| 50701. |
- Lönngren, Johanna, 1985-, et al.
(author)
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Breaking Catch22 of Engineering Education for Sustainable Development : An Example of Parallell Learning of Teachers and Students
- 2012
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Conference paper (peer-reviewed)abstract
- Both research and practical experience show that teachers have trouble implementing Education for Sustainable Development (ESD) (Bursjöö 2011), especially in engineering education where a culture of value-neutrality and objectivity still seems to prevail (see for example Holmberg et al 2008). Consequently, the integration of ESD into engineerig curricula is often insufficient in respect to requirements set up by the Swedish Higher Education Act: graduates of engineering are expected to possess complex skills connected to ethics and sustainable development (Högskoleförordningen 1993).The purpose of this presentation is to provide a positive example of how these problems have been overcome in a specific engineering program at Lund University. We discuss the introduction of an innovative course by a group of students and faculty without substantive prior expertise or experience in Engineering Education for Sustainable Delopment (EESD). We (some of the course developers/course leaders) use collaborative action research methodology to discuss similarities and differences in teachers’ (ours) and students’ learning in the process of creating and subsequently improving this specific EESD-intervention. Our analysis is based on personal reflections and focus group discussions by the course developers/course leaders, as well as students’ course evaluations from three consecutive years, and EESD litterature.As an analytical lens, we use the concept of Communities of Practice(CoP). We identify two levels of CoPs: 1. The team of teachers (senior teachers in collaboration with highly motivated students) working with the course over the years, and 2. All actors involved in each years’ course cycle. This includes both a group of teachers and the enroled students. In relation to these CoPs, we also identify two (partly overlapping) cycles of action learningwhich relate, respectively, to the course development over the years, and our work with each specific course cycle. The purpose of this analysis and discussion is to uncover parallell learning of teachers and students as the course evolves.Another purpose is to facilitate the implementation of EESD. Therefore, we also reflect on the perceived prerequisite of teachers’ expertise for teaching sustainable development in engineering curricula. We discuss the specific conditions that allowed the creation and execution of our course with the aim to empower other teachers to venture on the undertaking of EESD in their courses by trusting the development of their own skills “by doing EESD”. Thus we hope to contribute to an icnreased integration of ESD into engineering programs in Sweden and abroad.
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| 50702. |
- Lönngren, Johanna, 1985-, et al.
(author)
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Dealing with the multidimensionality of sustainability through the use of multiple perspectives : a theoretical framework
- 2016
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In: European Journal of Engineering Education. - : Informa UK Limited. - 0304-3797 .- 1469-5898. ; 41:3, s. 342-352
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Journal article (peer-reviewed)abstract
- The concept of perspectives is important in discussions about the multidimensionality of sustainability problems and the need to consider many different aspects when dealing with them. This paper aims to facilitate discussions among both educators and researchers about didactical approaches to developing students’ abilities to deal with the multidimensionality of sustainability challenges through the use of multiple perspectives. For this purpose, a theoretical framework was developed that describes perspectives in terms of a set of general characteristics, as well as a number of ways in which students can develop and reflect on perspectives. Development of the framework was supported by a qualitative content analysis of transcripts from interviews with undergraduate engineering students in Sweden.
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| 50703. |
- Lönngren, Johanna, 1985-, et al.
(author)
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Developing activities for assessing “wicked sustainability problem”-literacy : a collaborative action research approach
- 2016
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In: European Conference on Educational Research, Dublin, Ireland, 23-26 August, 2016.
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Conference paper (peer-reviewed)abstract
- The world faces increasingly complex and “wicked” challenges to sustainability, such as climate change, resource scarcity, global health problems, or pollution. One of the main goals of environmental and sustainability education (ESE), especially in higher education, should therefore be to prepare students to deal with such wicked sustainability problems (WSPs) in productive, proactive, just, responsible, and flexible ways. In this project, we call students’ ability to deal with WSPs in such ways “WSP-literacy” (c.f. authors 2015). The overall aim of our project was to develop concrete, practical approaches to ESE that can support (engineering) students’ development of WSP-literacy. In conversations about the results from previous theoretical work on how engineering students approach WSPs (authors, forthcoming), engineering educators identified a lack of adequate assessment activities as one important factor that currently may inhibit better education for WSP-literacy. This finding is in line with a basic assumption in constructive alignment theory (Biggs 1996; Biggs 2014): that assessment activities not only serve to trackstudent learning, but actually influencestudent learning and that they therefore not should be treated as an afterthought in designing educational programs.To address the lack of adequate assessment activities for WSP-literacy, we have chosen to work together with ESE practitioners. We held three workshops in different settings: at a local seminar with ESE practitioners in 2014, at a local pedagogical conference at a technical university in 2015, and at an international conference with engineering ESE practitioners and researchers in 2016. We summarized and refined the results from each workshop and used them as a starting point for the following workshop. In that way, we facilitated educators’ work with developing, first, a matrix of intended learning outcomes, and second, concrete examples of how these learning outcomes could be assessed. In our presentation, we will describe the research process, the learning outcomes, and selected examples of assessment activities. We will also attempt to draw conclusions about common features of promising assessment activities. This could guide further development of activities for a range of specific contexts, as well as further research into what characterizes “good” assessment in ESE. Our project was carried out mainly in the context of engineering education, but since WSPs in themselves cannot be reduced to single disciplinary approaches, we expect the results to be valuable to ESE in a broad range of higher education programs.
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| 50704. |
- Lönngren, Johanna, 1985-
(author)
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Developing assessment activities for “wicked sustainability problem”-°©‐literacy in engineering education
- 2016
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Conference paper (peer-reviewed)abstract
- The objective of this workshop is twofold: Firstly, we will discuss “wicked sustainability problems” (WSPs) and “WSP-literacy” as useful concepts in engineering education for sustainable development. Secondly, we will collaboratively develop concrete assessment activities for WSP-literacy. We expect that participants will be able to directly apply (some of) the developed activities in their own teaching.In order to support sustainable development through engineering education, we need to train students to deal with complex and contested problems that lack single right solutions (here called wicked sustainability problems, WSPs). In this workshop, we will discuss what students need to learn to be able to deal with such problems and how such learning can be assessed in the context of engineering education.The workshop builds on the paper “Assessing “Wicked Sustainability Problem” – Literacy in Engineering Education” (Lönngren & Svanström 2015), for which the authors received the Environmental Engineering Division’s award for best graduate student paper at the 2015 ASEE Annual Conference. The paper introduces the concept of WSP-literacy, presents a matrix of 22 intended learning outcomes (ILOs) for WSP-literacy, and discusses two approaches to assessing (some of) them in engineering education.In this workshop, we will develop further approaches for assessing ILOs for WSP-literacy in engineering education. After the workshop, participants are expected to be able to independently apply the assessment activities to their own teaching. The workshop is structured as follows:Introduction to the concepts of WSPs and WSP-literacyDiscussion of ILOs for WSP-literacy and requirements for assessment of WSPsDiscussion of two assessment strategies for (some of) the ILOsGroup work: develop own assessment activities for selected ILOsPresentations of group work and feedback from other groupsSummarizing discussion and evaluation of the workshop The workshop is part of an ongoing research project and will therefore be audio-recorded for later analysis. The facilitator will summarize the results from the workshop and distribute them to interested participants.In preparation of the workshop, participants are encouraged to complete a short pre-workshop questionnaire and read the paper “Assessing “Wicked Sustainability Problem” – Literacy in Engineering Education”, which is available here:dx.doi.org/10.18260/p.23585.
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| 50705. |
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| 50706. |
- Lönngren, Johanna, 1985-, et al.
(author)
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Emotions in engineering education : Preliminary results from a scoping review
- 2021
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In: 9th research in engineering education symposium and 32nd australasian association for engineering education conference (REES AAEE 2021). - https://reen.co/ : Research In Engineering Education Network. - 9781713862604 - 9781713862598 ; , s. 641-650
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Conference paper (peer-reviewed)abstract
- CONTEXT: There is today a broad consensus that emotions influence all forms of teaching and learning, and scholarship on Emotions in Engineering Education (EEE) is an emerging and rapidly growing field. However, this nascent research is currently very dispersed and not well consolidated. There is also a lack of knowledge about the state of the art, strengths, and limitations of the existing literature in the field, gaps, and future avenues for research.PURPOSE: We have conducted a scoping review of EEE research, aiming to provide a first overview of the EEE scholarship landscape. We report here on preliminary findings related to (1) the status of the field, (2) geographical representation of authors, and (3) emerging hot spots and blind spots in terms of research approaches, contexts, and topics.METHODS: The scoping review is part of a larger, systematic review of the EEE literature. Using an inclusive search strategy, we retrieved 2,175 items mentioning emotions and engineering education, including common synonyms. Through abstract screening and full text sifting, we identified 184 items that significantly focus on engineering education and emotion. From these items, we extracted and synthesized basic quantitative and qualitative information on publication outlets, author origins, keywords, research approaches, and research contexts.PRELIMINARY RESULTS: Surprised by the large number of EEE publications, we found that EEE is a rapidly expanding, but internationally dispersed field. Preliminary results also suggest a dominance of research on higher education, often exploring students’ academic emotions or emotional competences. Research on emotional intelligence and anxiety is particularly common while studies focusing on cultural and sociological aspects of EEE are largely absent.CONCLUSIONS: The EEE literature is expanding exponentially. However, the field is not well consolidated, and many blind spots remain to be explored in terms of research approaches, contexts, and foci. To accelerate the development of the field, we invite current and prospective EEE researchers to join our emerging, international community of EEE researchers.
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| 50707. |
- Lönngren, Johanna, Docent, 1985-, et al.
(author)
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Emotions in engineering education
- 2023. - 1
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In: International handbook of engineering education research. - New York : Routledge. - 9781032262765 - 9781032262758 - 9781003287483 ; , s. 156-182
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Book chapter (peer-reviewed)
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| 50708. |
- Lönngren, Johanna, Docent, 1985-, et al.
(author)
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Emotions in engineering education : a configurative meta-synthesis systematic review
- 2024
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In: Journal of Engineering Education. - : John Wiley & Sons. - 1069-4730 .- 1524-4873.
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Research review (peer-reviewed)abstract
- Background: The study of emotions in engineering education (EEE) has increased in recent years, but this emerging, multidisciplinary body of research is dispersed and not well consolidated. This paper reports on the first systematic review of EEE research and scholarship. Purpose: The review aimed to critically assess how researchers and scholars in engineering education have conceptualized emotions and how those conceptualizations have been used to frame and conduct EEE research and scholarship.Scope/Method: The systematic review followed the procedures of a configurative meta-synthesis, mapping emotion theories and concepts, research purposes and methods, and citation patterns in the EEE literature. The review proceeded through five stages: (i) scoping and database searching; (ii) abstract screening, full text sifting, and full text review; (iii) pearling; (iv) scoping review, and (v) in-depth analysis for the meta-synthesis review. Two hundred and thirteen publications were included in the final analysis.Results: The results show that the EEE literature has not extensively engaged with the wide range of conceptualizations of emotion available in the educational, psychological, and sociological literature. Further, the focus on emotion often seems to have been unintentional and of secondary importance in studies whose primary goals were to study other phenomena.Conclusions: More research adopting intentional, theorized approaches to emotions will be crucial in further developing the field. To do justice to complex emotional phenomena in teaching and learning, future EEE research will also need to engage a broader range of conceptualizations of emotion and research methods, drawing on diverse disciplinary traditions.
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| 50709. |
- Lönngren, Johanna, 1985, et al.
(author)
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Emotions in engineering education: Towards a research agenda
- 2020
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In: Proceedings - Frontiers in Education Conference, FIE. - : IEEE. - 1539-4565. ; 2020-October, s. 1-5
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Conference paper (peer-reviewed)abstract
- This Work-in-Progress research paper describes preliminary work on a research agenda for emotions in engineering education. Emotions play an important role for teaching and learning in engineering education, but research on the topic is scarce. To spur research in this area, the authors participate in an international collaboration that aims to map existing research, identify questions that are under-researched, and outline important questions for future research on emotions in engineering education. In this paper, we describe preliminary work that has been done in preparation of an international symposium during which a first draft of the research agenda on emotions in engineering education will be developed. At FIE 2020, we will present both this preparatory work and the agenda itself.
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| 50710. |
- Lönngren, Johanna, 1985-, et al.
(author)
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Empati men inte känslor : Ingenjörsstudenters konfliktfyllda emotionella positionering i diskussioner om komplexa hållbarhetsproblem
- 2021
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In: Nordisk forskningskonferanse om bærekraft i utdanning. Torsdag 21 oktober - fredag 22 oktober 2021, Universitetet i Oslo.
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Conference paper (peer-reviewed)abstract
- Introduksjon, mål og problemstilling(er): Känslor spelar en viktig roll i lärande för hållbar utveckling och forskning i ämnet expanderar fort. Det mesta av forskningen har hittills studerat känslor ur ett individuellt och kognitivt perspektiv, som något individer upplever, kontrollerar och uttrycker. Men känslor uppstår inte bara i individers huvuden utan även i social interaktion. Känslor konstrueras, ges mening och värderas i samspel mellan människor. Känslor konstrueras också alltid i relation till normer och värderingar som råder i, till exempel, undervisningskontexten eller det omgivande samhället. Det här bidraget beskriver ett analytiskt ramverk, baserat på positionsteori, för att studera känslor i interaktion. Ramverket illustreras med resultat från en pilotstudie om hur ingenjörsstudenters diskuterar känslors roll i hanteringen av ett komplext hållbarhetsproblem.Teoretiske og metodologiske utgangspunkter: Positionsteori bygger på ett antagande om att människor, i interaktion, förhandlar om sina egna och andras rättigheter och skyldigheter i relation till varandra och till samhället. På det viset kombineras ett mikrofokus på social interaktion med ett makrofokus på normer och värderingar i organisationer eller samhället. En uppsättning rättigheter och skyldigheter benämns ”position” och människor positionerar både sig själva och varandra. Positioner utgör en av tre analysenheter i positionsteori. Den andra analysenheten utgörs av människors användning av språk och icke-verbal kommunikation i interaktionen (”communication acts”) samt kulturella narrativ som ger mening åt interaktionen (”storylines”). I utbildningsvetenskap kan positionsteori till exempel användas för att studera hur studenter och lärare tillskrivs möjligheter och skyldigheter att delta i lärandeaktiviteter eller hur de får använda och skapa olika former av kunskap. I det här bidraget fokuserar vi på hur ingenjörsstudenter tillskriver sig själva rättigheter och skyldigheter att ta hänsyn till känslor i hanteringen av ett komplext hållbarhetsproblem.Metode, data og analyseprosess: För att kunna studera känslor utifrån ett positionsteoretiskt perspektiv har vi först utvecklat ett analytiskt ramverk som applicerar positionsteorins tre analysenheter på känslor. Ramverket definierar därmed (1) ”emotion acts” som en typ av communication acts, men där det analytiska fokuset riktas mot hur just känslor uttrycks och används i interaktion, (2) emotionella positioner (”emotional positions”) som uppsättningar av rättigheter och skyldigheter att utföra vissa typer av emotion acts, men inte andra, och (3) emotionella narrativ (”emotional storylines”) som den mening som skapas när emotion acts används. För att i detalj kunna analysera emotion acts har vi också utvecklat en metod för multimodal transkribering som representerar och illustrerar inte bara vad som sägs och hur, utan även gester och ansiktsuttryck. Sedan har vi applicerat vårt ramverk på tio videoinspelade intervjuer med ingenjörsstudenter som ombads att diskutera ett komplext hållbarhetsproblem. För det här bidraget har vi valt ut tre empiriska exempel för att illustrera vårt analytiska ramverk och vår metod för multimodal transkribering.Foreløpige og endelige funn: Vi har identifierat två kontrasterande emotionella narrativ om vilken roll känslor bör spela när hållbarhetsproblem ska lösas ur ett ingenjörsperspektiv: (1) Känslor är irrelevanta och/eller störande vid teknisk problemlösning, och (2) Känslor är relevant och/eller viktiga vid teknisk problemlösning. I relation till dessa narrativ har studenterna i studien positionerat sig som rationella problemlösare och/eller empatiska människor. I ett av de utvalda exemplen brottas studenten med att försöka positionera sig som BÅDE rationell (utan känslor) OCH empatisk. Vi noterar att studenter kan hamna i en nästintill omöjlig position när de upplever att de förväntas vara rationella och emotionella samtidigt. Det verkar alltså finnas ett behov att nyansera de emotionella narrativen i ingenjörsutbildningar och att explicit diskutera känslors roll i teknisk problemlösning med studenterna. Eftersom studenterna i studien har identifierat empati som relevant och viktig föreslår vi att empati kan vara en lämplig ingång för att få acceptans för den typen av samtal i ingenjörsutbildningar.
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