Valle, J., & Slaton, A., & Riley, D. (2022, August), A Third University is Possible? A Collaborative Inquiry within Engineering Education  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41827

\bibitem{asee_peer_41827}
  Valle, J., \& Slaton, A., \& Riley, D. (2022, August), \emph{A Third University is Possible? A Collaborative Inquiry within Engineering Education}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41827

Joseph Valle, Amy Slaton, and Donna Riley.  "A Third University is Possible? A Collaborative Inquiry within Engineering Education".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41827 Internet.  21 Jan, 2025

\bibitem{asee_peer_41827}
  Joseph Valle, Amy Slaton, and Donna Riley.
  "A Third University is Possible? A Collaborative Inquiry within Engineering Education".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41827 Internet.  21 Jan, 2025

@INPROCEEDINGS{asee_peer_41827
author = "Joseph Valle, Amy Slaton, and Donna Riley"
title = "A Third University is Possible? A Collaborative Inquiry within Engineering Education"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41827}
number = {10.18260/1-2--41827}
}

TY  - CPAPER
AB  - Engineering education is a terrain of struggle dominated by capitalist, white supremacist, and settler colonial logics and structures. Dominant forms of engineering education today function to reinforce these interlocking logics and structures, exacerbating existing societal inequities by distorting life-giving relationships to land, labor, and lives in ways that are incommensurable with decolonial projects. Put another way: the long-standing societal inequities on which EuroAmerican capitalism relies are sustained by engineering education as we know it. 

Within the so-called United States, colleges and universities are the primary sites for the reproduction of dominant engineering education. As such, engineering education researchers within colleges and universities exist at a critical junction capable of shifting dominant engineering education toward an anticolonial praxis. Drawing from la paperson's 2017 text A Third University is Possible, we come together as settler scholars to unpack ways in which our structural agency can be used to reconfigure assemblages within the university towards decolonizing, or “third” universities.

La paperson’s text does not explicitly address engineering epistemics or pedagogical commitments specifically but offers an overall critique of concepts such as productivity, economic contribution and achievement that ground the familiar “second” (neoliberal) US university today. Leveraging a collaborative inquiry methodology, we have learned from each other as a group from the social sciences, engineering education, and engineering through memoing and dialogue. We know we reproduce that which we desire and struggle against, occupying inherently incommensurable positions. As we intentionally cultivate hope for ourselves through our collaboration, we leverage transformative justice tools toward a praxis of collective accountability to counter settler moves to innocence discussed in Tuck and Yang’s essay Decolonization is not a metaphor. 
AU  - Joseph Valle
AU  - Amy Slaton
AU  - Donna Riley
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - A Third University is Possible? A Collaborative Inquiry within Engineering Education
UR  - https://peer.asee.org/41827
DO  - 10.18260/1-2--41827
ER  -