After this session the participants will be able to:

• Implement a similar signature assignment in their courses to foster entrepreneurial mindset within their students (see card: "Bias in design: Who are we creating value for?"). 
  
• Have the opportunities to create value for others and for society by finding prior or existing engineering designs or processes that were biased to serve the needs of one group of people but not others. And using their engineering expertise to recommend improvement to resolve that bias.
  
• Be able to innovate within their teaching and in their courses, to use story-driven learning to connect the concepts and learning activities of their courses in a meaningful way to the personal experiences of their students.
  

Also they will have a "Social Justice and EML workbook" that includes:

• Project descriptions/instructions, designed for students, that describes the two phases of the
• project and how to complete them
  
• A statement that prompts students to reflect on, or tell their story of, a biased engineering design and how it has impacted someone they know
  
• Some example student work such as stories and final projects
  
• Annotated bibliography of papers related to social justice and EML
  
• A draft idea of how to run a similar assignment in their own course 
  
• Slides from the workshop that includes the workshop’s activities and contact information
  

This will be a highly interactive session. So it will be great to review the workbook document (see the attachment), project handouts and "Bias in design: Who are we creating value for?" card in EU portal, carefully. Beach the participants will engage with parts of a signature assignment, previously implemented in a required undergraduate engineering course, that is designed to promote student awareness of health disparities caused by biased engineering design, so reviewing those documents will help you to help the participants.
Make sure you prepare a platform for break-out groups and feedback system because the participants should be able to self-reflect and work with others, in break-out groups, to provide each other with supportive feedback.
Make sure to review the requirements of a good story in the attached documents, because you want to help the participants with the development of a story that illustrates how they, or someone they knew, were adversely impacted by a biased engineering design. Also you should be able to help the participants to develop an outline of a case study that is designed to tell the story of the biased engineering design in a way that will raise the awareness of lay people (non-engineers). and also do some initial brainstorming about how to help their students leverage their technical skills to consider new design ideas, motivated by their case study, to create value for society.