Cristián Vargas-Ordóñez
Ph.D. in Engineering Education
Arts and Engineering | Epistemic Justice | Compassion | Interconnectedness | Learning Experiences Design
Assistant Professor of Mechanical Engineering
South Dakota School of Mines and Technology
Who am I?
I am Cristián Vargas-Ordóñez, a Colombian learning experiences designer, researcher, and chemical engineer with a passion for the integration of arts and engineering. Currently an Assistant Professor of Mechanical Engineering at the South Dakota School of Mines and Technology and a Ph.D. in Engineering Education from Purdue University.
My journey as an engineering practitioner and educator has helped me building acommitmentto promote to epistemic justice in the engineering design process. I advocate for the inclusion of voices often overlooked, recognizing the invaluable contributions of those deemed inexpert in creating meaningful solutions. My focus on the integration of arts and engineering challenges the notion that solving real-life problems is solely the purview of engineers. Along this path, I have discovered that promoting epistemic humility, sociotechnical reasoning, and compassion are essential components of interdisciplinary learning, enriching the fabric of my research.Through my contributions, I strive to untangle the interconnectedness of knowledge, fostering a holistic understanding of life’s complexities.
As a reflective practitioner, my multifaceted identity has afforded me a nuanced perspective on the pivotal role diversity and multiculturalism play in engineering. This awareness permeates the learning experiences I design, both within and outside academia, as I endeavor to cultivate inclusive environments and champion the notion of teachers as reflective researchers—essential pillars in the pursuit of equity and justice.
My design journey spans a spectrum of educational initiatives, from K to Gray. I have crafted universally accessible experiences for undergraduate engineering students, engaged the general public through science and technology museums, motivated underrepresented pre-college students to change their perceptions towards science and technology, and designed experiencesfor graduate students. My experiences reflects a commitment to learning experiences design that transcends boundaries, making education a dynamic and inclusive endeavor for all.
Education
Ph.D. Engineering Education, Purdue University 2024
M.A. Education, University of Los Andes 2019
M.Sc. Science, Technology and Society, National University of Quilmes 2018
B.Sc. Chemical Engineering, University of America 2008
Honors and Awards
Byron Fellowship for generative leaders 2023
SOGA – The Student Organization Grant Allocation funding Contact Improvisation Club Gathering 2022 and 2023
Estus H. and Vashti L. Magoon Award for Excellence in Teaching 2023
PGSG Strategic Partnership for the Engineering Education Graduate Student Association for the production of the podcast We, the Aliens 2021
Explorer Fellowship – School of Engineering Education 2019
Research
Research agenda: Fostering Interconnected Learning in Engineering Education
My research focuses on integrating the arts and engineering to foster epistemic justice through epistemic humility, compassion, and sociotechnical reasoning within engineering education. My commitment to breaking down disciplinary boundaries and embracing transdisciplinarity resonates with involving broader audiences into education, including educators, students, industry professionals, and community.
Background
My journey began with a childhood revelation, recognizing the hierarchical organization of knowledge during a second-grade assignment on the universe’s origins and the role that only experts can have in the discussion and construction of knowledge. Several years later, as a chemical engineer engaging in interdisciplinary teamwork, I joined forces with professionals ranging from writers to artists, sparking a passion for designing educational experiences that bridge diverse knowledge domains, teaching me that engineering expertise is not enough to solve real-life problems.
Research Focus
I study the relationship between interdisciplinarity and epistemic justice by integrating the arts and engineering within engineering education. I challenge the conventional centrality of technology in learning, fostering a holistic understanding that transcends disciplinary confines. Myresearch journey seeks to cultivate compassionate collaboration, transcending traditional paradigms of knowledge in engineering.
Research Contributions
My research encompasses a diverse array of studies, intertwining qualitative exploration and quantitative inquiry. Through qualitative research, I reflect on the evolution of interdisciplinary curricula and delve into the experiences of individuals with diverse identities within engineering. Simultaneously, quantitative research guides an exploration into perceptions towards engineering and the development of compassion. The outcomes of these multifaceted studies have crystallized into a collection of publications and presentations, showcased in forums like the (American Society of Engineering Education) ASEE conference and the Society of Social Studies of Science (4S) conference. This journey not only adds depth to the discourse surrounding engineering education but also underscores the significance of embracing a spectrum of research methodologies to enrich our understanding of complex, interconnected issues.
Current Research Endeavors
My current research unfolds across three different initiatives. First, I am creating a journal paper related to my Ph.D. dissertation which was an autoethnography rooted in my role as a learning experiences designer. Here, I am delving into the integration of the arts and engineering to promote epistemic justice, offering an in-depth exploration of my practical experiences. Second, I am shaping a journal paper in collaboration with civil engineering faculty that emphasizes the inclusion of social justice principles into the civil engineering curriculum. Finally, I lead a project focused on validating the Compassionate Engagement and Action Scales in the landscape of engineering education.
Future Research Goals:
In the short term, my research focuses on promoting epistemic justice in the engineering design process through interdisciplinary integration in undergraduate education. I also aim to explore perceptions of epistemic justice among educators, students, industry professionals, and community members, identifying associated learning outcomes and assessing innovative methods for integrating diverse knowledge sources.
Looking ahead, my long-term vision involves fostering a transdisciplinary approach in engineering education by integrating traditional and indigenous knowledge for equitable problem-solving. I aspire to advocate for an ecosystemic approach that values diverse perspectives, contributing to the mitigation of global polarization. Together, these objectives shape my comprehensive agenda dedicated to advancing epistemic justice and redefining the landscape of engineering education.
SELECTED Publications
Rodríguez-Simmonds, H. E.*, Polettini Marcos, L.*, Vargas-Ordóñez, C.*, & Kaufman-Ortiz, K. J.* (2024). Ser marica es pa’ machos [Ser bicha é pra macho]: Agency, activism, and coping when engineering. In L. Perez-Felkner, S. L. Rodriguez, & F. Ciera (Eds.), Latinx Students in Engineering: An Intentional Focus on a Growing Population. * Co-authors. (Accepted for publishing).
Vargas-Ordónez, C., Santagata, M., & Yu, D. (2023). Assessing students’ perspectives and attitudes towards social justice and compassion in civil engineering (Work in Progress). 2023 ASEE Conference.
Vargas-Ordóñez, C. & Hynes, M. (2023). Break a [cardboard] leg!: Collaborative design of an integrated arts & engineering activity (Resource Exchange).
Baquero-Sierra, A., Vargas-Ordóñez, C., McBride, S. & McDermott, J. (2023). Understanding international graduate engineering students’ well-being: What do they need to thrive? (Work in Progress). 2023 ASEE Conference.
Vargas-Ordóñez, C.*, Wei, S.*, & Li , T.* (2022). “At the Bottom of the Food Chain”: Constructing Academic Identity in Engineering Education as International Graduate Students, ASEE Conference, Minneapolis. * Co-authors
Vargas-Ordóñez, C. & Hynes, M. (2022). Transdisciplinary STEAM education: Advocating for compassion as a core value in engineering, ASEE Conference, Minneapolis.
Vargas-Ordóñez, C. &Hynes, M. (2021). Integrating art and engineering: What do faculty perceive?, ASEE Conference, Long Beach.
Vargas-Ordóñez, C., Gray, A, & Hynes, M. (2021). Olympics on the Moon: Resource exchange. ASEE Conference, Long Beach.
Vargas-Ordóñez, C. & Hynes, M. (2020). Engineering design and social justice: A systematized literature review, ASEE Conference, Montreal.
Oñate-Parra L.*, Santos-Flórez, L.* & Vargas-Ordóñez, C.* (2019). Astronomía y apropiación de la cultura científica: Una apuesta del Planetario de Bogotá [Astronomy and appropriationofscientific culture: A betfrom the Planetarium of Bogotá]. Bogotá: IDARTES, Alcaldía de Bogotá. * Co-firstauthors
Vargas-Ordóñez, C. (2019). Exploración de la percepción social de la ciencia y la tecnología de ingenieros químicos colombianos y sus docentes [Explorationof the social perceptionofscience and technologyofColombianchemicalengineers and theirprofessors], UIS Ingenierías, 18 (2), 51-66.
Vargas-Ordóñez, C. (2019). Las representaciones sociales como propuesta para el estudio de la percepción social de la ciencia y la tecnología: Un acercamiento conceptual y metodológico [Social representations as a proposal for the studyof the social perceptionofscience and technology: A conceptual and methodologicalapproach], Divulgatio. Perfiles académicos de posgrado, 3 (8), 30-45.
Works in progress
Vargas-Ordónez, C., Santagata, M., & Yu, D. (In Progress). Negotiating social justice in civil engineering education: insights and lessons from curriculum development. Expected to publish in the Journal of Civil Engineering Education.
Vargas-Ordónez, C. (In Progress). The Secret Ninja Yoga Teacher: The journey of a curriculum designer to integrate the arts and engineering. Expected to publish in the journal of Studies of Engineering Education.
Teaching and learning experiences design
Teaching-Learning philosophy
As an educator, my philosophy revolves around guiding and facilitating students’ learning journeys inside and outside formal settings, drawing inspiration from the ideas of John Dewey. I firmly believe in the transformative power of experiential learning, where challenges and opportunities serve as catalysts for meaningful development. Beyond the boundaries of engineering, my commitment extends to fostering inclusive and enriching learning environments and experiences, valuing the diverse backgrounds each learner brings. My teaching approach encompasses problem-based learning and interdisciplinary methods, integrating the arts and engineering. I am dedicated to ongoing educational innovation, viewing myself not as an expert but as a fellow learner with a wealth of experience. I employ formative assessment strategies, emphasizing self, peer, and team assessment, and prioritize creating a positive atmosphere that values inclusivity and respect for diversity. My commitment to interdisciplinary education extends to diverse audiences from K to Gray. Overall, my aim is to empower critical and reflective learners who contribute to building a more inclusive, innovative, and harmonious society.
Formal Learning Spaces
My teaching experience spans various educational levels.
- K-12 Education: I served as a Chemistry and Biology Secondary Teacher, implementing traditional learning methodologies. I also coordinated cross-activities for 6-12 students, fostering a holistic learning environment [Pic: Student Collaboration].
- Undergraduate Level: Transitioning to the undergraduate level, I took on the dual role of Instructor and Curriculum Designer for the course Compassionate Engineering [Pic: Compassionate Engineering Course]. This experience allowed me to shape the learning journey of undergraduate students with a focus on empathy and societal impacts.
- Graduate Level: At the graduate level, I have contributed as a Faculty Apprentice in Engineering Education [Pic: Graduate Classroom]. In this role, I provided support to first-year Ph.D. students, offering valuable feedback on their papers, and designed specific classes to enhance their educational experience. This varied experience underscores my commitment to creating effective and inclusive learning environments across different educational levels.
Informal Learning Spaces
In informal learning spaces, my experiences have been diverse and impactful, marked by hands-on involvement and innovative initiatives.
- Designing Engaging Curricula: I have crafted and implemented innovative curricula tailored for underrepresented pre-college students. Through these endeavors, I integrated theater and engineering, utilizing the creative medium of shadow puppetry to enhance learning experiences [Pic: Shadow Puppetry].
- Extracurricular Program Management: I supported and managed an extracurricular program focused on fostering a positive perception towards science. This program, centered around astronomy, aimed to inspire curiosity and enthusiasm for scientific exploration.
- SURF Summer Program: Engaging with undergraduate students in the SURF summer program at Purdue University, I played a role in facilitating their exploration of research skills in real-world contexts. This involved providing academic support, mentorship, and coordinating various events for students specializing in science and engineering.
- Learning experiences design at Maloka: As an instructor at the Maloka – Science and Technology Museum, I actively contributed to the design of professional development activities tailored for technical careers. This experience further enriched my understanding of effective educational strategies in diverse settings.
- Yoga Education: Beyond traditional educational environments, I served as a Hatha-Radja Yoga teacher. This role allowed me to bring a holistic approach to education, emphasizing physical and mental well-being.
Design and Engineering
Policy Design
In 2018, I collaborated as a Consultant for the Cavalry School of the Colombian National Army and the University of Los Andes. During this engagement, I collaborated in the design of a comprehensive policy proposal, presented in the form of a policy memo. The focus of this strategic initiative was to delineate the role of the army in the Colombian context post the peace agreement and to analyze its relationship with Colombian sovereignty. Through meticulous research and analysis, the policy proposal aimed to provide informed recommendations and insights that could contribute to shaping effective and responsible policies in the aftermath of significant national developments. This experience allowed me to apply my expertise in policy design and analysis to address complex issues with societal implications.
Experiences and Engineering Design
Throughout my dynamic professional journey, I have honed my experiences and engineering design skills across various roles. I have been a Freelancer to create innovated by crafting workshops and resources for companies. I have also been a Consultant for Avianca Airlines and the University of Los Andes, proposing enhanced client information on flight statuses and developing effective data collection strategies.
In my role as an Operations Engineer, I designed solutions for daily challenges, predicting operational issues, and supervising a team. As the Coordinator of a Physical Essays Laboratory, I led the design of procedures, ensured meticulous quality control, and provided strategic leadership to the team. In the position of Noise Control Engineer in a government agency, I applied digital instruments for precise environmental analysis. Lastly, serving as a Production Plant Manager, I defined daily activities, ensuring the functioning of the production plant and adherence to safety standards.
