July 26, 2021
July 26, 2021
July 19, 2022
Diversity and NSF Grantees Poster Session
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. A., & 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
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