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(Deweyan) Continuity of Inquiry in the Face Of INNOVATING CAPABILITY FOR (DEWEYAN) CONTINUITY OF INQUIRY IN THE FACE OF (ZIMBARDOEAN) DISCONTINUITY WITHIN THE CONTEXT OF ENGINEERING EDUCATION RESEARCH: FOSTERING COLLABORATIONS WITH UNDERSERVED COMMUNITIES IN THE DEVELOPING REGIONS OF THE WORLD A DISSERTATION SUBMITTED TO THE DEPARTMENT OF MECHANICAL ENGINEERING AND THE COMMITTEE ON GRADUATE STUDIES OF STANFORD UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Bhavna Hariharan August 2011 © 2011 by Bhavna Hariharan. All Rights Reserved. Re-distributed by Stanford University under license with the author. This work is licensed under a Creative Commons Attribution- Noncommercial 3.0 United States License. http://creativecommons.org/licenses/by-nc/3.0/us/ This dissertation is online at: http://purl.stanford.edu/ys328py8875 ii I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy. Sheri Sheppard, Primary Adviser I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy. David Beach I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy. Syed Shariq Approved for the Stanford University Committee on Graduate Studies. Patricia J. Gumport, Vice Provost Graduate Education This signature page was generated electronically upon submission of this dissertation in electronic format. An original signed hard copy of the signature page is on file in University Archives. iii “[T]here is no breach of continuity between operations of inquiry and bi- ological operations and physical operations. “Continuity”... means that rational operations grow out of organic activities, without being identical with that from which they emerge. There is an adjustment of means to consequences in the activities of living creatures, even though not directed by deliberate purpose. Human beings in the ordinary or “natural” pro- cesses of living come to make these adjustments purposely, the purpose being limited at first to local situations as they arise. In the course of time... the intent is so generalized that inquiry is freed from limitation to special circumstances.” -Dewey, J., Logic: The Theory of Inquiry, 1938, p. 19 iv Abstract Growing awareness of the crises faced by underserved communities in the developing regions of the world has led engineering educators to reflect on how they can con- tribute solutions to the basic needs of such communities. Student engineers today are searching for opportunities to work with communities in the developing world to improve the living conditions of the multitudes who suffer chronic poverty and live in desperate conditions. The research in this thesis was inspired by the experiences of students working on a project aimed at creating sustainable prosperity through the introduction of visual literacy in a chronically poor community where it was found that such research collab- orations can prove to be overwhelming. Viewing these disruptive experiences from the perspectives of Zimbardo’s discontinuity theory showed that such unbounded learn- ing environments that expose students to disorienting experiences of discontinuity restrict the students’ ability to learn. Viewing the experiences of Zimbardoean discontinuity through Dewey’s philoso- phy of education led to the creation of a research inquiry space that identified the feasibility of restoring continuity of learning through innovation in engineering ed- ucation research and practices. In this space student and teacher experiences can be visualized as a function of the learning environment and modes of learning and teaching. Engineering education research and practices currently face open questions about preparing students for working with developing communities safely and enabling them to continue learning. This dissertation attempts to respond by asking the following two questions: v 1. How can the experiences of discontinuity be shifted to learning experiences? 2. How do student engineers learn under such conditions? To answer these questions, a research project was conceived that brought to- gether undergraduate engineering students at Stanford University and a community of handloom weavers from a chronically poor village in India to collaborate on an engineering design problem faced by the community. The students and weavers to- gether addressed the challenge of creating retrofits for the handloom to make it more ergonomic. The project was implemented in accordance with a framework that was developed to incorporate five project parameters for creating a safe learning environ- ment. The research project data was collected in the form of entries made in reflection journals by the student participants. A coding scheme was developed to observe and analyze the shift from experiences of discontinuity to experiences of learning. In response to the two research questions, the analysis showed that the research project was successful in providing a learning environment that enabled the student engineers to transition out of discontinuities and learn in that process. The learning mechanism was found to be an augmentation of the Deweyan inquiry process resulting in continuity of learning. The future research directions emerging from this project are the creation of a curriculum as well as a learning environment. These will prepare student engineers to work sustainably on problems of the developing world, through collaborating with and learning from local communities. Continued commitment from engineering re- searchers and educators will, in time, help build sustainable, trusted, collaborative relationships with underserved communities and encourage them to explore their own creative potential to help solve their problems. vi Acknowledgements This dissertation is the result of love, guidance and nurturance given to me uncon- ditionally by many. I don’t believe that I have words to adequately express my gratitude, BUT I am going to try anyway! This work would not have been possible without the students and the weavers who participated in this research project. Without them and their sincere commitment, this work would have been an idea and not a reality. Many thanks to the NGO and all the weavers and their families for giving me this opportunity. I would have been lost without the assistance of my young translator who not only was my translator but also my friend. The research inquiry of this thesis was made possible by the guidance of the research team of the Co-DiViNE project who initiated me into the world of multi- disciplinary research. A very special thanks to the student-interns. I cherish our friendship. My research journey was housed in a very special ecology at the Kozmetsky Global Collaboratory. Thanks to all my colleagues (Neeraj, Chris, Tea, Malte, Jean-Yves and Idriss) and all the senior scholars (Ade, Janine, Cliff, Kerstin and Jennifer) who continue to encourage and enrich my scholarship. KGC would not be the nurturing space it is without Stacy. The love and support you have extended to me are much appreciated. A very special thanks to Katherine who taught me the art of organizing my thoughts and putting them on paper. I would like to thank my defense committee for supporting my work and helping me reflect on it and improve it. I would like to thank Dave for his patience and for making me feel excited about my work. To Jim, I am grateful for your provocative vii comments and insights that have given me much to contemplate. To Sheri, thanks for your kindness, patience and gentle guidance, ensuring that I bring rigor and clarity to my ideas and research. Thank you for believing in me and standing by me through this research journey. To Shariq, all I can say is thank you. You have been my friend, philosopher and guide since I came to Stanford. You have helped me find myself, my practice and encouraged me to express my ethics and aesthetics. To all my friends who listened to me, talked to me and gave me the gift of their friendship, this dissertation would not be what it is without your input. Your presence in my life has made it fun and worth living! To Anu and Prachee for being my friends and partners in me becoming a ‘people centric’ designer. To Ashwini and Madhuri, a very special thanks for listening to these ideas in their infancy and supporting me as they matured. To Aditi for commiserating with my dissertation joys and woes. Colleen, thank you dearest friend for teaching me compassion and for giving me my special advisors, Abbie and Ollie. To Vivek, there is very little I don’t say to you, thanks for being there always! To my parents, my grandparents, my cousins and all my family who gave me my values and made me who I am, saying thanks is silly. I hope that this work will make you proud. To the members of my household, Vikram and Patch, I love you both. You give meaning to my life. This dissertation is dedicated to you. viii Contents Abstract v Acknowledgements vii 1 Introduction 1 1.1 Engineering Education Research (EER) ................. 3 1.2 Overview of the Dissertation . 6 2 The Co-DiViNE Project 9 2.1 Co-DiViNE Project Introduction . 9 2.2 Co-DiViNE Project Background . 11 2.2.1 Theory and Method . 11 2.2.2 Sustainability . 13 2.3 Training of the Co-DiViNE Student-interns . 14 2.3.1 Aims of the Training . 14 2.3.2 Training Approaches . 15 2.3.3 Reflections on Co-DiViNE Training . 18 2.3.4 Co-DiViNE Beyond the Training . 19 2.3.5 Reflections on the Co-DiViNE Experiences . 20 2.4 Insights from the Co-DiViNE Project . 21 3 Discontinuity, Dewey and Co-DiViNE 23 3.1 Zimbardo’s Discontinuity Theory .
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