Diversity Thursday

So, you think the Diversity Bullies will not get to engineering, do you? Think STEM is immune to the hate filled, sectarian commissariate?

How wrong you are.

You would think something like this course would be immune. Right?

Seems ligit;

Course Description

This is the first course in a two-semester sequence, in which students work in teams to complete the conceptual and preliminary design of an aircraft. Students are challenged to consider the relationship of aerospace engineering to the broader community. Meets GE areas S and V when course is taken in combination with: AE 171B, ENGR 195A and ENGR 195B. 

You silly, silly, prol.

As always, check the syllabus. Read it all here yourself in full ... but here are some fun parts;

Course Goals

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8. Discuss the role of identity, equality, social actions, and culture in aerospace engineering practice.

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Course Learning Objectives

Upon successful completion of this course, students will be able to:

GE Area S–LO1: Describe how identities (i.e. religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age) are shaped by cultural and societal influences within contexts of equality and inequality. 

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BSAE LO–H: Recognition of the need for and ability to engage in life-long learning.

• Engr195A Reflection Paper 3: Discuss and provide examples of how at least one of your identities (i.e., religious, gender, ethnic, racial, class, sexual orientation, disability and/or age, among others) is shaped, or has been shaped, by cultural and societal influences within contexts of equality and inequality and how this impacts you as an engineer. Please integrate course material (concepts, theories, discussions, and lectures). Please cite at least one course reading and one appropriate source from outside class.

• AE171A – Essay 1 (minimum 250 words): Consider your identity as a future Aerospace Engineer. How is your identity shaped by cultural and societal influences within contexts of equality and inequality?

GE Area S–LO2: Describe historical, social, political, and economic processes producing diversity, equality, and structured inequalities in the U.S. 

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• Engr195A Reflection Paper 2: Consider technological innovations and developments in your field. Describe how one such innovation has either increased or decreased social justice and inequality in the U.S. Finally, discuss whether and/or how this will influence constructive and deconstructive interactions between people from different cultural, racial, and ethnic groups within the U.S. Please integrate course material (concepts, theories, discussions, lectures, readings). Please cite at least one course reading and one appropriate source from outside class.

• AE171A – Essay 2 (minimum 500 words): Describe how airplanes in general and your project in particular, fit into the historical, social, political, and economic processes producing diversity, equality, and structured inequalities in the U.S. and the world. Include at least two citations, not including course readings or lecture.