Asee peer logo

Board 66: Reimagining Energy Year 1: Identifying Noncanonical Examples of Energy in Engineering

Download Paper |

Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

NSF Grantees Poster Session

Tagged Topics

Diversity and NSF Grantees Poster Session

Page Count

5

DOI

10.18260/1-2--32400

Permanent URL

https://peer.asee.org/32400

Download Count

57

Request a correction

Paper Authors

biography

Gordon D. Hoople University of San Diego Orcid 16x16 orcid.org/0000-0002-2663-4664

visit author page

Dr. Gordon D. Hoople is an assistant professor and one of the founding faculty members of Integrated Engineering at the University of San Diego. He is passionate about creating engaging experiences for his students. His work is primarily focused on two areas: engineering education and design. Professor Hoople’s engineering education research examines the ways in which novel approaches can lead to better student outcomes. He is the principal investigator on the National Science Foundation Grant “Reimagining Energy: Exploring Inclusive Practices for Teaching Energy Concepts to Undergraduate Engineering Majors.” He has also co-developed a unique interdisciplinary course, Drones for Good, where engineering students partner with peace studies students to design a quadcopter that will have a positive impact on society.

visit author page

biography

Joel Alejandro Mejia University of San Diego Orcid 16x16 orcid.org/0000-0003-3908-9930

visit author page

Dr. Joel Alejandro (Alex) Mejia is an assistant professor of Integrated Engineering at the University of San Diego. His current research investigates how the integration of the historically and culturally accumulated wealth of knowledge, skills, and practices - also known as funds of knowledge - and engineering design can serve as a pathway to and through engineering. Dr. Mejia is particularly interested in how Latinx adolescents bring forth unique ways of knowing, doing, and being that provide them with particular ways of framing, approaching, and solving engineering problems. Dr. Mejia’s primary research interests lie at the intersection of engineering education and social justice. He is particularly interested in the integration of Chicanx Cultural Studies frameworks and pedagogies in engineering education, and critical consciousness in engineering through social justice.

visit author page

biography

Diana A. Chen University of San Diego Orcid 16x16 orcid.org/0000-0003-3616-1538

visit author page

Dr. Diana A. Chen is an Assistant Professor of General Engineering at the University of San Diego. She joined the Shiley-Marcos School of Engineering in 2016. Her research interests are in areas of sustainable design, including biomimicry and adaptability in structural, city, and regional applications. She earned her MS and PhD in Civil Engineering from Clemson University in South Carolina, and her BS in Engineering from Harvey Mudd College.

visit author page

biography

Susan M. Lord University of San Diego

visit author page

Susan M. Lord received a B.S. from Cornell University and the M.S. and Ph.D. from Stanford University. She is currently Professor and Chair of Integrated Engineering at the University of San Diego. Her teaching and research interests include inclusive pedagogies, electronics, optoelectronics, materials science, first year engineering courses, feminist and liberative pedagogies, engineering student persistence, and student autonomy. Her research has been sponsored by the National Science Foundation (NSF). Dr. Lord is a fellow of the ASEE and IEEE and is active in the engineering education community including serving as General Co-Chair of the 2006 Frontiers in Education (FIE) Conference, on the FIE Steering Committee, and as President of the IEEE Education Society for 2009-2010. She is an Associate Editor of the IEEE Transactions on Education. She and her coauthors were awarded the 2011 Wickenden Award for the best paper in the Journal of Engineering Education and the 2011 and 2015 Best Paper Awards for the IEEE Transactions on Education. In Spring 2012, Dr. Lord spent a sabbatical at Southeast University in Nanjing, China teaching and doing research.

visit author page

Download Paper |

Abstract

This NSF project focuses on the development of a new, required energy course that considers ways to best include, represent, and honor students from all backgrounds using a collection of teaching practices known as culturally sustaining pedagogies (CSPs). It is sponsored through the Division of Undergraduate Education (DUE) Improving Undergraduate STEM Education: Education and Human Resources (IUSE: EHR) program. Energy is a modern and foundational concept across engineering disciplines, but it is typically introduced to students in notoriously disengaging Thermodynamics courses. Many of these courses have roots in the Industrial Revolution and are characterized by particularly ethnocentric (White), masculine, and colonial knowledge. CSPs have been used successfully in K-12 settings, yielding particular benefits for traditionally underserved students, but have yet to be explored in undergraduate engineering. CSPs encourage students to connect their lived experiences to course topics, broaden what is accepted as engineering knowledge, and help individuals acknowledge the differing values and perspectives of others.

This research seeks to (1) identify energy examples outside of those traditionally used in thermodynamics; (2) develop and teach a course that integrates these non-traditional examples using CSPs; and (3) deepen educators understanding of how CSPs impact student learning, mindsets, and attitudes. These materials are being disseminated so that other faculty may use CSPs to engage their students. An overarching goal of this work is promoting inclusion within engineering to support broader participation and thus increased diversity. CSPs may be a key tool in changing the dominant discourse of engineering education, improving the experience for those students already here and making it more welcoming to those who are not. In the first year of this project, the PIs are focused on identifying non-canonical examples of energy that will form the basis of the new class. This poster and associated paper will report on the new examples of energy identified by the PIs.

Hoople, G. D., & Mejia, J. A., & Chen, D. A., & Lord, S. M. (2019, June), Board 66: Reimagining Energy Year 1: Identifying Noncanonical Examples of Energy in Engineering Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32400

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: © 2019 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