Please use this identifier to cite or link to this item: https://hdl.handle.net/20.500.14279/4318
DC FieldValueLanguage
dc.contributor.authorWilson, Denise Michelle-
dc.contributor.authorAdams, Robin S.-
dc.contributor.authorEvangelou, Demetra-
dc.contributor.authorEnglish, Lyn-
dc.contributor.authorDe Figueiredo, António Dias-
dc.contributor.authorMousoulides, Nicholas-
dc.contributor.authorPawley, Alice L.-
dc.contributor.authorSchifellite, Carmen-
dc.contributor.authorStevens, Reed R.-
dc.contributor.authorSvinicki, Marilla D.-
dc.contributor.authorTrenor, Julie Martin-
dc.date2011en
dc.date.accessioned2014-07-09T07:58:59Z-
dc.date.accessioned2015-12-09T12:07:38Z-
dc.date.available2014-07-09T07:58:59Z-
dc.date.available2015-12-09T12:07:38Z-
dc.date.issued2011-01-
dc.identifier.citationJournal of Engineering Education, 2011, vol. 100, no. 1, pp. 48-88en_US
dc.identifier.issn21689830-
dc.identifier.urihttps://hdl.handle.net/20.500.14279/4318-
dc.description.abstractBACKGROUND: Engaging future engineers is a central topic in everyday conversations on engineering education. Considerable investments have been made to make engineering more engaging, recruit and retain aspiring engineers, and to design an education to prepare future engineers. However, the impact of these efforts has been less than intended. It is imperative that the community reflects on progress and sets a more effective path for the future. PURPOSE: The purpose of this article is to map a new innovation landscape for what it means to engage future engineers. This is a theoretically grounded divergent-thinking effort to enable a broader space of high impact innovations for engaging future engineers. SCOPE/METHOD: A multiple perspectives methodology drawing from innovation, cross-disciplinary, and boundary work frameworks was used to make visible multiple facets of engaging future engineers. Scholars from diverse communities of thought and discourse were selected to present interparadigmatic perspectives, act as boundary agents, challenge and transform current ways of thinking, and illustrate new opportunities for engineering education innovation. CONCLUSIONS: A new innovation landscape for engaging future engineers is needed, one that emphasizes epistemological development and social justice, new configurations on engineering thinking and connecting to the formative years of development, the entwinement of engineering knowing and being, and mutually informing consequences for opening up a broader space for innovation.We also need to adopt strategies and tools for using a multiple perspectives approach to better understand complex engineering education problems. 2011 ASEE.en_US
dc.languageenen
dc.language.isoenen_US
dc.relation.ispartofJournal of Engineering Educationen_US
dc.rights© ASEEen_US
dc.subjectEpistemological developmenten_US
dc.subjectMultiple perspectivesen_US
dc.subjectComplexityen_US
dc.titleMultiple perspectives on engaging future engineersen_US
dc.typeArticleen_US
dc.collaborationPurdue Universityen_US
dc.collaborationQueensland University of Technologyen_US
dc.collaborationUniversity of Coimbraen_US
dc.collaborationCyprus University of Technologyen_US
dc.collaborationPurdue Universityen_US
dc.collaborationRyerson Universityen_US
dc.collaborationBrock Universityen_US
dc.collaborationNorthwestern Universityen_US
dc.collaborationUniversity of Texasen_US
dc.collaborationUniversity Station D5800en_US
dc.collaborationClemson Universityen_US
dc.collaborationUniversity of Washingtonen_US
dc.subject.categoryCivil Engineeringen_US
dc.journalsSubscriptionen_US
dc.reviewpeer reviewed-
dc.countryUnited Statesen_US
dc.countryAustraliaen_US
dc.countryPortugalen_US
dc.countryCyprusen_US
dc.countryCanadaen_US
dc.subject.fieldSocial Sciencesen_US
dc.publicationPeer Revieweden_US
dc.identifier.doi10.1002/j.2168-9830.2011.tb00004.xen_US
dc.dept.handle123456789/141en
dc.relation.issue1en_US
dc.relation.volume100en_US
cut.common.academicyear2010-2011en_US
dc.identifier.spage48en_US
dc.identifier.epage88en_US
item.openairetypearticle-
item.languageiso639-1en-
item.openairecristypehttp://purl.org/coar/resource_type/c_6501-
item.fulltextNo Fulltext-
item.grantfulltextnone-
item.cerifentitytypePublications-
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