Board 308: Improving Students’ Sociotechnical Literacy in Engineering
- Conference
- Location
-
Portland, Oregon
- Publication Date
-
June 23, 2024
- Start Date
-
June 23, 2024
- End Date
-
July 12, 2024
- Conference Session
- Tagged Topic
-
NSF Grantees Poster Session
- Page Count
-
4
- Permanent URL
-
https://peer.asee.org/46886
Paper Authors
Ethan E Danahy
Tufts University
orcid.org/0000-0002-1431-8031
Dr. Ethan Danahy is a Research Associate Professor at the Center for Engineering Education and Outreach (CEEO) with secondary appointment in the Department of Computer Science within the School of Engineering at Tufts University. Having received his graduate degrees in Computer Science and Electrical Engineering from Tufts University, he continues research in the design, implementation, and evaluation of different educational technologies. With particular attention to engaging students in the STEAM content areas, he focuses his investigations on enhancing creativity and innovation, supporting better documentation, and encouraging collaborative learning.
Chelsea Joy Andrews
Tufts University
orcid.org/0000-0002-9017-595X
Chelsea Andrews is a Research Assistant Professor at Tufts University, at the Center for Engineering Education and Outreach (CEEO).
Kaylla Cantilina
University of Michigan
orcid.org/0000-0002-8403-8617
Kaylla is a Ph.D. student in Design Science at the University of Michigan where her work is motivated by design as a means for social justice. Her research explores the ways that students and practitioners seek to achieve equity in their design practices
Jennifer Cross
Tufts Center for Engineering Education and Outreach
orcid.org/0000-0002-1201-2901
Jennifer Cross graduated from Olin College of Engineering with a BS in Electrical and Computer Engineering and has a doctorate in Robotics from Carnegie Mellon University. Jennifer's research focuses on the impacts of integrating creative robotics into cr
Abstract
The Improving Students’ Sociotechnical Literacy in Engineering project aims to integrate social justice topics with technical knowledge in a first-year engineering course. The approach involves redesigning an existing intro to computing course with justice-based activities, supported by an Equity Learning Assistant (ELA) program. This program trains upperclass students to facilitate in-class discussions on equity and social justice. The project targets improvements in students' critical sociotechnical literacy and engineering identity. Activities include analyzing ethically complex data sets and developing equity-focused projects, while encouraging students to integrate social, economic, and political dimensions into their engineering work. This initiative spans four years (one pilot year plus three NSF-funded iterations) and involves a multidisciplinary research team of engineers and education researchers.
Danahy, E. E., & Andrews, C. J., & Cantilina, K., & Cross, J. (2024, June), Board 308: Improving Students’ Sociotechnical Literacy in Engineering Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/46886
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2024 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015