Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Mark A. Chapman, University of San Diego; Bryce Fledderman, University of San Diego

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

by the Accreditation Board for Engineering and Technology (ABET),which, in its most recent manifestation, cunningly integrates societal context and professionalskills throughout its technical objectives. The new ABET Student Outcomes 1-7 renderengineering programs unable to decouple technical skills from what are commonly (and oftendisdainfully) referred to as “soft skills.” Our program, and specifically the course discussed inthis study, embrace the integration of the liberal arts into engineering and purposefully frametechnical engineering content by its broader social context, as well as take a humanisticapproach to engineering by orienting the core of our program around social justice [1, 2].Much of the literature tying engineering

Conference Session

Critical Conversations on Being Valued

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dustyn Roberts P.E., University of Pennsylvania; Robert W. Carpick, University of Pennsylvania

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

all.However, faculty can and do influence the climate of the department and achievement ofstudents through choosing to implement evidence-based teaching practices like active learningand inclusive teaching [1], and having a growth mindset in relation to the abilities of students [2].It is also possible, for example, that the local climate in our department could cause students ofcolor to be driven from STEM [3], or that a chilly climate could have a disproportionate impacton female students [4].Over the course of the last several months, our department, college, and university have begun tocreate institutional structures to support these efforts. There is a new Associate Dean forDiversity, Equity, and Inclusion (DEI) at the college level, and at the

Conference Session

Critical Conversations on Being Valued

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Qualla Jo Ketchum, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Andrew Katz, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

more likely to endorse the NEP.Introduction Broadening participation and making higher education more inclusive is a nationalimperative, especially within engineering education. Many attempts have been made in recentdecades to make engineering education more inclusive [1]. However, even with these efforts thefull participation of traditionally marginalized students in engineering has yet to be achieved [2].A necessary step towards this goal is changing prevailing beliefs and practices about whobelongs in engineering. To create this change, though, we need a better understanding of how thestructures and practices of engineering are often grounded in the worldview of the dominant,White culture, which marginalizes non-dominant communities

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Heather R. Beem, Ashesi University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

completion of the project were pride and joy. The useof responsive pedagogy should be further refined in the African context, mechanisms forbuilding self-efficacy in young African engineers should be elicited, and they should beconsidered equally alongside interventions focused on improving learning outcomes.IntroductionMost countries that have achieved sustainable development have done so through a concertedfocus on technology and innovation. Existence of an innovation-driven economy dependsdirectly on the quality of education available for the rising generation. Although the WestAfrican nation of Ghana recently achieved lower-middle income status [1], its potential forsustainable development continues to be limited by its educational system’s