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ENGR498C: Leadership Development to Promote Equity in Engineering Relationships -

Fall 2012 Course Syllabus

See syllabus as PDF| Course Description & Introduction
Jump to week: 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | Final Presentations | Expert Jigsaw I Topics (Week 4) | Expert Jigsaw II Topics (Week 8)

WEEK 1 (Sept 25) - Introduction to PEERs and Group Discussion of Diversity

WEEK 2 (October 2) - State of Engineering and Why Diversity is Important

Readings Due

• Vedantum, S. (2009, January 15). In Boardrooms and in Courtrooms, Diversity Makes a Difference. Washington Post, from http://www.washingtonpost.com/wp-dyn/content/article/2007/01/14/AR2007011400720.html
• Liptak, A. (2009, May 30). The Waves Minority Judges Always Make. New York Times, from http://www.nytimes.com/2009/05/31/weekinreview/31liptak.html?_r=1  
• “Why Change is Necessary” section in Beyond Bias and Barriers: Fulfilling the Potential of Women in Academic Science and Engineering. (2006). http://www.nap.edu/openbook.php?record_id=11741&page=217 and http://www.nap.edu/openbook.php?record_id=11741&page=218
• Dreifus, C. (2008, Jan. 8). In Professor’s Model, Diversity = Productivity. New York Times, from http://www.nytimes.com/2008/01/08/science/08conv.html?_r=1

Assignment Due

• Catalyst Reading Summary

Week One Class Powerpoint Presentation

Week Two Class Powerpoint Presentation

WEEK 3 (October 9) – Introduction to Expert Jigsaw I: Group work in engineering

Readings Due

• Dreifus, C. (2008, Jan. 8). In Professor’s Model, Diversity = Productivity. New York Times, from http://www.nytimes.com/2008/01/08/science/08conv.html?_r=1
• The Situation of Sexism. Excerpt from Vedantam, S. (2010). The Hidden Brain New York, NY: Random House Publishing, from http://thesituationist.wordpress.com/2010/05/17/the-situation-of-sexism/
• Tatar, N., Chachra, D. Zastavker, Y. V., & Stolk, J. (2010). Work in Progress: Using Video and Self-Reflection to Enhance Undergraduate Teams. 40th ASEE/IEEE Frontiers in Education Conference, from http://ieeexplore.ieee.org/iel5/5659688/5673102/05673324.pdf?arnumber=5673324 (also available on e-reserves)
• Jordan, Diann (2006). Geraldine W. Twitty: Still on the Battlefield, in Sisters in Science: Conversations with Black Women Scientists about Race, Gender and Their Passion for Science. Purdue University Press, West Lafayette, pg. 207-217.

Assignment Due

• Catalyst Reading Summary

Week Three Class Powerpoint Presentation

Week Four Expert Jigsaw Handout

WEEK 4 (October 16) – Jigsaw Planning I with Expert Groups

Readings Due

• Readings are specific to the Assigned Jigsaw I Topic (See Syllabus, Page 7)

Assignment Due

• Catalyst reading response specific to Jigsaw readings

Activity

• Planning Jigsaw I Teaching Material

Week Four Class Powerpoint Presentation

WEEK 5 (October 23) -- Expert Jigsaw I Teaching Session

Readings Due

• Reading specified by groups (Review Week 4 readings as needed)

Assignment Due

• Prepare for teaching Expert Jigsaw topic
• Evaluate Expert group members

Activity

• Expert Jigsaw I teaching
• Minute paper

Week Five Class Powerpoint Presentation

WEEK 6 (October 30) – Student panel

Readings Due

• Ebert, J. (2005). Scientists with disabilities:  Access all areas. Nature, 435, 552-554. http://www.nature.com/nature/journal/v435/n7042/full/435552a.html
• Loftus, M. (Summer 2010). In their grasp. ASEE PRISM, 19 (9), 37-39.  from http://www.prism-magazine.org/summer10/feature_02.cfm
• Mattlin, B. (2010 July 26). Looking Back On 20 Years of Disability Rights.  NPR. Retrieved from http://www.npr.org/templates/story/story.php?storyId=128697147.
• Meaux, J.B., Green, A., & Broussand, L. (2009). ADHD in the college student: A block in the road. Journal of Psychiatric and Mental Health Nursing, 16, 248-256.
• Mattlin, B. Wheelchair Guys are all Alike. New York Times Sunday Review.  March 10, 2012. http://www.nytimes.com/2012/03/11/opinion/sunday/wheelchair-guys-are-all-alike.html

Assignment Due

• Catalyst Reading Summary

Activity

• Disability Panel

WEEK 7 (November 6) – Introduction to Expert Jigsaw II: Stuck in the Shallow End

Readings Due

• Introduction and Chapter 1: An Unlikely Metaphor: The Color Line in Swimming and Computer Science. In Margolis, J. (2008). Stuck in the shallow end: Education, race, and computing (pp. 1-25).Cambridge, MA: The M.I.T. Press.
• Reluctant feminist? http://www.nytimes.com/2001/04/08/education/the-reluctant-feminist.html?pagewanted=all&src=pm=
• Straight White Male: The Lowest Difficult Setting There Is. John Scalzi. http://whatever.scalzi.com/2012/05/15/straight-white-male-the-lowest-difficulty-setting-there-is/
• Excerpt from http://americanradioworks.publicradio.org/features/tomorrows-college/grit/

Assignment Due:

• Catalyst Reading Summary

Week Seven Class Powerpoint Presentation

Expert Jigsaw Model Two Discussion Worksheet

WEEK 8 (November 13) – Jigsaw Planning II with Expert Groups

Readings Due

• Readings are specific to the Assigned Jigsaw II Topic (See Syllabus, Page 8)

Assignment Due

• Catalyst reading response specific to Jigsaw readings

Activity

• Planning Jigsaw II Teaching Material

Week Eight Class Powerpoint Presentation

WEEK 9 (November 20) – Expert Jigsaw II Teaching Session

Readings Due

• Reading specified by groups (Review Week 8 readings as needed)

Assignment Due

• Catalyst Reading Summary   

Activity

• Expert Jigsaw teaching

Week Nine Class Powerpoint Presentation

WEEK 10 (Nov 27) – How to Deal with Resistance and How to be an Ally

Readings Due

• Reason, R. D., & Broido, E. M. (2005). Issues and Strategies for Social Justice Allies (and the Student Affairs Professionals Who Hope to Encourage Them). New Direction for Student Services, 110, 81-89.
• Barres, B. (2006). Does Gender Matter? Nature, Vol. 442, 133-136. http://www.nature.com/nature/journal/v442/n7099/pdf/442133a.pdf
• Video Excerpts TBD

Assignment Due

• Catalyst Reading Summary

Activity

• TBD

Week Ten Class Powerpoint Presentation

Week Ten Handout: How To Be An Ally

WEEK 11 (December 4) – Evaluation and Home Group Time

Readings Due

• The Importance of Diversity in Engineering by William Wulf, President of the National Academy of Engineering,http://www.nae.edu/File.aspx?id=10231
• Chapter 2: Hate. In Sommers, S. (2011). Situations Matter: Understanding how Context Transforms your World. (pp. 213-251). New York: Penguin Books.

Assignment Due

• Catalyst Reading Summary
• Evaluate Home group members

Activity

• Home Group time

Week 11 Class PowerPoint Presentation

Week 11 Handout: Final Presentation Guidelines

FINAL PRESENTATIONS: TBD

Expert Jigsaw I Topics (Week 4)

Implicit Bias/Individual Bias

Reading:

• Berdick, C. (2004, December 19). Invisible bias. Boston Globe, from  http://www.projectimplicit.net/Invisiblebias.pdf
• Chapter 8: Implicit Bias. (2010). Why So Few? Women in Science, Technology, Engineering, and Mathematics. American Association of University Women.
• Reviewing applicants:  Research on bias and assumptions. (2006). Women in Science &  Leadership Engineering Institute University of Wisconsin-Madison [Brochure]. Board of Regents of the University of Wisconsin System.
• Russ, T., Simonds, C., & Hunt, S. (2002). Coming out in the classroom. An occupational hazard?: The influence of sexual orientation on teacher credibility and perceived student learning. Communication Education, 51, 311-324.

Assignment:
Implicit Association Test (Gender-Science Demo) https://implicit.harvard.edu/implicit/demo/

Stereotypes and Belonging

• Gladwell, M. (2005). Primed for Action. In, Blink: The power of thinking without thinking (pp. 52-61). New York: Little, Brown, and Company.
• Chapter 3 (2010). Why So Few? Women in Science, Technology, Engineering, and Mathematics. American Association of University Women.
• Stereotypes as Gatekeepers. (2010) Sapna Cheryan. TEDx Seattle (http://www.youtube.com/watch?v=TYwI-qM20x4).
• Cech, Erin A. and Tom J. Waidzunas. (2011). "Navigating the Heteronormativity of Engineering:  The Experiences of Lesbian, Gay, and Bisexual Students." Engineering Studies. 3(1): 1-24.  (excerpt)

Biology and Socialization (Nature vs. Nurture)

• Chapter 2: Gender begins – and continues – at home. InValian, V. (1998). Why so slow? The advancement of women. (pp. 23-46). Cambridge, MA: The M.I.T. Press.
• Crowley, K., Callanan, M.A., Tenenbaum, H.R., & Allen, E. Parents Explain More Often  to Boys than to Girls during Shared Scientific Thinking, Psychological Science, 12, 258-261.
• Shanahan, M.C. (2011, March 29) Can We Declare Victory for Women in Their Participation in Science? Not Yet. Scientific America. Retrieved from http://www.scientificamerican.com/blog/post.cfm?id=can-we-declare-victory-in-the-parti-2011-03-29#comments
• Chapter 5: Mars and Venus here on Earth. In Sommers, S. (2011). Situations Matter: Understanding how Context Transforms your World. (pp. 147-179). New York: Penguin Books.

Expert Jigsaw II Topics (Week 8)

Structural Bias

• Sandel, M. (2009 September 8). Justice: What’s the right thing to do? Episode 08: “What’s a fair start?”[Video file]. Retrieved from http://www.justiceharvard.org/index.php?option=com_content&view=article&id=45&Itemid=16
• Edsall, T. (2012). The Reproduction of Privilege. New York Times. Retrieved from http://campaignstops.blogs.nytimes.com/2012/03/12/the-reproduction-of-privilege/
• Access to Advancement: An Audio Exploration of the National Effort to Increase the Role of Women with Disabilities in Science, Technology, Engineering, and Mathematics. (2010). WAMC Northwest Public Radio. http://womeninscience.org/story.php?storyID=197

Talent, Hard Work, & Grit

Readings

• Chapter 2 (2010). Why So Few? Women in Science, Technology, Engineering, and Mathematics. American Association of University Women.
• Gladwell, M. (2008). The 10,000 Hour Rule. Outliers (pp. 35-68). Boston, MA: Little, Brown, and Company.
• Hyde, J.S., Lindberg, S.M., Linn, M.C., Ellis, A.B., & Williams, C.C. (2008). Gender similarities characterize math performance. Science, 321, 494-495.
• Lehrer, J. (2011). Which Traits Predict Success? (The Importance of Grit). Wired Science: The Frontal Cortex. http://www.wired.com/wiredscience/2011/03/what-is-success-true-grit/

Activity

• 8 item Grit scale http://www.sas.upenn.edu/~duckwort/images/8-item%20Grit%20081011.pdf

Privilege

Readings

• Lopez, G., & Chism, N. (1993). Classroom concerns of gay and lesbian students. College Teaching, 41, 97-104.
• McIntosh, P. (1988). White privilege: A personal account of coming to see correspondent through work in Women Studies. Paper presented at the Center for Research on Women. http://www.iub.edu/~tchsotl/part2/McIntosh%20White%20Privilege.pdf
• Preface. In Wise, T. (2007). White like me: Reflections on race from a privileged son (pp vii-xi). New York: Soft Skull Publishing.
• O'Doherty, Susan. (2010 January 24). The Privilege of Not Recognizing Privilege. Inside Higher Education. http://www.insidehighered.com/blogs/mama_phd/the_privilege_of_not_recognizing_privilege
• Krings, M. (2012 March 5). Study: Privilege not indicator of women's success in STEM fields. University of Kansas News Release http://www.news.ku.edu/2012/march/5/stem.shtml

Activity

Distance from Privilege worksheet

 

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