In our first panel for ESJP 2010, Matthew Harrison talked about the efforts made in the UK to include traditionally non-represented groups such as women in engineering education.

Lisa McLoughlin talked about the tension between abstract knowledge and practical knowledge in engineering education especially as experienced by ”practical” students at a community college. The focus on the abstract knowledge might cause these practical students to feel “lost”. Ways of addressing this include focus on design and problem based learning.

Lisa asked if engineering education should change to accommodate students from non-traditional backgrounds? Her answer is “Yes”. We should at least expand the scope of whom we accommodate.

One question asked then was how do you get a wide range of students? Matthew took a shot at answering that by talking about using real life models in relevant areas.

Matthew argued that some reasons for people from low-socioeconomic background to become engineers are: 1. Money and secure job. 2. Flexible degree.

Lisa added that we should not underestimate the economic motivation from those from low-socioeconomic background. After all, it’s hard to support a family or change the world working at McDonalds.