| 1. |
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| 2. |
- Baillie, Caroline, et al.
(författare)
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Heterotopia: Alternative pathways to social justice
- 2013
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Many of us are concerned with the structures, systems and values that we meet on a day-to-day basis. We seem to be rushing headlong to a destination not of our choosing. How did we get here and what can we do about it? This book is the result of an exploration into the ideas of transformation. What does it mean to transform the way we live, to something that we value? In this book we take on the challenge of exploring a potential transformation in one professional field, that of engineering, as an example of how we might break free of common dysfunctional discourses and enter what we call a counter hegemonic 'Heterotopia' - a space or place where we might dream alternative futures. The text is a unique collaboration spanning the disciplines of engineering education, philosophy and social theory.
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| 3. |
- Baillie, Caroline, et al.
(författare)
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Whose project is it anyway? The case of Waste for Life, Argentina
- 2011
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Ingår i: Exploring Cultural Dynamics and Tensions within Service-Learning. - 1617354643 ; , s. 337-353
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The primary cultural tensions that we explore in this chapter are disciplinary and social. We focus on “Engineering Culture” and attempt to critique the practice of engineering service-learning as a very specifi c activity of the Global North, embedded with a priori social and cultural presumptions that map a pro development, charity-based perspective onto the Global South. We fi rst locate engineering in its Northern context and develop a critique of the “common sense” ways of thinking that have emerged, and which infl uence students and teachers alike. We make the point that service-learning based in this paradigm can be at best a charitable aid and at worst destructive to the “receiving” communities. We will use the case of the not-for-profi t organisation Waste for Life, which we founded in 2007, to explore and present some emerging ideas for an alternative approach to thepreparation and consideration of student involvement in community based engineering projects, which might to a certain degree mitigate potential cultural tensions.
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| 4. |
- Galt, Sheila, 1956, et al.
(författare)
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Hur utvecklas bra lärare? Det är fokus för en workshop där goda Chalmerslärare är det långsiktiga målet.
- 2015
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Sammanfattning:Vad är det som utmärker en bra lärare, och hur utvecklar man bra lärare? Tillsammans kommer workshopdeltagarna att skapa en målbild för Chalmerslärare och inventera samt prioritera olika vägar att utveckla lärare. Vi kommer att jämföra läraryrket på högskolan med gymnasieläraryrket, och leta synergier för lärarutveckling ur MPLOL.Abstract:Hur utvecklas bra lärare? Det är fokus för en workshop där goda Chalmerslärare är det långsiktiga målet. Det finns mycket skrivet om hur man ”ska vara” för att just vara en bra lärare, med många resurser tillgängliga för Chalmerslärare från bl.a. avdelningen EER (Engineering Education Research). Kurser i pedagogik, rekommenderade böcker och vetenskapliga artiklar, seminarier o.s.v. har alla till syfte att visa hur man kan göra för att vara en bra lärare. Men det finns inte lika mycket fokus på processen att just utvecklas till att bli en bra lärare.I samband med att man utvecklas från grön, nervös förstagångslärare till duktig presentationstekniker och sedan vidare till reflekterande lärare och lärandekatalysator så ändras lärarens tankemönster och därmed beteende och agerande i lärandemiljön. Workshopdeltagarna kommer att få hjälpa till att sortera upp vilket stöd som bäst behövs för Chalmerslärare i dessa olika utvecklingsfaser.Chalmers har numera två relativt nya aktiviteter på lärarutvecklingsfronten, där pedagogiska utvecklingsledare (peduler) är den ena. Metoder för utveckling av lärare och lärarlag kan behöva förfinas för att bli så effektiva som möjligt, både avseende resultat och resursbehov. Här kan workshop deltagarna ge sin input, dokumenterat, med ”mjukt” styrda gruppdiskussioner.Den andra relativt nya lärarutvecklingsaktiviteten på Chalmers är gymnasielärarutbildningen för blivande civilingenjörer, masterprogrammet Lärande och Ledarskap (MPLOL). Programmet är designat för att utveckla goda lärare och ledare, till både skolmiljö och näringsliv. Praktiken för dessa lärarstudenter inkluderar VFU (verksamhetsförlagd utbildning) på gymnasieskolor där just lärarutveckling i praktiken är i fokus. VFU-kurserna kan ge input till just ”hur man gör” med allt från praktiska tips i klassrummet till reflekterande inlämningsuppgifter med feedback från mästarlärare. Andra lärandeaktiviteter som kan tillämpas för lärare vid Chalmers inkluderar auskultation och filmning av egna lektioner. Workshopdeltagarna kommer att få ge input till vilka av dessa aktiviteter som kan tänkas hjälpa bäst för Chalmerslärare.Frågeställningarna för workshopens deltagare att ge input till kan sammanfattas som:1.Vad är det som utmärker en bra lärare?2.Hur kan man effektivt stödja en lärares utveckling?3.När i utvecklingsprocessen passar de olika möjliga insatserna?4.Hur kan peduler stödja lärarutvecklingsprocessen?5.Hur kan MPLOLs arbetssätt stödja Chalmerslärares utveckling?
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| 5. |
- Kabo, Jens, 1979, et al.
(författare)
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“A sufficiently complex construction” and other conceptions of technology held by engineering students: A case study from Sweden
- 2011
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Ingår i: Proceedings of The 22nd Annual Conference for the Australasian Association for Engineering Education, 5–7 December 2011, Fremantle, Western Australia. ; , s. 286 - 291
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Konferensbidrag (refereegranskat)abstract
- Engineering has been described as a particular community of practice with its own tacit assumptions about the nature and purpose of engineering and technology. In this paper we investigate how engineering students conceptualise technology. Data was collected through ten interviews and the data was analysed using a phenomenographic approach, leading to six different conceptions of technology. Interestingly, the social dimension of technology was almost invisible in all conceptions. We discuss how these results can be used as an educational intervention to help engineering students to develop a more complex understanding of technology. We also outline the structure of a course aiming to increase students’ understanding of engineering as well as the relationship between science, technology and society.
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| 6. |
- Kabo, Jens, 1979, et al.
(författare)
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Don't Fear the Engineer: Social Science Students Exploring a Liminal Space with Engineering Students
- 2014
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Ingår i: Proceedings of the National Academy’s Sixth Annual Conference and the Fourth Biennial Threshold Concepts Conference [E-publication]. - 9781906642594 ; , s. 175-
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Engineering students learning, in interdisciplinary courses, to consider the social context of their work, need to learn how to think in ways more familiar to social scientists. In our previous work we have shown that this can cause concern and potential trouble as they traverse a liminal space (Kabo and Baillie, 2010). However, we have found that there are just as many, albeit different, thresholds to cross for social science students taking the same class. During two iterations of the course we conducted interviews with students and analysed their critical self-reflections. During this analysis it became apparent to us that most of the social scientists in the class had no or little actual understanding of what engineering really entails and often had quite negative perceptions of it. For these students, the course offered an opportunity to work with engineering students in a constructive manner that in many cases resulted in the breaking down of (negative) stereotypes of engineers and engineering. This is an important first step toward grasping any positive potential engineering has to offer. Some social science students moved beyond the breaking down of negative stereotypes to the realisation that engineering can play a positive role in the creation of viable alternatives to current practices and that engineers possess skills and ways of thinking that complement those of social scientists in a potentially beneficial way. Our findings indicate that understanding engineering and engineers can serve as a threshold that social scientists students working in an interdisciplinary context with engineering students need to cross for the possibility of true interdisciplinary, rather than multidisciplinary, collaboration to take place. A central aspect of this crossing is to negotiate together with engineers what engineering means and can mean.
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| 7. |
- Kabo, Jens, 1979
(författare)
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Editor's Introduction
- 2013
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Ingår i: International Journal of Engineering, Social Justice, and Peace. - 1927-9434. ; 2:1, s. 1-2
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Each of the three articles in this issue can be seen to highlight a different dimension of the concept of praxis. Muscat emphasises action, Baillie and Levine exemplify the use of theory as a basis for unpacking dominant paradigms and assumptions, and Cumming-Potvin and Currie emphasise critical reflection. Taken together, these articles provide a robust foundation for understanding the nature of praxis as engineers engage with issues of social justice and peace.
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| 8. |
- Kabo, Jens, 1979, et al.
(författare)
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Engineering and Social Justice: How to help students cross the threshold
- 2009
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Ingår i: Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education. - 1750-8428. ; 4:2, s. 126-146
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports on the interdisciplinary course “Engineering and Social Justice: Critical theories of technological practices” developed and first taught at Queen’s University by Richard Day (Sociology) and Caroline Baillie (Engineering) in 2006 in order to bring engineering and social science students together to help them develop critical thinking in relation to engineering practices while questioning common assumptions. This process was focused through a social justice lens that the students were encouraged to adopt. However, this was not easy to do for many of them and can be likened to the crossing of a threshold. In this paper, we explore the conceptual framing of the course as well as some of the crucial parameters of its apparent success in guiding students across the threshold.
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| 9. |
- Kabo, Jens, 1979, et al.
(författare)
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Engineering and Social Justice: Negotiating the spectrum of liminality
- 2010
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Ingår i: Threshold Concepts and Transformational Learning. - 9460912052 ; , s. 303-315
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Throughout their education, engineering students develop an understanding that engineering is mostly about problem solving, technical development, efficiency, and profit making. Thus the idea of engineering focussed on social justice challenges the view many engineering students have of their future profession. This study explores these challenges as a potential threshold for students. However, rather than only being a threshold for students entering engineering we suggest that social justice serves as a threshold for the whole discipline and that this in turn implicates the development of current ways of thinking and practising of engineering. This discussion brings to the forefront the question of expertise and who may judge what are these ways of thinking.
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| 10. |
- Kabo, Jens, 1979, et al.
(författare)
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Engineering Students' Conceptualizations of Sustainability
- 2020
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Ingår i: Proceedings - Frontiers in Education Conference, FIE. - 1539-4565. ; 2020-October
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Konferensbidrag (refereegranskat)abstract
- While the integration of a sustainability lens within engineering education is increasingly urgent, the appropriate conceptual underpinnings for such integration remain under debate. The study presented follows an investigation of one small group of students in a course that addressed sustainability in the context of technology design. Our goal was to explore the range of student conceptions of sustainability. Using a phenomenographic approach, we observed and interviewed students in the course and identified seven categories of sustainability. These findings can be used as parts of a tool for scaffolding students' learning experiences.
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