Biomedical Engineering: Inspiring All through Social Responsibility Contexts of Care

Autor/inn/en	Krause, Liesl A.; Strimel, Greg J.; Rispoli, Joseph
Titel	Biomedical Engineering: Inspiring All through Social Responsibility Contexts of Care
Quelle	In: Technology and Engineering Teacher, 78 (2018) 3, S.14-19 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-0502
Schlagwörter	Biomedicine; Engineering; Engineering Education; Social Responsibility; STEM Education; Gender Differences; Disproportionate Representation; Females; Undergraduate Students; Majors (Students); Sex Fairness; Equal Education; Head Injuries; Athletes; Diagnostic Tests; Visual Aids; Design + Suchen Sie Ihr Suchwort? Biomedizin; Maschinenbau; Ingenieurausbildung; Soziale Verantwortung; STEM; Geschlechterkonflikt; Weibliches Geschlecht; Sexualaufklärung; Kopfverletzung; Athlet; Diagnostic test; Diagnostischer Test; Anschauungsmaterial
Abstract	Broadening participation in STEM education programs and boosting the STEM workforce, specifically increasing interest in engineering, has been a growing focus of the U.S. education system (Lawrence & Mancus, 2012; Strimel, Grubbs, & Wells, 2017). The Bureau of Labor Statistics projects overall STEM employment to grow by 8.9% from 2014 to 2024, compared to just 6.4% of non-STEM occupations--with careers related to engineering being one of the fastest growing areas (Noonan, 2017). However, this is happening while the interest in and preparation for post-secondary engineering studies has continued to struggle (Becker, 2010; Change the Equation, 2016). Furthermore, females have typically been the least engaged in STEM careers--often as a result of societal and cultural influences--and are therefore underrepresented in engineering careers (Girl Scout Research Institute, 2012). The National Research Council (2013) reported that only 12% of practicing engineers are women. The American Society of Engineering Education (ASEE) (2016) reported a total of 664,911 students, both full-time and part-time, were enrolled in an engineering major in 2015, with women representing only 21.4% of those students. Additionally, ASEE stated that only 12.5% of those enrolled in an engineering technology program were female. As a result, gender is heavily skewed in some of the highest-earning undergraduate majors required for critically needed STEM jobs. In this article, the authors discuss the advantages of engaging all students in engineering as a social responsibility, exposing them to potential engineering-related careers. (ERIC).
Anmerkungen	International Technology and Engineering Educators Association. 1914 Association Drive Suite 201, Reston, VA 20191-1539. Tel: 703-860-2100; Fax: 703-860-0353; e-mail: iteea@iteea.org; Web site: https://www.iteea.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01