Vargas-Ordonez, C. E., & Hynes, M. M. (2021, July), Integrating Art and Engineering: What do faculty think?  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37355

\bibitem{asee_peer_37355}
  Vargas-Ordonez, C. E., \& Hynes, M. M. (2021, July), \emph{Integrating Art and Engineering: What do faculty think?}
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--37355

Cristian Eduardo Vargas-Ordonez P.E. and Morgan M. Hynes.  "Integrating Art and Engineering: What do faculty think?".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://strategy.asee.org/37355 Internet.  19 May, 2024

\bibitem{asee_peer_37355}
  Cristian Eduardo Vargas-Ordonez P.E. and Morgan M. Hynes.
  "Integrating Art and Engineering: What do faculty think?".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://strategy.asee.org/37355 Internet.  19 May, 2024

@INPROCEEDINGS{asee_peer_37355
author = "Cristian Eduardo Vargas-Ordonez P.E. and Morgan M. Hynes"
title = "Integrating Art and Engineering: What do faculty think?"
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/37355}
number = {10.18260/1-2--37355}
}

TY  - CPAPER
AB  - STEAM Education is a framework for the disciplinary integration between science, technology, engineering, arts, and mathematics. In practice, it is possible to consider this integrative framework as cross-disciplinary, multidisciplinary, interdisciplinary, or transdisciplinary dependent upon the educational objectives. On the one hand, schools may consider that STEAM education leads to students' innovative thinking and contributing to society's workforce development goals. On the other hand, STEAM education can be focused on creativity, self-expression, and empathy, which can lead to self-realization and fulfillment. Currently, K-12 settings are the primary users of this framework, shaping the curricular activities, exploring new ways to integrate these five disciplines, and researching the content, pedagogy, and assessment related to this field. However, at undergraduate or graduate levels, this framework has been little explored. This research seeks to understand faculty members’ perception as a factor that may prevent the extensive use of STEAM education by undergraduate and graduate engineering education levels. In that sense, this pilot study focused on exploring how two of the STEAM areas, engineering and art, faculty members from a Large Midwestern University perceive engineering, art, and their integration. This study used Moscovici's and Abric's Social Representation theory, looking for the core and peripheric attitudes and information that faculty participants have regarding the integration of engineering and arts. In total, seven faculty members, three from the College of Engineering and four from the College of Liberal Arts, were interviewed as a way to "enter into the other person's perspective"[1, p. 426], making visible the components of their social representation in the form of feelings, intentions, memories, meanings, or ideas. Data were analyzed using thematic analysis and discussed from the perspective of the social representations. 
AU  - Cristian Eduardo Vargas-Ordonez P.E.
AU  - Morgan M. Hynes
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - Integrating Art and Engineering: What do faculty think?
UR  - https://strategy.asee.org/37355
DO  - 10.18260/1-2--37355
ER  -