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There is now a CONTENT FREEZE for Mercury while we switch to a new platform. It began on Friday, March 10 at 6pm and will end on Wednesday, March 15 at noon. No new content can be created during this time, but all material in the system as of the beginning of the freeze will be migrated to the new platform, including users and groups. Functionally the new site is identical to the old one. webteam@gatech.edu
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Joe Le Doux
Summary Sentence: BME Speaker Seminar with Veronica van Montfrans, Ph.D.
Full Summary: No summary paragraph submitted.
Veronica van Montfrans, Ph.D.Veronica van Montfrans, Ph.D.
Post-Doctoral Associate
Engineering Education Department
Virginia Tech
ABSTRACT
Higher education is charged through a variety of social and institutional initiatives to create social justice agents of change. STEM fields, in particular, are being entrusted to appended their already intense and packed curriculum to include these proposals. Most strategies consist of adding social justice content or encouraging engagement in social justice behavior, with little attention devoted to the cognitive process that mediates the two. Defining and understanding this cognitive component is critical for curricular integration of social justice. This component is called metacognitive social justice, a mindset grounded in the metacognitive activities of empathy, curiosity, and reflection. These activities focus specifically on understanding who has access to resources and who is impacted by society. Metacognitive social justice is currently identified through four attributes: (a) self- awareness through consciousness-raising, (b) value in the narratives of others, (c) awareness of unseen forces, and (d) questioning the historical origins of ideas and intents. Developing this mindset in conjunction learning curricular content is essential to developing future citizens who view themselves pieces of an interdependent social world.
Host: Joe Le Doux, Ph.D.
