Abstract

This chapter provides an overview of a semester-long engineering exploration project used to teach social justice through project-based learning and two social justice frameworks, STEMJ and the transgressive STEM teaching model. Rather than simply trying to help underrepresented students close the STEM achievement gap and join the dominant STEM culture, these social justice models instead aim to empower students to create change by valuing each student’s unique perspectives and encouraging their contributions. Project-based learning shares similar key elements, emphasizing student voice and choice to address challenging problems in an authentic way, making it an ideal complement to introduce and reinforce social justice principles alongside the teaching of technical skills.

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