Is this project an undergraduate, graduate, or faculty project?
Undergraduate
group
What campus are you from?
Daytona Beach
Authors' Class Standing
Rachel Swan, Senior
Lead Presenter's Name
Rachel Swan
Faculty Mentor Name
Dr. Bryan Watson
Abstract
This paper explores approaches and interventions aimed at increasing engineering thriving in engineering education ecosystems at the Micro, Meso, and Macro levels. Engineering directly impacts the thriving of society and organizations, but the education of engineering students is not known for thriving (yet). This paper combines prior work on engineering thriving and complex systems science to identify currently published interventions at the Micro, Meso, and Macro levels. The systematic literature review includes 29 peer reviewed papers selected from 6 journals and 11 conference papers across three databases. Prior work on engineering thriving has largely focused on the Micro level (individual focus) and Meso level (organizations focus) with little focus on the Macro level (social institutions focus). The result of this work is two contributions. First, we provide an analysis of interventions that impact thriving at each of the three levels in the engineering education ecosystem. Second, we examine how interventions affect the influence and flows of thriving between levels. We frame these findings within the context of complex systems science and offer suggestions for future research, policy, and pedagogy. Overall, this work seeks to identify specific strategies and high-impact interventions to increase thriving across multiple levels of engineering education ecosystems.
Did this research project receive funding support from the Office of Undergraduate Research.
No
A Review of Interventions that Support Thriving at Different Levels in Engineering Education Ecosystems
This paper explores approaches and interventions aimed at increasing engineering thriving in engineering education ecosystems at the Micro, Meso, and Macro levels. Engineering directly impacts the thriving of society and organizations, but the education of engineering students is not known for thriving (yet). This paper combines prior work on engineering thriving and complex systems science to identify currently published interventions at the Micro, Meso, and Macro levels. The systematic literature review includes 29 peer reviewed papers selected from 6 journals and 11 conference papers across three databases. Prior work on engineering thriving has largely focused on the Micro level (individual focus) and Meso level (organizations focus) with little focus on the Macro level (social institutions focus). The result of this work is two contributions. First, we provide an analysis of interventions that impact thriving at each of the three levels in the engineering education ecosystem. Second, we examine how interventions affect the influence and flows of thriving between levels. We frame these findings within the context of complex systems science and offer suggestions for future research, policy, and pedagogy. Overall, this work seeks to identify specific strategies and high-impact interventions to increase thriving across multiple levels of engineering education ecosystems.