Learning with communities, not about them: A conceptual synthesis for situating engineering practices within social systems

Abstract Background Engineering practices are crucial for developing solutions for and with communities; however, a framework giving primacy to people and their social context in the discipline remains elusive. To expand the opportunities of centering communities in what engineers do, engineering education must focus on the situated practices of engineering. Purpose This review investigates how engineering practices are conceptualized in engineering and science scholarship to articulate a vision for connecting everyday experiences in social systems with engineering practices within professional and racial‐ethnic communities, expanding disciplinary conceptions. Method This paper follows a conceptual systematic literature review on engineering practices in industry and academic contexts. After identifying and synthesizing articles, we developed characterizations of practices with the input of experts. Then, we conceptualized communities as social systems from which engineering practices have originated and can be learned, from the communities connected by shared languages, histories, and geographies to the engineering profession. Findings Our work showed seven elements of engineering practice: analytical, empirical, social, administrative, design, material and technological, and risk management. This competency framework allowed us to map elements of engineering practice in the everyday life of Black‐Latinx communities as a context, supporting theoretical and pedagogical opportunities to situate engineering practices within social systems. Conclusions This work suggests opportunities for situated learning in engineering. We conceptualize communities as disciplinary contexts and social systems, where practices are lived and made visible in‐ and out‐of‐engineering settings. After all, engineering has evolved from the practices of everyday people attempting to sustain themselves in unpredictable contexts.