Agresar, G., & Callewaert, J., & Skerlos, S., & Millunchick, J. (2022, August), WIP Developing Learning Objectives for an “Equity-Centered” Undergraduate Engineering Program  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41777

\bibitem{asee_peer_41777}
  Agresar, G., \& Callewaert, J., \& Skerlos, S., \& Millunchick, J. (2022, August), \emph{WIP Developing Learning Objectives for an “Equity-Centered” Undergraduate Engineering Program}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41777

Grenmarie Agresar, John Callewaert, Steve Skerlos, and Joanna Millunchick.  "WIP Developing Learning Objectives for an “Equity-Centered” Undergraduate Engineering Program".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41777 Internet.  10 May, 2024

\bibitem{asee_peer_41777}
  Grenmarie Agresar, John Callewaert, Steve Skerlos, and Joanna Millunchick.
  "WIP Developing Learning Objectives for an “Equity-Centered” Undergraduate Engineering Program".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41777 Internet.  10 May, 2024

@INPROCEEDINGS{asee_peer_41777
author = "Grenmarie Agresar, John Callewaert, Steve Skerlos, and Joanna Millunchick"
title = "WIP Developing Learning Objectives for an “Equity-Centered” Undergraduate Engineering Program"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41777}
number = {10.18260/1-2--41777}
}

TY  - CPAPER
AB  - The College of Engineering at the University of Michigan is developing a program for undergraduate students to learn diversity, equity, inclusion and social justice (DEIJ) as foundational elements of engineering context, in other words to learn “equity-centered engineering.” This paper presents a set of learning objectives that has been developed to guide the content, delivery and assessment of this DEIJ program. The objectives aim to convey an alignment of DEIJ goals with high functioning engineering education, analysis, design, and practice; as opposed to a set of social considerations overlapping with, yet separate from, core engineering activities. Hence, the iterative developmental process of these objectives has been informed by engineering practitioners, DEIJ practitioners, pedagogy, interdisciplinary literature, and socially engaged approaches. The resulting learning objectives are organized into the following three categories: 1) Individual Responsibilities (Looking Inward): Commit to a process of lifelong learning that will help you contribute uniquely and equitably to any engineering problem. 2) Professional Responsibilities (Looking Outward): Embrace the engineers’ responsibility to behave professionally as global, equity-centered citizens. 3) Engineering in Context (Looking at History to Understand the Present and Forge the Future): Contextualize engineering developments in history, and visualize ways in which engineering can help create a more just, equitable and inclusive society. The aim is for the objectives to be framed within an engineering context, be pedagogically sound, and be asset-framing for a variety of identities. In this work-in-progress paper, we will present the learning objectives, some of the history of their development, as well as how they connect to social justice and critical pedagogies. Our goal with this effort is to engage in dialogue and receive feedback from the community on the developed and evolving learning objectives.
AU  - Grenmarie Agresar
AU  - John Callewaert
AU  - Steve Skerlos
AU  - Joanna Millunchick
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - WIP Developing Learning Objectives for an “Equity-Centered” Undergraduate Engineering Program
UR  - https://peer.asee.org/41777
DO  - 10.18260/1-2--41777
ER  -