Active Statements of Diversity and/or Social Justice in Engineering and Technical Courses, Part II
Continuing the fruitful conversation we began at ProComm 2017, we wish to look directly at how our syllabus, course policies, and communication promotes positive and thoughtful ways for including diversity, social justice, and ethics in engineering+technical classes (communication courses or otherwise). As we noted before, while there is a plethora of research and inquiry into STEM and diverse populations at the university level, we have found a dearth of solid, introspective, thoughtful advice on how to handle actual classroom/team and research lab interactions such that diversity is at the core of the working experience. Acknowledging power constructs that are necessarily part of college course, we want to provide examples and activities for participants to reconsider course structuring or policies that promote a pedagogy of positive and actively aware professionalism for students.
To that end, we would like to offer this workshop as dedicated time and space for instructors and researchers to actively explore questions like these:
- How can I include a diversity statement in my syllabus? What does that mean in the context of engineering work, technical work, and the associated communication thereof?
- How can I model ways to address issues like diversity or social justice in the syllabus or assignments that I give beyond the umbrella statements/policies that my organization provides for everyone?
- If students challenge topics of diversity or social justice as they relate to engineering or technical work, how can an instructor address those moments?
- Do you address issues such as non-binary pronoun use for students/coworkers who desire such?
- How do you handle aggressions (micro or not micro) in classrooms or labs? When do you report or choose not to report to higher organizational offices?
- For any project team, when and how are expectations of professionalism addressed?
It is our intent that attendees should come prepared with a syllabus, course policy set, or assignment that we can share or review. Presenters will provide resources and discussions. In the end, we are anticipating that attendees end the session with some ways to rethink how diversity, ethics, and social justice issues are framed in their own courses.