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cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nSPRING 2021  \nToward an Anti-Racist Engineering Classroom for 2020 and Beyond: A Starter Kit  \nLEROY L. LONG III  \nEmbry-Riddle Aeronautical University Dayton Beach, FL  \nThanks to recent work by Dr. Ibram Kendi (2019), the Black Lives Matter Movement, and decades of research by critical race theorists (Bell, 1995; Crenshaw, Gotanda, Peller & Thomas, 1995; Delgado & Stefancic, 2017; Ladson-Billings & Tate, 1995; Williams, 1998), the terms anti-racism and social justice have become increasingly acceptable and widely used. The engineering education community should continue to use the contemporary social momentum and fight against injustice to create more anti-racist engineering classrooms. The question becomes,“Where and how do engineering educators start the process of creating more anti-racist engineering classrooms?” Many Black scholars have already provided an initial roadmap. These scholars research student/faculty racial composition, power dynamics between faculty and students, and the overall racially hostile climate in engineering (McGee, 2020; McGee et al., 2019; Strayhorn et al., 2013) . Black scholars have discussed the syllabi, textbooks, and accompanying curriculum as minimizing Black STEM intellectual contributions (Bradley, 2019; Long & Mejia, 2016; McGee, 2020; Provenzo, Shaver & Bello, 2011) . They’ve highlighted pedagogical techniques involving active learning and real-world context, frequent and formative feedback, and entrepreneurship as ways to empower Black students (Long, 2019a; 2019b; Long & Sun, 2018; Strayhorn at al. , 2013) . More generally, but just as important, Black scholars have shed light on unconscious bias, microaggressions, and various forms of racism (Baber, 2015; Burt et al. , 2016; 2019; McGee, 2020; McGee et al. , 2019) . As engineering educators, we must protect the mental, physical, and spiritual well-being of Black people, which urgently necessitates boldly denouncing racism and enacting anti-racist practices in engineering classrooms.  \nEngineering education classrooms are transforming into spaces focused on advancing critical and ethical skills in addition to technical skills (Ceylan & Lee, 2003; Gunnink & Bernhardt, 2002; Siller, 2001) . Yet, as countless Black people continue to be murdered by White police officers and vigilante citizens, many engineering classrooms have not served as spaces for addressing present and past racist societal events. George Floyd, Breonna Taylor, Ahmad Arbery, Trayvon Martin, Sandra Bland, Eric Garner, Tamir Rice, Laquan McDonald, Aiyanna Stanley-Jones, Walter Scott, Kathryn Johnston, Philando Castile, Alberta Spruill, Samuel Dubose, and many others are much more than hashtags.  \nSPRING 2021 1  \nADVANCES IN ENGINEERING EDUCATION  \nToward an Anti-Racist Engineering Classroom for 2020 and Beyond: A Starter Kit  \nTheir lives matter. Black residents who’ve experienced water pollution in Flint, MI, and those who were negatively affected by Hurricane Katrina in New Orleans, LA, matter too. Engineering classrooms must move beyond focusing solely on technical proficiency and become places where social justice and anti-racism concepts are infused into the design and implementation of the course. Civil and human rights must be directly linked to engineering ethics. People must matter more than engineered products or profits. As engineering educators, we cannot exist within a bubble. We must lean into the current moment to acknowledge that the systemic oppression of Black people in engineering is directly connected to the disparaging of Black life in society.  \nAs a follower of Christ who recognizes how the marginalization of Black people in engineering corresponds to the disparaging of Black life in society, my motto and recommendation are to “lead with love, follow up with justice!” Well, where’s the love from the engineering educati","cbCaisVi1wUah3L7","https://ap.wps.com/l/cbCaisVi1wUah3L7","pdf",182355,"English","# 20 Action Items to Implement\n## Culture\n## Pedagogy & Support\n## Course Design & Ethics\n## Community & Accountability","[{\"question\":\"Why does the article call for anti-racist engineering classrooms beyond technical skills?\",\"answer\":\"Engineering classrooms must address present and past racist societal events by infusing social justice and anti-racism into course design, implementation, and ethics, rather than focusing only on technical proficiency.\"},{\"question\":\"What major sources of guidance does the article reference for building change?\",\"answer\":\"It cites critical race theorists and Black scholars who discuss racial composition, power dynamics, racially hostile climates, curriculum minimization of Black contributions, and pedagogical approaches that support empowerment.\"},{\"question\":\"What is the purpose of the proposed anti-racist starter kit?\",\"answer\":\"It presents a call to action with 20 recommended action items intended for use in undergraduate engineering classrooms to provide support and protection for Black people and promote anti-racist practices.\"}]","Toward an Anti-Racist Engineering Classroom for 2020 and Beyond: A Starter Kit | PDF",1792066415,18]