Browsing by Author "Goñi, Julian"

Now showing 1 - 10 of 10
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    Board 119: Pre-engineering Programs and the Instillment of Empowering Abilities for Minorities: the Case of the SaviaLab Program
    (2019) Miranda Mendoza, Constanza; Goñi, Julian; Fuenzalida Quilodrán, Hellen Massiel
    This is a Work in Progress. In this article, we will seek to present one of the few exemplars in Chile that can be considered a pre-engineering program. The national program of Savialab. Savialab just recently won the GEDC Diversity Award granted by Airbus and the Engineering Deans Council. We’ll briefly present Savialab’s methodology and describe its participants. Finally, we’ll describe our ongoing research methodology proposed to evaluate the programs impact as a genuine pre-engineering program. STEM study programs have become increasingly relevant in modern societies as they’re considered vehicles for economic and social development. Nonetheless, one of the major concerns in STEM education is the lack of adequate representation of minorities groups in these programs. Examples of this are women, low-income, rural or first-generation students, and ethnic minorities and other social identities typically underrepresented in STEM. To overcome these challenges, many public and private initiatives have been deployed. Among these, engineering schools in the US have developed educational programs to instill engineering abilities in pre-college students. These programs have been called pre-engineering programs. Although there are a significant number of articles showing the positive impact of pre-engineering, there is still concern about the lack of standards in instructional designs. In spite of the fact that ‘pre-engineering’ as a concept is becoming more broadly employed in the US, it hasn’t really reached popularity in Latin America, nor in Chile in particular
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    Developing a More Comprehensive Instrument to Assess the Entrepreneurial Mindset of Engineering Students
    (ASEE's Virtual conference, 2020) Miranda Mendoza, Constanza; Goñi, Julian; Berhane, Bruk T.; Sotomayor, Trinidad
    This is a Work in Progress: Goals of becoming more entrepreneurial have placed considerable pressure on institutions of higher education to generate educational programs that are consistent with the entrepreneurial mindset. Surpassing business programs, engineering education has had an exponential growth in entrepreneurship instruction in curricula and publications related to the topic. However, there are still many conceptual and methodological challenges described in recent literature left unresolved by current assessment methods. As an international and interdisciplinary research team, we seek to develop a new survey instrument to assess the entrepreneurial mindset in engineering students. In the next two years, a preliminary quantitative version of the instrument will be applied to an incrementally larger body of Chilean and United States students in order to evaluate its utility across a much larger sample size. Through this research effort and a critical review of the literature, we aim to produce a more comprehensive and situated method for defining and articulating the entrepreneurial mindset for stakeholders in engineering education. Long-term implications for this project include alignment of the entrepreneurial mindset with objectives articulated by the Accreditation Board for Engineering and Technology (ABET)
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    Empowering Sustainable Consumption by Giving Back to Consumers the ‘Right to Repair’
    (2020) Hernandez, Ricardo Javier; Miranda Mendoza, Constanza; Goñi, Julian
    Industry has been considered a major actor regarding the actions and changes needed to achieve sustainable development. Different approximations to the topic have been developed to face the challenges of having a more responsible production of goods and services. These approximations include cleaner production, green design, ecodesign, eco efficiency, design for sustainable behavior, sustainable design, and more recently concepts like circular economies among many more. In all these approaches, the attention has been mainly on the production side while consumption has been tackled indirectly. The majority of laws and ordinances that have motivated the emergence of these approaches have traditionally been oriented to producers. However, an European Union (EU) directive launched in October 2019, called “right to repair”, could change this paradigm, empowering consumers by giving them more possibilities of repairing their products instead of discarding them. This paper presents a preliminary discussion about the effects this directive might have on how we consume products now and how we will consume them in the future.</jats:p>
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    Five Qualitative Research Concepts Grounded in Anthropological Methods for Teaching Design in Healthcare
    (2022) Miranda, Constanza; Goñi, Julian; Labruto, Nicole
    Biomedical engineering, engineering, and design in health programs around the world have involved human-centered design as part of their undergraduate curriculum. The disparities evidenced during the COVID-19 pandemic and the rapid developments of biotech startups have highlighted the importance of preparing professionals in the health areas for undertaking rigorous, empathetic, and ethical research. In addition to working with human-driven information, students in the health areas are challenged to deal with technical developments that involve legal and ethical concerns deeply rooted in sociopolitical issues and human rights. Concerned with how to achieve a better understanding of behavior in designing for healthcare, this article describes the rationale behind teaching qualitative research in healthcare for biomedical engineering and engineering design education. Through portraying different healthcare designs resulting from an engineering design course, it describes the instruction of qualitative-driven concepts taught to biomedical engineering, design, and premed undergraduate students. Using a design-based research approach, we look to increase the chances of adoption of the presented qualitative research concepts in educational design in health programs. We deliver five tested research tools that better prepare students to carry out more rigorous, respectful, and aware qualitative research in health areas for the development of novel solutions.
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    Is Teamwork Different Online Versus Face-to-Face? A Case in Engineering Education
    (2020) Goñi, Julian ; Cortázar, Catalina; Alvares, Danilo ; Donoso, Uranía ; Miranda, Constanza
    Teamwork has been systematically studied in engineering education as an educational method and a learning outcome. Based on the recent advances in socially-shared regulation as a framework for teamwork processes, this study explores the impact of the transition to online learning. The purpose of this study is to understand if face-to-face and online team dynamics differ concerning the prevalence of personal goals, team challenges, and individual/social strategies. The Adaptive Instrument for Regulation of Emotions (AIRE) Questionnaire was used to compare two semesters in project-based learning engineering courses that were face-to-face (2019) and then converted to an online modality (2020) due to the COVID-19 crisis. Our results show that both modalities report mostly the same prevalence of goals, challenges, and strategies. However, online students tend to manifest a significantly lower prevalence of specific challenges and strategies, suggesting that online teamwork may have involved less group deliberation. These results provide evidence for the "equivalency theory" between online and face-to-face learning in a context where all systemic levels transitioned to a digital modality. These findings raise the question of whether online teaching encourages the emergence of team conflict and deliberation needed for creative thinking.
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    Responsible design for sustainable innovation : Towards an extended design process
    (2020) Hérnandez, Ricardo Javier; Goñi, Julian
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    Seven Challenges in Conceptualizing and Assessing Entrepreneurial Skills or Mindsets in Engineering Entrepreneurship Education
    (2020) Miranda Mendoza, Constanza; Goñi, Julian; Berhane, B.; Carberry, A.
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    The ethical implications of collecting data in educational settings: discussion on the technology and engineering attitude scale (TEAS) and its psychometric validation for assessing a pre-engineering design program
    (2021) Miranda, Constanza ; Goñi, Julian; Pickenpack, Astrid ; Sotomayor, Trinidad
    K-12 Engineering Education has placed a lot of attention on students' attitudes or predispositions towards science and technology. However, most assessment methods are focused on STEM as a whole or only on technology. In this article, we will discuss the instrument called Technology and Engineering Attitude Scale (TEAS) which focuses on attitudes towards technology. Previous studies and applications of this particular scale lacked proper statistical validation of the instrument. The following research looks at the application of an adapted version of the TEAS to assess a GEDC awarded pre-engineering design program in Chile. This version was psychometrically analyzed in 436 cases to validate the interpretations driven by a particular cultural context and specific to the discipline of engineering. The article focuses on the modifications applied to the instrument after the statistical validity process. The discussion is centered on the ethical importance of adapting an existing scale in a valid and reliable way to assess a pre-engineering design program in a local context. Lessons learned and recommendations for future research in this area are proposed based on this particular experience.
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    Understanding epistemological change due to a course in anthro-design : new insights for engineering epistemologies
    (2019) Miranda Mendoza, Constanza; Goñi, Julian
    This is a work in progress. Engineering epistemologies is one of the key research areas in engineering education. This area currently focuses on what constitutes engineering thinking and knowledge (Adams et al. 2006). Relevant research efforts has been done to generate conceptual distinctions in engineering knowledge, but little research has focused on how students actually learn new epistemologies. Engineering “epistemic education” (Barzilai & Chinn, 2018) should be incorporated in this research agenda. In terms of educational psychology, this process can be understood as the sophistication of “epistemological beliefs” (Hofer & Bendixen, 2012) specific to engineering. Because of its exploratory nature, case studies and qualitative-driven research could inform future steps in the development of this sub-area of research. We examine a novel Anthro-Design course as a successful case of epistemological change in engineering undergraduate students in Chile. This course provides students with a structured research methodology to generate innovation opportunities for real counterparts from national industries and organizations. Student engagement in this applied research process is sustained and scaffolded through diverse teaching strategies such as lectures, participatory activities, class discussions and research activities. Throughout the course and activities students are provoked to adopt an anthropological and designer mindset to tackle engineering challenges. Specifically, this course promotes the use of cultural anthropology as a comprehensive framework, that is, as an epistemological belief system. Combined with anthropology, the design process is used as practical carrier of comprehensive findings. The course also holds a tension within the interaction of the role as an engineer in the applicable knowledge driven by industrial practice and the role of the engineer as a creator of knowledge. To evaluate epistemological change, we developed a sequential explanatory design (Creswell & Clark, 2007), with emphasis in qualitative data [quant->QUAL] (Morgan, 1998; Johnson & Onwuegbuzie, 2006). We used three items of the Epistemic Beliefs Inventory (EBI) –validated in Chile by Leal-Soto & Ferrer (2017)– to detect significant differences before and after the course. We will ask students to share their epistemic change journeys through semi-structured and narrative interviews and also through elicitation workshops. We envision our preliminary findings to depict epistemic change as a process closely linked to “hands-on” conceptual application and “real-world” experience more so than in-class theoretical discussion. That is, students should tend to internalize epistemic learnings more likely if it clarifies conflicts with their innovation projects treating with real people. We will seek to analytically showcase how specific teaching practices contribute –or not– to engineering epistemological change. Drawing from this experience, we propose educational insights to design effective epistemic education in engineering and research steps to continue this debate. Multidisciplinary courses with sufficient balance between robust theoretical background and concrete real-world educational practices could best fit the demands to generate epistemological change in engineering education.