",
number = "2",

}

Thinking Like an Engineer : Using Engineering Habits of Mind and signature pedagogies to redesign Engineering Education. / Lucas, Bill; Hanson, Janet.

Vol. 6, No. 2, 18.02.2016, p. 4-13.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Thinking Like an Engineer

T2 - Using Engineering Habits of Mind and signature pedagogies to redesign Engineering Education

AU - Lucas, Bill

AU - Hanson, Janet

PY - 2016/2/18

Y1 - 2016/2/18

N2 - In order to attract more young people into engineering and ensure that they are well equipped to meet future professional challenges we need to know how successful engineers think and act when faced with challenging problems. Using a mixed methods approach this study investigated the habits of mind that engineers use most frequently when engaged in the core activity of “making” things or “making things work better”. We identified the six most distinctive learning dispositions, or engineering “habits of mind” [EHoM] that engineers frequently deploy. Our research then explored ways in which the teaching of engineering might be re-designed to cultivate EHoM using “signature pedagogies” and through this, generate deeper understanding of what is involved in becoming and being an engineer. This paper reports on the research undertaken with engineers to define the EHoM and identifies some of the distinctive features of signature pedagogies as they might be applied to engineering education. It concludes by outlining future research to further validate and define habits of mind and signature pedagogies for engineering.

AB - In order to attract more young people into engineering and ensure that they are well equipped to meet future professional challenges we need to know how successful engineers think and act when faced with challenging problems. Using a mixed methods approach this study investigated the habits of mind that engineers use most frequently when engaged in the core activity of “making” things or “making things work better”. We identified the six most distinctive learning dispositions, or engineering “habits of mind” [EHoM] that engineers frequently deploy. Our research then explored ways in which the teaching of engineering might be re-designed to cultivate EHoM using “signature pedagogies” and through this, generate deeper understanding of what is involved in becoming and being an engineer. This paper reports on the research undertaken with engineers to define the EHoM and identifies some of the distinctive features of signature pedagogies as they might be applied to engineering education. It concludes by outlining future research to further validate and define habits of mind and signature pedagogies for engineering.

KW - Engineering education

KW - Signature pedagogy

KW - Growth mindset

KW - Engineering habits of mind

M3 - Article

VL - 6

SP - 4

EP - 13

IS - 2

ER -