This paper introduces our NSF RED project Breaking the Binary (IUSE/PFE:RED 2234256). Our project is designed to engage computer engineering faculty members, students, and other stakeholders in a substantial process of collaborative transformation that involves rejecting binaries or dualisms commonly used to create hierarchies in engineering thought and practice (rational-emotional, male-female, social-technical, mental-manual, hard-soft, concrete-abstract, etc.) and embracing a complex coexistence; developing new skills in co-creation of holistic learning experiences and inclusive cultures; and evolving personal and professional identities that are constantly challenged and often in flux. While individual and group differences in beliefs, values, and identities are always present during change processes, these differences are often implicit and unexamined. Our project will make these differences a visible component of critical reflection and generative dialogue, in service to both educational research and practice, and aligned with capacity building for critical awareness and action. We have developed a model for change we call Critical Collaborative Educational Change, an iterative reinforcing loop showing reinforcing relationships among critical consciousness, values and beliefs, actions, and collective well-being. Individuals will cycle through this loop, as will the entire group, as they are influenced by and situated within the broad contexts of the CPE department, STEM education, engineering practice, and society as a whole.
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