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Joel Mejia
Integrated Engineering, Shiley-Marcos School of Engineering, University of San Diego, San Diego, CA 92110, USA

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Journal article
Published: 26 June 2021 in Sustainability
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Engineers are increasingly called on to develop sustainable solutions to complex problems. Within engineering, however, economic and environmental aspects of sustainability are often prioritized over social ones. This paper describes how efficiency and sustainability were conceptualized and interrelated by students in a newly developed second-year undergraduate engineering course, An Integrated Approach to Energy. This course took a sociotechnical approach and emphasized modern energy concepts (e.g., renewable energy), current issues (e.g., climate change), and local and personal contexts (e.g., connecting to students’ lived experiences). Analyses of student work and semi-structured interview data were used to explore how students conceptualized sustainability and efficiency. We found that in this cohort (n = 17) students often approached sustainability through a lens of efficiency, believing that if economic and environmental resources were prioritized and optimized, sustainability would be achieved. By exploring sustainability and efficiency together, we examined how dominant discourses that privilege technical over social aspects in engineering can be replicated within an energy context.

ACS Style

Laura Gelles; Joel Mejia; Susan Lord; Gordon Hoople; Diana Chen. Is It All about Efficiency? Exploring Students’ Conceptualizations of Sustainability in an Introductory Energy Course. Sustainability 2021, 13, 7188 .

AMA Style

Laura Gelles, Joel Mejia, Susan Lord, Gordon Hoople, Diana Chen. Is It All about Efficiency? Exploring Students’ Conceptualizations of Sustainability in an Introductory Energy Course. Sustainability. 2021; 13 (13):7188.

Chicago/Turabian Style

Laura Gelles; Joel Mejia; Susan Lord; Gordon Hoople; Diana Chen. 2021. "Is It All about Efficiency? Exploring Students’ Conceptualizations of Sustainability in an Introductory Energy Course." Sustainability 13, no. 13: 7188.

Journal article
Published: 06 January 2021 in Studies in Engineering Education
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ACS Style

Stephen Secules; Joel Alejandro Mejia. Contextualizing the Past to Guide the Future: Situating Three Critical Theoretical Frameworks for Educational Culture. Studies in Engineering Education 2021, 1, 156 .

AMA Style

Stephen Secules, Joel Alejandro Mejia. Contextualizing the Past to Guide the Future: Situating Three Critical Theoretical Frameworks for Educational Culture. Studies in Engineering Education. 2021; 1 (2):156.

Chicago/Turabian Style

Stephen Secules; Joel Alejandro Mejia. 2021. "Contextualizing the Past to Guide the Future: Situating Three Critical Theoretical Frameworks for Educational Culture." Studies in Engineering Education 1, no. 2: 156.

Original article
Published: 01 January 2021 in Journal of Engineering Education
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Background Many engineering education researchers acknowledge that their positionality impacts their research. Practices for reporting positionality vary widely and rarely incorporate a nuanced discussion of the impact of demographic identities on research. Researchers holding marginalized or relatively hidden identities must navigate additional layers regarding transparency of their positionality. Purpose We identify ways in which positionality impacts research, with a particular emphasis on demographic identity dimensions. We note that whether identities are relatively marginalized, privileged, hidden, or apparent in a research context creates complexities for conceptualizing, practicing, and disclosing one's positionality. Method In a collaborative inquiry informed by autoethnography, we assemble positionality reflections of current engineering education researchers to demonstrate the primary ways in which positionality impacts research. Results We find that positionality impacts six fundamental aspects of research: research topic, epistemology, ontology, methodology, relation to participants, and communication. These aspects of research delve deeper than conceptions of positionality as a methodological limitation, a measure to prevent bias, or a requirement for research quality. Conclusion The impact of positionality on research is complex, particularly when researchers occupy minoritized identities and for research topics that interrogate power relations between identity groups. By demonstrating the practices of interrogating and representing positionality, we hope to encourage more researchers to represent positionality transparently, thus making researchers' transparency safer for all. We argue that positionality is an important tool for reflecting on and dislocating privilege, particularly when working on equity research.

ACS Style

Stephen Secules; Cassandra McCall; Joel Alejandro Mejia; Chanel Beebe; Adam S. Masters; Matilde L. Sánchez‐Peña; Martina Svyantek. Positionality practices and dimensions of impact on equity research: A collaborative inquiry and call to the community. Journal of Engineering Education 2021, 110, 19 -43.

AMA Style

Stephen Secules, Cassandra McCall, Joel Alejandro Mejia, Chanel Beebe, Adam S. Masters, Matilde L. Sánchez‐Peña, Martina Svyantek. Positionality practices and dimensions of impact on equity research: A collaborative inquiry and call to the community. Journal of Engineering Education. 2021; 110 (1):19-43.

Chicago/Turabian Style

Stephen Secules; Cassandra McCall; Joel Alejandro Mejia; Chanel Beebe; Adam S. Masters; Matilde L. Sánchez‐Peña; Martina Svyantek. 2021. "Positionality practices and dimensions of impact on equity research: A collaborative inquiry and call to the community." Journal of Engineering Education 110, no. 1: 19-43.

Journal article
Published: 03 November 2020 in Sustainability
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What do engineering students in 2020 need to know about energy to be successful in the workplace and contribute to addressing society’s issues related to energy? Beginning with this question, we have designed a new course for second-year engineering students. Drawing on the interdisciplinary backgrounds of our diverse team of engineering instructors, we aimed to provide an introduction to energy for all engineering students that challenged the dominant discourse in engineering by valuing students’ lived experiences and bringing in examples situated in different cultural contexts. An Integrated Approach to Energy was offered for the first time in Spring 2020 for 18 students. In this paper, we describe the design of the course including learning objectives, content, and pedagogical approach. We assessed students’ learning using exams and the impact of the overall course using interviews. Students demonstrated achievement of the learning objectives in technical areas. In addition, interviews revealed that they learned about environmental, economic, and social aspects of engineering practice. We intend for this course to serve as a model of engineering as a sociotechnical endeavor by challenging students with scenarios that are technically demanding and require critical thinking about contextual implications.

ACS Style

Gordon Hoople; Diana Chen; Susan Lord; Laura Gelles; Felicity Bilow; Joel Mejia. An Integrated Approach to Energy Education in Engineering. Sustainability 2020, 12, 9145 .

AMA Style

Gordon Hoople, Diana Chen, Susan Lord, Laura Gelles, Felicity Bilow, Joel Mejia. An Integrated Approach to Energy Education in Engineering. Sustainability. 2020; 12 (21):9145.

Chicago/Turabian Style

Gordon Hoople; Diana Chen; Susan Lord; Laura Gelles; Felicity Bilow; Joel Mejia. 2020. "An Integrated Approach to Energy Education in Engineering." Sustainability 12, no. 21: 9145.

Journal article
Published: 28 October 2020 in Education Sciences
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The global pandemic of COVID-19 brought about the transition to Emergency Remote Teaching (ERT) at higher education institutions across the United States, prompting both students and the faculty to rapidly adjust to a different modality of teaching and learning. Other crises have induced disruptions to academic continuity (e.g., earthquakes, hurricanes), but not to the same extent as COVID-19, which has affected universities on a global scale. In this paper, we describe a qualitative case study where we interviewed 11 second-year Integrated Engineering students during the Spring 2020 semester to explore how they adapted to the transition to remote learning. Our results revealed several student challenges, how they used self-discipline strategies to overcome them, and how the faculty supported students in the classroom through a compassionate and flexible pedagogy. Faculty members showed compassion and flexibility by adjusting the curriculum and assessment and effectively communicating with students. This was especially important for the women participants in this study, who more frequently expressed utilizing pass/fail grading and the personal and gendered challenges they faced due to the pandemic. During this unprecedented crisis, we found that a key element for supporting students’ well-being and success is the faculty members communicating care and incorporating flexibility into their courses.

ACS Style

Laura A. Gelles; Susan M. Lord; Gordon D. Hoople; Diana A. Chen; Joel Alejandro Mejia. Compassionate Flexibility and Self-Discipline: Student Adaptation to Emergency Remote Teaching in an Integrated Engineering Energy Course during COVID-19. Education Sciences 2020, 10, 304 .

AMA Style

Laura A. Gelles, Susan M. Lord, Gordon D. Hoople, Diana A. Chen, Joel Alejandro Mejia. Compassionate Flexibility and Self-Discipline: Student Adaptation to Emergency Remote Teaching in an Integrated Engineering Energy Course during COVID-19. Education Sciences. 2020; 10 (11):304.

Chicago/Turabian Style

Laura A. Gelles; Susan M. Lord; Gordon D. Hoople; Diana A. Chen; Joel Alejandro Mejia. 2020. "Compassionate Flexibility and Self-Discipline: Student Adaptation to Emergency Remote Teaching in an Integrated Engineering Energy Course during COVID-19." Education Sciences 10, no. 11: 304.

Conference paper
Published: 10 September 2020 in 2018 ASEE Annual Conference & Exposition Proceedings
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“Laura did not have the resources to buy a new stove. Her family owned a restaurant in Mexico and they needed the stove as soon as possible. To solve this problem, Laura and her family repurposed an antique washing machine, called chaca-chaca as it is commonly known in Mexico for the sound it makes during the washing cycle. They disassembled the washing machine and used the tub as a skeleton for the cooktop. Then, they covered it with barro, a mixture of clay-like readily available materials in the community, to withstand the high temperatures. Laura created a sketch of her design and described it to her teacher. Her description showed how her embodied knowledge resembled practices that are relevant to engineering, yet this wealth of knowledge was not acknowledged in the teacher or the students.” This vignette describes the challenges that Latinx adolescents too often face in U.S. classrooms. It posits that Laura engaged in activities that could have similarities to engineering habits of mind and dispositions, yet her knowledge was unacknowledged or honored. At the core of this problem is the lack of validation of the material realities of the adolescent. Often, the narratives of people of color are omitted from the engineering curriculum; thus, continuously reproducing social inequalities and academic hierarchies. In engineering, particularly, the material realities of students of color–which are perceived as non-sophisticated epistemologies–are replaced by dominant discourses. We argue that the embodied knowledge, practices and forms of expression of Latinx youth have a place in the classroom. They bring a wealth of knowledge, skills, and practices that can be used to not only frame, approach, and solve engineering problems, but also to express their sensibilidades – their sensibilities. Inspired by the works of Chicanx Cultural Studies, Ethinic Studies, and Chicana Feminism, this paper introduces the concept of Rasquache Pedagogy. According to Tomás Ybarra-Frausto, being rasquache is the visceral response to lived reality and an attitude rooted in resourcefulness and adaptability. We posit that focusing on the material realities of students, making them aware of their history, and emphasizing the firm believe that students are creators and holders of knowledge can be potentially transformative for Latinx adolescents in engineering. The principles of Rasquache Pedagogy are rooted in understanding the wealth of knowledge that students bring to the classroom, validating and valuing their embodied knowledge, and helping students develop a critical consciousness. Very little research has examined the ways that Latinx adolescents might use rasquache forms of expression to empower them in their engineering design activities. Even less research has been conducted on how the assets of Latinx students contribute to the diversification of engineering epistemologies and to form critically conscious engineers. In this paper, we present what involves Rasquache Pedagogy and how it can contribute to a more asset-based approach to the teaching and learning of engineering.

ACS Style

Joel Alejandro Mejia; Alberto López Pulido. (Fundamental) Fregados Pero no Jodidos: A Case Study of Latinx Rasquachismo. 2018 ASEE Annual Conference & Exposition Proceedings 2020, 1 .

AMA Style

Joel Alejandro Mejia, Alberto López Pulido. (Fundamental) Fregados Pero no Jodidos: A Case Study of Latinx Rasquachismo. 2018 ASEE Annual Conference & Exposition Proceedings. 2020; ():1.

Chicago/Turabian Style

Joel Alejandro Mejia; Alberto López Pulido. 2020. "(Fundamental) Fregados Pero no Jodidos: A Case Study of Latinx Rasquachismo." 2018 ASEE Annual Conference & Exposition Proceedings , no. : 1.

Conference paper
Published: 10 September 2020 in 2018 ASEE Annual Conference & Exposition Proceedings
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How could we talk about race in an engineering classroom? What about other socially constructed identities? Although diversity and inclusion have become important topics discussed and researched within engineering education, these are not easy concepts for most engineering educators to discuss with students in the classroom. In this paper, we describe examples of class activities that we have used in two engineering courses to help students learn about privilege, its relationship to different –isms, such as racism, sexism, classism, ableism, and heterosexism, and the role engineering plays/can play in maintaining or dismantling that privilege. Specifically, we describe activities in a required User Centered Design course for first or second year students, and an Engineering and Social Justice course required for third year students in General Engineering and open as an elective to other engineering majors. As engineering professors, we also describe our own positionality as the instructors. We hope that these examples will be helpful to others interested in integrating such content into their courses.

ACS Style

Joel Alejandro Mejia; Diana A. Chen; Odesma Onika Dalrymple; Susan M Lord. Revealing the Invisible: Conversations about -Isms and Power Relations in Engineering Courses. 2018 ASEE Annual Conference & Exposition Proceedings 2020, 1 .

AMA Style

Joel Alejandro Mejia, Diana A. Chen, Odesma Onika Dalrymple, Susan M Lord. Revealing the Invisible: Conversations about -Isms and Power Relations in Engineering Courses. 2018 ASEE Annual Conference & Exposition Proceedings. 2020; ():1.

Chicago/Turabian Style

Joel Alejandro Mejia; Diana A. Chen; Odesma Onika Dalrymple; Susan M Lord. 2020. "Revealing the Invisible: Conversations about -Isms and Power Relations in Engineering Courses." 2018 ASEE Annual Conference & Exposition Proceedings , no. : 1.

Conference paper
Published: 10 September 2020 in 2018 ASEE Annual Conference & Exposition Proceedings
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Energy is a foundational topic across engineering disciplines; however, energy concepts are typically introduced in a disjointed fashion across multiple courses. Students often have difficulty making connections across disciplines that leverage their own personal funds of knowledge. For example, many students often fail to connect their personal experience with technology (e.g. home appliances) with the engineering concepts (e.g. 1st law of thermodynamics) introduced in class. We are exploring a reconceived approach for introducing students to these important concepts. The authors, with expertise in four different engineering disciplines, recognize that many discourses in engineering exist in tension with each other. The context in which we teach energy is too often narrowly defined and framed by both hegemonic disciplinary literacies (i.e., mechanical engineers tend to focus heavily on steam tables) and dominant cultural perspectives (i.e., White, male, colonial, and heteronormative). Our objective is to redefine the teaching and learning of energy in engineering to recognize the broad diversity that exists within the world around energy. This paper, submitted as a work in progress, describes our vision for a new course that brings together energy concepts from traditional middle year courses such as thermodynamics and circuits. We propose to use culturally sustaining pedagogies (CSPs) to provide all students with a stronger foundation and a broader perspective. CSPs seek to value and cultivate the cultural and social pluralism that creates a democratic educational experience and have been shown to increase student engagement and improve student outcomes in K-12 education. We hypothesize that the use of CSPs will help with breaking down the false dichotomy of engineering problems as strictly “social” or “technical.” In this paper, we briefly review approaches taken to teach energy in engineering. We then examine CSPs and make the case for how they might be used within engineering. We discuss our preliminary ideas for the course itself. The goal of this paper is to stimulate discussion within the ASEE community to improve course effectiveness in enhancing student learning. This project is part of a larger overall effort at [University] to integrate social justice themes across the curriculum of a new general engineering department. This paper will present our progress towards instantiating in the classroom the broader vision laid out for our program.

ACS Style

Gordon D. Hoople; Joel Alejandro Mejia; Diana A. Chen; Susan M. Lord. Reimagining Energy: Deconstructing Traditional Engineering Silos Using Culturally Sustaining Pedagogies. 2018 ASEE Annual Conference & Exposition Proceedings 2020, 1 .

AMA Style

Gordon D. Hoople, Joel Alejandro Mejia, Diana A. Chen, Susan M. Lord. Reimagining Energy: Deconstructing Traditional Engineering Silos Using Culturally Sustaining Pedagogies. 2018 ASEE Annual Conference & Exposition Proceedings. 2020; ():1.

Chicago/Turabian Style

Gordon D. Hoople; Joel Alejandro Mejia; Diana A. Chen; Susan M. Lord. 2020. "Reimagining Energy: Deconstructing Traditional Engineering Silos Using Culturally Sustaining Pedagogies." 2018 ASEE Annual Conference & Exposition Proceedings , no. : 1.

Conference paper
Published: 10 September 2020 in 2019 ASEE Annual Conference & Exposition Proceedings
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Funds of knowledge are historically accumulated and culturally developed bodies of cultural, social, historical and cognitive knowledge and skills that are essential for household and individual functioning and well-being. Using funds of knowledge in the classroom has been noted as an asset-based approach because students’ assets are explored while deficit notions of students’ abilities are challenged. The Asset-based Practices in Engineering Design (APRENDE) project focuses on both middle school students and their teachers. It offers the opportunity to have an early impact on students’ engineering interest while also providing teachers with a broader perspective of how to develop students’ engineering habits of mind and dispositions using funds of knowledge. The goal of this three-year project is (1) to provide opportunities for teachers to develop an understanding of and appreciation for funds of knowledge, (2) to support them in integrating funds of knowledge into their engineering design class, and (3) to examine how such integration of funds of knowledge can impact Latinx students’ and English Language Learners’ interest in and knowledge of engineering. We posit that effective engineering learning happens when teachers blend funds of knowledge with the engineering design process. The overarching goal of this mixed methods study is to generate knowledge on how and to what extent the integration of funds of knowledge and engineering design can serve as a pathway to and through engineering for Latinx students while helping teachers and students recognize funds of knowledge as assets in solving engineering problems. The first year of this study is guided by the following research question: What strategies are most helpful in developing teachers' understanding and elicitation of students' funds of knowledge? Data collected from interviews, focus groups, classroom observations, and digital reflective logs will be used to identify how participation in the APRENDE Project impact teachers' understanding of funds of knowledge and how these can be aligned to engineering design processes, habits of mind, and dispositions. The data will be collected as the teachers work with the research team in co-constructing engineering activities and subsequent implementation in their classrooms. This poster and associated paper will report on the initial findings of this exploratory study during the first year.

ACS Style

Joel Alejandro Mejia; Damian Ruiz; Vitaliy Popov; Alberto Esquinca; Danielle Gadbois. Board 104: Asset-based Practices in Engineering Design (APRENDE): Development of a Funds-of-Knowledge Approach for the Formation of Engineers. 2019 ASEE Annual Conference & Exposition Proceedings 2020, 1 .

AMA Style

Joel Alejandro Mejia, Damian Ruiz, Vitaliy Popov, Alberto Esquinca, Danielle Gadbois. Board 104: Asset-based Practices in Engineering Design (APRENDE): Development of a Funds-of-Knowledge Approach for the Formation of Engineers. 2019 ASEE Annual Conference & Exposition Proceedings. 2020; ():1.

Chicago/Turabian Style

Joel Alejandro Mejia; Damian Ruiz; Vitaliy Popov; Alberto Esquinca; Danielle Gadbois. 2020. "Board 104: Asset-based Practices in Engineering Design (APRENDE): Development of a Funds-of-Knowledge Approach for the Formation of Engineers." 2019 ASEE Annual Conference & Exposition Proceedings , no. : 1.

Conference paper
Published: 10 September 2020 in 2019 ASEE Annual Conference & Exposition Proceedings
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The concept of funds of knowledge has been widely studied in different educational contexts. Funds of knowledge are described as the historically accumulated skills, experiences, practices, and ways of knowing that develop within a household for functioning and well-being. Sometimes these include the intellectual, communicative, emotional, resistance and even spiritual resources for learning that emerge from household practices. As a framework, funds of knowledge is important when trying to understand the learning processes occurring at home that can be transferred into any learning environment (e.g., school, museum, library, after-school program). However, there has been little discussion on how STEM summer camp facilitators can effectively adopt and implement an asset-based approach based on funds of knowledge. This study sought to understand how STEM facilitators, also known as Pod Leaders in this study, understood “funds of knowledge” as a framework and utilized it as a tool to elicit and make the most of the funds of knowledge participants brought to a two-week STEM summer enrichment program. Three core questions guided this study: (1) How do Pod Leaders understand and utilize the framework of funds of knowledge?, (2) What strategies were used to elicit the STEM summer enrichment program participants' funds of knowledge?, and (3) In what ways does identifying their funds of knowledge help participants see themselves in the STEM fields? The study involved 16 Pod Leaders (8 undergraduate students, 5 graduate students, 3 in-service teachers) working with 77 incoming sixth-graders from backgrounds underrepresented in STEM (primarily Latinx English Language Learners) for two weeks. All Pod Leaders came from underrepresented backgrounds in STEM (predominantly women and of Latinx or African ancestry). The STEM summer enrichment program was divided into two sessions, and served 39 and 38 participants during the first and second sessions, respectively. The participants and Pod Leaders engaged in STEM activities (including mathematical visualization, engineering design process through the development of towers and chain reaction machines, explorations with Arduino and circuits, and mathematical thinking through paper folding), outdoor team-building activities, activities to learn about themselves (their strengths, values and interests), and activities to learn about possible careers (through career cards, games, virtual reality experiences, conversations with and presentations from STEM professionals). Results indicated that Pod Leaders of the STEM summer enrichment program were aware of the value of identifying and exploring the funds of knowledge. Pod Leaders also indicated that there were differential societal norms that may impact how children and educators value funds of knowledge. Although the Pod Leaders were highly conscious and sensitive to the role of funds of knowledge, they mentioned that connecting this knowledge to the physical spaces and formal classroom practices was challenging. The results from this study provide some direction on how to help develop reflective educators and STEM camp facilitators that can engage in practices that are truly transformative in K-12 engineering education. Documenting these experiences has the potential to provide a better understanding of how to engage in the scholarship of activism that leads to shifts from deficit models toward more asset-based approaches.

ACS Style

Joel Alejandro Mejia; Vitaliy Popov; Victoria Rodriguez; Damian Ruiz; Perla Lahana Myers; Joi A. Spencer. Connecting to the Physical Space through Funds of Knowledge: Lessons Learned from a STEM Summer Enrichment Program (Fundamental, Diversity). 2019 ASEE Annual Conference & Exposition Proceedings 2020, 1 .

AMA Style

Joel Alejandro Mejia, Vitaliy Popov, Victoria Rodriguez, Damian Ruiz, Perla Lahana Myers, Joi A. Spencer. Connecting to the Physical Space through Funds of Knowledge: Lessons Learned from a STEM Summer Enrichment Program (Fundamental, Diversity). 2019 ASEE Annual Conference & Exposition Proceedings. 2020; ():1.

Chicago/Turabian Style

Joel Alejandro Mejia; Vitaliy Popov; Victoria Rodriguez; Damian Ruiz; Perla Lahana Myers; Joi A. Spencer. 2020. "Connecting to the Physical Space through Funds of Knowledge: Lessons Learned from a STEM Summer Enrichment Program (Fundamental, Diversity)." 2019 ASEE Annual Conference & Exposition Proceedings , no. : 1.

Conference paper
Published: 10 September 2020 in 2019 ASEE Annual Conference & Exposition Proceedings
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This work-in-progress paper describes a new initiative at the Shiley-Marcos School of Engineering to help our students integrate, and sometimes reconcile, their personal values with their engineering identity. In this paper, we describe how we are collaborating with the Office for Mission and Ministry on our campus to use the language of vocation in an engineering context to help our students develop a critical awareness about the choices they will make upon graduation. We present a brief introduction to the literature on vocation and reflection in higher education, discuss our approach to teaching this material in our first-year User-Centered Design course, and examine the impact of the activity on students through preliminary analysis of survey data. We find that students value discussion of these topics, but more work needs to be done to connect the concepts of vocation and engineering.

ACS Style

Diana A. Chen; Mark R. Peters; Gordon D. Hoople; Joel Alejandro Mejia; Susan M. Lord. Vocation In the Engineering Curriculum: Challenging Students to Recognize Their Values. 2019 ASEE Annual Conference & Exposition Proceedings 2020, 1 .

AMA Style

Diana A. Chen, Mark R. Peters, Gordon D. Hoople, Joel Alejandro Mejia, Susan M. Lord. Vocation In the Engineering Curriculum: Challenging Students to Recognize Their Values. 2019 ASEE Annual Conference & Exposition Proceedings. 2020; ():1.

Chicago/Turabian Style

Diana A. Chen; Mark R. Peters; Gordon D. Hoople; Joel Alejandro Mejia; Susan M. Lord. 2020. "Vocation In the Engineering Curriculum: Challenging Students to Recognize Their Values." 2019 ASEE Annual Conference & Exposition Proceedings , no. : 1.

Conference paper
Published: 10 September 2020 in 2019 ASEE Annual Conference & Exposition Proceedings
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The Mbyá Guaraní is an indigenous community in South America primarily located in the Province of Misiones in Argentina. The Mbyá Guaraní communities are known for its subsistence practices since the times of the Jesuit missions in South America. Some of these practices include the cultivation of corn, manioc, peanut, squash, watermelon, and beans among others. The communities have also thrived in this area due to their hunting, fishing, gathering, and handcrafting practices. Moreover, these communities have accumulated and culturally developed bodies of cultural, social, historical, and cognitive knowledge and skills that are essential for their household and individual functioning and well-being. Following my line of research on funds of knowledge and literacy practices in engineering, this study focuses on the cultural and social practices of the Misiones Mbyá Guaraní people and how these relate to engineering. To date, there has been little discussion on how indigenous knowledge can be the basis of engineering practices that are not traditionally recognized in the engineering curriculum. The purpose of this study is to generate knowledge on how native engineering practices (indigenous engineering) are enacted, and use this body of knowledge to describe how non-Western ways of knowing, doing, and being also have a place in engineering discourse. This study seeks to bring together, honor, and incorporate the voices, histories, practices, and emic perspectives of indigenous communities to the engineering classroom, and to evaluate the knowledge/power nexus when engaging in community engagement projects with indigenous communities. This paper is part of the session titled "Engineers and Communities: Critical reflections of challenges, opportunities and practices of engaging each other" planned for this division.

ACS Style

Joel Alejandro Mejia; Matias N. De Paula. "Ingeniero como vos": An analysis of the Mbyá-Guaraní Practices Associated with Engineering Design. 2019 ASEE Annual Conference & Exposition Proceedings 2020, 1 .

AMA Style

Joel Alejandro Mejia, Matias N. De Paula. "Ingeniero como vos": An analysis of the Mbyá-Guaraní Practices Associated with Engineering Design. 2019 ASEE Annual Conference & Exposition Proceedings. 2020; ():1.

Chicago/Turabian Style

Joel Alejandro Mejia; Matias N. De Paula. 2020. ""Ingeniero como vos": An analysis of the Mbyá-Guaraní Practices Associated with Engineering Design." 2019 ASEE Annual Conference & Exposition Proceedings , no. : 1.

Conference paper
Published: 10 September 2020 in 2019 ASEE Annual Conference & Exposition Proceedings
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This NSF project focuses on the development of a new, required energy course that considers ways to best include, represent, and honor students from all backgrounds using a collection of teaching practices known as culturally sustaining pedagogies (CSPs). It is sponsored through the Division of Undergraduate Education (DUE) Improving Undergraduate STEM Education: Education and Human Resources (IUSE: EHR) program. Energy is a modern and foundational concept across engineering disciplines, but it is typically introduced to students in notoriously disengaging Thermodynamics courses. Many of these courses have roots in the Industrial Revolution and are characterized by particularly ethnocentric (White), masculine, and colonial knowledge. CSPs have been used successfully in K-12 settings, yielding particular benefits for traditionally underserved students, but have yet to be explored in undergraduate engineering. CSPs encourage students to connect their lived experiences to course topics, broaden what is accepted as engineering knowledge, and help individuals acknowledge the differing values and perspectives of others. This research seeks to (1) identify energy examples outside of those traditionally used in thermodynamics; (2) develop and teach a course that integrates these non-traditional examples using CSPs; and (3) deepen educators understanding of how CSPs impact student learning, mindsets, and attitudes. These materials are being disseminated so that other faculty may use CSPs to engage their students. An overarching goal of this work is promoting inclusion within engineering to support broader participation and thus increased diversity. CSPs may be a key tool in changing the dominant discourse of engineering education, improving the experience for those students already here and making it more welcoming to those who are not. In the first year of this project, the PIs are focused on identifying non-canonical examples of energy that will form the basis of the new class. This poster and associated paper will report on the new examples of energy identified by the PIs.

ACS Style

Gordon D. Hoople; Joel Alejandro Mejia; Diana A. Chen; Susan M. Lord. Board 66: Reimagining Energy Year 1: Identifying Noncanonical Examples of Energy in Engineering. 2019 ASEE Annual Conference & Exposition Proceedings 2020, 1 .

AMA Style

Gordon D. Hoople, Joel Alejandro Mejia, Diana A. Chen, Susan M. Lord. Board 66: Reimagining Energy Year 1: Identifying Noncanonical Examples of Energy in Engineering. 2019 ASEE Annual Conference & Exposition Proceedings. 2020; ():1.

Chicago/Turabian Style

Gordon D. Hoople; Joel Alejandro Mejia; Diana A. Chen; Susan M. Lord. 2020. "Board 66: Reimagining Energy Year 1: Identifying Noncanonical Examples of Energy in Engineering." 2019 ASEE Annual Conference & Exposition Proceedings , no. : 1.

Conference paper
Published: 10 September 2020 in 2018 ASEE Annual Conference & Exposition Proceedings
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Researchers across the engineering education research spectrum are investigating engineering and engineering education’s persistent racial homogeneity. Administrators and instructors alike talk about how they want their classrooms to be more racially diverse, and yet despite the herculean efforts of “minority in engineering” programs and the like, the needle has moved little. In this position paper, we describe a theoretical lens developed in critical race theory that has so far had little influence in engineering education to thinking about race although we consider it to have ample affordances. This lens is a theoretical framework developed by sociologist Eduardo Bonilla-Silva called “color-blind racism,” and comprises 4 frames: abstract liberalism, cultural racism, naturalization, and minimization of racism. Because the author team sees great value in understanding how cultural values and practices associated with a US experience of Whiteness have been built into U.S. engineering education, we offer here an articulation of these frames, and illustrate each frame through a curated set of stories drawn from our experiences as K-12 students, as undergraduate engineering students, and as engineering faculty at Predominantly White Institutions (PWIs) and Minority Serving Institutions (MSIs). We note some limitations of the color-blind racism theory as we have applied it, offer some practical applications of the theory to consider, and issue a call to action for both engineering education researchers and engineering instructors.

ACS Style

Alice L. Pawley; Joel Alejandro Mejia; Renata A. Revelo. Translating Theory on Color-blind Racism to an Engineering Education Context: Illustrations from the Field of Engineering Education. 2018 ASEE Annual Conference & Exposition Proceedings 2020, 1 .

AMA Style

Alice L. Pawley, Joel Alejandro Mejia, Renata A. Revelo. Translating Theory on Color-blind Racism to an Engineering Education Context: Illustrations from the Field of Engineering Education. 2018 ASEE Annual Conference & Exposition Proceedings. 2020; ():1.

Chicago/Turabian Style

Alice L. Pawley; Joel Alejandro Mejia; Renata A. Revelo. 2020. "Translating Theory on Color-blind Racism to an Engineering Education Context: Illustrations from the Field of Engineering Education." 2018 ASEE Annual Conference & Exposition Proceedings , no. : 1.

Conference paper
Published: 08 September 2020 in 2020 ASEE Virtual Annual Conference Content Access Proceedings
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Public opinion about energy issues has created an ideological divide between renewable and non-renewable energy sources. In engineering education, energy concepts are sometimes divided and analyzed by disciplinary boundary lines. In an effort to explore how to better teach energy concepts to our students, we sought to first understand how students conceptualize energy. This paper outlines a survey that was administered to students a school of engineering at a private liberal arts university to gain insight into students' understanding of energy concepts and issues (n=82). The survey consisted of questions to gauge students' interests in energy, existing technical understanding, and energy tendencies. The data collected from the survey was used to create and tailor a new energy class to the students so the concepts can be built around student interest and embodied knowledge.

ACS Style

Madeline Nelson; Gordon D. Hoople; Joel Alejandro Mejia; Diana Chen; Susan M. Lord. What is Energy? Examining Engineering Students’ Conceptions of Energy. 2020 ASEE Virtual Annual Conference Content Access Proceedings 2020, 1 .

AMA Style

Madeline Nelson, Gordon D. Hoople, Joel Alejandro Mejia, Diana Chen, Susan M. Lord. What is Energy? Examining Engineering Students’ Conceptions of Energy. 2020 ASEE Virtual Annual Conference Content Access Proceedings. 2020; ():1.

Chicago/Turabian Style

Madeline Nelson; Gordon D. Hoople; Joel Alejandro Mejia; Diana Chen; Susan M. Lord. 2020. "What is Energy? Examining Engineering Students’ Conceptions of Energy." 2020 ASEE Virtual Annual Conference Content Access Proceedings , no. : 1.

Conference paper
Published: 08 September 2020 in 2020 ASEE Virtual Annual Conference Content Access Proceedings
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The population of Latinx-origin people in the United States has grown exponentially in recent years. Many of these Latinx individuals and communities exist transnationally, which means they never cut ties with their country of origin. Transnationalism and the practices embedded in it are of significant importance because they allow communities to continue to be connected socially, culturally, linguistically and even economically across borders. However, transnationalism is often not considered an important factor in the formation of students because the guiding frameworks used to learn in school continue to be outlined by whiteness and its reliance on Western approaches to education. Given that the children of Latinx immigrants are one of the fastest growing segments of the youth population, it is essential to look deeper into the ways in which transnationalism can inform and support the development of future engineers. With the increase of Latinx students across the United States, schools have also seen an increase of English Language Learners and emergent bilinguals. Acknowledging transnationalism and the processes used by multilingual speakers to communicate while drawing from their linguistic repertoire to make meaning – also known as translanguaging – can contribute to the formation of future engineers and the professional development of K-12 teachers. Translanguaging becomes very important particularly for middle school contexts where students and teachers are being asked to learn about engineering though the Next Generation Science Standards (NGSS). In this paper, we allowed seven middle school bilingual (Spanish/English) teachers to use their own translanguaging strategies to make sense of engineer practices – a topic that was not within their areas of expertise. The seven teachers taught different subject areas (mathematics, social studies, science, and language arts) and were asked to worked together to create thematic units that aligned NGSS science and engineering practices to their units in an interdisciplinary manner. The goal of this qualitative study, which is part of a larger study investigating asset-based approaches to the teaching and learning of engineering, was to provide the space for the teachers to analyze the impact of translanguaging in classroom contexts while integrating engineering into the middle school curricula. The results showed that translanguaging contributed to a better understanding of engineering practices and to the application of engineering design in the classroom in a multidisciplinary and multilingual environment. We observed frequency translanguaging for meaning making during the planning process, and a repertoire of teachers’ language strategies (both English and Spanish) that served as a vehicle to identify, frame, and design the units for their curriculum. Teachers used a combination of dynamic and fluid practices to describe how engineering and science practices are interconnected, which is a practice that can be translated into middle school classroom to provide more culturally responsive education to the students.

ACS Style

Joel Alejandro Mejia; Melissa M. Arana; Mireya Becker Roberto; Nicole G. Reyes. ¿Por qué no los dos? The Importance of Translanguaging in Bridging Language, Literacy, and Engineering. 2020 ASEE Virtual Annual Conference Content Access Proceedings 2020, 1 .

AMA Style

Joel Alejandro Mejia, Melissa M. Arana, Mireya Becker Roberto, Nicole G. Reyes. ¿Por qué no los dos? The Importance of Translanguaging in Bridging Language, Literacy, and Engineering. 2020 ASEE Virtual Annual Conference Content Access Proceedings. 2020; ():1.

Chicago/Turabian Style

Joel Alejandro Mejia; Melissa M. Arana; Mireya Becker Roberto; Nicole G. Reyes. 2020. "¿Por qué no los dos? The Importance of Translanguaging in Bridging Language, Literacy, and Engineering." 2020 ASEE Virtual Annual Conference Content Access Proceedings , no. : 1.

Conference paper
Published: 08 September 2020 in 2020 ASEE Virtual Annual Conference Content Access Proceedings
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The goal of this NSF-funded, three-year exploratory study is to provide opportunities for middle school teachers to develop an understanding of and appreciation for funds of knowledge in relation to engineering design learning. This research project supports teachers in integrating asset-based practices (particularly funds of knowledge) into their teaching of engineering, and aims to examine how such integration of can impact Latinx students’ and English Learners/Emergent Bilinguals’ interest in, and knowledge of engineering. The project offers an opportunity to have an early impact on students’ engineering interest while also providing teachers with a broader perspective of how to develop students’ engineering habits of mind and dispositions using asset-based practices in ways that are aligned with Next Generation Science Standards (NGSS). The first year of the study focused on establishing a professional relationship with teachers and schools in the area using an asset-based, community-focused approach, where co-construction with the teachers was the primary goal. To this end, seven teachers were recruited to participate in a summer workshop (25 hours of professional development) to provide opportunities for multiple subjects teachers to develop an understanding of and appreciation for asset-based practices, and support them in integrating those into their classes while emphasizing engineering design and alignment with NGSS. The seven teachers included one computer science/science 8th grade teacher (female), one 8th grade bilingual science teacher (male), one 7th grade bilingual science teacher (female), one 7th grade bilingual mathematics teacher (female), one 8th grade bilingual social science teacher (male), one 7th grade Spanish teacher (female), and one 7th grade English teacher (female). For the engineering design process, the teachers learned about the importance of defining and framing problems in engineering, asking questions, searching for information, considering constraints, ideating, evaluating potential solutions, building and testing prototypes, and communicating solutions. For the asset-based practices component of the workshop, the teachers learned about funds of knowledge, explored and discussed their own funds of knowledge through a reflective activity, described the ways in which they could elicit the funds of knowledge of their students, and analyzed representative examples of culturally responsive STEM activities that draw from funds of knowledge. Finally, for the NGSS science and engineering practices the teachers identified the practices that were primarily described as science or engineering and the ways in which these practices overlapped. As a result of this summer workshop, the teachers came up with two thematic units: (1) the sociotechnical implications of creating of new settlements in a different planet, and (2) the redesign of the school cafeteria. This paper provides a description of the components of the summer workshop, teacher’s responses to the workshop, and lessons learned from the workshop. The goal is to provide a holistic understanding of teacher development programs and their impact as more teachers and students engage in engineering at the middle school levels. In addition, this study seeks to analyze how engineering can be integrated at the middle school level not as a separate course but as the product of interdisciplinary efforts.

ACS Style

Joel Alejandro Mejia; Alberto Esquinca; Vitaliy Popov; Melissa M. Arana; Mireya Becker Roberto; Nicole G. Reyes. Integrating Asset-based Practices, Engineering, and NGSS: Lessons from Working with Teachers through a Community-focused Approach. 2020 ASEE Virtual Annual Conference Content Access Proceedings 2020, 1 .

AMA Style

Joel Alejandro Mejia, Alberto Esquinca, Vitaliy Popov, Melissa M. Arana, Mireya Becker Roberto, Nicole G. Reyes. Integrating Asset-based Practices, Engineering, and NGSS: Lessons from Working with Teachers through a Community-focused Approach. 2020 ASEE Virtual Annual Conference Content Access Proceedings. 2020; ():1.

Chicago/Turabian Style

Joel Alejandro Mejia; Alberto Esquinca; Vitaliy Popov; Melissa M. Arana; Mireya Becker Roberto; Nicole G. Reyes. 2020. "Integrating Asset-based Practices, Engineering, and NGSS: Lessons from Working with Teachers through a Community-focused Approach." 2020 ASEE Virtual Annual Conference Content Access Proceedings , no. : 1.

Conference paper
Published: 08 September 2020 in 2020 ASEE Virtual Annual Conference Content Access Proceedings
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This NSF project focuses on the development of a new, required energy course that considers ways to best include, represent, and honor students from all backgrounds using a collection of pedagogical approaches known as culturally sustaining pedagogies (CSPs). It is sponsored by the Division of Undergraduate Education (DUE) Improving Undergraduate STEM Education: Education and Human Resources (IUSE: EHR) program. Energy is a modern and foundational concept across engineering disciplines, but it is typically introduced to students in notoriously disengaging Thermodynamics courses. Many of these courses have roots in the Industrial Revolution and are characterized by particularly ethnocentric (White), masculine, and colonial knowledge. CSPs have been used successfully in K-12 settings, yielding particular benefits for traditionally underserved students, but have yet to be explored in undergraduate engineering. CSPs encourage students to connect their lived experiences to course topics, broaden conceptualizations of energy, and help individuals acknowledge the differing values and perspectives of others. This research seeks to (1) identify energy examples outside of those traditionally used in thermodynamics; (2) develop and teach a course that integrates these non-traditional examples using CSPs; and (3) deepen educators understanding of how CSPs impact student learning, mindsets, and attitudes. These materials are being disseminated so that other faculty may use CSPs to engage their students. An overarching goal of this work is to promote inclusion within engineering to support broader participation and thus increase diversity. CSPs may be a key tool in changing the dominant discourse of engineering education, improving the experience for those students already here and making it more welcoming to those who are not. In the second year of this project, the PIs are focused on developing course materials (e.g. lesson plans, learning outcomes) for the new class based on what was learned in Year One about CSPs. This poster and associated paper will report on the PIs’ progress in course development.

ACS Style

Gordon D. Hoople; Joel Alejandro Mejia; Diana Chen; Susan M. Lord. Reimagining Energy Year 2: Integrating CSPs into Course Development. 2020 ASEE Virtual Annual Conference Content Access Proceedings 2020, 1 .

AMA Style

Gordon D. Hoople, Joel Alejandro Mejia, Diana Chen, Susan M. Lord. Reimagining Energy Year 2: Integrating CSPs into Course Development. 2020 ASEE Virtual Annual Conference Content Access Proceedings. 2020; ():1.

Chicago/Turabian Style

Gordon D. Hoople; Joel Alejandro Mejia; Diana Chen; Susan M. Lord. 2020. "Reimagining Energy Year 2: Integrating CSPs into Course Development." 2020 ASEE Virtual Annual Conference Content Access Proceedings , no. : 1.

Conference paper
Published: 08 September 2020 in 2020 ASEE Virtual Annual Conference Content Access Proceedings
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The concept of vocation is sometimes ignored by engineering students given that its connotation is traditionally related to religious endeavors. However, examining vocation can provide a frame of reference for individuals that seek to live their authentic selves while engaging in a particular trade or profession, including those outside of religious settings. Vocational decisions involve not only thinking about a career, but also about the community, discourses, values, and relationships that encompass the quest for meaning and purpose in life. Thus, the integration of vocational education in engineering curricula can be very transformative for students as it encourages them to reflect on, and even reconcile, their values and their engineering identity. Research indicates that certain aspects of engineering education curricula, such as the depoliticization of engineering and the myth of meritocracy (Cech 2013), can create conflicting interpretations of what it means to be an engineer and even promote the culture of disengagement (Cech, 2014). In an effort to understand how students reflect on and make sense of the complexities of living their authentic selves while embodying an engineering identity, we implemented an activity where we asked undergraduate students, typically in their second or third semester, to sort "values cards" and reflect on how those selected values aligned with how they imagined themselves as engineers. Some of the "values cards" included descriptors such as "authority", "family", "wealth", "mastery" and "contribution" among others. The students were provided with 83 values and asked to sort these cards into three different piles: very important to me, somewhat important to me, and not important to me. After the first sorting round, the students were asked to eliminate the "not important to me" pile and sort the remaining cards into 5 new piles based on value similarities. Finally, the students were required to select one value from each of those 5 piles that represented their core values. After the activity, the students completed a handout where they wrote their selected values and provided context to those values by writing actionable practices that described how they enacted those values as they related to their life and engineering. This paper presents the values that engineering students may deem important to their vocations. In addition, we sought to describe how the values system of engineering students may be reflective of the Discourses of engineering – ways of recognizing and being recognized as a member of a group by enacting distinctive ways of valuing, feeling, or believing among others. We analyzed students’ responses using critical discourse analysis to investigate how language, as a form of social practice, is used among engineering students to conceptualize purpose. We argue that language in text used by students is descriptive of how they create meaning of different situations, and that those situations are reflective of the larger dominant discourse created by sociocultural practices in engineering. Preliminary results indicate that engineering Discourses may influence the conceptualizations of status, power, and solidarity in relationship to their values and vocations.

ACS Style

Joel Alejandro Mejia; Diana Chen; Mark A. Chapman. Engineering as a Challenging Vocation: How Students Align Personal Values to the Dominant Engineering Discourse. 2020 ASEE Virtual Annual Conference Content Access Proceedings 2020, 1 .

AMA Style

Joel Alejandro Mejia, Diana Chen, Mark A. Chapman. Engineering as a Challenging Vocation: How Students Align Personal Values to the Dominant Engineering Discourse. 2020 ASEE Virtual Annual Conference Content Access Proceedings. 2020; ():1.

Chicago/Turabian Style

Joel Alejandro Mejia; Diana Chen; Mark A. Chapman. 2020. "Engineering as a Challenging Vocation: How Students Align Personal Values to the Dominant Engineering Discourse." 2020 ASEE Virtual Annual Conference Content Access Proceedings , no. : 1.

Conference paper
Published: 04 September 2020 in 2014 ASEE Annual Conference & Exposition Proceedings
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Funds of Knowledge in Hispanic Students’ Communities and Households that Enhance Engineering Design ThinkingReports consistently indicate that Hispanics remain profoundly underrepresented in the field ofengineering, including in undergraduate and graduate engineering programs. Unfortunately,many Hispanic students opt out of the engineering pipeline as early as middle school and highschool when they develop beliefs that “engineering is not for me” (Aschbacher, Li, & Roth,2010). Several scholars (Stevens et al., 2008) have offered sociocultural explanations for thisphenomenon, suggesting that “cultures of engineering” seem foreign to many Hispanic students’home cultures. In other words, many Hispanic adolescents may not see how engineering relatesto their personal interests, values, languages, household bodies of knowledge, and social orcultural practices. When K-12 engineering teachers draw from these resources—collectivelyknown as “funds of knowledge” (Moll, Amanti, Neff, & Gonzales, 1992)—then we hypothesizethat Hispanic adolescents’ interest engineering will increase. Accordingly, the purpose of thistwo-year ethnographic study was to document the funds of knowledge that 24 Hispanicadolescents (ages 14-17) used as they worked in groups of three or four to select a problem intheir communities and solve it through engineering design processes. We sought to identify howthe adolescents’ values, interests, workplace skills, language skills, experience with householdmaintenance, and other funds of knowledge were used in ways that enhanced their engineeringdesign activity. Toward this end, we collected three types of data sources in relation to theadolescents: (a) transcripts from audiorecordings of the adolescents’ group meetings, held onceevery two weeks over the course of eight months, as they selected a problem in the materialworld and developed a design to address that problem; (b) transcripts of individual interviewswith each adolescent, held once per month over the course of eight months; and (c) copies of theproducts they generated, such as copies of their engineering notebooks. The authors are usingconstant comparative analysis to identify how categories of funds of knowledge relate tocategories of engineering design thinking. Preliminary analysis suggests several categories offunds of knowledge that secondary engineering teachers can use as a platform for discussingengineering, including (a) helping parents manage the household or workplace budget, which canhelp students manage a budget for an engineering project; (b) considering the needs/wants ofclients in the workplace, which can help students scope out the needs of clients for whom thedesign will be built; (c) considering the large-scale, systemic effects of individual changes withina video game, which can help students engage in systems thinking in the context of engineeringdesign; and more. Our findings suggest that Hispanic students bring rich funds of knowledge thatcan be used to enhance engineering design thinking and activity. . By identifying these categoriesof funds of knowledge, we hope to move toward the creation of culturally responsive secondaryhigh school engineering instruction that actively seeks to connect Hispanic students’ out-of-school practices to the formal practices of engineering.

ACS Style

Joel Alejandro Mejia; Amy Wilson-Lopez; Christine E. Hailey; Indhira Maria Hasbun; Daniel L. Householder. Funds of Knowledge in Hispanic Students’ Communities and Households that Enhance Engineering Design Thinking. 2014 ASEE Annual Conference & Exposition Proceedings 2020, 24.634.1 -24.634.20.

AMA Style

Joel Alejandro Mejia, Amy Wilson-Lopez, Christine E. Hailey, Indhira Maria Hasbun, Daniel L. Householder. Funds of Knowledge in Hispanic Students’ Communities and Households that Enhance Engineering Design Thinking. 2014 ASEE Annual Conference & Exposition Proceedings. 2020; ():24.634.1-24.634.20.

Chicago/Turabian Style

Joel Alejandro Mejia; Amy Wilson-Lopez; Christine E. Hailey; Indhira Maria Hasbun; Daniel L. Householder. 2020. "Funds of Knowledge in Hispanic Students’ Communities and Households that Enhance Engineering Design Thinking." 2014 ASEE Annual Conference & Exposition Proceedings , no. : 24.634.1-24.634.20.