Decision-making for the built environment can perpetuate harm and enhance systemic oppression and inequality in society. Therefore, it is imperative that these challenges be addressed in education. This seminar will discuss an approach to inclusive collaboration developed by a team of graduate students seeking to integrate justice topics into an engineering curriculum. Synthesized through a process of collaborative autoethnography, the analysis revealed three key themes: 1) fostering a reflexive practice through values and positionality, 2) engineering space for inclusive collaboration, and 3) seeing justice as a necessary lens for engineering education.

Bio

Bethany Gordon is an Assistant Professor in the Department of Civil & Environmental Engineering at the University of Washington. She specializes in applications of behavioral science and psychology to improve design processes for a more equitable built environment. Her research also focuses on climate justice and addressing designer positionality (i.e., framing assumptions, stakeholder perspective-taking) in large-scale infrastructure design.

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https://stanford.zoom.us/j/91255603292?pwd=b2llT3lXUVh0RklOOVp6akU2TFFpdz09