Turner, S., & Gordon, B., & Carroll, T., & Stenger, K., & Hancock, P. (2022, August), Scaffolding Social Justice in the Engineering Classroom: Constructing a More Restorative, Inclusive, Engineering Practice  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41866

\bibitem{asee_peer_41866}
  Turner, S., \& Gordon, B., \& Carroll, T., \& Stenger, K., \& Hancock, P. (2022, August), \emph{Scaffolding Social Justice in the Engineering Classroom: Constructing a More Restorative, Inclusive, Engineering Practice}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41866

Sydney Turner, Bethany Gordon, Tomeka Carroll, Katelyn Stenger, and Patrick Hancock.  "Scaffolding Social Justice in the Engineering Classroom: Constructing a More Restorative, Inclusive, Engineering Practice".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41866 Internet.  28 Jun, 2025

\bibitem{asee_peer_41866}
  Sydney Turner, Bethany Gordon, Tomeka Carroll, Katelyn Stenger, and Patrick Hancock.
  "Scaffolding Social Justice in the Engineering Classroom: Constructing a More Restorative, Inclusive, Engineering Practice".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41866 Internet.  28 Jun, 2025

@INPROCEEDINGS{asee_peer_41866
author = "Sydney Turner, Bethany Gordon, Tomeka Carroll, Katelyn Stenger, and Patrick Hancock"
title = "Scaffolding Social Justice in the Engineering Classroom: Constructing a More Restorative, Inclusive, Engineering Practice"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41866}
number = {10.18260/1-2--41866}
}

TY  - CPAPER
AB  - Within a core undergraduate civil engineering course, students engaged with an online learning module and participated in an in-class workshop that emphasized the intersection of social justice and the construction design process. The results presented in this paper analyze how engineering undergraduate students felt about interacting with engineering concepts contextualized through a social justice perspective. Students who participated in the study took both a pre and post survey, which allowed for comparative data on the student’s preconceptions of social justice as well as if the intervention improved their perceptions of the importance of social justice in engineering. The results show, even before the intervention, students perceived value in engineering social justice issues. That said, engaging in the intervention still had significant impacts on students’ perceptions of social justice. After their experience with the online module and in-class discussion, students were significantly more likely to: think they will encounter social justice issues; have an opportunity to address social justice issues; see social justice as relevant to engineering; and feel they knew more about social justice than before the module. The results from this work supports other findings in the engineering education literature that suggests students are interested in and benefit from contextualizing the societal implications of engineering work throughout their engineering education. The student feedback presented in this paper contributes important insights on the development of future modules and workshops on engineering and social justice. 
AU  - Sydney Turner
AU  - Bethany Gordon
AU  - Tomeka Carroll
AU  - Katelyn Stenger
AU  - Patrick Hancock
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Scaffolding Social Justice in the Engineering Classroom: Constructing a More Restorative, Inclusive, Engineering Practice
UR  - https://peer.asee.org/41866
DO  - 10.18260/1-2--41866
ER  -