Conference Session

PCEE Technical Session 8: Engineering Design in Elementary School

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Johnson, Pennsylvania State University; Minyoung Gil, Pennsylvania State University

problems and designing solutions)[1], [2]. However, engineering is different in manyways when compared to science, and those differences in the disciplinary practices should berecognized and emphasized [3]. A review of the literature identified sixteen practices ofengineers that were both unique to engineering and relevant to K-12 teaching [4]. Of particularinterest to our group has been persisting and improving from failure [5], assessing implication ofsolutions, and building and using models [6]. Recently, we have become particularly interestedin the ways groups of students and teachers approach balancing tradeoffs between criteria andconstraints in multi-objective problems [33].Few teachers have experience learning engineering [7], and even

Conference Session

Intersections of Identity and Student Experiences: Equity, Culture & Social Justice Technical Session 10

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jerry Yang, Stanford University; Crystal Nattoo

at least I had now set myself up in a position to continue what I came into graduate schoolwanting to do: gain deep knowledge about two-dimensional semiconductor electronics whilesimultaneously working toward social justice in engineering education research. Looking back as a PhD student halfway through their second year now, it took almost 1.5years of graduate school and countless meetings with my advisors for me to be in a positionwhere I felt secure enough in balancing my two disciplines to genuinely feel like I had a solidlaunchpad for my career interests. Much of this time was spent negotiating between my advisors,particularly my engineering advisor - they represented not only gatekeepers to the academicinstitution but also the

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Royce Francis, The George Washington University; Marie Paretti, Virginia Polytechnic Institute and State University; Rachel Riedner

project described in this paper isgrounded in our understanding of the realities of professional practices: engineers must be able topractice engineering as art and develop sound judgments that balance complex, competingobjectives or constraints, and they must simultaneously produce recognizable engineeringidentities that enable them to articulate and justify those judgments to others through a variety ofcommunication mechanisms, including writing. Consequently, the originally proposed objectiveof our project was to investigate the ways students produce engineer identities in written artifactsthrough which they expect to be recognized as engineers.To investigate this question, we have foregrounded the role of engineering judgment in ourresearch

Conference Session

Engineering Ethics Division: Ethics Education Assessment

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kingsley Reeves, University of South Florida; Michelle Hughes Miller, University of South Florida; Grisselle Centeno, Florida Polytechnic University; Elaine Englehardt, Utah Valley University; Michael Pritchard; Susan LeFrancois, Florida Polytechnic University; Ideliz Roman, University of South Florida

practice for organizations and individuals and had embraced a muchmore employee/team-centric (less client-centric) and a non-legalistic approach.ConclusionsThough we have not yet yielded a sufficient sample size to draw meaningful conclusions regardingthe efficacy of the intervention, we have learned from our efforts to date and look forward to usingthese insights to enhance the delivery of our pedagogical model of an enhanced internship goingforward. First, there is evidence that our assumptions about the pervasiveness of a restricted viewof the STEM professional identity that emphasizes the technical skills dimension of this identityare correct. This reinforces our need to promote a more equitable balance between the relativeimportance of

Conference Session

ERM: Mental Health and Wellness

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gabriella Sallai, Pennsylvania State University; Johnathan Vicente, Pennsylvania State University; Kanembe Shanachilubwa, Pennsylvania State University; Catherine Berdanier, Pennsylvania State University

mechanisms through a disciplinarylens. As such, this study seeks to answer the following research question: What are engineeringgraduate students’ coping landscapes when dealing with particular graduate school stressors?THEORETICAL FRAMEWORK Coping is, in itself, a theoretical framework to understand how people manage their stress,although the term has been applied in colloquial language in ways not fully consistent with thetheoretical bases for the theory. In their seminal works, Lazarus [40] and Folkman [41]established the transactional theory of stress and coping. These works set the foundation forcoping as a psychological theory. In this theory, a person’s behavior is marked by the continuousrelationship between the person and their

Conference Session

Social Justice and the Curriculum: Equity, Culture & Social Justice in Education Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Raghu Pucha, Georgia Institute of Technology; Terri Dunbar, Georgia Institute of Technology; Ruth Yow, Georgia Institute of Technology

consist of 33% majoritygroup team members (e.g., white students) and 67% underrepresented group team members (e.g.,students of color) or vice versa. During the early part of the semester, students completed a sur-vey with questions about their race or ethnicity, gender identity, age, year in school, availability,commitment level, and preferred leadership role using the Comprehensive Assessment of TeamMember Effectiveness (CATME) SMARTER Teamwork system.30 Student responses were usedto facilitate the selection of diverse teams based on their responses to the race or ethnicity andgender identity questions. Each team’s composition reached a medium level of racial diversity,where 60% of the group consisted of students of color and 40% of the group

Conference Session

ERM: Engineering Identity: (Identity Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kelsey Scalaro, University of Nevada, Reno; Indira Chatterjee, University of Nevada, Reno; Derrick Satterfield, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Jeffrey Lacombe, University of Nevada, Reno; Mackenzie Parker, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

engineering classes. The way she balanced her needs tounderstand and apply to feel like an engineer seemed to tip back and forth depending on herexperiences and the reevaluation of her knowledge.5 DiscussionThroughout this work, we presented the nuanced ways students think about their engineeringidentity development through specific performance and competency needs. We also gave aninitial illustrative example that describes how a student’s identity needs vary relative to theirexperiences and time spent in their program. These time-oriented results corroborate andextend existing theories for engineering role development and competency beliefs.5.1 Change in competency beliefsQuantitative work has presented findings that show that students

Conference Session

First-Year Programs Division Technical Session 8: Academic Progress, Retention, and Mathematics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yanfen Li, University of Massachusetts Lowell; Na'imah White, University of Massachusetts Lowell; Karoline Evans, University of Massachusetts Lowell; Douglas Correa Ospina, University of Massachusetts Lowell

higher GPAs [8]. According to Erikson's classic Psychosocial Theory of Light Conflicts, there is a phase of identity formation characterized by aconflict of identity versus role confusion [7]. During the identity formation process there needs to be an equilibrium betweencommitment to a new identity and confusion surrounding its new roles and responsibilities; having a lack of balance will causeuncertainty and doubts [7]. To form a commitment to a new identity, in this case as an engineering student and future engineer, itneeds to be able to seamlessly integrate into pre-existing personal goals, values, and desires that inform the individual’s pathway inpursuing that goal [31]. The individual will allow more time to fully integrate the new

Conference Session

LEES Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Natalie Wint

voluntarily basis; retention of studentsand continuation rates; and graduate employment and destination. All three measures can beconsidered to encourage grade inflation and their use means that the position of HEIs withinleague tables is, in part, dependent on external factors such as the survey completion rate. Theresults on Graduate Outcomes surveys are dependent on salary values, this implying thateducation serves economic purposes, but also assumes that graduates will choose roles whichpay the most in regions of high average wages, as opposed to aligning with their values. Onlythis month, the Office for Students (OfS), a non-departmental public body of the Departmentfor Education who acts as the regulator and competition authority for HE in

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marie Paretti, Virginia Polytechnic Institute and State University; Jessica Deters, Virginia Tech Department of Engineering Education; Maya Menon, Virginia Polytechnic Institute and State University; Margaret Webb, Virginia Tech Department of Engineering Education

it’s just about finding, it’s just about the time limit, it’s just about the project goals. PhD students need to be first author…and everyone is a PhD student so it is hard to collaborate. We need to become an expert in our discipline first, and then collaborate or work with other disciplines should be the second step.Incentives and InterestsGiven the competing goals and expectations, incentives for and interest in interdisciplinary workalso played a key role in identity development. For some students on the cusp of interdisciplinaryscholarship, it appeared “easier” to pursue one discipline than to balance multiple andintersecting disciplines. Upon reflecting on interdisciplinary project work, one

Conference Session

Professional Skills and Community Building in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Betul Bilgin, The University of Illinois at Chicago; James Pellegrino, The University of Illinois at Chicago; Cody Mischel, The University of Illinois at Chicago; Lewis Wedgewood, The University of Illinois at Chicago; Vikas Berry, The University of Illinois at Chicago

Spring 2022). The iterative cycles pursue ananswer to the following overall research question:How effective is the proposed approach in impacting professional identity formation andpromoting industry-related competencies?Answering this overall research question requires that we also address a series of related andprecursor questions associated with the design, implementation, and evaluation of the proposedcomponents of the proposed approach in the CHE 210 “Mass and Energy Balance” course.Among these are the following:(1) what are the students’ understanding of these applications and their impact on students interms of interest, knowledge of applications, and professional identity formation?(2) What is the relationship between students’ identity

Conference Session

LEAD Tech Session #2: Assessing and Evaluating Engineering Leadership Development.

Collection

2022 ASEE Annual Conference & Exposition

Authors

Elizabeth Volpe; Madeline Polmear, University of Florida; Denise Simmons, University of Florida; Danielle Weisenfeld, University of Florida; Jackson Carcaba, University of Florida

societies, and identity-focused organizations [18], [19].Out-of-class activities support informal learning through self-selected and self-directedexperiences that can leverage students’ motivation and knowledge. They also provide a socialcontext for students to develop and apply technical, interpersonal, and intrapersonalcompetencies, including leadership.Undergraduate students’ leadership ability is formed by a multitude of factors before and duringcollege [9]. Classroom instruction can provide knowledge, skill, and theory, while activitiesoutside of the classroom can provide experience and context, which all taken together supportleadership development. Leadership development is the collective capacity of a group to engagein roles and processes

Conference Session

Social Identities and STEM Experiences: Equity, Culture & Social Justice in Education Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Austin Peters, University of San Diego; Susan Lord, University of San Diego

Paper ID #38027 ʻHo okele: Native Hawaiian and Pacific Islander EngineeringStudents Navigating the New Troubled Waters of Identity andMeaningAustin Peters Austin Morgan Kainoa Peters is a current B.S./B.A. Integrated Engineering student at the University of San Diego's ʻ Shiley-Marcos School of Engineering graduating Spring '22. Peters was born and raised in Wailuku, Maui, Hawai i, and plans to attend Purdue University's PhD program in Engineering Education beginning Fall '23.Susan M Lord (Professor

Conference Session

Intersections of Identity and Student Experiences: Equity, Culture & Social Justice Technical Session 10

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rachael Cate, Oregon State University; Aiden Nelson

these opportunities for practice comes from representatives ofour EECS Industry Advisory Board, who have identified gaps between students’ knowledgeupon graduation and the skills required on the job. Examples of gaps in learning includeunderstanding software licensing and sharing, performing continuous integration and continuousdelivery, doing testing, doing agile development, managing projects, and demonstratingpeople-skills in challenging situations. Workplace proficiency in different domains of knowledgerequires more than simply knowing about the topics: it requires putting knowledge into practice.Based on our prior research [1, 2], we have already demonstrated how a Communities ofPractice Program can be a transformative element in

Conference Session

DEED Technical Session 9 - Design Across the Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rubaina Khan, University of Toronto; Lisa Romkey, University of Toronto

Paper ID #37936Scaffolding reflection across the design curriculum:Triangulating Student, Alumni, and Faculty Perspectives ofthe Role of Design within an Engineering Science ProgramRubaina Khan Rubaina Khan is a doctoral candidate at the University of Toronto, Canada. Her research interests lie at the intersection of engineering design, learning communities and reflective practice. Prior, to pursuing graduate studies, Rubaina spent 10 years in autonomous marine vehicles research and, teaching robotics and design to engineering students in Singapore.Lisa Romkey (Associate Professor, Teaching Stream

Conference Session

Graduate Studies Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kaitlin Mallouk, Rowan University; Darby Riley, Rowan University; Jacob Troutman, University of Texas at Austin

stressors and copingmechanisms may be paired, the strength of the links between these pairs, how these links changebased upon perceived stress and ability to handle stress, etc.). To this end, a survey was constructedthrough the survey-building platform Qualtrics that would collect information regarding stresslevels, sources of stress, and coping mechanisms used by individual students. The survey wasdistributed to all engineering graduate students at a mid-Atlantic university via email afterappropriate human subjects’ approvals were obtained. No incentives were offered for completionof the survey.The survey collected data on a few metrics: demographics (including engineering discipline, age,race, ethnicity, gender identity, disability status

Conference Session

Disability, Neurodivergence, and Sense of Belonging in STEM: Equity, Culture & Social Justice in Education Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

D. C. Beardmore, University of Colorado Boulder; Robyn Sandekian, University of Colorado Boulder; Angela Bielefeldt, University of Colorado Boulder

], avoid stigma [45]–[47] and prevent being discredited[14]. This is true for graduate students who navigate the dissidence between their academicidentities, the ablest expectations they face, and being positioned as disabled [14]. It may beespecially true for Black and indigenous graduate students who may face resistance from facultyto provide accommodations and a need to engage in higher levels of forced intimacy6 than theirwhite peers [48]. It is also true for students in STEM fields where requests for access areconsidered a nuisance and perceived as a sign of weakness [5]. As Mingus notes in a keynoteaddress at Femmes of Color 2011 “it can be very dangerous to identify as disabled when yoursurvival depends on you denying it” [49].Stigma is not

Conference Session

Multidisciplinary Engineering Division Technical Session - NAE Grand Challenges, Graduate Students, Sustainability, and Makerspaces

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kavitha Chandra, University of Massachusetts Lowell; Trina Kershaw, University of Massachusetts Dartmouth; Susan Tripathy, University of Massachusetts Lowell; Max Denis, University of the District of Columbia; Jorge Allen, University of Massachusetts Lowell; Hong Liu, University of Massachusetts Dartmouth; Tzuyang Yu, University of Massachusetts Lowell; Charles Thompson, University of Massachusetts Lowell

graduate students, a seniorundergraduate and a junior undergraduate student. The focus of this study is on training graduatestudents to take on participatory roles in leading education and research initiatives, and in thiscontext their interaction in guiding undergraduate students has been important. All of thesestudents were participants in the research groups of four engineering faculty mentors engaged inthis project. For both teams, the project began with a faculty mentor presenting a simple physicalsystem and its dynamics and asking the teams to explore the reasons for its behavior and furtherunderstand how the system dynamics may be measured. The physical system was a tape-measurethat was fixed at one end at the edge of a table and the

Conference Session

WIED: Support for All in the WIED Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrea Ofori-Boadu, North Carolina Agricultural and Technical State University (CoE); Victor Ofori-Boadu

years of occupational experience, with her most recent experience being in teaching, research, and service. Dr. Ofori-Boadu is a dedicated instructor, advisor, mentor, and role model who has served over 1,500 undergraduate and graduate students. Andrea has received almost $2M from funding agencies to include the National Science Foundation (NSF), the Engineering Information Foundation (EIF), the National Association of Home Builders (NAHB), the National Housing Endowment (NHE), and East Coast Construction Services (ECCS). In 2019, she received her prestigious NSF CAREER grant to construct substantive theories that explain professional identity development processes in undergraduate architecture, engineering, and

Conference Session

Liberal Education/Engineering & Society Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Francesca Bartram; Natalie Wint; David Maxwell Rea

Tagged Divisions

Liberal Education/Engineering & Society Division

forming study groups, and microaggressions [30]. Other factors shown tonegatively impact the participation and progression of ethnic minorities and women inengineering education include inadequate advising and a lack of mentors and role models[28], [31], [32]. The latter is found to impede the progress of graduate students [28], [31],[32], [33], [34], [35], [36], something which is of particular concern given theunderrepresentation of minority ethnic staff in HE leadership roles [4].When considering minoritized students, it is also important to consider the ways in whichdisadvantage can overlap due to a person’s intersectional minority identity. Race scholarsstress how the concept of intersectionality is necessary for understanding oppression, as

Conference Session

ERM: Mentoring for Everyone! And Let's talk about Graduate Students

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Bahnson, North Carolina State University at Raleigh; Catherine Berdanier, Pennsylvania State University; Monique Ross, Florida International University

. - Arran, Civil and Environmental EngineeringThough this quote reinforces harmful assumptions about expectations, overwork, and lack ofwork-life balance well-documented in the literature, but also reflects a dominant assumption onthe differences between a postdoctoral scholar and a graduate student that then influencesmentoring philosophies. Hugo, also in civil and environmental engineering, compared doctoralstudents and postdocs in their ability to conduct research and the amount of supervision requiredof them. Hugo feels more comfortable in giving postdocs freedom in their work when comparedto doctoral students who still require careful supervision. The level of contribution from a postdocreflects this expectation to be more independent

Conference Session

LEAD Technical Session 1: Fostering Leadership Identity Development and DEI in Engineering Students and Professionals

Collection

2022 ASEE Annual Conference & Exposition

Authors

Katreena Thomas, Arizona State University, Polytechnic Campus

” Black person in their engineering ecosystems [11].Because of their only status, visibility for Black students is felt on two extreme ends. On oneend, they are hypervisible. Because they are the “only,” they stick out in the hegemonic Whitespaces. Jones [12] describes this experience of hypervisibility with one of their participants, whoholds a popular leadership position at the university. This student is the third Black student tohold this position in the university’s history. They described how they feel self-consciousbecause of their racial identity because the role brings a lot of attention. They describe tactics ofbeing hyperaware of how their racial identity and social status at the school could harborprejudice's unwanted attention [12

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Karl Schubert, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Leslie Massey, University of Arkansas; Carol Gattis, University of Arkansas; Jennie Popp; Chunhua Cao, The University of Alabama; Thomas Carter, University of Arkansas; Divya Muralidhara, University of Arkansas

between choices and beliefs,” Developmental Psychology, vol. 42, no. 1: pp. 70-83, January 2006.[26] M. Bottia, E. Stearns, R. A Michelson and S. Moller, “Boosting the numbers of STEM majors? The role of high schools with a STEM program,” Science Education Policy, vol. 102, no. 1, November 2017. [Online]. Available: https://doi.org/10.1002/sce.21318. [Accessed January 14, 2022].[27] C. Woods-Giscombe, P. Rowsey, S. Kneipp, C. Lackey, and L. Bravo, “Student perspectives on recruiting underrepresented ethnic minority students to nursing: Enhancing outreach, engaging family, and correcting misconceptions

Conference Session

Student Division Technical 2: Instruction & Learning Delivery

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sreyoshi Bhaduri, Amazon; Kritin Mandala; Zoë Dailey; Lilianny Virguez, University of Florida; Kayli Battel; LISSA ERICKSON

Engineering from Manipal University in India. During her time at Virginia Tech, Sreyoshi was recognized as a Graduate Academy for Teaching Excellence (VTGrATE) Fellow, a Global Perspectives Program (GPP) Fellow, a Diversity scholar, and was inducted in the Bouchet Honor Society at Yale in 2017. Sreyoshi is passionate about improving belonging among women in Engineering. She serves as Senator at SWE (Society of Women Engineers) - the world’s largest advocate and catalyst for change for women in engineering and technology with over 42,000 global members. She also champions and serves as advisor at Sisters in STEM - a not-for-profit led by school students, aimed at increasing interest, engagement, and allyship in STEM. Views

Conference Session

ERM: Teamwork makes the dream work!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robin Fowler, University of Michigan; Rebecca Matz, University of Michigan; Mark Mills, University of Michigan; Andrew Moffat, University of Michigan; Madison Jeffrey, University of Michigan; Trevion Henderson, University of Michigan; Caitlin Hayward; Stephanie Sheffield, University of Michigan

attempts to understand and mitigate patterns of marginalization on teams using an onlineteam formation, support, and assessment tool called Tandem.In Tandem, students rate themselves and teammates using a fairly typical peer assessment(usually twice per term) as well as complete a short “team health” check regularly (weekly inmany courses)[18]. Students also receive tailored lessons on teamwork topics through Tandem.One such lesson, the focus of this analysis, addresses group communication and voice safety,including messages about turn-taking, active listening, ensuring all perspectives are heard, andrespecting the value of others’ roles and contributions. The interactive lesson also includescommentary regarding how our multiple identities can

Conference Session

Environmental Engineering Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ari Sherris; Hua Li, Texas A&M University - Kingsville; David Ramirez; Tushar Sinha, Texas A&M University - Kingsville; Francisco Haces Fernandez, Texas A&M University - Kingsville; Christine Robbins, Texas A&M University - Kingsville; Marisol Pirozzolo, Texas A&M University - Kingsville; Mohammad Azayzeh, Texas A&M University - Kingsville; Alberto Aguirre, Texas A&M University - Kingsville; Danielle Maynard, Texas A&M University - Kingsville; Yara Green-Jordan, Texas A&M University - Kingsville; jianhong Ren, Texas A&M University - Kingsville; Mariee Cruz Mendoza, Texas A&M University-Kingsville

problem-solvingissues of regional importance. It was determined to create a framework and process fortransdisciplinary collaboration, which could serve as a model for future applications. The sevenproject-faculty included four engineers, one marketing, management and information systemsanalyst, one social anthropologist, and one bilingual educator. To expand the disciplinarybreadth and experience of the project team, the seven project-faculty invited a total of twoundergraduate students, three master’s students, and one doctoral student to participate.The decision to include students in the project team was a deliberative act to providetransdisciplinary training and experience in undergraduate and graduate education. A recentreport by the Council

Conference Session

Construction Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rachel Mosier, Oklahoma State University; Heather Yates, Oklahoma State University; Sanjeev Adhikari, Kennesaw State University; Amy Lewis, Oklahoma State University; Irish Horsey, Kennesaw State University

among female students in constructionmanagement programs and found that having a sense of community and belonging was the mostimportant factor in retaining women [1 and 9]. Almost 90% of students cited this as an influence [1],which is consistent with previous research that found that a positive peer network and culture is essentialfor retaining students [1; 10 , and 11]. Shane and colleagues contended that social support is mosteffective when it balances integration into the community and development of one’s own identity [11]. Asense of community can be fostered through both formal and informal activities [11]. Groen, Simmons,and Turner found that the development of professional networks, often through formal networkingactivities, provided

Conference Session

LEES 4: Understanding and Disrupting Engineering Cultures

Collection

2022 ASEE Annual Conference & Exposition

Authors

Chandra Turpen, University of Maryland College Park; Jennifer Radoff, University of Maryland College Park; Keeron Rahman, University of Maryland College Park; Paul Adkins, University of Maryland College Park; Harkirat Sangha; Samshritha Bikki

meaningful relationships between a community of scholars.V.A. Increasing students’ access to opportunities and enhancing students’ human capabilitiesOver the last few years, the Engineering Education Research Group and STS Program leadershave regularly conversed and mutually supported one another. This community metsemi-regularly over the Summer of 2020 to process the pandemic, consider its influence on ourlives and our communities, and envision new activities for the STS program. The pandemicmade it strikingly clear to us the lack of social infrastructure for meeting people’s basic needs forfood, health care, shelter, and utilities. We talked about the uncompassionate and inhumaneexpectations being placed on workers and the disregard for human life

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Erika Mosyjowski, University of Michigan; Kelley Dugan, University of Michigan; Shanna Daly, University of Michigan; Colleen Seifert, University of Michigan; Elizabeth Pollack

students to help us explore potential socially engageddimensions in the test scenarios. In this phase, six graduate engineers participated. Demographicinformation is omitted here to protect anonymity. Each interview lasted between 1-2 hours, andeach participant was presented with 2-6 projects, averaging 1.5 hours and 3 projects perparticipant. Each project was presented in the prescribed task format of the problem statementfirst, and then the solution presentation. The purpose of these interviews was twofold: 1) to testour selected scenarios to ensure they elicited responses related to a range of potential engineeringconsiderations, and 2) to inform our understanding of what experienced engineers might addressin the scenarios, particularly social

Conference Session

Thinking Outside the STEM Box: Equity, Culture & Social Justice in Education Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joseph Valle, University of Michigan - Ann Arbor; Amy Slaton, Drexel University; Donna Riley, Purdue University at West Lafayette (COE)

identifications cannot possibly be playing a role [31]. Meritocratic ideologies supportindustrial capitalism’s long-standing stratified wage structures and vice versa. For example, theidea of engineering classrooms as inclusive, tolerant sites of learning fully shaped by DEIintentions makes complete sense of divergent educational opportunities across communities: noteveryone can be an engineer, in every sense of those words. If we are unbiased, the absence ofBlack students from graduate programs in STEM, say, can only be explained by the intellectualand behavioral deficits of absent persons. That is, the “post-racial” U.S. need worry no moreabout anti-Black, misogynistic, anti-trans or other social-structural “flaws” and accepts that somepersons will