This paper presents the analysis of engineering enculturation constructs in the way that diverse groups are assimilated into engineering practices. The studies of socialization processes investigate the relationship of behavior, such as enactment-externalization to engineers eventually adopting proper work practices that are contrary to their pre-conceived notions of successful engineers. Therefore, studies of socialization processes, by which engineering students come into engineering practices, can provide impetus for further study about enculturation.
For example, in the workplace, communication and teamwork are highly valued. Yet many engineering students value individual accomplishment and competitiveness as the tactic to succeed. In this study, we gathered information about student expectations for the process to become an engineer, by learning engineering culture (knowledge, practice, and values) through the engineering foundational course, interaction with faculty, teaching assistants, and peers, and the other activities at the university.
We listed the foundational engineering course outcomes, that are identified by the Accreditation Board for Engineering and Technology (ABET) and are also common to most of the engineering programs at most universities. Those can also be called engineering enculturation outcomes because students should exhibit characteristics of these outcomes at the end of the engineering program on their way to becoming a professional engineer. The study seeks to help understand how enculturation may contribute to the development of engineering students, who may particularly be from diverse backgrounds, adopting behavior and engineering practices favorable to their eventual success in the workplace.
Dr. Richard got his Ph. D. at Rensselaer Polytechnic Institute, 1989 & a B. S. at Boston University, 1984. He was at NASA Glenn, 1989-1995, taught at Northwestern for Fall 1995, worked at Argonne National Lab, 1996-1997, Chicago State, 1997-2002. Dr. Richard is a Sr. Lecturer & Research Associate in Aerospace Engineering @ Texas A&M since 1/03. His research is focused on computational plasma modeling using spectral and lattice Boltzmann methods for studying plasma turbulence and plasma jets. His research has also included fluid physics and electric propulsion using Lattice-Boltzmann methods, spectral element methods, Weighted Essentially Non-Oscillatory (WENO), etc.
Past research includes modeling single and multi-species plasma flows through ion thruster optics and the discharge cathode assembly; computer simulations of blood flow interacting with blood vessels; modeling ocean-air interaction; reacting flow systems; modeling jet engine turbomachinery going unstable at NASA for 6 years (received NASA Performance Cash awards). Dr. Richard is involved in many outreach activities: e.g., tutoring, mentoring, directing related grants (for example, a grant for an NSF REU site). Dr, Richard is active in professional societies (American Physical Society (APS), American Institute for Aeronautics and Astronautics (AIAA), etc.), ASEE, ASME. Dr. Richard has authored or co-authored about 30 technical articles (21 of which are refereed publications). Dr. Richard teaches courses ranging from first-year introductory engineering design, fluid mechanics, to space plasma propulsion.
So Yoon Yoon, Ph.D., is an assistant professor of the Department of Engineering Education in the College of Engineering and Applied Science (CEAS) at the University of Cincinnati. She received her Ph.D. in Gifted Education, and an M.S.Ed. in Research Methods and Measurement with a specialization in Educational Psychology, both from Purdue University, IN, in the United States. She also holds an M.S. in Astronomy and Astrophysics and a B.S. in Astronomy and Meteorology from Kyungpook National University, South Korea. Her work centers on engineering education research as a psychometrician, program evaluator, and data analyst, with research interests in spatial ability, creativity, engineering-integrated STEM education, and meta-analysis. As a psychometrician, she has revised, developed, and validated more than 10 instruments beneficial for STEM education practice and research. She has authored/co-authored more than 70 peer-reviewed journal articles and conference proceedings and served as a journal reviewer in engineering education, STEM education, and educational psychology. She has also served as a co-PI, an external evaluator, or an advisory board member on several NSF-funded projects.
Dr. Mendoza is a faculty member of Technology Management in the College of Education-Engineering at Texas A&M University. She has worked as electrical engineering professor in Mexico. She recently obtained funds from NSF to investigate enculturation to engineering and computational thinking in engineering students. She is the co-advisor of the Society for Hispanic Professional Engineers at TAMU and is interested in computing engineering education and Latinx engineering entrepreneurship.
Delivering significant results in pivotal roles such as Sr. Consultant to high-profile clients, Sr. Project Manager directing teams, and Executive Leader of initiatives and programs that boost organizational effectiveness and optimize operations have been
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