Affiliation:
1. Chemical and Biological Engineering University of British Columbia Vancouver British Columbia Canada
2. Institute for Studies in Transdisciplinary Engineering Education and Practice University of Toronto Toronto Ontario Canada
3. Department of Chemical Engineering and Applied Chemistry University of Toronto Toronto Ontario Canada
4. Language and Literacy Education University of British Columbia Vancouver British Columbia Canada
5. Chemical and Materials Engineering University of Alberta Edmonton Alberta Canada
6. Institute for Resources, Environment and Sustainability University of British Columbia Vancouver British Columbia Canada
Abstract
AbstractEngineering as a discipline, profession, practice, and area of study continues to add substantial value in an increasingly complex world. With continually evolving complexity around the planet, such as the need for massive energy transition, global health technologies, or sustainable food systems, how might engineering education practices and theory be considered within these rapid and necessary changes? This paper presents an experiment of co‐creation through experiential reflection about the state of chemical engineering education. Four chemical engineering professors engaged in a dialogue, facilitated by a researcher in education, through collaborative and actionable research. This dialogue uncovered innovative possibilities, educational themes, experiences, and opportunities for others in the profession to consider. The process of dialogue also encouraged the development of an imaginative future sense‐making, known as futuring, through a collective experience. The findings reveal instructive perspectives on the shape of chemical engineering education that should be of value not only to engineers, but also other professionals, practitioners, or those in various science, technology, and math fields.