Donna Riley, Ph.D., Purdue University
Sindia M. Rivera-Jiménez, Ph.D., University of Florida
Offered on: November 7th, 2021, 2021 AIChE National Conference
For questions or comments: firstname.lastname@example.org
Workshop participants will be able to identify and discuss:
- Why social justice is important for the chemical engineering profession and curriculum.
- Strategies on how the content and pedagogy for a course.
- What activities participants can do in their classrooms.
- Common challenges in implementing a social justice curriculum.
- Strategies to get started in social justice work and advocacy.
Reflection about our motivation
- Why are you here with us?
- What is your motivation?
Reflection about your courses
- What courses do you teach?
- Select a topic you can reframe in your course
- What SJ questions you can ask related to this topic?
Reflection about classroom activities
- What activities you can do in your classroom?
- What learning outcomes can be addressed when discussing SJ?
Reflection about challenges you may encounter
- What challenges you foresee when implement these efforts in your classroom?
Reflection about how you can act now
- What do social justice pedagogies & curricula look like in your classroom?
- What will ChemE-related programs look like when social justice is infused in your courses?
Download a copy of the question:
- Freire, Paulo, 1921-1997. (2000). Pedagogy of the oppressed. New York :Continuum
- Hooks, Bell. (1994). Teaching to transgress: education as the practice of freedom . London: Routledge.
- Eubanks, V. (2018). Automating inequality: how high-tech tools profile, police, and punish the poor. First edition. New York, NY: St. Martin’s Press.
- Noble, S. U. (2018). Algorithms of oppression: How search engines reinforce racism. New York University Press.
- Harris, C. E., Pritchard, M. S., & Rabins, M. J. (1995). Engineering ethics: Concepts and cases. Belmont, Calif: Wadsworth.
- Riley, D. (2011). Engineering thermodynamics and 21st century energy problems: A textbook companion for student engagement. Synthesis Lectures on Engineering, 6(3), 1-97.
- Antonia Darder, Marta Baltodano, and Rodolfo D. Torres (Eds.), The Critical Pedagogy Reader. (2017), New York: Routledge Falmer
Resources: Journals and Articles
- Riley, D. M., & Lambrinidou, Y. (2015, June), Canons against Cannons? Social Justice and the Engineering Ethics Imaginary Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23661
- Villanueva, I., & Gelles, L. A., & Di Stefano, M., & Smith, B., & Tull, R. G., & Lord, S. M., & Benson, L., & Hunt, A. T., & Riley, D. M., & Ryan, G. W. (2018, June), What Does Hidden Curriculum in Engineering Look Like and How Can It Be Explored? Paper presented at 2018 ASEE Annual Conference & Exposition, Salt Lake City, Utah. 10.18260/1-2—31234
- Riley, D. M. (2015, June), Pushing the Boundaries of Mass and Energy: Sustainability and Social Justice Integration in Core Engineering Science Courses Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24623
- Riley D.M. (2013) Power. Systems. Engineering. Traveling Lines of Resistance in Academic Institutions. In: Lucena J. (eds) Engineering Education for Social Justice. Philosophy of Engineering and Technology, vol 10. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6350-0_3
- Nieusma, D. (2011, June), Engineering, Social Justice, and Peace: Strategies for Pedagogical, Curricular, and Institutional Reform Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2—17890
- National Academy of Engineering 2008. Changing the Conversation: Messages for Improving Public Understanding of Engineering. Washington, DC: The National Academies Press. https://doi.org/10.17226/12187.