The Stanford Student Chapter of ASEE—American Society for Engineering Education—is thrilled to be hosting our 6th annual colloquium on Engineering Education, with an afternoon discussing the relationships between engineering and social justice both in and beyond the classroom.
Our afternoon schedule will feature: a keynote presentation titled “The Problem is the Problem: A Strategy for Making Social Justice and Social Responsibility Visible in Engineering Education” by Prof. Juan Lucena, Prof. Jon Leydens, and Prof. Jessica Smith from the Colorado School of Mines; invited talks by Dr. Bahvna Hariharan and Dr. Khalid Kadir; and a panel discussing the intersection of engineering and social justice in Stanford courses.
We’re delighted to have so many inspiring people come together for an afternoon, so please join us for what will surely be an impactful and educational colloquium in the Old Union Ballroom on Friday April 21st from 1-6PM.
Check out this resource for research-based information about student-faculty interaction from the NSF ENGAGE project: http://www.engageengineering.org
Follow this link to an article about the science identities of 21 women STEM Ph.D. students at three research universities in the United States. Let us know if you are interested in joining a November 2016 journal club about this research (email: firstname.lastname@example.org)!
Follow this link to an article discussing general education requirements in higher education. A very thought-provoking piece discussing the current state of general education requirements and what it could mean for the future.
Check out this interesting article about a study conducted on the career paths of those graduating with a PhD from Stanford.
You should check out the website showing the study results as well!
Check out this relatively recent publication by Georgia D. Kuh on high-impact educational practices. The publication details 10 practices that have been identified as beneficial to college students with various backgrounds. Click here for more info.
“Disrupting the Pipeline: Critical Analyses of Student Pathways Through Postsecondary STEM Education” by Heather Metcalf, Ph.D., Director of Research for the Association of Women in Science
When: Wednesday, September 23rd, 1:30-2:30pm
Where: Varian II (Physics and Astrophysics Building, 452 Lomita Mall), Room 102-103
Please RSVP to email@example.com by Monday, September 21.
Abstract: Critical mixed methods approaches allow us to reflect upon the ways in which we collect, measure, interpret, and analyze data, providing novel alternatives for quantitative analysis. For institutional researchers, whose work influences institutional policies, programs, and practices, the approach has the transformative ability to expose and create space for altering rather than reproducing problematic institutional stratifications and inequities. The usefulness of this approach is illustrated here using examples from a critical mixed methods study of student pathways through postsecondary STEM education