Transforming Education: Exploring DEIJ Implementation in Curricula Through Professor Perspectives
Carroll, Tomeka, Civil Engineering - School of Engineering and Applied Science, University of Virginia
Ivey-Burden, PhD, Lindsay, Civil Engineering - School of Engineering and Applied Science, University of Virginia
Franco Duran, PhD, Diana, Civil Engineering - School of Engineering and Applied Science, University of Virginia
This manuscript tells a story. It’s a story in five parts, organized into five chapters. The story begins initially by asking: How are professors incorporating diversity, equity, inclusion and justice (DEIJ) into the classroom? This question arose from the personal experience(s) of the author, as well as those of other cohort members, recognizing that not all of our personal experiences and vantage points were incorporated in the classroom. Through self-reflection and group discussion inclusive of our experiences, we made an effort to counteract the status quo and create safe spaces centering identities often marginalized (i.e. race, gender, disability, neurodivergent). Therefore, this dissertation addresses these shortcomings in the field by telling a more holistic story of those impacted by civil engineering, both in and outside of the classroom. Part one is an introduction that speaks on the history of engineering and the social implications. Engineering schools, similar to the foundation of this country, were built on white supremacists principles which are discussed as neutrality. For this reason, it is important to further the discussion regarding the importance of a more inclusive curriculum and classroom. Part two examines the literature from the field and explores the diminutive number of relative writings at the time of this inquiry. In short, the literature review only found about eleven substantive articles that really spoke to civil engineering and the incorporation of DEIJ within the classroom, and how they accomplish this. We therefore found, the field lacks significant literature examining the impact of DEIJ curricula in civil engineering, which further necessitated the findings of this study. Part three adds to this manuscript via an autoethnography surveying a group of graduate students’ personal and collective experiences within academia and the impact of the summer of 2020. This autoethnography illustrated contrasting dichotomies–those surveyed simultaneously recognized their lack of a sense of belonging in the field juxtaposed against an acknowledgement of our privilege to be in such an exclusive space. In response, those surveyed discussed the general lack of relevant class offerings that included social justice and the impact within engineering decisions. We worked with administration to create class offerings for both undergraduate and graduate students within all engineering disciplines to learn the importance of starting from an inclusive framework in their research. Part four is a survey of ten self-identified professors who incorporate DEIJ practices in civil engineering courses from across the country. It unveils the pedagogical insights through exploring professors' perspectives on integrating DEIJ in the curriculum via semi-structured interviews and surveys to understand the impact their background has on their teaching. Part five is an introductory module compiling the insights from the interviews and surveys. It serves as a useful tool to assist instructors who desire to include aspects of DEIJ in the classroom to do so with better understanding. In sum, this manuscript reveals the lack of direct literature concerning DEIJ practices in civil engineering, how that ostracizes marginalized groups within the field, and offers suggestions as to how to correct that dynamic.
PHD (Doctor of Philosophy)
Engineering, DEIJ, professors' perspectives
English
All rights reserved (no additional license for public reuse)
2024/08/01