Advancing Inclusion and Anti-Racism in the College Classroom: A rubric and resource guide for instructors

Blonder, Benjamin; Bowles, Timothy M.; Master, Kathryn De; Fanshel, Rosalie Zdzienicka; Girotto, Manuela; Kahn, A; Keenan, Trevor F.; Mascarenhas, Michael; Mgbara, Whitney; Pickett, Sarah B.; Potts, Matthew D.; Rodriguez, Marisella

doi:10.5281/zenodo.5874656

Cited by 3 publications

(2 citation statements)

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“…These examples illustrate that it is possible, and even beneficial, to include social justice topics in engineering courses. These examples, along with resources like "Advancing Inclusion and Anti-Racism in the College Classroom: A rubric and resource guide for instructors" [42], "Toward an antiracist engineering classroom for 2020 and beyond: A starter kit" [43], and Inclusive Teaching pedagogies [44], [45] provide a framework for helping students engage in discussions of engineering research's impact on society. However, we have yet to find an example of an introductory level course that discusses these topics geared toward the professional development of graduate engineering students within a broad range of career and research interests.…”

Section: Formalizing Social Justice Content Into Coursework Solidifie...mentioning

confidence: 99%

Designing, Codifying, and Implementing Social Justice Content in a Required Course on Engineering and Research Skills for First-Year Graduate Students

Chintam,

Prybutok,

Archuleta

et al.

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Section: Formalizing Social Justice Content Into Coursework Solidifie...mentioning

confidence: 99%

Designing, Codifying, and Implementing Social Justice Content in a Required Course on Engineering and Research Skills for First-Year Graduate Students

Chintam,

Prybutok,

Archuleta

et al.

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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show abstract

“…In turn, many campuses moved to embracing studentcentered pedagogies. Tools and resources, such as the "Advancing Inclusion and Anti-Racism in the College Classroom: A rubric and resource guide for instructors" [17] and "Toward an antiracist engineering classroom for 2020 and beyond: A starter kit," [18] were developed to help faculty reflect on their identity and positionality, consider their students' lived experiences, and move toward anti-racist pedagogy, assessments, and inclusive teaching practices. Within our department, there was a strong desire to make lasting changes to the culture and curriculum.…”

mentioning

confidence: 99%

Designing and Implementing a Workshop on the Intersection between Social Justice and Engineering

Chintam,

Prybutok,

Brenneis

et al.

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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We acknowledge that the authors are all in varying positions of privilege. The university at which we are implementing this initiative is a primarily white, private institution in the United States. We are also located in a state in which such topics are relatively open for discussion in educational settings. Although the authors hold different identities in gender identity, race, ethnicity, sexual orientation, socioeconomic status, and more, we are far from representative of the larger population and recognize the need for many more voices in this type of work.MOTIVATION 2020 was a catalyst for change in higher education 2020 was a tumultuous year in the United States (U.S.), when systemic racism, a pandemic, and violence against unarmed Black people brought the nation to a racial reckoning. Structural racism in the form of redlining, lower pay, unequal access to education and healthcare, and many more forms of institutionalized bias laid a foundation for disproportionate negative health and environmental impacts for minoritized groups in the U.S. [1], [2]. The coronavirus pandemic, whose peak in 2020 in particular had a disproportionate effect on Black and Latinx patients, highlighted the inequalities faced by these populations who often had higher exposure to the virus, more underlying health conditions, and less access to healthcare than their white counterparts [3]- [5]. The Black Lives Matter movement and the protests following the murders of Ahmaud Arbery, George Floyd, Andre Hill, Breonna Taylor, and many others brought visibility to targeted, racially motivated killings of Black Americans [6]- [8]. The confluence of these events had a profound impact on Black and Brown people in the U.S. and was keenly felt on college campuses where the stress and trauma of these events compounded the already imbedded injustice in the education system [9], [10].

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Training for transformation: examining food systems courses at US land-grant universities

Hoffs,

Chharan,

Landry

et al. 2024

Front. Sustain. Food Syst.

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Higher education institutions can play an essential role in preparing students to participate in movements for just and sustainable food systems change. For the past two decades, many United States land-grant universities (LGUs) have developed food systems education (FSE) courses. This study examined the extent to which FSE courses employ four capacities deemed crucial by the FSE literature: multidimensional approaches, interdisciplinarity, centering equity, and training students to take action in food systems. The syllabi of 171 undergraduate courses at 20 LGUs were obtained by contacting instructors, and their course descriptions and learning outcomes were analyzed. This subset of LGUs were identified from the membership list of the Menus of Change University Research Collaborative (MCURC), a nationwide network of colleges using campus dining halls and classrooms as living laboratories for food systems change. Most course descriptions and learning outcomes exhibited multidimensional approaches and interdisciplinarity. However, many failed to incorporate teaching content and practices that help students critically examine equity and social justice issues in food systems, or engage in transformative change. LGUs have both the resources and urgent responsibility to empower students to be part of movements to transform unjust, unsustainable food systems. The findings of this study, and an accompanying open-access syllabus website, aim to accelerate the development of FSE curricula that prepare students to change food systems.

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Advancing Inclusion and Anti-Racism in the College Classroom: A rubric and resource guide for instructors

Cited by 3 publications

References 0 publications

Designing, Codifying, and Implementing Social Justice Content in a Required Course on Engineering and Research Skills for First-Year Graduate Students

Designing, Codifying, and Implementing Social Justice Content in a Required Course on Engineering and Research Skills for First-Year Graduate Students

Designing and Implementing a Workshop on the Intersection between Social Justice and Engineering

Training for transformation: examining food systems courses at US land-grant universities

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