In our call for proposals, we argued that engineering education is in need of a paradigm shift that takes students’ assets as epistemologically primary to our conception of what engineering, and engineering education, can and should be. The 12 papers collected in this special issue show how a focus on youth assets can realign engineering education to be more humane, more inclusive, and just as meaningful as that of a traditional model. The papers offer both theoretical argumentation and empirical evidence to support their answers to the question of how asset-based approaches can improve engineering education. An emergent theme in these papers is that relationships and community are central to what it means to attend to and leverage youth assets for learning. In this introduction, we reflect on the papers, their individual and collective findings, and we offer a call to action to the field of engineering education.



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