- About Us
- Guidelines
-
The Author ensures that the research has been conducted responsibly and ethically with adherence to all relevant regulations. read more..
- For Authors
- For Reviewer
- Manuscript Guidelines
- Membership
-
- Journals
- Reprints
- e-Books
- Videos
- Indexing
- Contact Us
COVID-19
- Submissions
Abstract
Advances in Complementary & Alternative medicine
Teaching the Disinherited: Embedding Pro- Blackness in Engineering Pedagogy
-
Open or CloseJames Holly*
Assistant Professor, Urban STEM Education, Wayne State University, USA
*Corresponding author: James Holly, Assistant Professor, Urban STEM Education, Wayne State University, USA
Submission: April 29, 2021; Published: May 3, 2021
.jpg)
Volume2 Issue2
Abstract
“It appears that my worst fears have been realized: we have made progress in everything yet nothing has changed” [1]. As the field of Engineering Education (ENE) continues to establish its own disciplinary identity, Black people continue our campaign for full recognition of our dignity in both engineering education and practice. Scholars engaged in engineering education research have long debated whether the focus within ENE should be on modifying teaching practices or studying how students learn [2]. Simultaneously, the importance of racially/ethnically diversifying engineering remains a prominent talking point even as efforts to do so have minimal success [3,4].
Editor In Chief
.jpg)
Signup for Newsletter
Quick Links
Editorial Board Registrations
Submit your Article
Best Paper of the Volume
Reprints
Refer a Friend
Advertise With UsOur Recent Edition
.jpg)
Top Editors
.jpg)
.bmp)
.jpg)
.png)
.jpg)
.png)
.png)
.png)
Financial Support
Sponsors
Latest e-Books
Latest Video
a Creative Commons Attribution 4.0 International License. Based on a work at www.crimsonpublishers.com.
Best viewed in 
| Above IE 9.0 version