Promoting Diversity, Equity, and Inclusion through Culture-Related Design in First-Year Engineering Curriculum: A Work in Progress

Lisa K. Murray; Andrea T. Kwaczala

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Design in Engineering Education Division (DEED) Technical Session 5
Tagged Division: Design in Engineering Education Division (DEED)
Tagged Topic: Diversity
Page Count: 14
DOI: 10.18260/1-2--43978
Permanent URL: https://peer.asee.org/43978
Download Count: 240

Paper Authors

biography

Lisa K. Murray Western New England University

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Lisa K. Murray is currently an Assistant Professor of Practice in the first-year engineering program at Western New England University (WNE). She currently serves as a co-advisor for the National Society of Black Engineers (NSBE) at WNE. She is an alumnus of WNE. She holds a BS in Biomedical Engineering, Masters in Education and a Masters and PhD. in Engineering Management. Her research interests are in engineering education, culturally sustaining and responsive pedagogies, design for additive manufacturing, project management, and process improvement. Lisa recently designed a framework for the implementation of design for additive manufacturing in the engineering curriculum. She is passionate about engineering education and enjoys working with students both as an instructor and as a role model to help prepare them for careers in industry.

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biography

Andrea T. Kwaczala Western New England University

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Andrea Kwaczala is an assistant professor at Western New England University in the biomedical engineering department. She teaches Biomechanics, Product Development and Innovation, Senior Design and Prosthetic and Orthotic Devices. She focuses on hands-on

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Abstract

There are critical conversations happening right now around Diversity, Equity, and Inclusion (DEI) in work and educational settings. Educational settings need to prepare students to collaborate with diverse populations in their engineering workplace. DEI concepts can be incorporated in first-year engineering curriculum to enhance student design and exposure to diverse cultures during this unique design for additive manufacturing (DfAM). This paper describes the development of a DfAM workshop that incorporates historical and cultural themes. Students’ perception of the design experience was measured using an engineering self-efficacy validated tool, pre- and post-workshop survey, and measured design outcomes (CAD model) after engaging in a DfAM workshop. The workshop uses activities guided by the Kern Engineering Entrepreneurial Network (KEEN) framework which includes curiosity, connections, and creating value. The workshop introduces the entrepreneurial-minded learning (EML) with DEI efforts through the design prompt. It is beneficial to make connections from historical designs to inspire novel approaches to design opportunities. Reflecting on individual’s unique designs and their individual influences from historical approaches can bring awareness. It can be difficult to have conversations around DEI especially in engineering design classrooms. The incorporation of DEI in DfAM workshop helps to naturally coach students to engage in an inclusive classroom environment where they feel an increased sense of belonging and become more socially aware of others backgrounds. This workshop spearheads discussions on diversity, equity, and inclusion focused on engineering design. Historical inspiration can increase student creativity and improve sensitivity and appreciation for other cultures. During the DfAM workshop, students search for art forms from their own cultural background or a significant time in history that are then used as inspiration to create unique CAD designs to produce 3D printed models. Presentations are made to explain the chosen design. Student work was displayed in an art gallery format and viewed by the entire class. Preliminary evidence showed that the students enjoyed presenting designs with cultural elements. The presentations elicited questions from fellow classmates that provided opportunities for cultural conversations and an in-class discussion on inclusion in the engineering classroom. This work provides a pathway for educators to implement DEI in engineering design activities that can better prepare students for the future of work in a diverse, equitable population.

Citation
Format

Murray, L. K., & Kwaczala, A. T. (2023, June), Promoting Diversity, Equity, and Inclusion through Culture-Related Design in First-Year Engineering Curriculum: A Work in Progress Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43978

TY - CPAPER
AB - There are critical conversations happening right now around Diversity, Equity, and Inclusion (DEI) in work and educational settings. Educational settings need to prepare students to collaborate with diverse populations in their engineering workplace. DEI concepts can be incorporated in first-year engineering curriculum to enhance student design and exposure to diverse cultures during this unique design for additive manufacturing (DfAM). This paper describes the development of a DfAM workshop that incorporates historical and cultural themes. Students’ perception of the design experience was measured using an engineering self-efficacy validated tool, pre- and post-workshop survey, and measured design outcomes (CAD model) after engaging in a DfAM workshop. The workshop uses activities guided by the Kern Engineering Entrepreneurial Network (KEEN) framework which includes curiosity, connections, and creating value. The workshop introduces the entrepreneurial-minded learning (EML) with DEI efforts through the design prompt. It is beneficial to make connections from historical designs to inspire novel approaches to design opportunities. Reflecting on individual’s unique designs and their individual influences from historical approaches can bring awareness. It can be difficult to have conversations around DEI especially in engineering design classrooms. The incorporation of DEI in DfAM workshop helps to naturally coach students to engage in an inclusive classroom environment where they feel an increased sense of belonging and become more socially aware of others backgrounds. This workshop spearheads discussions on diversity, equity, and inclusion focused on engineering design. Historical inspiration can increase student creativity and improve sensitivity and appreciation for other cultures. During the DfAM workshop, students search for art forms from their own cultural background or a significant time in history that are then used as inspiration to create unique CAD designs to produce 3D printed models. Presentations are made to explain the chosen design. Student work was displayed in an art gallery format and viewed by the entire class. Preliminary evidence showed that the students enjoyed presenting designs with cultural elements. The presentations elicited questions from fellow classmates that provided opportunities for cultural conversations and an in-class discussion on inclusion in the engineering classroom. This work provides a pathway for educators to implement DEI in engineering design activities that can better prepare students for the future of work in a diverse, equitable population.
AU - Lisa K. Murray
AU - Andrea T. Kwaczala
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - Promoting Diversity, Equity, and Inclusion through Culture-Related Design in First-Year Engineering Curriculum: A Work in Progress
UR - https://peer.asee.org/43978
DO - 10.18260/1-2--43978
ER -