Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Diversity and NSF Grantees Poster Session
This NSF project focuses on the development of a new, required energy course that considers ways to best include, represent, and honor students from all backgrounds using a collection of pedagogical approaches known as culturally sustaining pedagogies (CSPs). It is sponsored by the Division of Undergraduate Education (DUE) Improving Undergraduate STEM Education: Education and Human Resources (IUSE: EHR) program. Energy is a modern and foundational concept across engineering disciplines, but it is typically introduced to students in notoriously disengaging Thermodynamics courses. Many of these courses have roots in the Industrial Revolution and are characterized by particularly ethnocentric (White), masculine, and colonial knowledge. CSPs have been used successfully in K-12 settings, yielding particular benefits for traditionally underserved students, but have yet to be explored in undergraduate engineering. CSPs encourage students to connect their lived experiences to course topics, broaden conceptualizations of energy, and help individuals acknowledge the differing values and perspectives of others.
This research seeks to (1) identify energy examples outside of those traditionally used in thermodynamics; (2) develop and teach a course that integrates these non-traditional examples using CSPs; and (3) deepen educators understanding of how CSPs impact student learning, mindsets, and attitudes. These materials are being disseminated so that other faculty may use CSPs to engage their students. An overarching goal of this work is to promote inclusion within engineering to support broader participation and thus increase diversity. CSPs may be a key tool in changing the dominant discourse of engineering education, improving the experience for those students already here and making it more welcoming to those who are not. In the second year of this project, the PIs are focused on developing course materials (e.g. lesson plans, learning outcomes) for the new class based on what was learned in Year One about CSPs. This poster and associated paper will report on the PIs’ progress in course development.
Hoople, G. D., & Mejia, J. A., & Chen, D. A., & Lord, S. M. (2020, June), Reimagining Energy Year 2: Integrating CSPs into Course Development Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35135
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