Our overarching research question around engineering curriculum is “What does a culturally relevant curriculum look like in engineering courses?”
Specific Research Questions | Center Initiative | |
Telang, N. K., Annaluru, R. S., Julien, C., & Santacruz, P. E. (2023, June). Learning the impact of diversity, equity, and inclusion modules in an undergraduate electrical engineering classroom. In 2023 ASEE Annual Conference & Exposition. What are the various aspects of DEI that are relevant in the context of computing and engineering coursework, and how should we design curricula for this DEI-themed instruction? What are our students’ perceptions of DEI-themed topics in the context of an introductory computing course? Fleming, G. C., Deters, J., Denton, M. Teaching Equity through Assets-Based Journaling: Using Community Cultural Wealth to Guide Student Reflections. In 2024 Collaborative Network for Engineering and Computing Diversity (CoNECD). What did students learn from reflecting on forms of capital? How did journaling help students realize what assets they already have? How do students think they will use these assets when they return home from study abroad? What types of capital resonate most with students? | → | Student accountability through learning outcomes (ongoing) |
What are effective, yet efficient (aka “bang for your buck”) ways that engineering instructors can update their classes to promote student success? | → | Teaching support for student success (in progress) |
How can “mentoring snacks” increase students’ sense of belonging in their classroom, department, and the Cockrell School of Engineering/ UT Austin? | → | Accessible and intentional mentoring (in progress) |