Developing Changemaking Engineers – Year Five

Abstract

Susan M. Lord received a B.S. from Cornell University in Materials Science and Electrical Engineering (EE) and the M.S. and Ph.D. in EE from Stanford University. She is currently Professor and Chair of Integrated Engineering at the University of San Diego. Her research focuses on the study and promotion of diversity in engineering including student pathways and inclusive teaching. She is Co-Director of the National Effective Teaching Institute (NETI). Her research has been sponsored by the National Science Foundation (NSF). Dr. Lord is among the first to study Latinos in engineering and coauthored The Borderlands of Education: Latinas in Engineering. Dr. Lord is a Fellow of the IEEE and ASEE and is active in the engineering education community including serving as General Co-Chair of the Frontiers in Education Conference, President of the IEEE Education Society, and Associate Editor of the IEEE Transactions on Education (ToE) and the Journal of Engineering Education (JEE). She and her coauthors received the 2011 Wickenden Award for the best paper in JEE and the 2011 and 2015 Best Paper Awards for the IEEE ToE. In Spring 2012, Dr. Lord spent a sabbatical at Southeast University in Nanjing, China teaching and doing research. She is on the USD team implementing "Developing Changemaking Engineers", an NSF-sponsored Revolutionizing Engineering Education (RED) project. Dr. Lord is the 2018 recipient of the IEEE Undergraduate Teaching Award.

Compassionate Flexibility and Self-Discipline: Student Adaptation to Emergency Remote Teaching in an Integrated Engineering Energy Course during COVID-19

“…The authors of this study consist of four faculty members from the Integrated Engineering department (SML, GDH, DAC, JAM) and the first author (LAG), who is a postdoctoral research associate hired under an NSF Revolutionizing Engineering and Computer Science Departments (RED) grant that the school of engineering received to develop "Changemaking" engineers by redefining the engineering canon as sociotechnical [49]. LAG was situated closely to the IntE department both in proximity (e.g., housed in the same building before the stay at home order) and in curricular and research interests [50][51][52].…”

Celebrating and Leveraging Classroom Geographic and Cultural Diversity to Enhance Student Learning

“…We situated the course in the sociotechnical engineering paradigm, in which engineers wholistically explore and consider the 'socio' elements of an engineering topic or project (cultural, economic, environmental, political, etc.) interlinked with the technical [3][4][5][6][7][8][9][10][11][12][13][14][15]. The course was taught previously by another instructor; however, we redesigned it using place-based and culturally sustaining pedagogies (CSPs), which emphasize a connection between the students' lived experiences and their course experiences [16][17][18].…”

What Is Engineering and Who Are Engineers? Student Reflections from a Sustainability-Focused Energy Course

“…In the spring of 2020, The University of San Diego's Department of Integrated Engineering offered a reimagined energy course for second-year engineering students, which emphasized sustainability [1,2] and a sociotechnical approach that was informed by culturally sustaining pedagogies (CSPs). By sociotechnical (as opposed to "technocentric"), we refer to an engineering paradigm with social contextualization and the considerations that are irretrievably knitted into it, with an equal valuation to the technical [3][4][5][6][7][8][9][10][11][12][13][14][15]. Sustainability and sociotechnical concepts in engineering are foundationally connected, as approaching engineering education and practice through the sociotechnical paradigm is essential if we are to design a sustainable future.…”