Morgantown, West Virginia
March 24, 2023
March 24, 2023
March 25, 2023
14
10.18260/1-2--44916
https://strategy.asee.org/44916
98
I am a thermal-fluids sciences educator applying liberative pedagogies for engineering, social justice, and peace. My doctoral (Northwestern University) and postdoctoral (McGill University) work is on experimental fluid dynamics of bubbles. My emphasis is interdisciplinary moving between mechanical engineering, sustainability, and energy systems leading to a critical sustainable energy engineering research agenda.
This is a workshop for the theme of “Diversity: expanding opportunities, broadening participation, and mentoring talent.” In this workshop, the participants will learn about theoretical frameworks of “diverse learners” that go beyond visible differences. By analyzing real-life case studies, the participants will be able to explore how the banking model of education (Freire, 1971) disadvantages diverse learners (Felder & Brent, 2005) in addition to reducing the teaching and learning processes to a bureaucratic certification exercise. The participants will have a chance to share experiences from their classrooms and collectively identify a roadmap for supporting diverse learners. In doing so, they will be critically evaluating the traditional approaches to engineering education, identifying existing gaps in student support structures, and exploring opportunities to mentor diverse talent. The participants will also be afforded an opportunity to co-author a paper collating the knowledge created in this workshop. Suggested time: 1.5 hours – though can be adjusted to longer or shorter periods.
Arif, S. (2023, March), A Tale of Two Engineering Classrooms: Overcoming the Invisible Disadvantage Paper presented at 2023 ASEE North Central Section Conference, Morgantown, West Virginia. 10.18260/1-2--44916
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