Reddy, E. A., & Van Kirk, C., & Kleine, M. S., & York, E., & Conley, S., & Tomblin, D., & Mogul, N. F., & Brandt, M. R., & Peck, K. (2023, June), Pedagogical Workshops for Interdisciplinary Trading Zones with Faculty and Students: Insights from an Engineering-focused University
  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43868

\bibitem{asee_peer_43868}
  Reddy, E. A., \& Van Kirk, C., \& Kleine, M. S., \& York, E., \& Conley, S., \& Tomblin, D., \& Mogul, N. F., \& Brandt, M. R., \& Peck, K. (2023, June), \emph{Pedagogical Workshops for Interdisciplinary Trading Zones with Faculty and Students: Insights from an Engineering-focused University
}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--43868

Elizabeth A. Reddy, Courtney Van Kirk, Marie Stettler  Kleine, Emily York, Shannon Conley, David Tomblin, Nicole Farkas Mogul, Marisa Renee Brandt, and Kathryn Peck.  "Pedagogical Workshops for Interdisciplinary Trading Zones with Faculty and Students: Insights from an Engineering-focused University
".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/43868 Internet.  15 Jan, 2025

\bibitem{asee_peer_43868}
  Elizabeth A. Reddy, Courtney Van Kirk, Marie Stettler  Kleine, Emily York, Shannon Conley, David Tomblin, Nicole Farkas Mogul, Marisa Renee Brandt, and Kathryn Peck.
  "Pedagogical Workshops for Interdisciplinary Trading Zones with Faculty and Students: Insights from an Engineering-focused University
".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/43868 Internet.  15 Jan, 2025

@INPROCEEDINGS{asee_peer_43868
author = "Elizabeth A. Reddy, Courtney Van Kirk, Marie Stettler  Kleine, Emily York, Shannon Conley, David Tomblin, Nicole Farkas Mogul, Marisa Renee Brandt, and Kathryn Peck"
title = "Pedagogical Workshops for Interdisciplinary Trading Zones with Faculty and Students: Insights from an Engineering-focused University
"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/43868}
number = {10.18260/1-2--43868}
}

TY  - CPAPER
AB  - Interdisciplinary collaboration can facilitate the development of novel, thoughtful, and engaging sociotechnical curricula. While many forms of novel module development do so by focusing on the mechanics of a classroom activity, new assignment, or assessment strategy, the NSF funded Collaborative Research and Education Architecture for Transformative Engagement with STS (aka CREATE/STS) Project takes a different tack. This project was designed to stimulate interdisciplinary reflections on what we teach and why we teach it in the way we do. This critical, reflective approach is informed by thought in Science and Technology Studies (or STS) and critical feminist pedagogy.
In the following paper, we will describe the project, its participants, and a series of activities including three interdisciplinary workshops held at Colorado School of Mines in fall 2022 and spring 2023.These activities were planned to support the development of interdisciplinary collaboration, encourage student engagement, and facilitate reflection on the nature of educational institutions and interdisciplinarity. By doing so, the CREATE/STS Project seeks to not only to support faculty efforts to produce new materials for courses but, more fundamentally, disrupt the disciplinary silos that constrain our imaginations. Analyzing interviews with faculty and students involved in this work, we build insights related to the engineering-focused context which frames conditions for both the interdisciplinarity pedagogy and the student engagement that we work to foster. Our findings illustrate that while both interdisciplinarity and student engagement are limited by the institutional context of the workshops, they still can help participating students reflect on the limits of a traditional engineering education and consider their own ability to advocate for change.

AU  - Elizabeth A. Reddy
AU  - Courtney Van Kirk
AU  - Marie Stettler  Kleine
AU  - Emily York
AU  - Shannon Conley
AU  - David Tomblin
AU  - Nicole Farkas Mogul
AU  - Marisa Renee Brandt
AU  - Kathryn Peck
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Pedagogical Workshops for Interdisciplinary Trading Zones with Faculty and Students: Insights from an Engineering-focused University

UR  - https://peer.asee.org/43868
DO  - 10.18260/1-2--43868
ER  -