Novel multimodal framework for embedding social justice education in technical engineering coursework
- Conference
- Location
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Minneapolis, MN
- Publication Date
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August 23, 2022
- Start Date
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June 26, 2022
- End Date
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June 29, 2022
- Conference Session
- Page Count
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14
- DOI
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10.18260/1-2--41784
- Permanent URL
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https://peer.asee.org/41784
- Download Count
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333
Paper Authors
Ingrid Scheel Oregon State University
Ingrid Scheel is a Project Instructor at Oregon State University. She uses experiential methods to teach socio-technical content in engineering science and design courses. Her focus is systems engineering and program management. Scheel has experience in small business strategic planning and risk assessment, designing and deploying fiber optic sensors and sensing systems, prototype development, instrumentation, data acquisition and analysis, and reporting.
Scheel contributes to the International Society for Optics and Photonics as a conference chair, editor, and author. She is the President of the Optical Society of America, Columbia Section, and works to forge strong connections between industry and academic research.
Gail Verdi Kean University
Dr. Gail Verdi is Executive Director of Kean University's School of Curriculum and Teaching, Associate Professor in the Department of Elementary, Middle, and Secondary Education, and Coordinator of Kean's Graduate TESOL Program. She currently serves on NABE’s Research and Assessment SIG as an Executive Board member; and is a member of the Advisory Board for a 2021-2022 NSF Grant: "Embedding Equitable Design through Undergraduate Computing Curriculum" awarded to Dr. Patricia Morreale.
Lara Letaw Oregon State University
Inclusive design researcher and computer science instructor at Oregon State University
Abstract
Students enrolled in undergraduate Engineering programs are becoming more diverse while engineering science curricula remain unchanged and outdated. Educators and instructional designers of Engineering Science must transform courses so that they are relevant and engaging to students who vary in gender, age, race, sexual orientation, neurodiversity, disability, alterability, and socioeconomic status. Shifting instruction to serve the needs of diverse populations can benefit all students. If institutions fail to meet the academic needs of learners, students might instead choose the increasingly available alternatives to formal education such as vocational and trade schools, apprenticeships, and self-paced free and paid resources. To help instructional designers make the needed shift, we synthesized three known techniques into a novel framework for engineering science curriculum delivery. We utilize: Writing-to-Learn activities, Inclusive Magnification (InclusiveMag/GenderMag) methods, and Engineering for Social Justice criteria. This framework allows plenty of space for fundamental engineering science coursework and results in a deeper understanding of those engineering concepts through the lens of real-world collaboration and contexts.
Scheel, I., & Verdi, G., & Letaw, L. (2022, August), Novel multimodal framework for embedding social justice education in technical engineering coursework Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41784
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