The COVID-19 pandemic sparked rapid shifts to engineering education, causing changes to course formats and student experiences. The culture of undergraduate engineering programs undoubtably affected this transition online and affected how students interpreted their experiences. To date, research on engineering culture has explored the values, beliefs, and underlying ideologies of the culture. However, what we know about engineering culture was captured predominantly during periods of stability. Because COVID-19 provides an opportunity to either challenge or uphold aspects of engineering culture, it was imperative to capture the experiences of students undergoing an engineering education during this time. In order to understand what facets of engineering culture were salient in students' interpretations of their classroom experiences during the COVID-19 pandemic, I conducted a multiple case study exploring mechanical engineering students' constructions of their experiences taking second and third year courses during the pandemic. I compared two mechanical engineering programs – one in the United States and one in South Africa – by conducting semi-structured interviews with 10 to 11 mechanical engineering undergraduate students at each site as well as 1 to 2 key informants. My analysis identified the following cultural features that emerged as salient from students' perspectives during the pandemic at both sites: intrinsic hardness, differential access to resources, and application and design. Additionally, my analysis identified the following cultural features that emerged as salient at only one site: seeking help, job market, and scientific way of thinking. The key difference between sites appeared with respect to differential access to resources. This study captures and reports critical data about students' constructions of their experiences during the COVID-19 pandemic. By investigating engineering culture during a time of stress, this research identifies the most salient features of engineering culture that remained constant through the pandemic as well as the features that changed due to the pandemic. Further, the global comparative aspect of this work highlights which features of engineering culture are universal and which are influenced by national context. Overall, this research aims to inform future educational responses to disasters as well as future change efforts in engineering. / Doctor of Philosophy / The COVID-19 pandemic sparked rapid shifts to engineering education, sending students home and shifting classes online. The beliefs and values that engineering instructors and students have about how engineering should be taught and learned impacted this shift online in ways that could either help or hinder student learning. The pandemic provides an opportunity to understand which beliefs and values in engineering were stickiest and the most important to how students described their experiences. In order to understand how students described their experiences taking classes online during the pandemic, I interviewed 10 to 11 mechanical engineering students at two universities – one university in the United States and one in South Africa. I asked students to share stories about taking classes during the pandemic. I then analyzed their responses and looked for commonalities across their stories. I found that students talked about six common features of their experiences. First, students felt like their classes were hard, and they felt their classes should have been hard because that was part of what it means to study engineering. Second, students noticed that having a laptop and Wi-Fi became very important when all teaching and learning was happening online, and not having that access made learning more challenging. Third, students missed their in-person laboratory classes, which they also saw as central to engineering. Fourth, students at the university in South Africa talked about challenges with getting help with their classes because virtual learning made accessing instructor and peer help more difficult. Fifth, students at the university in the United States had concerns about finding jobs because the pandemic was impacting the economy and their ability to obtain internships. Sixth, students at the university in the United States were frustrated that the response to the pandemic wasn't more rooted in science. This study captures and reports students' stories about their experiences during the pandemic. By looking at how students talked about their experiences during the pandemic, this research identifies the stickiest features of engineering culture that remained constant through the pandemic as well as the features that changed due to the pandemic. Further, by comparing two countries, this work highlights which beliefs and values in engineering are widespread and which are not. Overall, this research aims to inform future educational responses to disasters as well as future change efforts in engineering.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/109720 |
| Date | 21 April 2022 |
| Creators | Deters, Jessica Rose |
| Contributors | Engineering Education, Paretti, Marie C., Case, Jennifer Margaret, Cowell, Margaret M., Matusovich, Holly M., Leydens, Jon Alan |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf, application/pdf |
| Rights | Creative Commons Attribution 4.0 International, http://creativecommons.org/licenses/by/4.0/ |
Page generated in 0.0026 seconds