Upcoming Events

Current events for the 2017-2018 Academic year can be found here.



ASEE Annual Colloquium: 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.

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.

1:00-1:30pm    Registration, coffee/snacks

1:30-1:35pm    Introductory Remarks

1:35-2:35pm    Keynote: Profs. Juan Lucena, Jon Leydens & Jessica Smith (Colorado School of Mines)

Screen Shot 2017-04-04 at 8.20.25 AM

The Problem is the Problem: A Strategy for Making Social Justice and Social Responsibility Visible in Engineering Education

Problem solving is the dominant feature of engineering education and practice, forming a key dimension of engineers’ professional identity. Thus when we educate engineers, what stays in—and what is omitted from—the problem space matters. This talk illustrates strategies for making the inherent social justice and social responsibility dimensions of engineering visible in the problems that provide undergraduates with their enculturation into the engineering profession. We provide a brief overview of engineering for social justice (E4SJ) criteria, and give suggestions on how E4SJ criteria can be rendered visible in diverse contexts, including engineering education and engineering practice. Those suggestions highlight differences and overlaps in multiple engineering career paths, pointing to the need to adapt the E4SJ framework for corporate workplaces, where frameworks of corporate social responsibility (CSR) dominate. We conclude by reflecting on the opportunities and challenges of the E4SJ criteria and CSR frameworks for helping students connect their interests in engineering with their diverse social passions inside of the problem space.

2:40-3:05pm   Invited Speaker: Khalid Kadir (Berkeley)

Khalid Kadir @ Richmond Greenway Photos Copyright Noah Berger / 2014

Rendering Engineering Political: Centering Social Justice in Engineering Education

Overwhelmingly, engineering curricula do not to train students to recognize – much less critically engage with – the deeply political nature of engineering practice. This gap in engineering education represents both a deep ethical failing as well as a lost opportunity. Centering engineering education around socio-political issues and challenging students to engage with questions of power, positionality, and ethics opens the possibility of creating civically minded, justice-oriented practitioners who are equipped to tackle some of the most pressing problems facing human society today. Rigorously engaging with the politics of engineering expertise broadens students’ sense of what is possible: inspiring them to challenge the scope of the questions they might ask as well as the methods by which they might answer them. Moreover, the deliberate integration of technical and ethical considerations yields not only better, sharper, and more well-rounded engineers, but also functions to create points of access to critical technical knowledge for historically underrepresented students. In doing so, centering social justice in engineering education directly helps to mitigate the lack of diversity for which STEM fields are so notorious.

3:05-3:20pm    Coffee Break

3:20-3:55pm    Invited Speaker : Bhavna Hariharan (Stanford)


Global Engineers’ Education – An attempt at bringing the voices of the underserved into engineering design

In the talk I will present the development and implementation of the Global Engineers’ Education course (offered at Stanford University). This course offers students an opportunity to work with a rural community in India to address challenges of sanitation and hygiene faced by the community. It aims at broadening their understanding of the problem space beyond the technical aspects and create solutions that are relevant to the local conditions by learning how to work with underserved communities by bridging cultural, socio-economic, political and linguistic differences (that accompany global work).

I will share the motivation for developing the course followed by curricular innovations that were made, how it incorporates reflection and a discourse of care to enable collaboration between student engineers and underserved communities globally.

4:00-5:00pm    Panel

An interactive discussion on the intersection of engineering and social justice in Stanford courses.


Alissa Murphy: Former Instructor, ME 206ab “Design for Extreme Affordability”

Gloria Chua: Instructor and Course Co-Founder, CS 50-52 “CS + Social Good”

Carol Muller: Instructor and Course Co-Founder, ENGR 311C/FEMGEN 311C “Expanding Engineering Limits: Culture, Diversity, and Gender”

Bhavna Hariharan: Instructor and Course Founder, ME 117 “Global Engineers’ Education”

5:00-6:00pm    Happy Hour Reception in the Old Union Courtyard

Space is limited, so please RSVP here.

ASEE Breakfast Chat Series: The Stanford Student Chapter of ASEE is hosting a monthly ASEE Breakfast Chat (ABC) on the first Friday of each month from October-June. All of our events are open to the public, in addition to all members of the Stanford community. Breakfast is provided.

Join us for our next ABC (ASEE Breakfast Chat) on April 7th from 9:30-10:30AM in Building 550, Room 126.  Lisa Hwang from Stanford’s Chemical Engineering department will be presenting her work in a talk titled “Teaching and Assessing Critical Thinking in a Course-Based Lab: A Case Study in Chemical Engineering”

ENGR313 Seminar: “Topics in Science and Engineering Education”

This seminar series focuses on topics related to teaching science, technology, engineering, and math (STEM) courses based on education research. Each year focuses on a different topic related to STEM education. This course may be repeated for credit each year. This year we will explore problem-based learning in STEM courses, particularly focusing on design and evaluation of problem-based learning activities. The course will involve in-class discussions, small group activities, and guest lectures. Throughout the quarter, there will be several opportunities for directly practicing and applying STEM education strategies to specific teaching goals in your field.

Meets on Tuesdays in Spring 2017, 4:30-5:50pm in Thornton 210. 1-2 credits. Auditors allowed with permission from instructors.

**To get announcements about our upcoming events, join our email list, stanfordasee@lists.stanford.edu, by following this link and entering your email address.

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