Challenge Me, Disagree with Me: Why Gendered Perceptions to Student Stories of Motivation Enhance Creative Approaches in Engineering
- Conference
- Location
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Virtual On line
- Publication Date
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June 22, 2020
- Start Date
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June 22, 2020
- End Date
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June 26, 2021
- Conference Session
- Tagged Division
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Entrepreneurship & Engineering Innovation
- Tagged Topic
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Diversity
- Page Count
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16
- DOI
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10.18260/1-2--34266
- Permanent URL
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https://peer.asee.org/34266
- Download Count
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438
Paper Authors
Mona Eskandari University of California, Riverside
Mona Eskandari is an assistant professor in the department of mechanical engineering at UC-Riverside, specializing in biomechanics. Prior to joining UCR, she was a researcher at UC-Berkeley and received her doctorate from Stanford University. She was named a University of California Provost's Engineering Research Faculty Fellow, a National Science Foundation Graduate Research Fellow, a DARE Doctoral Fellow, and a Stanford Graduate Science and Engineering Fellow. Eskandari is a recipient of ASEE's Early Engineering Educator Award and the prestigious K. Patricia Cross Future Leaders of Higher Education Award from the Association of American Colleges and Universities.
Ville Mikael Taajamaa City of Espoo
Dr.Ville M. Taajamaa, research and teaching focuses on new product development and engineering education especially in the context of sustainable development. The main focus in his research is the creation of new models and metrics for entrepreneurial, innovative and interdisciplinary engineering education where emphasis is more in the first phases of the engineering process when the problem space is spanned in order to find feasible, viable, credible and desirable solutions.
Barbara A. Karanian Stanford University
Barbara A. Karanian, Ph.D. , Lecturer, formerly visiting Professor, in the School of Engineering, in the Mechanical Engineering Design Group at Stanford University.
Barbara's research focuses on four areas: 1)grounding a blend of theories from social-cognitive psychology, engineering design, and art to show how cognition affects design; 2) changing the way people understand the emotion behind their work; 3) shifting norms of leaders involved in entrepreneurial-minded action; and 4) developing teaching methods with a storytelling focus in engineering and science education.
Founder of the Design Entrepreneuring Studio: Barbara helps teams generate creative environments. Companies that she has worked with renew their commitment to expanding paths from creativity to innovation. She also helps individuals answer challenging questions when she teaches some of her methods to engineering, design, business, medicine, and law students. Barbara sometimes uses her storytelling methods as a form, and storytelling as rapid prototyping to help student and industry leaders traverse across the iterative stages of a project- from the early, inspirational stages to delivery. Barbara also uses story as a projective prompt in her experiments.
Abstract
Challenge Me, Disagree with Me: Why Gendered Perceptions to Student Stories of Motivation Enhance Creative Approaches in Engineering
What if your motivation is characterized in ways that do not align with your vision of yourself? Social psychology and engineering education studies have demonstrated that perceptions are important, and frequent, part of everyday interactions and relatability in the classroom and in the workforce. Expectations matter when engineering students tell stories about a colleague’s choice to step away from their CEO/founder position. How might stories featuring negative consequences enhance or interfere with creative approaches in engineering? The purpose of this study is to further extract and investigate the results of work in which participants responded to the role of emotions, expectations, and motivation in the storyline prompt of the engineer/founder who decided to step down as CEO. Two measures are employed: validated coding of the projective storytelling and collected reports of the mood scale (PANAS). Gendered perceptions are examined; men were more negative about themselves and others; and women’s stories about women were the only stories with themes of bias, harassment or sexual tension. Do men and women consider it ill-advised for women to discard the power/wealth earned from being innovative? Discussion of a new graduate’s entrepreneurial action is crucial for expanding paths from creativity to innovation in engineering education.
Eskandari, M., & Taajamaa, V. M., & Karanian, B. A. (2020, June), Challenge Me, Disagree with Me: Why Gendered Perceptions to Student Stories of Motivation Enhance Creative Approaches in Engineering Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34266
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