June 15, 2019
June 15, 2019
June 19, 2019
Some of the most difficult to teach and measure student learning outcomes are those associated with societal awareness and impact. Many engineering classes have little time to add current events as they are already oversaturated with essential material leaving the discussion of current events that impact our everyday lives and are issues prevalent in the media for general education courses. The #MeToo movement, an essential conversation on the pervasiveness of such behavior in gender biased engineering disciplines takes more than a passing comment or suggestion for students to attend some on-campus event, it involves introspection and sometimes time to adjust one’s world view.
This Work-In-Progress details the development of a module in an introductory coding course that couples social psychology with fundamental code based learning outcomes. This is accomplished through the introduction of implicit attitude tests (IATs) which allow for the measurement of subconscious reaction time differences to relational statements. The lesson plan involves assisting students setting up the framework of the test, posing a marketing question and then using the Project Implicit  platform to encourage students to explore their own implicit biases.
Martel-Foley, J. (2019, June), Board 73: Implicit Attitudes in Engineering: Coding, Marketing and Bias Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32417
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