Papers by Patricia Jimenez
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Proceedings of the 2019 8th International Conference on Software and Information Engineering
This paper studies the perceived relationship between engineering and social justice and discusse... more This paper studies the perceived relationship between engineering and social justice and discusses a pedagogical model for engaging engineering students with social concerns. Engineering faculty were surveyed on their appraisal of different social-justice related constructs and the results indicate they associate engineering more to environmental and ethical responsibility than to public concerns such as peace, public service and gender equality. Student opinions were assessed in a focus group setting. They perceive the importance of addressing social-justice issues and consider that the university provides insufficient opportunities to develop competencies in this area. The model framework offers different pedagogical dimensions and practices that can be included in macro and micro-curricular designs. These practices seek to counter the effects of an engineering culture of disengagement towards social justice concerns.
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2021 IEEE Global Engineering Education Conference (EDUCON)
This study seeks to identify the effect that in-class teamwork activities have on the technical r... more This study seeks to identify the effect that in-class teamwork activities have on the technical roles assumed by female engineering students in computer programming courses. During 2018 and 2019, a mixed methodology research was conducted in 2 phases. First, a qualitative study that consisted of 15 in depth interviews with current and former female engineering students. In addition, the research team conducted non-participatory observations in 2 courses, to identify elements of group dynamics in mixed gendered classes. This qualitative phase informed the quantitative study designed in the second phase. The quantitative phase took place in two computer programming courses associated to an undergraduate engineering program: Course A, which uses traditional lecture classes, and Course B, which uses project-based learning as the teaching methodology. In course B, a questionnaire (91 responses) was applied to identify the dynamics of role assignment in their teams. A self-efficacy questionnaire on computer programming was applied to courses A (n=33) and B (n =46) to compare the experience of women in the modality of individual and group work. The results indicate that women in course B tend to assume roles of coordination and work management, unlike men who define themselves as programmers or designers. The non-parametric tests applied indicate that when comparing the start and end of the course, the men and women of both courses significantly increased their overall self-efficacy. However, if only items that include execution tasks are considered, women in course B do not significantly improve their self-efficacy, unlike men from course B and both women and men from course A. Pedagogical recommendations are presented to improve self-efficacy of female engineering students in group-work based courses in computer programming subjects.
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2023 IEEE Global Engineering Education Conference (EDUCON)
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International Journal of Engineering Pedagogy (iJEP), 2020
Although the need for an engineering education oriented to public welfare and social justice has ... more Although the need for an engineering education oriented to public welfare and social justice has been acknowledged for many years, the efforts to put it in practice seem insufficient and a culture of disengagement still appears dominant. The aim of this article is twofold: (1) to examine beliefs and motivations of university faculty towards the social responsibility of engineers, and (2) to develop pedagogical principles to deal with the culture of disengagement in engineering. A survey-based quantitative study was conducted among faculty from a university in Chile. A factor analysis revealed two dimensions of social justice in their conceptions, with significantly higher scores for the first one: environmental/ethical versus public/community. Additionally, faculty value less the humanities and social sciences than other non-technical topics in the curriculum. Results, for this university, confirm the prevailing cultural features reported elsewhere. Some guidelines to counteract the...
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Papers by Patricia Jimenez