期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2020
页码：1-8
DOI：10.24908/pceea.vi0.14209
出版社：The Canadian Engineering Education Association (CEEA)
摘要：As the Engineering profession increasingly explores the complex relationships between technology and society, the responsibility of engineers is evolving to include considering the socio-technical complexities in which their technology will be embedded [1]. This evolution has led to interest in teaching empathy and reflexivity in undergraduate engineering education, in part to prepare student engineers for effective community engagement in their engineering practice [2] [3]. This practice paper discusses considerations, approaches, and theories that informed our design practice as we incorporated positionality into our course. Positionality was introduced as a foundational design tool to approximately 300 students in a first-year design course at a large, public, research-intensive university. In this work we discuss the integration of positionality as a framework to facilitate self-awareness, intentionality, leadership, reflexivity, and empathy in individual and team engineering design activities.
