Revelo, R. A., & Mejia, J. A., & Mendez, J. C., & Montero-Moguel, L. E. (2025, June), BOARD # 277: NSF IUSE: Embedding Critical Consciousness in the Engineering Design Curriculum during the Middle Years  Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/55640

\bibitem{asee_peer_55640}
  Revelo, R. A., \& Mejia, J. A., \& Mendez, J. C., \& Montero-Moguel, L. E. (2025, June), \emph{BOARD \# 277: NSF IUSE: Embedding Critical Consciousness in the Engineering Design Curriculum during the Middle Years}
  Paper presented at 2025 ASEE Annual Conference \& Exposition , Montreal, Quebec, Canada .
  https://peer.asee.org/55640

Renata A Revelo, Joel Alejandro Mejia, Julio C Mendez, and Luis E Montero-Moguel.  "BOARD # 277: NSF IUSE: Embedding Critical Consciousness in the Engineering Design Curriculum during the Middle Years".  2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada , 2025, June.  ASEE Conferences, 2025.  https://peer.asee.org/55640 Internet.  20 Aug, 2025

\bibitem{asee_peer_55640}
  Renata A Revelo, Joel Alejandro Mejia, Julio C Mendez, and Luis E Montero-Moguel.
  "BOARD \# 277: NSF IUSE: Embedding Critical Consciousness in the Engineering Design Curriculum during the Middle Years".
  \emph{2025 ASEE Annual Conference \& Exposition , Montreal, Quebec, Canada , 2025, June}.
  ASEE Conferences, 2025.
  https://peer.asee.org/55640 Internet.  20 Aug, 2025

@INPROCEEDINGS{asee_peer_55640
author = "Renata A Revelo, Joel Alejandro Mejia, Julio C Mendez, and Luis E Montero-Moguel"
title = "BOARD \# 277: NSF IUSE: Embedding Critical Consciousness in the Engineering Design Curriculum during the Middle Years"
booktitle = "2025 ASEE Annual Conference \& Exposition "
year = "2025"
month = "June"
address = "Montreal, Quebec, Canada "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/55640}
}

TY  - CPAPER
AB  - This NSF IUSE research collaboration between the University of Illinois Chicago and the University of Texas at San Antonio focuses on curriculum design for early and mid-level engineering courses (e.g., first-year, sophomore, junior level) that emphasize engineering design. The partnership led to the creation of a course that integrates critical consciousness and Freire’s dialogic principles into the teaching of the engineering design process. This approach addresses two significant gaps in engineering education: (1) the shortage of mid-level design courses and (2) the need for a contextualized engineering curriculum. 

Since spring 2023, both institutions have offered this course twice, attracting students from their respective engineering colleges. The course is open to any student that meets the course pre-requisites, a standard practice in engineering. While the institutions serve slightly different student populations and implement the course with some variations, the outcomes have been consistent. These include increased student understanding of the social, cultural, economic, and political aspects of design, a stronger sense of engineering identity through project development, a focus on community-centered design, and improved peer-community building through the dialogic practices used in the course. In this poster, we will present the main framework developed for the course, the dialogic principles used during implementation, and the impact of these on the development of critical consciousness among students.  

This project offers valuable insights for educators interested in incorporating dialogic methods into their engineering curriculum and for those who aim to enhance design knowledge by integrating contextualized perspectives. 
AU  - Renata A Revelo
AU  - Joel Alejandro Mejia
AU  - Julio C Mendez
AU  - Luis E Montero-Moguel
CY  - Montreal, Quebec, Canada 
DA  - 2025/06/22
PB  - ASEE Conferences
TI  - BOARD # 277: NSF IUSE: Embedding Critical Consciousness in the Engineering Design Curriculum during the Middle Years
UR  - https://peer.asee.org/55640
ER  -