A friend of mine, Idalis Villanueva Alarcón, just published an amazing article in the “Journal Issues in Science and Technology” titled “How to Build Engineers for Life“. Idalis wrote from an engineer perspective but I think that her points are applicable to any career or aspects of life. You can read the full article here (https://issues.org/engineers-for-life-hidden-curriculum-villanueva/).

Below are the four insights I gained from the article. (quotes are from her article)

1. The importance of the right influence in our lives. “When I was six or seven years old, an elementary teacher asked me to write down what I wanted to be when I grew up. I listed three options: doctor, teacher, and engineer. My teacher was surprised I knew that last term. I’m still not sure where I learned the word but I learned the spirit of engineering from my father. Although he hadn’t finished high school, my father singlehandedly constructed one of the first analog satellite dishes in Puerto Rico, giving us the gift of satellite broadcasting channels from around the world. He let me help make measurements, lay out designs, and figure out how pieces of the dish fit together—a practical puzzle I could solve. I loved how we could build something useful from stuff we had at home, a few things we found at junk yards, and the odd purchase from RadioShack. When my dad had a thought for something new, he’d take the time to read everything he could find about it. He wasn’t afraid to build something from his ideas. Later, when I entered college, I had that format to draw on. You don’t get stuck on a problem; you go learn more. Without that example, I doubt I would have become an engineer.” Towards the end of the article she wrote, “Earlier this year, I was part of a gathering at the White House to discuss how to build the next generation of Hispanic leaders in engineering. A family of four was among the participants. The father, a truck driver, reported he’d never actually met an engineer before; his hope was to help his children gain the education required for a better life. His experience meeting engineers allowed him not only to imagine his children becoming engineers, but to imagine becoming one himself. Not all parents need to be engineers, but parents’ familiarity with and attitudes toward engineering need to be considered by admissions officers and other outreach programs. More broadly, universities should consider what influence they can have on families and social circles that encourage a child’s inclination to learn.”
2. The importance of lifelong learning. “Lifelong learning refers to an ability and willingness to keep improving and evolving within and outside formal schooling. It is essential for maintaining a competitive workforce, but engineers are not doing nearly enough of it. One analysis attributed the so-called shortage of science, technology, engineering, and mathematics professionals to graduates’ inability to keep up with technical change, finding that earnings stall over time as older workers’ skills grow obsolete.”
3. The Importance of having passionate interest. “To find solutions, an engineer should first seek ideas from divergent sources in the world around them. The productive dance of divergent and convergent sifting requires appreciation, openness, and a certain amount of passionate interest, fueled by both curiosity and pursuit of societal good. Without this passion, there is less impetus to reach into different engineering realms. Passionate interest can be achieved via an instructional approach known as “heutagogy,” or self-determined learning. That in turn demands the space, time, and flexibility to straddle different disciplinary approaches.
4. Life is a journey, not a destination. “The most important opportunity for upending how engineering’s hidden curriculum discourages lifelong learning lies in the idea of the curriculum itself. Engineering education should not stop with a degree. Universities should expand their vision beyond the stereotypical years of higher education and embrace what educators refer to as “K–gray”: from early elementary school education into retirement.” “Again, industry has an important role to play. Engineering faculty and professional engineers rarely communicate, which means faculty know too little about industry’s changing needs to adapt their classes, and industry lacks ready access to new research or the academic programs training their future employees. Industry could codesign classes with faculty, which would benefit working engineers, educators, and those in training. Such practices might even help solve two problems at once, since midcareer, senior, and retired engineers are seldom given mini-sabbaticals to expand their expertise. Going further, industry could fuel a virtuous cycle by partnering with educational institutions throughout the K–16 spectrum.”“Both researchers and students are increasing access by infusing engineering knowledge into online resources and social media. But as valuable as they can be, content on platforms such as YouTube, Instagram, and TikTok are often created for peers or near-peers and are less likely to reach younger or older learners or those who do not speak English. Any discussion of expanding lifelong learning opportunities must also bear in mind that some individuals and social groups have more access to courses, certifications, and other opportunities than others due to time, funds, and awareness.”

She finished her article thanking her parents for their love and support. She is a great role model and a leader in our community. I know she is changing lives. 

• Education