A Sociocultural Learning Framework for Inclusive Pedagogy in Engineering

Authors

DOI:

https://doi.org/10.18260/2-1-370.660-128660

Abstract

This paper describes a sociocultural learning framework for classroom inclusion based on research in three interconnected areas: learner identity, classroom context, and engineering culture. This paper is intended to serve as a resource for CEE authors to incorporate research-based inclusive pedagogy into the design and implementation of their chemical engineering education efforts.

Author Biographies

Stephanie Farrell, Rowan University

Stephanie Farrell is founding department head of Experiential Engineering Education (ExEEd) in the Henry M. Rowan College of Engineering at Rowan University.  She joined Rowan as a founding faculty member of the Chemical Engineering Department in 1998, where she served until launching ExEEd in 2016.  Stephanie is the recipient of the the ASEE National Outstanding Teaching Medal and the Quinn Award for experiential learning, and she was a Fulbrght Scholar in Engineering Educaiton at Dublin Institute of Technology (Ireland). Stephanie is a Fellow of ASEE and AIChE. 

Allison Godwin, School of Engineering Education, Purdue University

Allison Godwin is an Associate Professor of Engineering Education and of Chemical Engineering at Purdue University. She is the Engineering Workforce Development Director for the Center for Innovative and Strategic Transformation of Alkane Resources. Her research focuses how identity, among other affective factors, influences diverse students to choose engineering and persist in engineering. She also studies how different experiences within the practice and culture of engineering foster or hinder belongingness and identity development.

Donna M. Riley, School of Engineering, Purdue University

Donna Riley is Kamyar Haghighi Head of the School of Engineering Education and Professor of Engineering Education at Purdue University. Her research focuses on the integration of ethics, communication, social analysis, lifelong learning, and other critical capacities in the formation of engineers. She is the author of two books, Engineering and Social Justice and Engineering Thermodynamics and 21st Century Energy Problems, both published by Morgan and Claypool.  Riley earned a B.S.E. in chemical engineering from Princeton and a Ph.D. from Carnegie Mellon in Engineering and Public Policy. She is a fellow of the American Society for Engineering Education.

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Published

2021-10-25

Issue

Vol. 55 No. 4 (2021): Fall 2021

Section

Manuscripts