Cunningham, C., & Kelly, G. (2022, August), Curriculum Design Principles for Equity in Engineering (Fundamental, Diversity)  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40576

\bibitem{asee_peer_40576}
  Cunningham, C., \& Kelly, G. (2022, August), \emph{Curriculum Design Principles for Equity in Engineering (Fundamental, Diversity)}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40576

Christine Cunningham and Gregory Kelly.  "Curriculum Design Principles for Equity in Engineering (Fundamental, Diversity)".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40576 Internet.  22 Dec, 2024

\bibitem{asee_peer_40576}
  Christine Cunningham and Gregory Kelly.
  "Curriculum Design Principles for Equity in Engineering (Fundamental, Diversity)".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40576 Internet.  22 Dec, 2024

@INPROCEEDINGS{asee_peer_40576
author = "Christine Cunningham and Gregory Kelly"
title = "Curriculum Design Principles for Equity in Engineering (Fundamental, Diversity)"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40576}
number = {10.18260/1-2--40576}
}

TY  - CPAPER
AB  - Educational environments in which all youth flourish are designed intentionally. In this paper, we address the societally important issue of developing a more equitable approach to preK-12 engineering education, with emphasis on K-8 grades—a time when first impressions of engineering may be developed. Calls for increased participation by all students, including those who have been historically marginalized, motivate the need for theoretically grounded ways of developing and assessing educational programs [1]. This paper draws from sociocultural learning theory and applies four theoretical and empirical analyses to derive design principles for equity that can inform curriculum, instruction, and assessment of preK-12 engineering education programs. We present a model for equity-oriented preK-12 engineering learning and delineate its dimensions and principles, illustrating each with examples and discussing ways of implementing equity-oriented engineering programs. 
AU  - Christine Cunningham
AU  - Gregory Kelly
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Curriculum Design Principles for Equity in Engineering (Fundamental, Diversity)
UR  - https://peer.asee.org/40576
DO  - 10.18260/1-2--40576
ER  -