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

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Diversity

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Culture & Social Justice in Education, Equity

), working on initiatives to protect the watershed by bringing value to waste up-stream and transparency to the state of water quality. ● Twain High School, partnering for the participation of pregnant and parenting teens in a USD interdisciplinary course, Creative Minds, that combines ways of thinking from theatre, mathematics and engineering, to create tools or manipulatives that can be used by young children to facilitate mathematical learning. ● Viejas Band of the Kumeyaay Nation, enabling USD engineering students and Kumeyaay children to exchange ideas, collaborate, and share cultural knowledge in their Science Technology Engineering Art and Math (STEAM) lab. ● Waste for Life, supporting communities to develop

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

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Culture & Social Justice in Education, Equity

]. Shortly after World War I, there was an increasing classconsciousness within the American Society of Mechanical Engineers which led Thorstein Veblen[36], however erroneously, to posit in Engineers and the Price System that if there were to be aworkers’ revolution in industrial America, it would come via a “Soviet of Technicians.” Layton[37] unpacks Veblen’s errors in reading the power, position, and organization of the engineeringprofession.This internal contradiction has historically led to tensions within groups of engineers, with moremanagerial-minded engineers veering and lobbying for the growth of professional societies,which largely worked to exclude other technical workers as a means to protect the white-collarclass position of engineers

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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Culture & Social Justice in Education, Equity

in mind. It was in the memo-writingprocess that I began to link my findings back to postfeminist theories and frameworks regardinggender and work and tie themes together. Throughout the process, I was struck by the fact thatpracticing engineers on the site describe how they love their jobs, but are very vocal about thefact that they face barriers because they are women and that engineering is a difficult anddemanding profession. Furthermore, young women are encouraged to use individual strategiesthat often focus on cultivating a confident subjectivity and engaging in hard work to overcomebarriers in engineering. While such advice may seem to progressive, in many ways it contributesto the maintenance of gender inequalities in

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

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Culture & Social Justice in Education, Equity

of Stress Management, vol. 11, no. 2, pp. 32-148, 2004, doi: 10.1037/1072-5245.11.2.132.[4] J. Posselt and S. Lipson, "Competition, Anxiety, and Depression in the College Classroom: Variations by Student Identity and Field of Study," Journal of College Student Development, vol. 57, pp. 973-989, 11/01 2016, doi: 10.1353/csd.2016.0094.[5] D. Eisenberg et al., "The Healthy Minds Study: 2018-2019 Data Report," 2019.[6] S. A. Wilson, Hammer, J.H., Usher, E.L., "Engineering Student Mental Health: Analysis of national data from the Healthy Minds Study," presented at the American Institute of Chemical Engineers National Conference, Virtual, 2020.[7] C. Mitchell, B. McMillan, and T. Hagan, "Mental health help

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

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Diversity

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Culture & Social Justice in Education, Equity

Paper ID #34587The Disconnect Between Engineering Students’ Desire to Discuss RacialInjustice in the Classroom and Faculty AnxietiesDr. Tracy Anne Hammond, Texas A&M University Dr. Hammond is Director of the Texas A&M University Institute for Engineering Education & Innovation and also the chair of the Engineering Education Faculty. She is also Director of the Sketch Recognition Lab and Professor in the Department of Computer Science & Engineering. She is a member of the Center for Population and Aging, the Center for Remote Health Technologies & Systems as well as the Institute for Data Science

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

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Diversity

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Culture & Social Justice in Education, Equity

lines of, “yeah, it’s taking up a lot of time,but it’s something I actually like doing, so I really don’t mind”. The rest wholeheartedly agreed.This set off alarm bells in my mind; it was exactly what every educator dreams of, to have yourstudents report that they love what they’re doing so much that they can accept the difficulty ofthe content. I want every assignment in every course the feel like this, I thought. In my vision for the future of engineering education, students from all walks of life areallowed the agency, flexibility, and creativity to pursue career paths that interest them; theirinterests are respected and honored and they are able to use their unique backgrounds to makepositive contributions to society; curriculums are

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jacqueline Handley, University of Michigan

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Culture & Social Justice in Education, Equity

Paper ID #33887Burning Bridges: Considerations from a Structure-agency Perspective forDeveloping Inclusive Precollege Engineering ProgrammingJacqueline Handley, University of Michigan Jacqueline (Jacquie) Handley is a doctoral candidate at the University of Michigan School of Education focusing on Science Education. Prior to her doctoral work, she studied Biomaterials Engineering, earning a B.S. from the University of Illinois and M.S. from the University of Chicago. Her research interests are in the historical and cultural nature of engineering, and how that translates into pre-college learning environments. Her current

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Mark A. Chapman, University of San Diego; Bryce Fledderman, University of San Diego

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Culture & Social Justice in Education, Equity

. A. Leydens, K. Johnson, S. Claussen, J. Blacklock, B. Moskal, and O. Cordova, "Measuring change over time in sociotechnical thinking: A survey/validation model for sociotechnical habits of mind," in Proceedings of the American Society for Engineering Education, 2018.[5] A. L. Pawley, "Universalized narratives: Patterns in how faculty members define “engineering”," Journal of Engineering Education, vol. 98, no. 4, pp. 309-319, 2009.[6] J. A. Leydens and J. C. Lucena, Engineering justice: Transforming engineering education and practice. Hoboken, NJ: John Wiley & Sons, 2017.[7] B. K. Jesiek, N. T. Buswell, A. Mazzurco, and T. Zephirin, "Toward a typology of the sociotechnical in engineering

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

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Diversity

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Culture & Social Justice in Education, Equity

mindful of how systemic discriminatory biases and inequalities play out in the local,individual behaviours. Those who hold social capital, may have the opportunity and a greaterresponsibility to share and increase the shared level of social capital [10].3.2 Exclusion and Inclusion in Peer LearningDuring university, two types of peer-mediated experiences of exclusion were highlighted:Isolation and microaggression.3.2.1 IsolationSome students experienced or observed difficulty in engaging with peers for collaborativelearning, feeling excluded or unwelcomed by smaller groups that formed in the cohort. Peerlearning has an important place in engineering education, and yet there can be small groups peersthat do not engage beyond their circle throughout

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Heather R. Beem, Ashesi University

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Diversity

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Culture & Social Justice in Education, Equity

category of studentgenerally experienced the largest shifts, and so for them it appears that this intervention was ableto somewhat open their minds beyond the immediate technical skills-building to longer termviews of what they can use engineering to effect around them.Prior to the intervention, some of the top challenges students perceived in doing engineeringwere related to negative perceptions and/or doubts in their own abilities. After the intervention,most of those internal concerns became less prevalent, and were overtaken by common dynamicsthat exist in successfully carrying out project work, i.e. teamwork, troubleshooting, etc. Thisprovides another indication that their self-efficacy has increased. It suggests that even a singlePjBL

Conference Session

Critical Conversations on Being Valued

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Qualla Jo Ketchum, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Andrew Katz, Virginia Polytechnic Institute and State University

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Diversity

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Culture & Social Justice in Education, Equity

identities. As such, generalizationsshould not be made as to why Asian students are more likely to endorse the NEP than their otherpeers. Future work should disaggregate racial/ethnic demographics further particularly for Asianstudents and to include Middle Eastern students. A final limitation to using the NEP Scale is thatalthough it is the most widely used measure of environmental worldview, recent studies havesuggested that the scale be further explored to more adequately capture the diversity of modernenvironmentalism [27]. With these limitations in mind, there is still much to glean from the implications of thisstudy for engineering research and practice. The data here indicates that the views of almost halfof White engineering students

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

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Diversity

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Culture & Social Justice in Education, Equity

Tokyo, Japan.Dr. Elizabeth Litzler, University of Washington Elizabeth Litzler, Ph.D., is the director of the University of Washington Center for Evaluation and Re- search for STEM Equity (UW CERSE) and an affiliate assistant professor of sociology. She has been at UW working on STEM Equity issues for more than 17 years. Dr. Litzler is a member of ASEE, 2020-2021 chair of the ASEE Commission on Diversity, Equity, and Inclusion, and a former board member of the Women in Engineering ProActive Network (WEPAN). Her research interests include the educational cli- mate for students, faculty, and staff in science and engineering, assets based approaches to STEM equity, and gender and race stratification in education and the

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Ellen Ko, Stanford University

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Culture & Social Justice in Education, Equity

Paper ID #33692Revolutionizing Grading: Implications on Power, Agency, and EquityDr. Melissa Ellen Ko, Stanford University Dr. Melissa Ko comes to the engineering disciplines with a unique background in computational cancer biology research, discipline-based educational research, and teaching roles across multiple institutions and audiences. Melissa Ko earned an S.B. in biology from MIT and a PhD in cancer biology from Stan- ford University. Her graduate research developed novel computational pipelines to visualize single-cell high-dimensional data and infer patterns of change from snapshots collected across time. After