GIFTS: Transforming First-Year Engineering Curriculum with Diversity, Equity, Inclusion, and Entrepreneurial-Minded Learning

Lisa K. Murray

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: June 26, 2024
Conference Session: First-Year Programs Division GIFTS: Great Ideas For Teaching Students
Tagged Division: First-Year Programs Division (FYP)
Tagged Topic: Diversity
Page Count: 8
DOI: 10.18260/1-2--47506
Permanent URL: https://peer.asee.org/47506
Download Count: 73

Paper Authors

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Lisa K. Murray Western New England University

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Dr. Murray is an a Assistant Professor of Practice in the First Year Program at Western New England University. She holds a BS in biomedical engineering, masters in education and a masters and a PhD in engineering management. Her research interests are in engineering education, advanced manufacturing, design for additive manufacturing, sustainable manufacturing, medical manufacturing, quality and regulatory standards for medical devices, project management, process improvement, and culturally sustaining pedagogies. She serves as a co-advisor for National Society of Black Engineers (NSBE) at Western New England University.

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Abstract

This Great Ideas For Teaching (and Talking With) Students (GIFTS) paper presents a plan to promote diversity, equity, inclusion (DEI) and entrepreneurial-minded learning (EML) in First-Year introduction to engineering classes. Curricular transformation is encouraged with the creation of new components within first year engineering courses to center and prioritize diversity, equity, and inclusion in conjunction with entrepreneurial minded learning while teaching the design process. The curricular activities are guided by the Kern Engineering Entrepreneurial Network (KEEN) framework which includes curiosity, connections, and creating value. A module was designed to improve students’ exposure to DEI and EML in first year introductory engineering classes. This elicits a just worldview in students to consider multiple perspectives when designing for a diverse market. The module provides a plan for instructors to foster EML while teaching the design process. Educators are able to cultivate innovative students who seek opportunities to create value for individuals that belong to minoritized groups. Students in two first-year engineering classes used the design process to design a product and later considered the societal impact of their designs. Student teams created a plan and specified a problem definition, created concepts for possible designs, and then prototyped and tested a 3D part for an industry of their choice. Student groups then communicated the engineering solution in terms of the benefits during a gallery walk. Students presented a solution for the challenges and considerations necessary when designing for a diverse group of individuals/users. Student groups collaborated and communicated to the whole group about their motivations and perspectives for their design choices. The students then reflected on the possible value of their designs. Students then wrote reflections that described the societal benefits of creating inclusive designs. Their reflection pieces included thoughts on unconscious bias, challenging/disrupting beliefs, norms, habits and expectations that highlights problems behind oppressive worldviews, and social insight/imagination of what life is like for others considering social circumstances such as cultural identity, privilege, and positionality. A self-reflection rubric is used to assess student self-reflection submissions. Overall, this module enables educators to develop curriculum that improve students’ contribution to society and that encourage students to seek opportunities to create value when designing. This module has the potential to meet the need of higher-educational institutions’ mission to support DEI initiatives on campuses. Keywords: student engagement, diversity, equity, and inclusion (DEI), Entrepreneurial-Minded Learning (EML), Kern Engineering Entrepreneurial Network (KEEN) framework

Citation
Format

Murray, L. K. (2024, June), GIFTS: Transforming First-Year Engineering Curriculum with Diversity, Equity, Inclusion, and Entrepreneurial-Minded Learning Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--47506

TY - CPAPER
AB - This Great Ideas For Teaching (and Talking With) Students (GIFTS) paper presents a plan to promote diversity, equity, inclusion (DEI) and entrepreneurial-minded learning (EML) in First-Year introduction to engineering classes. Curricular transformation is encouraged with the creation of new components within first year engineering courses to center and prioritize diversity, equity, and inclusion in conjunction with entrepreneurial minded learning while teaching the design process.
The curricular activities are guided by the Kern Engineering Entrepreneurial Network (KEEN) framework which includes curiosity, connections, and creating value. A module was designed to improve students’ exposure to DEI and EML in first year introductory engineering classes. This elicits a just worldview in students to consider multiple perspectives when designing for a diverse market. The module provides a plan for instructors to foster EML while teaching the design process. Educators are able to cultivate innovative students who seek opportunities to create value for individuals that belong to minoritized groups.
Students in two first-year engineering classes used the design process to design a product and later considered the societal impact of their designs. Student teams created a plan and specified a problem definition, created concepts for possible designs, and then prototyped and tested a 3D part for an industry of their choice. Student groups then communicated the engineering solution in terms of the benefits during a gallery walk. Students presented a solution for the challenges and considerations necessary when designing for a diverse group of individuals/users. Student groups collaborated and communicated to the whole group about their motivations and perspectives for their design choices. The students then reflected on the possible value of their designs. Students then wrote reflections that described the societal benefits of creating inclusive designs. Their reflection pieces included thoughts on unconscious bias, challenging/disrupting beliefs, norms, habits and expectations that highlights problems behind oppressive worldviews, and social insight/imagination of what life is like for others considering social circumstances such as cultural identity, privilege, and positionality. A self-reflection rubric is used to assess student self-reflection submissions.
Overall, this module enables educators to develop curriculum that improve students’ contribution to society and that encourage students to seek opportunities to create value when designing. This module has the potential to meet the need of higher-educational institutions’ mission to support DEI initiatives on campuses.
Keywords: student engagement, diversity, equity, and inclusion (DEI), Entrepreneurial-Minded Learning (EML), Kern Engineering Entrepreneurial Network (KEEN) framework

AU - Lisa K. Murray
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - GIFTS: Transforming First-Year Engineering Curriculum with Diversity, Equity, Inclusion, and Entrepreneurial-Minded Learning
UR - https://peer.asee.org/47506
DO - 10.18260/1-2--47506
ER -