Asee peer logo

Reimagining Energy Year 3: Reflections on a Course Offering

Download Paper |

Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

NSF Grantees Poster Session

Tagged Topics

Diversity and NSF Grantees Poster Session

Page Count

6

Permanent URL

https://peer.asee.org/37653

Download Count

21

Request a correction

Paper Authors

biography

Gordon D. Hoople University of San Diego Orcid 16x16 orcid.org/0000-0002-2663-4664

visit author page

Dr. Gordon D. Hoople is an assistant professor and one of the founding faculty members of integrated engineering at the University of San Diego. He is passionate about creating engaging experiences for his students. His work is primarily focused on two areas: engineering education and design. Professor Hoople’s engineering education research examines the ways in which novel approaches can lead to better student outcomes. He is the principal investigator on the National Science Foundation Grant “Reimagining Energy: Exploring Inclusive Practices for Teaching Energy Concepts to Undergraduate Engineering Majors.” He has also co-developed a unique interdisciplinary course, Drones for Good, where engineering students partner with peace studies students to design a quadcopter that will have a positive impact on society.

visit author page

biography

Diana Chen University of San Diego Orcid 16x16 orcid.org/0000-0003-3616-1538

visit author page

Dr. Diana A. Chen is an Assistant Professor of Integrated Engineering at the University of San Diego. She joined the Shiley-Marcos School of Engineering in 2016. Her research interests are in areas of sustainable design, including biomimicry and adaptability in structural, city, and regional applications. Additionally, her scholarship includes topics such as curriculum development, contextualization of fundamental engineering sciences and integrating social justice into engineering education. She earned her MS and PhD in Civil Engineering from Clemson University, and her BS in Engineering from Harvey Mudd College.

visit author page

biography

Joel Alejandro Mejia University of San Diego Orcid 16x16 orcid.org/0000-0003-3908-9930

visit author page

Dr. Joel Alejandro (Alex) Mejia is an assistant professor in the Department of Integrated Engineering at the University of San Diego. His research has contributed to the integration of critical theoretical frameworks and Chicano Cultural Studies to investigate and analyze existing deficit models in engineering education. Dr. Mejia’s work also examines how asset-based models impact the validation and recognition of students and communities of color as holders and creators of knowledge. His current work seeks to analyze and describe the tensions, contradictions, and cultural collisions many Latino/a/x students experience in engineering through testimonios. He is particularly interested in approaches that contribute to a more expansive understanding of engineering in sociocultural contexts, the impact of critical consciousness in engineering practice, and development and implementation of culturally responsive pedagogies in engineering education.

visit author page

biography

Laura Ann Gelles University of Texas at Dallas Orcid 16x16 orcid.org/0000-0001-5591-9629

visit author page

Laura Gelles is a postdoctoral research associate at the University of Texas at Dallas within the Erik Jonsson School of Engineering and Computer Science where she is studying retention of undergraduate engineering students. She has extensive experience using qualitative and mixed-methods research in Engineering Education. Before joining UTD in September 2020, Laura worked at the University of San Diego on their RED grant to study institutional change efforts and redefine the engineering canon as sociotechnical. She has a background in environmental engineering and received her Ph.D. in Engineering Education at Utah State University with a research focus on the ethical and career aspects of mentoring of science and engineering graduate students and hidden curriculum in engineering.

visit author page

biography

Susan M. Lord University of San Diego

visit author page

Susan M. Lord received a B.S. from Cornell University in Materials Science and Electrical Engineering (EE) and the M.S. and Ph.D. in EE from Stanford University. She is currently Professor and Chair of Integrated Engineering at the University of San Diego. Her research focuses on the study and promotion of diversity in engineering including student pathways and inclusive teaching. She is Co-Director of the National Effective Teaching Institute (NETI). Her research has been sponsored by the National Science Foundation (NSF). Dr. Lord is among the first to study Latinos in engineering and coauthored The Borderlands of Education: Latinas in Engineering. Dr. Lord is a Fellow of the IEEE and ASEE and is active in the engineering education community including serving as General Co-Chair of the Frontiers in Education Conference, President of the IEEE Education Society, and Associate Editor of the IEEE Transactions on Education (ToE) and the Journal of Engineering Education (JEE). She and her coauthors received the 2011 Wickenden Award for the best paper in JEE and the 2011 and 2015 Best Paper Awards for the IEEE ToE. In Spring 2012, Dr. Lord spent a sabbatical at Southeast University in Nanjing, China teaching and doing research. She is on the USD team implementing “Developing Changemaking Engineers”, an NSF-sponsored Revolutionizing Engineering Education (RED) project. Dr. Lord is the 2018 recipient of the IEEE Undergraduate Teaching Award.

visit author page

Download Paper |

Abstract

This National Science Foundation (NSF) project focuses on the development of a new, required energy course, “An Integrated Approach to Energy,” for second-year students 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 often 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 historically marginalized students, but have yet to be fully explored in undergraduate engineering. CSPs in this project encourage students to connect their lived experiences to course topics, broaden conceptualizations of energy, and help students acknowledge the differing values and perspectives of others.

Hoople, G. D., & Chen, D., & Mejia, J. A., & Gelles, L. A., & Lord, S. M. (2021, July), Reimagining Energy Year 3: Reflections on a Course Offering Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37653

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2021 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015