Displaying all 2 results
- Conference Session
- Engineering and Public Policy Division Technical Session 1
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Kacey D Beddoes, Oregon State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering and Public Policy
, rather than students; thus reflecting the current research andintervention landscape. The lack of focus on policy reflects a broader trend in the interviewswhereby participants externalize the problem of underrepresentation as located not inundergraduate education.In some ways the small amount of attention paid to policy related to students is understandable.To be fair, I also did not originally think to include policy questions in my interview protocol. Idid so only after one of the project’s advisory board members suggested it. On one hand, thismakes some sense. As the one participant stated, “You can’t have a policy in place to tellsomeone, ‘Don’t make her feel bad.’ That’s just a culture.” Certainly, it is true that “familyfriendly” policies
- Conference Session
- Engineering and Public Policy Division Technical Session 1
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- John Heywood, Trinity College-Dublin; R. Alan Cheville, Bucknell University
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering and Public Policy
little notice of Robert Runté’s view that it is a waste of time worryingabout the external validation of being a professional. Teachers are, he says “knowledge workers…and as such we have a responsibility to both ourselves and our public to become reflectivepractitioners. As reflective practitioners we can reassert, first our ability, and then our right, toassume responsibility for the educational enterprise” which in today’s practice is to beprofessional 5. Some might respond that that is what professional teachers do, or should do. Itfollows that persons’ who enter higher education as educators have the same obligations.5 Runté begins by noting the principle that suggests that people who go on strike cannot be professional. Yet teachershave