Academic Journal
Board 133: Work in Progress - A Pilot Course on Effective and Enduring Advocacy: Leading with Compassion in STEM
| العنوان: | Board 133: Work in Progress - A Pilot Course on Effective and Enduring Advocacy: Leading with Compassion in STEM |
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| المؤلفون: | Jacqueline Rose Tawney, Meredith Hooper, Harly Ramsey, Morgan Hooper |
| المصدر: | 2024 ASEE Annual Conference & Exposition, Portland, Oregon |
| بيانات النشر: | ASEE Conferences |
| سنة النشر: | 2024 |
| المجموعة: | American Society for Engineering Education (ASEE): Papers on Engineering Education Repository (PEER) |
| مصطلحات موضوعية: | Diversity |
| الوصف: | Introduction: Advocacy within Engineering Actively transforming the lived experiences of people and the planet we reside on, as well as allowing ourselves to be transformed in turn, is central to the practice of engineering. Despite this, a perceived lack of emphasis on communal goals (helping others) may dissuade students from pursuing STEM, particularly those from minoritized groups [1,2]. In parallel, many students who do persist in STEM fields experience diminishing drive to meaningfully impact their communities as their education progresses [3]. STEM training prioritizes critical thinking, problem-solving, and analyzing complex systems, which uniquely positions STEM students to become effective advocates. Supporting students in integrating advocacy work into their engineering identity and practice may empower them to become more effective and enduring advocates, while building a community of compassionate leaders within STEM. Project Goals: Critical Pedagogy and the Balance of Reflection and Action We have developed a pilot program to help students become more effective and enduring advocates. The program has two goals, following the themes of Action and Reflection: - Action: We will develop a pilot program, grounded in critical pedagogy, to help students in STEM embrace their role as active participants in shaping our world, and integrate advocacy on a topic of their choosing into their engineering identity and practice. - Reflection: We will study the ongoing and future impacts of the program on students, so that their experiences, insights and feedback can be actively integrated into the course as it runs, as well as directly shaping future iterations. We have developed the following Learning Objectives. By participating, students will: - Articulate the value of critical consciousness, and how it relates to their scientific and/or engineering identity and their unique potential to shape the world. - Identify individual interests and strengths to integrate advocacy into their practice. - Develop, ... |
| نوع الوثيقة: | text |
| وصف الملف: | application/pdf |
| اللغة: | unknown |
| DOI: | 10.18260/1-2--46691 |
| الاتاحة: | http://peer.asee.org/46691 https://doi.org/10.18260/1-2--46691 |
| Rights: | 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: © 2024 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. |
| رقم الانضمام: | edsbas.815AB368 |
| قاعدة البيانات: | BASE |
| DOI: | 10.18260/1-2--46691 |
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