Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Ellen Ko, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

of bias,increase a sense of agency, and ultimately empower students.1. IntroductionGiven clear evidence of disparities in educational attainment, much importance has been placedon increasing use of inclusive teaching to help close this so-called achievement gap [1]–[4]. Inscience, technology, engineering, and math (STEM) disciplines, deliberate inclusive practicemay reduce the “leaving” phenomenon where those underrepresented amongst STEM majorssuch as women and minoritized racial groups would otherwise fail to complete their STEMdegree program [5]–[7]. For example, active learning has been shown to improve learning gainsand reduce failure rates especially among underrepresented minority (URM) students [2].Similarly, current recommendations

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lizabeth L. Thompson, California Polytechnic State University, San Luis Obispo

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Diversity

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Culture & Social Justice in Education, Equity

Conference Session

Asset Sourcing for Remaking Engineering Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chelsea Haines Lyles, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Reeping, University of Michigan

Tagged Divisions

Culture & Social Justice in Education, Equity

shift, many faculty lacked online teachingtraining and experience, and “97 percent of institutions moving classes online had to call onfaculty with no previous online teaching experience” [1]. Prior to COVID-19, only 60% ofuniversity chief online officers said faculty were required to have some formal training prior toteaching online [2]. Faculty teaching in undergraduate engineering programs were tasked withhandling large class sizes, strict pre-requisite requirements, and heavy technical content as theyconverted their courses to online formats. In addition, many engineering programs were alsostruggling with issues of diversity, equity, and inclusion, particularly of student populationsunderrepresented in STEM fields, a challenge that would be

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kirsten Heikkinen Dodson, Lipscomb University; Courtney Deckard, Lipscomb University; Hannah Duke, Lipscomb University; Makenzie Cohn; Natalie Shaffer, Lipscomb University; Elizabeth Buchanan, Marshfield Clinic Research Institute

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

engineering education practices to create more inclusive engineering professionals with thebroader impact of increased diversity in the field. This Work-in-Progress paper will detail thebackground and current progress of a 2-year National Science Foundation Professional Formationof Engineers: Research Initiation in Engineering Formation (NSF PFE:RIEF) project including theproject framing, team formation, research training, and questionnaire development.BackgroundThe engineering field has not always been welcoming of diversity despite attempts and calls byorganizations to change this in recent years [1-5]. Women and non-white people have showninterest and capacity for success in engineering but often become discouraged due to unnecessarybarriers in

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robin Fowler, University of Michigan; Laura K. Alford, University of Michigan; Stephanie Sheffield, University of Michigan; Caitlin Hayward, University of Michigan; Trevion S. Henderson, University of Michigan; Rebecca L. Matz, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

learning and motivation.However, in our goal to create inclusive classrooms, we realized that students’ experiences inteams were a space with enormous potential for harm [e.g., 1]. Studies of teamwork find gendereffects on teamwork satisfaction [2], talk time and conversational roles in teams [3, 4],perceptions of voice safety [5,6] and task allocation [7-10]. We are aware of fewer studiesinvestigating how race/ethnicity affects student team experiences in undergraduate engineering,but Cross and Paretti [11] find African American men report feeling hypervisible on their teams,needing to disprove negative stereotypes, and feeling less likely to develop close friendships withteammates. Cohen and Garcia [12] note that African American students are at

Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anna Marie LaChance, University of Connecticut; Jennifer Pascal, University of Connecticut; Danielle Gan, University of Connecticut; Justyn James Paquette Welsh, University of Connecticut; Thomas James Pauly, University of Connecticut; Patrick Paul, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

environmental racism, as well as students whohave been involved in climate activism in their non-academic lives, in the delivery of the coursematerials. Collaboratively, the 4-student, 1-instructor cogen team co-developed course contentrelating to the role of chemical engineers in advancing awareness of environmental injustice andits local, national, and global impacts on public health, economic security, racist violence, mentalhealth, and more. By starting an in-class dialogue about the responsibilities of the members of our discipline,we hope to engage students in broader issues such as diversity, equity, and inclusion of Black,Indigenous, and People of Color (BIPOC) individuals within STEM fields as well as the disparitiesin access to housing

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tracy Anne Hammond, Texas A&M University; Samantha Ray, Texas A&M University; Paul Taele, Texas A&M University; Shawna Thomas, Texas A&M University; Karan Watson P.E., Texas A&M University; Christine A. Stanley, Texas A&M University; Seth Polsley, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

,feeding to their fear about saying the wrong thing.The disconnect between the two groups often results in explicitly marginalizing classroomenvironments, i.e., environments where students feel unwelcome from blatantly marginalizing ordiscriminatory behaviors [1]. The data demonstrates that faculty are interested in developingimplicitly inclusive classrooms but fear that their lack of expertise on these topics will lead tofailure and having a negative impact on students. However, students voiced strong support andinterest in having faculty discuss and teach about inclusivity and ethics in their engineeringclassrooms. To create implicitly inclusive environments, faculty are encouraged to acknowledgeand discuss such topics in their classes and

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marissa H. Forbes, University of San Diego; Odesma Onika Dalrymple, University of San Diego; Susan M. Lord, University of San Diego; Caroline Baillie, University of San Diego; Gordon D. Hoople, University of San Diego; Joel Alejandro Mejia, University of San Diego

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

a socio-technical(rather than techno-centric) approach. In this paper, we share: 1) the ExSJ framework, 2) theinfrastructure, mechanisms, and activities we are using to apply this framework, and 3) thechallenges and complexities we are facing as we apply it. The foundational values of the ExSJ canbe applied to all engineering contexts, providing a platform for change that moves away fromnarrowly constructed and techno-centric epistemological approaches, and an expansion to engagesocial and environmental justice, humanitarian goals, peace, and sustainability in engineeringthrough equitable partnership exchanges.IntroductionIn 2019, seven faculty and staff members in the University of San Diego’s (USD) Shiley-MarcosSchool of Engineering (SMSE

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Candice W. Bolding, Clemson University; Jennifer Harper Ogle, Clemson University; Luke J. Rapa, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

medium-sized civil engineering department inthe southeast. Drawing on frameworks that examine how individuals critically understandsystems of oppression, and the justification used to explain these systems this work examinedstudent perceptions of inequities in societal infrastructure systems. The present study was guidedby the following research questions: (1) Are undergraduate civil engineering students criticallyaware of inequities in society’s infrastructure systems? (2) To what degree are undergraduatecivil engineering students comfortable challenging the status quo? (3) Is there an associationbetween students’ critical awareness of inequitable infrastructure systems and their agency topromote systemic change as civil engineering

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrea Arce-Trigatti, Tennessee Technological University; Stephanie Jorgensen, Tennessee Technological University; Robby Sanders, Tennessee Technological University; Pedro E. Arce, Tennessee Technological University

Tagged Topics

Diversity

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Culture & Social Justice in Education, Equity

facilitated wound closure techniques (e.g., suturing, etc.) on resultant scarring. She is currently a contributing research member of the Renaissance Foundry Research Group.Dr. Robby Sanders, Tennessee Technological University Dr. Robby Sanders is an Associate Professor at Tennessee Technological University (TTU) in the Depart- ment of Chemical Engineering. He obtained his Bachelors of Science in Mechanical Engineering from TTU in 1995, and he obtained his Master’s degree and his PhD in Biomedical Engineering from Vander- bilt University in 1998 and 2001, respectively. His research efforts address 1) innovation-driven learning with a focus on student learning at disciplinary interfaces, 2) clinical diagnostics and

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Courtney Janaye Wright, University of Kentucky; Lucy Elizabeth Hargis, University of Kentucky; Ellen L. Usher, University of Kentucky; Joseph H. Hammer, University of Kentucky; Sarah A. Wilson, University of Kentucky; Melanie E. Miller, University of Kentucky

Tagged Divisions

Culture & Social Justice in Education, Equity

seeking help related to mental health.Interview questions were grounded in the Integrated Behavioral Model, which recognizes theimportance of the perceived barriers and facilitators associated with mental health related help-seeking. Researchers used Braun & Clarke’s thematic analysis to identify emergent themesrelated to engineering students’ mental health help-seeking beliefs. Six major themes wereidentified: 1) An unsupportive engineering training environment creates stress, 2) Difficult workand time constraints create stress, 3) Supportive input from others promotes help-seeking, 4) Iftime is limited, mental health is a lower priority, 5) Students operate on a suck it up mentalityunless they’ve reached a breaking point and 6) Help-seeking

Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo ; Jennifer Mott, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

into a mechanicalsystems design course, continued incorporation in a thermal systems design course, and performqualitative analysis on the course artifacts and student feedback.IntroductionThis work-in-progress paper describes a curricular intervention designed to incorporate varioustopics and assignments related to social justice into a thermal systems design course and amechanical systems design course, both taught in the mechanical engineering department at alarge, public institution on the west coast. Specifically, the two instructors (and paper authors)have adapted material from Dr. Donna Riley’s “Engineering Thermodynamics and 21st CenturyEnergy Problems: A Textbook Companion for Student Engagement” [1].There are myriad definitions of

Conference Session

Asset Sourcing for Remaking Engineering Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Molly McVey, The University of Kansas; Caroline R. Bennett P.E., The University of Kansas

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

effective college teacher. American c Society for Engineering Education, 2021 Institutional Data as Motivation for Course-Level Change in EngineeringIntroduction and BackgroundFor decades, studies have called for attention to recruiting and retaining a diverse studentpopulation in STEM fields and increasing the numbers of STEM graduates [1, 2]. Multiplestudies have documented an “achievement gap” in terms of success for under-representedminorities (URM) [3] and first-generation college students [4], and also provide a multitude ofsuggestions for better supporting these students at the institutional and classroom levels [3, 5].In 2019, ASEE

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joseph Valle, University of Michigan, Ann Arbor; Corin L. Bowen, California State University, Los Angeles; Donna M. Riley, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

ofchange. In doing so, potentials for scholarship, concientização, and praxis via labor organizing inengineering are elucidated in order to provide direction toward liberation.Introduction and BackgroundEngineering is a field that both shapes and is itself shaped by oppression and inequitable powerdynamics. Engineering education researchers have sought to study facets and intersections ofracism [1-8], heteropatriarchy [4-10], capitalism [5, 6, 10], and militarism and colonization [8,11] within engineering. In many ways, engineering education researchers have shown how thesefacets are fundamental to what is currently considered engineering epistemology. Owing to thathistory, peoples marginalized along many and varied axes of interlocking systems of

Conference Session

Asset Sourcing for Remaking Engineering Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael R. Williamson, Indiana State University; Neslihan Alp P.E., Indiana State University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

studentswho are seeking a degree in higher education. Student success can be directly linked topreparation for classes including the reading of assigned chapters in a textbook, taking lecturenotes, reviewing classroom materials and frequent attendance. A common problem at manyhigher education institutions is that students from impoverished backgrounds have limitedfunding and frequently do not purchase textbooks or other supplemental material due to the needfor the allocation of limited finances to more pressing things. Indiana State University has a highpercentage of students from impoverished backgrounds with 50 percent of the currently enrolledstudents receiving Federal Pell Grants [1]. Additionally 55 percent of the current students at

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Lezotte, Rowan University; Harriet Hartman, Rowan University; Stephanie Farrell, Rowan University; Tiago R. Forin, Rowan University; Theresa F.S. Bruckerhoff, Curriculum Research & Evaluation, Inc.

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

engineeringcurriculum. To add to this gap in literature, this paper analyzes quantitative responses of genderand sexual minority students’ perceptions of the engineering curricula from the survey conductedin 2018.Relevant LiteratureThe predominant normative marker of science and scientists in the U.S. has historically andcontinues to be based on White cisgender male perspectives [1]–[7]. Not surprisingly, thishomogenous and heterogenous perspective leads to pedagogical practices in which minoritizedstudents underperform compared to when innovative pedagogical models are used, such asflipped classrooms [8], [9]. This long-standing conceptualization of science and scientists alsoresults in an engineering curriculum that deems “issues of communication, justice

Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Moore, University at Buffalo; Rebecca Walton, Utah State University; Natasha N. Jones, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

maneuverability. Rather than report onstudy findings, as proposed, this paper uses the opportunity of injustice within the review processto directly apply the 4Rs.IntroductionAcross the fields of engineering, higher education, and STEM education, the relative lack ofdiversity in STEM fields, particularly engineering, has been long lamented[1]. Colleges anduniversities across the United States have made efforts to diversify representation of faculty andstudents, but these efforts have not solved the issue of equitable inclusion of people frommultiply marginalized and underrepresented (MMU) groups in higher education generally and inengineering specifically. A number of scholars have shown that the perceived norm of anengineer is white and male and that

Conference Session

Critical Conversations on Being Valued

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kalynda Chivon Smith, North Carolina A&T State University; Cristina Poleacovschi, Iowa State University of Science and Technology; Scott Grant Feinstein; Stephanie Luster-Teasley, North Carolina Agricultural and Technical State University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

, relatively less research has specifically addressed the retentionof Latinx students in STEM disciplines. There is limited research regarding howmicroaggressions targeting Latinx students in engineering education settings impact theirretention in those programs. Guided by Sue’s definitions and taxonomy of microaggressions, andCritical Race Theory, the purpose of the current study was to answer the following researchquestions: 1) What microaggressions do Latinx students experience in an engineering educationenvironment? And 2) How do these microaggressions impact their academic wellbeing? Aphenomenological design was used to determine the microaggression experiences of Latinxstudents in higher education engineering programs. Qualitative data was

Conference Session

Asset Sourcing for Remaking Engineering Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cara Margherio, University of Washington; Anna Lee Swan, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington

Tagged Topics

Diversity

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Culture & Social Justice in Education, Equity

, assets based approaches to STEM equity,and gender and race stratification in education and the workforce. She was awarded the 2020 WEPANFounders Award. American c Society for Engineering Education, 2021Unified Voice and Group Agency: Developing Teams to Transform Engineering EducationThis research paper investigates how individual change agents come together to form effectiveand efficient teams. Improving equity and social justice within academic engineering requireschanges that are often too complex and too high-risk for a faculty member to pursue on their own[1], [2]. These changes include the broad diffusion of culturally responsive pedagogies thatemphasize the value of diverse

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Behrooz Parhami, University of California, Santa Barbara

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Diversity

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Culture & Social Justice in Education, Equity

paper, using dataand narratives from the United States and Iran as examples, I identify roadblocks to theengagement of women in STEM careers. Using the two countries with which I am mostfamiliar as examples is instructive, because this side-by-side comparison shows thatundesirable outcomes in the domain of women in STEM fields can and do occur forvastly different reasons, which I discuss.Keywords: education; equal opportunity; gender equity; labor laws; misogyny; sexism;women’s rights; workforce diversity1. IntroductionIt is generally recognized that the economic benefits of scientific and technologicaladvancement cannot be achieved unless the available workforce is efficiently and fullyutilized [1], [2]. So, far from being an issue that

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Knaphus-Soran, University of Washington; Daiki Hiramori, University of Washington; Elizabeth Litzler, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

Association[1], the U.S. society has made a series of economic, sociopolitical, and moral decisions that havehad a cumulative impact on communities of color, particularly Black, Indigenous, andHispanic/Latinx communities. When we see differences in academic outcomes between Whitestudents and students of color, it is not an indication of an “achievement gap,” but rather anindication of the debt owed to groups that have been racially subjugated since the early days ofpublic education. By shifting focus away from discussions of why students of color are failingwithin the dominant paradigm and toward ways that the dominant paradigm fails students ofcolor, Ladson-Billings and other Critical Race scholars challenge us to expand our thinkingabout the

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jacqueline Handley, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

-progress) The conversation around youth engineering work has increased in volume over the pastdecade. As college engineering programs struggle to attract and retain individuals who identifyas BIPOC, women, LGBTQ+, and/or from disenfranchised socioeconomic groups [1], outreachefforts to attract youth from diverse backgrounds to the field have increased. Further, the adventof the Next Generation Science Standards [2] has positioned engineering experience as a meansto broaden participation in STEM writ large and has brought pre-college engineering moreexplicitly to the national consciousness [3]. Prior research has sought to explain why youth fromhistorically marginalized backgrounds might veer away from engineering before college

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Heather Dillon, University of Washington Tacoma; Tammy VanDeGrift, University of Portland

Tagged Topics

Diversity

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Culture & Social Justice in Education, Equity

in shifting student bias towards inclusion in the three interventions. The mostpromising approach is student-led, where senior students worked to change the student culturedirectly.Introduction and BackgroundImproving diversity in STEM fields is an important goal and has been widely studied. It is well-known that students and professionals in STEM careers in the USA do not reflect the generalpopulation of the country [1]. For example, white men make up 31.6% of the general populationwhile they make up 51% of scientists and engineers. Black men make up 6% of the populationand 3% of the STEM workforce. The percentage of non-white and non-Asian people in the USAis 31.3% while the percentage of this sub-population working in STEM is just 12%. In

Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Desen Sevi Ozkan, Tufts University; Avneet Hira, Boston College

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

down by gender: while Black women comprise 6.3% of the generalpopulation, they made up only 1% of engineering degrees awarded in 2016 (7% and 2.3% forHispanic/Latina women).These numbers are a result of both lower initial recruitment into engineering and lower retentiononce in engineering programs. While on average nearly 59% of students who enterundergraduate engineering programs graduate with an engineering degree within 6 years, only45% of Hispanic/Latinx students and 36% of Black/African American students do so (ASEE,2017). Thus, while these students were interested in engineering when they entered college, thesocial/technical dualism may play a role in retention issues by engendering a feeling of split1 Our use of the word minoritized is

Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Sleep, University of Kentucky; Yasha Rohwer, Oregon Institute of Technology

Tagged Divisions

Culture & Social Justice in Education, Equity

shouldbe the most important or the highest priority. While it seems true that the health, safety, andwelfare of the public should be high priorities for engineers, there are certain situations where itmay not be possible to hold both safety and welfare paramount at the same time. As it is worded,the code of ethics provides no guidance as to which should be given final priority in such cases.The concepts of health, safety, and welfare have been central to engineering ethics since 1935when a Society Code of Ethics was first suggested for consideration in the May issue of TheAmerican Engineer [14]. The suggested language, in this document, included health, safety, andwelfare as the second of a series of engineering ethical principles, stating, “B. (1

Conference Session

Critical Conversations on Being Valued

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Minha R. Ha, York University; Jeffrey Harris, York University; Aleksander Czekanski , CEEA-ACEG

Tagged Topics

Diversity

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Culture & Social Justice in Education, Equity

study of EDI-relatedstudent experiences and perspectives from both the dominant and minority groups in MechanicalEngineering.Purpose/Hypothesis – This paper aims to help enhance institutional EDI efforts by identifyingthe role of adults and peers in the engineering students’ experiences of exclusion and inclusion.Three questions are posed: (1) What pre-university experiences create barriers to pursuingengineering? (2) What helped youth pursue and enter engineering programs? (3) In what ways dothe current engineering students experience inclusion or exclusion in their program?Design/Method – Thematic analysis and rhetorical analysis were applied to the studentinterview data collected in 2018, as part of a larger study on engineering design

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Doris J. Espiritu, Wilbur Wright College; Bridget Eileen O'Connell, Wilbur Wright College; David Potash, Wilbur Wright College

Tagged Topics

Diversity

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Culture & Social Justice in Education, Equity

, and the creationof an environment committed to inclusive excellence, will result in very strong student outcomes. 1INTRODUCTIONThe importance of community colleges to STEM education, and in particular to the education ofengineers, is a critical and increasingly studied strand within the higher education researchlandscape. More than twenty percent (20%) of all engineering baccalaureate students complete atleast 10 credits at a community college [1]. Thirty-eight percent (38%) of engineering graduatesattend community college at some point [2, 3]. Currently, more than 41% of all students in highereducation in the US are enrolled at a community

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Madeleine Jennings, Arizona State University

Tagged Topics

Diversity

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Culture & Social Justice in Education, Equity

revisions to that institution through the radical lens oftheir queerness. Two participants left the STEM institution due to discrimination based on theirGRSM experiences, whereas the other two are still embedded in engineering environments. Eachparticipant describes their experiences with power and privilege with regard to theirsubjectivities and those of their superiors, as well as reimagine the STEM institution through thebeginnings of a revolutionary Queer praxis (or, theory into practice).IntroductionHistorically, the STEM institution gained traction during World War II when the United Stateswas in need of engineering and weapons research in order to establish itself as a global power[1]–[4]. This capitalistic history of STEM is still present

Conference Session

Critical Conversations on Being Valued

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Gwen Blosser, University of Louisiana at Lafayette

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Diversity

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Culture & Social Justice in Education, Equity

in collaborative research between engineering education scholars and social scientists that focuses on the processes through which inequalities are enacted, reproduced, and/or challenged in various educational contexts. American c Society for Engineering Education, 2021An Analysis of Gendered Outreach Messages on the Engineer Girl Website:How Female Engineers Promote Engineering to Young WomenIntroductionWomen’s underrepresentation in engineering in the United States has been an ongoing area ofconcern to engineering educators and administrators [1], [2]. Despite the fact that women nowearn more undergraduate degrees than men, and girls now perform as well as boys in

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Lauber, Microsoft; Benjamin Emery Mertz, Rose-Hulman Institute of Technology

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Diversity

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Culture & Social Justice in Education, Equity

increasing the creativity and effectiveness of engineeringteams [1], yet can have an adverse effect when these viewpoints result in negatively imposedbiases. Unconscious bias (or implicit bias) can be defined as “a prejudice in favor of or againstone thing, person, or group compared with another usually in a way that’s considered to beunfair. Biases may be held by an individual, group, or institution and can have negative orpositive consequences” [2]. Unconscious bias is pervasive and affects our decisions, even whenwe think we are operating objectively. Yet because of identity-protective cognition, engineerswho are immersed in a culture of objectivity often pride themselves on only looking at facts, andcan have strong emotional reactions and