2024 ASEE Annual Conference & Exposition

Opportunities and Challenges in Teaching Equitable Design in Engineering Education: A Scoping Literature Review

Presented at Equity and Belonging

This paper presents the results from a scoping literature review (ScLR) conducted to elucidate the current landscape, trends, methods, and potential gaps in the literature surrounding equitable design pedagogy in engineering education. The ScLR follows the methodology presented by Arksey and O’Malley (2005), which breaks the process into five stages: (1) identifying the research questions, (2) identifying the relevant studies, (3) study selection, (4) charting the data, and (5) collating, summarizing, and reporting the results. These stages were performed iteratively, which allowed for reflection and study team collaboration along each stage. The study was grounded in four central inclusion criteria: (1) equitable design, (2) engineering education, (3) engineering course, and (4) secondary education. These criteria were used to search the existing literature in online databases.The database search was conducted in August 2023 and resulted in 476 publications. After removing duplicates, 460 publications remained for analysis and 15 publications remained after completing the three screening cycles. Our ScLR revealed the current landscape of engineering and design education in regards to teaching equitable design across three main themes: Level of Intervention, Approach, and Challenges with Intervention. Educators, institutions, and legislators must overcome these challenges to ensure that students are not only technically proficient but also possess the skills, knowledge, and values necessary to meet the constantly changing needs of the 21st century. By addressing these issues, we help foster an educational environment that produces engineers and designers who are socially conscious, creative, and advance positive change in the world.

Authors

Ms. Rachel Figard http://orcid.org/0000-0002-1524-5778 Arizona State University [biography]

Rachel Figard is a Ph.D. candidate in Engineering Education and Systems Design at Arizona State University. She received her M.S. in User Experience from Arizona State University and B.S. in Industrial Engineering from North Carolina State University.
Abimelec Mercado Rivera http://orcid.org/https:// 0000-0002-8899-7671 Arizona State University [biography]

Abimelec Mercado Rivera is a Puerto Rican doctoral student and graduate research assistant in the Engineering Education Systems and Design program at Arizona State University. Abimelec received his Bachelor of Science in Mechanical Engineering at the University of Puerto Rico at Mayaguez (UPRM) in 2016. After working in the aerospace industry, he returned to the UPRM for his MS in Mechanical Engineering in 2017, where he pursued ways to tailor ideation methods to interdisciplinary teams as part of his thesis work, and had the opportunity to teach undergraduate ME courses. His previous efforts and experiences in engineering education helped shape his overall goal of fostering human-centered education systems, which led him to pursue his PhD at ASU.
Marcus Melo de Lyra http://orcid.org/0000-0003-4309-6826 The Ohio State University [biography]

Marcus is a second-year Ph.D. student in the Engineering Education Department (EED) at The Ohio State University. His research interests include teaching faculty development and early-career faculty experiences. Before joining the EED program, Marcus studied two years in the Engineering Education Systems and Design program at Arizona State University, he also earned his BS in Civil Engineering at the Federal University of Rio Grande do Norte and his MS in Civil and Environmental Engineering at the Federal University of Campina Grande in Brazil.

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