Document Type
Conference Paper
Publication Date
8-2022
Abstract
Education programs in incarcerated settings have a goal of improving the current and future lives of the currently incarcerated individuals. There are many programs that support earning a GED, associate degree, or baccalaureate degree when incarcerated. The benefits of these programs include improved behavior while incarcerated, reduced recidivism, and broadening the workforce. Generally, the courses offered as a part of these programs are general education in nature. This paper discusses an Introduction to Project Based Engineering taught in a women’s prison setting. Specifically, it explores the course as a case study reflected on from several angles. Each reflection illuminates the case from a different perspective. The different perspectives are a prison administrator, the instructor, the author of one of the textbooks used in the course, a student more than a decade from release, and a student a few months from release. By taking these reflections together one is able to see the challenges, rewards, and opportunities associated with teaching an Introduction to Project Based Engineering to incarcerated women. Although each perspective highlights different aspects of the course there are common themes. There are also key differences that illustrate the unique needs and wants of the various stakeholders. The common themes and differences are examined. Together they serve as a foundation for adjusting the course to make it more effective and sustainable. Additionally, the reflections examined here shed light on how an Introduction to Project Based Engineering in a traditional setting might be improved.
Department
Integrated Engineering
Conference Name
2022 ASEE Annual Conference & Exposition
Conference Place
Minneapolis, MN
Recommended Citation
Sleezer, R., & Revello, N., & Round, M., & O'Connell, K., & Orlin, B., & Roberts, A. (2022, August), Reflections on an Introduction to Project Based Engineering in an Incarcerated Setting Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. https://peer.asee.org/40591
Publisher's Copyright and Source
Copyright © 2022 American Society for Engineering Education.
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2022 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference.
