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Description
Makers are those who enjoy creating things and learning new skills, as well as interacting within a connected community (Doughtery, 2012). Through the analysis of Makers as part of a larger study (Jordan & Lande, 2013) a researcher had noticed the emergence of leadership traits within the Maker community (Oplinger, Jordan, and Lande, 2015). The National Academy of Engineering has determined that leadership is a key quality for the engineer of the future (Clough, 2004). The Engineering Accreditation Commission has determined several necessary outcomes for engineering students that coincide with leadership roles (Engineering Accreditation Commission, 2012). Proactiveness, confidence, motivation, communication, coaching will be important skills for engineers so that they can effectively lead teams, adjust to change, and synthesize (Ahn, Cox, London, Cekic, and Zhu, 2014). In National Academy of Engineering's The Engineer of 2020 (Clough, 2004) future engineers are expected to be in position to influence "in the making of public policy and in the administration of government and industry." The Maker community offers a broad spectrum of individuals engaged in informal engineering and tinkering activities across multiple pathways (Foster, Wigner, Lande, and Jordan, 2015). This study explores leadership using a theoretical framework of competing values (Quinn, 1988) (Zafft, Adams, and Matkin, 2009) including relating to people, managing processes, leading change, and producing results. The study relies upon artifact elicitation (based on photo elicitation (Harper, 2002)) with 40 of these Makers at four Maker Faires in the United States. The artifact elicitation interviews were conducted at the Maker Faires in front of participants' inventions, where the Makers were asked to describe the invention and the process behind it. Using a theoretical framework of competing values (Quinn, 1988) (Quinn, Faerman, Thompson, and McGrath, 1990) and through parallel inductive-deductive analysis, the emergent themes among our sample of Makers include that they express leadership qualities of (1) innovators \u2014 they utilize different skillsets to develop unique products and solutions; (2) monitors \u2014 they evaluate projects and respond to results; (3) directors \u2014 they set goals and expectations of their projects and processes; and (4) producers \u2014 they are determined and possess a personal drive. From the findings a call to action is made on implementing leadership lessons in the engineering classroom.
ContributorsOplinger, James Logan (Author) / Lande, Micah (Thesis director) / Jordan, Shawn (Committee member) / Barrett, The Honors College (Contributor)
Created2015-05
Description
This study sought the lived and told stories of Native American women working in engineering and technology so that their voices may be heard in engineering education scholarship and challenge assumptions surrounding universal understandings of what it means to be a minority woman in science, technology, engineering, and mathematics (STEM). The study was directed by two research questions: (1) What are the lived and told stories of Native women in engineering and technology who are leading initiatives to improve their Native communities and (2) How do Native women’s understandings of their identities influence their work and acts of leadership? The study employed narrative inquiry as the methodological framework and was guided by theoretical frameworks of identities as constructed, multiple, and intersectional (Crenshaw, 1989; Tajfel & Turner, 1979), hybridity, and “third spaces” (Bhabha, 2012). The inquiry was also informed by feminist theories of Native scholars (Green, 1983; Kidwell, 1978) and engineering education (Beddoes & Borrego, 2011; Riley, Pawley, Tucker, & Catalano, 2009). The narrative analysis presented three narratives, based upon interviews, field notes, observations, and documents: (1) the story of a Navajo woman working within a large technical corporation (Jaemie); (2) the story of an Akimel O’odham-Mexican woman working within a tribally-owned technical business (Mia); and (3) the story of a Navajo woman growing her own technical business (Catherine). The narratives revealed a series of impactful transitions that enabled Jaemie, Mia, and Catherine to work and lead in engineering and technology. The transitions revolved around themes of becoming professionals, encountering and overcoming hardship, seeking to connect and contribute to Natives through work, leading change for their Native communities, and advancing their professional selves and their Native communities. Across the transitions, a transformation emerged from cultural navigation to leadership for the creation of new hybrid spaces that represented innovative sites of opportunity for Native communities. The strength of the Native spaces enabled Jaemie, Mia, and Catherine to leverage their identities as Native women within the global context of engineering and technology. The narratives denote the power of story by contributing the depth and richness of lived realities in engineering and technology.
ContributorsFoster, Christina Hobson (Author) / Jordan, Shawn (Thesis advisor) / Fixico, Donald (Committee member) / Lande, Micah (Committee member) / McKenna, Anna (Committee member) / Arizona State University (Publisher)
Created2016
Description
Learning analytics application is evolving into a student-facing solution. Student-facing learning analytics dashboards (SFLADs), as one popular application, occupies a pivotal position in online learning. However, the application of SFLADs faces challenges due to teacher-centered and researcher-centered approaches. The majority of SFLADs report student learning data to teachers, administrators, and researchers without direct student involvement in the design of SFLADs. The primary design criteria of SFLADs is developing interactive and user-friendly interfaces or sophisticated algorithms that analyze the collected data about students’ learning activities in various online environments. However, if students are not using these tools, then analytics about students are not useful. In response to this challenge, this study focuses on investigating student perceptions regarding the design of SFLADs aimed at providing ownership over learning. The study adopts an approach to design-based research (DBR; Barab, 2014) called the Integrative Learning Design Framework (ILDF; Bannan-Ritland, 2003). The theoretical conjectures and the definition of student ownership are both framed by Self-determination theory (SDT), including four concepts of academic motivation. There are two parts of the design in this study, including prototypes design and intervention design. They are guided by a general theory-based inference which is student ownership will improve student perceptions of learning in an autonomy-supportive SFLAD context. A semi-structured interview is used to gather student perceptions regarding the design of SFLADs aimed at providing ownership over learning.
ContributorsLi, Siyuan (Author) / Zuiker, Steven (Thesis advisor) / Cunningham, James (Committee member) / Lande, Micah (Committee member) / Arizona State University (Publisher)
Created2019