Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Pamela Brown; Melanie Villatoro, New York City College of Technology; Elizabeth Milonas, New York City College of Technology; Benito Mendoza, New York City College of Technology; Hon Jie Teo, New York City College of Technology; Mohammad Razani, New York City College of Technology; Diana Samaroo

student retention and performance, as well as STEM Outreach in K-12.Elizabeth Milonas Elizabeth Milonas is an Assistant Professor with the Department of Computer Systems Technology at New York City College of Technology - City University of New York (CUNY). She teaches various topics related to data science and relational and non-relation database technologies. Her research focuses on organization techniques used in big data, ethics in data science curriculum, and evaluation of data science programs/curricula. She has a Ph.D. in Information Systems from Long Island University, an MS in Information Systems from NYU, and a BS in Computer Science from Fordham University.Hon Jie Teo (Assistant Professor) (New York City

Conference Session

ERM: Identity Impacts (Identity Part 2)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cristián Vargas-Ordóñez, Purdue University at West Lafayette (COE); Siqing Wei, Purdue University at West Lafayette (COE); Tiantian Li, Purdue University at West Lafayette (COE)

mentoring: Does the name matter?,” Sci. Eng. Ethics, vol. 19, no. 3, pp. 1267–1281, 2013, doi: 10.1007/s11948-012-9366-7.[28] P. Willis, “The ‘things themselves’ in phenomenology,” Indo-Pacific J. Phenomenol., vol. 1, no. 1, pp. 1–12, 2001, doi: 10.1080/20797222.2001.11433860.[29] S. B. Merriam and E. J. Tisdell, Qualitative research: A guide to design and implementation., 4th ed. San Francisco, CA: San Francisco, CA: Jossey Bass, 2014.

Conference Session

ERM: Instruction and Engagement

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rachel Sangree, The Johns Hopkins University

Instructional Mode (2020)In Fall 2020, with the university continuing to operate in a fully virtual environment due toCOVID-19, the flipped classroom of 2019 was modified to an online flipped classroom.Changes to the grading breakdown (Table 1) created a more uniform distribution across gradedcomponents, reducing the weight of the two midterms and the final exam, while increasing theweight of the homework, journal entries, and iClicker questions. This approach was encouragedby Johns Hopkins’ Center for Educational Resources as it was thought to reduce student stressand curb academic ethics violations in the online environment.The structure of the class remained largely unchanged from 2019 to 2020, with the exception ofthe small groups, which met in

Conference Session

ERM: Lessons Learned from COVID (COVID Part 2)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ona Egbue, University of South Carolina, Upstate; Rania Al-Hammoud, University of Waterloo; Arshia Khan, University of Minnesota Duluth

stay focused.” A comment highlightingstudents’ responsibility in an online class is “The main issue with online classes for moststudents comes down to work ethic and being responsible for oneself because once you fallbehind it is near impossible to catch up.”5 ConclusionOverall, the students in all three universities in this study indicated an average positiveexperience with online, hybrid and face-to-face learning. However, the mean score for positiveexperience in face-to-face classes was higher indicating that students, including those in theonline program had more positive experience in face-to-face settings. The results show that thestudents that were already enrolled in an online program prior to the pandemic had morefavorable attitudes

Conference Session

ERM: Find Out More About Faculty!

Collection

2022 ASEE Annual Conference & Exposition

Authors

James Huff, Harding University; Mackenzie Sharbine, Harding University; Joachim Walther, University of Georgia; Nicola Sochacka, University of Georgia; Kyle Shanachilubwa, Harding University; Grant Countess, Harding University

to replicate the pattern of shame for themselves and, likely, others [9].When students experienced shame in ways that were healthy, the phenomenon was marked by apursuit of finding social connection amid the vulnerable experience [8, 9]. Further, ourethnographic analysis of student focus groups demonstrated that the emotional experience, andthe cultural scripts for expressing or regulating the emotion, were connected to the identity-relevant expectations that pervaded engineering programs. Students collectively defined being anengineer as connected intellectual performance and work ethic, and when they inevitably failedto meet such expectations, they were often unable to express the emotional experience in thecontext of their engineering

Conference Session

Mechanical Engineering: Design and Labs

Collection

2022 ASEE Annual Conference & Exposition

Authors

Karen Perez, Boise State University; Donald Plumlee, Boise State University

students, engineering plus students has been chosen to participate given thesimilarities in courses compared to mechanical engineering students. ME 287 and ENGR 180teach practicing engineers about ethics and designs concepts, these courses are ideal forintroducing sustainability concepts.Sustainability was not the primary focus of these engineering introduction courses. However,given the limited time allotted for this concept, sustainability was introduced with ALMs thatfocused on in-class videos followed up with in-person discussion, alumni guest speakers, andwalking tours. Table 1 describes the different methods utilized in the introductory engineeringcourses. The data found in this study indicates student engagement based on the ALM that

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

collectiveunderstanding of reality [47]. A qualitative approach was followed to gain a detailedunderstanding of students' most valued experiences within their communities. Studentsparticipated in the focus group by signing up voluntarily through an end-of-semester invitationemail from the principal investigator.Focus group questions were designed to elicit elaborative narratives to facilitate qualitativeanalysis. The focus groups were conducted online using the conferencing tool Zoom, and theconversation was transcribed verbatim. Facilitators maintained field notes during the focus groupas a way to encourage self-reflexivity throughout the process [48]. The necessary research ethicsapproval and permission for the study were obtained by the ethics board of the

Conference Session

Multidisciplinary Engineering Division Technical Session - Integrated Engineering and Interdisciplinary Impacts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mohammed K Faris, University of Mosul / Iraq; Charles Pierce, University of South Carolina; Gurcan Comert

computational tools andscripts. That cohort was able to process and analyze real data that had been collected from priorcohorts. During summer 2020, students engaged in a set of activities designed to help themdevelop needed technical and conceptual skills, mainly with programming in Python and R.Most virtual activities were limited to Fridays, and the rest of the week students worked on dataanalysis. In addition, they participated in online workshops on general research topics, includingresearch and ethics, preparing effective presentations, and graduate school applications.The summer program in 2021 was also virtual due to COVID-19 concerns with on-campusresearch. This program improved upon lessons learned from summer 2020. First, advisors

Conference Session

Civil Engineering Division - Changing How We Teach: Flipping, Project-Based Learning, and More!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jes Barron, United States Military Academy; Brock Barry, United States Military Academy; James Klosky, United States Military Academy

ability to communicate effectively with a range of audiences. (mean = 4.5, median = 4.5) 4. This course improved my ability to recognize ethical and professional responsibilities in engineering situations and make informed judgements. (mean = 4.3, median = 4) 5. This course improved my ability to function effectively on a team. (mean = 4.6, median = 5) 6. This course improved my ability to analyze and interpret data and use engineering judgement to draw conclusions. (mean = 4.3, median = 4) 7. This course improved my ability to acquire and apply new knowledge as needed, using appropriate learning strategies. (mean = 4.5, median = 4.5) [17]Setting ExpectationsFor educators looking to implement new pedagogies

Conference Session

Faculty Development Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Madeline Polmear, University of Florida; Denise Simmons, University of Florida

Paper ID #36561A Collaborative Autoethnography: Examining ProfessionalFormation and Workplace Sustainability in Discipline-basedEngineering Education ResearchMadeline Polmear (Dr.) Madeline Polmear is a Marie Sklodowska-Curie, EUTOPIA Science & Innovation Cofund Fellow in the Law, Science, Technology & Society research group at the Vrije Universiteit Brussel in Belgium. Her primary research interests relate to engineering ethics education and the development of societal responsibility and professional competence inside and outside the classroom. She also works in the areas of informal learning and diversity

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rick Hill, University of Detroit Mercy; Jocelyn Bennett Garraway, University of Detroit Mercy

structure of the internet, as well as basic programming concepts. The course alsoinvolves reading comprehension and writing, thereby supporting students’ language artsdevelopment. Part of the curriculum examines the societal impact and ethical considerations oftechnology. This aspect of the course provides the opportunity to connect to issues facing thestudents’ communities, while the project-based nature of the course allows students to envisionapplications that could help their communities. Typically, this course would qualify for electivecredit, but would not replace the first programming course required in computer science andengineering degree programs. The curriculum from Code.org2 is free and web-based, such thatthe students don’t need

Conference Session

Professional Skills and Community Building in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joaquin Rodriguez, University of Pittsburgh

, and Process Design [12]. A co-requisite one-credit hands-on laboratory course integrateswith each of the first five courses, while a Safety and Ethics course accompanies the ProcessDesign class. Approximately one third of the students alternate the last three class-semesters withco-op rotations. These last two years (which include summer terms) offer the best potential forstudents get involved in outreach. At this point, they have developed significant knowledge andvaluable industry/research experience to document the narrative on the scope of the career and thecollege experience.The Reactive Process Engineering (RPE) and Process Design (PD) courses are offered everyspring and summer terms. The Process Control (PC) is offered only during the

Conference Session

First-Year Programs Division Technical Session 3: Online Learning and the Impact of COVID-19

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tahsin Chowdhury, Virginia Polytechnic Institute and State University; Juan David Ortega-Alvarez, Virginia Tech (primary) and Universidad EAFIT (secondary); Catherine Twyman, Virginia Polytechnic Institute and State University; Matthew James, Virginia Polytechnic Institute and State University; Benjamin Chambers, Virginia Polytechnic Institute and State University

, andinterpreting data, applying critical thinking skills to articulate how ethical principles apply toengineering, and practicing effective communication.Due to the COVID-19 pandemic, in Fall 2020 the entirety of the preceding course in thesequence was offered online for the first time, and several changes to teaching and learningstrategies were introduced. In Spring 2021, the Foundations of Engineering II followed suitdrawing from some of the lessons learned previously, with the additional challenge of being aPjBL course. During this semester, students were required to attend class, check-in with theinstructor, and work with their teams via online platforms (e.g., Zoom), although most of themwere living on-campus. Other strategies used for OPjBL, and

Conference Session

Ocean and Marine Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Thomas Denucci, United States Coast Guard Academy; Daniel Brahan, United States Coast Guard Academy; brielle pearce, United States Coast Guard Academy; Nolan J; Rasa Kirvelevicius, United States Coast Guard Academy; William Anderson, United States Coast Guard Academy; Colin Madaus, United States Coast Guard Academy

demonstrateattainment of the following ABET EAC Criterion 3: Student Outcomes: 1. an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics 3. an ability to communicate effectively with a range of audiences 4. an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts 5. an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives 7. an ability to

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gary Thompson, Rowan University; Prince Atsu, Rowan University; Bob Patterson, Rowan University

. Entrepreneurshipsimply required a good idea and grit; while there is no guarantee of success, there is nothing stopping youfrom trying.My venture, tentatively named Elemeat, will develop bioprocessing techniques and technologies for thealternative protein industry. The alternative protein industry encompasses all products that intend toreplace animal-derived goods on the market, which consumers may move away from for ethical,environmental, and health reasons. While the industry is relatively new, it is growing rapidly. One of thegreatest challenges that the start-up companies in this space are facing is scaling their product; there is aneed for improved and flexible processes and tools optimized for the industry.Our first project is a novel technology that

Conference Session

International Division Technical Session 4 - Global South Engineering

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rodrigo Martinez-Duarte; Sallie Turnbull, Clemson University; Tim Guggisberg, Clemson University; Juan Dobarganes

comfortable with these and curious. InAcceptance, however, an individual may find they experience an ethical paralysis whenattempting to bridge between cultures, whereas an individual in Adaptation can authenticallybridge between cultures. These definitions are important to note as we move to review the resultsof this group. The numerical differences between post- and pre-program assessment for all thestudents who participated in the program are shown in Fig. 1.The mean score for the different IDI indicators pre-program placed the group in Acceptance asPerceived Orientation (PO) 118.77 and Minimization for Developmental Orientation, DO 87.45.The orientation gap showed a mean value of 31.32. This is a fairly typical pre-test assessment.As a group, the

Conference Session

Civil Engineering Division ASCE Liaison Committee - Supporting the Development of the Next Civil Engineers

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kevin Dong, California Polytechnic State University, San Luis Obispo; Michelle Kam-Biron; Scott Francis; Brent Perkins

of study which add breadth with relevancy toone’s area of concentration, and lastly, skills required to work within a team, such ascommunication.The key categories for ABET [3] maybe summarized as shown below; 1. An ability to identify, formulate, and solve complex engineering problems … 2. An ability to apply engineering design to produce solutions that meet specified needs … 3. An ability to communicate effectively with a range of audiences …. 4. An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgements… 5. An ability to work effectively on a team 6. An ability to develop and conduct proper experimentation, analyze, and interpret data, … and draw conclusions 7

Conference Session

Computers in Education 11 - Modulus 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrew Gillen, Northeastern University; Ruiqiu Yao, University College London; Zheng Chen, University of Hong Kong

media analyses have limitations and ethical considerations, and this work is not meant tosupersede other forms of evaluation. Rather, our study explores the use of social media as apotential complementary source of data for practitioners. Our work has implications foreducators and institutions looking to develop low-impact ways to evaluate educationalprogramming in times of crisis and beyond. We hope that by presenting this work to otherresearchers and practitioners in engineering education, we will engage in mutually beneficialconversations around the pros and cons of using social media data and its potential applications.1 Introduction & BackgroundThe ongoing COVID-19 pandemic has had a huge impact on students' lives on a variety

Conference Session

Graduate Studies Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ha Pho, University of Massachusetts Lowell; Hsien-yuan Hsu, University of Massachusetts Lowell; Yanfen Li, University of Massachusetts Lowell; Shanna Thompson, University of Massachusetts Lowell

. L. Titus and J. M. Ballou, "Faculty members’ perceptions of advising versus mentoring: Does the name matter?," Science and Engineering ethics, vol. 19, no. 3, pp. 1267-1281, 2013.[32] B. J. Barnes and A. E. Austin, "The role of doctoral advisors: A look at advising from the advisor’s perspective," Innovative Higher Education, vol. 33, no. 5, pp. 297-315, 2009.[33] B. E. Lovitts*, "Being a good course‐taker is not enough: a theoretical perspective on the transition to independent research," Studies in higher education, vol. 30, no. 2, pp. 137- 154, 2005.[34] S. K. Gardner, "“What's too much and what's too little?”: The process of becoming an independent researcher in doctoral education," The journal

Conference Session

First-Year Programs Division Technical Session 13: Work-in-Progress Postcard Session #2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rui Li, New York University; Vikram Kapila, New York University Tandon School of Engineering; Victoria Bill, New York University Tandon School of Engineering; Jack Bringardner, New York University Tandon School of Engineering; Ingrid Paredes, New York University Tandon School of Engineering

content Workforce 4.0 skill ABET criteria [37] development [36]Guided questions Critical thinking “An ability to identify, formulate,included in the lab and solve complex engineeringmanual problems by applying principles of engineering, science, and mathematics” “An ability to recognize ethical and professional responsibilities in

Conference Session

LEES 3: Assessing/Addressing Mental Health

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Bruce, University of Ottawa

engineering courses,” 2021: Proceedings of the Canadian EngineeringEducation Association (CEEA-ACEG) Conference June 20 - 23 PEI, Canada. 202111. Aristotle, The Nicomachean Ethics. Trans. J. A. K. Thomson, London: Penguin. 200412. J. Ratner, The Philosophy of John Dewey, New York: Henry Holt and Company, 192813. P. Freire, Education for Critical Consciousness. New York: Continuum InternationalPublishing Group, 200514. M. Greene, “Toward Wide-Awakeness: An Argument for the Arts and Humanities inEducation” Teachers College Record, vol.79, no.1, pp. 119-125, 197715. M. Gadotti, Pedagogy of Praxis. A dialectical philosophy of education. New York: SUNYPress, 199616. B.M. Belcher, R. Davel, R. Claus, “A refined method for theory-based evaluation of

Conference Session

CIT Division Technical Session #10

Collection

2022 ASEE Annual Conference & Exposition

Authors

Afsaneh Minaie, Utah Valley University; Reza Sanati-Mehrizy, Utah Valley University; Janis Raje

participating with their facultymentors and to encourage the use of ePortfolios. Individual students work will with their facultymentors the create an Individual Education and Development Plan (IEDP) that provides a maptoward graduation and career [18], [19]. IEDPs will include the purpose and sequence of HIPs inwhich students participate. If students have a clearer idea of which soft skills they wish todevelop – such as problem solving and critical thinking, oral and written communication, teamwork, ethical perspective, leadership, emotional intelligence etc. [20], [21] – they could morepurposefully plan and engage in HIPs.In addition, ePortfolios could provide a useful way to strengthen the collective impact of theHIPs. In ePortfolios, students can

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rebecca Atadero, Colorado State University; Jody Paul, Metropolitan State University of Denver; Karen Rambo-Hernandez, Texas A&M University; Melissa Morris, University of Nevada - Las Vegas; Christopher Griffin, West Virginia University; Christina Paguyo, University of Denver; Scott Leutenegger; Ronald Delyser; Robin Hensel, West Virginia University; Anne Marie Casper

redesignedwith an increased focus on ethics and equity. Additionally, the college that houses engineeringand computer science is redesigning the process of hiring faculty and conducting yearlyevaluations so diversity, equity, and inclusion count in more substantive ways.A growing edge I’ve learned is how any research project related to diversity, equity, andinclusion would benefit from team members taking time to intentionally nourish apsychologically safe environment. This will help people build trusting relationships, practicehumility, and create entry points for team members to learn from and with each other. Thispractice carries great potential for transformation at multiple scales, from the individual to theinstitution, so we can truly move the

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Olivier de Weck, Massachusetts Institute of Technology; Reza Rahaman, Massachusetts Institute of Technology; Joel Schindall, Massachusetts Institute of Technology

torevise accreditation criteria toward a learning outcomes-based model that incorporatednon-technical and professional skills-based outcomes [3], and the National Academy ofEngineering’s (NAE’s) Engineer of 2020 report on present-day and anticipated occupationaldemands placed upon engineers [4].The ABET EC2000 and NAE Engineer of 2020 reports, drawing from consensus studiesinvolving educators, practitioners and leaders in engineering, introduced sets of broadlydescribed competencies in areas related to communication, teamwork, ethics and leadership(among others) into the scope of engineering education. These competency prescriptions aimedto address curricular gaps and to improve students’ preparedness for practice, but, in doing so,spoke more to

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

considerations. They reported even lesscurricular emphasis on ethical considerations and on asking students to examine their personalbeliefs and values and how those influence their decision making [18]. In some contexts,engineering students may appreciate the importance of various contextual information—e.g.,cultural, political, environmental—however, they frequently struggle to integrate thisinformation into their practice [19]. In addition, engineering students do not have a strongunderstanding of their biases, lenses, or norms [19]. These shortcomings are, in part, the result oflimited exposure students have to the social sciences and the humanities during formalengineering education. In addition, the prioritization of technical expertise and

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Greg Strimel, Purdue University at West Lafayette (PPI); Sherylyn Briller; Douglas Pruim; Todd Kelley, Purdue University at West Lafayette (COE); Jung Sohn, Purdue University at West Lafayette (COE); Rebecca Martinez, Purdue Polytechnic Graduate Programs; Jackson Otto

) embracingambiguity, 14) promoting technology savviness, 15) developing a work ethic for getting thingsdone, 16) designing for people through an empathetic approach, 17) applying differentdisciplinary lenses to problems or opportunities, and 18) being reflective and embracingcriticism. These items could give insight toward establishing a set of shared practices for theteaching of innovation that could bridge across disciplines.Institutional Barriers and Strategies. According to the stakeholder (i.e., faculty andadministrators) interviews, creating a shift in the paradigm of undergraduate innovationeducation, or undergraduate learning more broadly, faces multiple barriers to bothimplementation and student participation. In general, the interviewees noted the

Conference Session

LEES 6: Writing & Communication

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rebecca Essig, Purdue University Fort Wayne

classdiscussion. This think-pair-share format encourages valuable collaborative discussion in theclassroom [23], but we also want to encourage students to act on the topic, not just talk about it.For each topic, we created an assignment where students apply the topic to their own lives andthen write about their experience. There are five different assignments like this throughout thesemester.The time management activity is introduced during the first week of the course. The courseoutcomes for this assignment are: (1) Clearly format a spreadsheet calculation to communicate a problem solution (2) Explain and apply appropriate study and success strategies, concepts & habits to be successful in an engineering major and exhibit the work ethic

Conference Session

Software Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yalda Afshar, University of Calgary; Mohammad Moshirpour, University of Calgary; Emily Marasco, University of Calgary; Jalal Kawash, University of Calgary; Laleh Behjat, University of Calgary; Mahmood Moussavi, University of Calgary

whilefacilitating discussions with the students. In the session, the instructor not only provided the op-timal design to the students but also reviewed students’ designs and provided feedback on teamdesign decisions.5.3 Data Collection and AnalysisAll data was collected under an approved institutional ethics protocol. We collected final projectartifacts from teams who consented to participate in the study. Moreover, we surveyed the stu-dents who participated in the ENSF 607 and ENSF 608. By adopting both qualitative and quan-titative analysis, we investigate the challenges students faced when translating UML to EER dia-grams and how efficiently ENSF 607 and ENSF 608 prepared students for the project.5.3.1 SurveyThe survey was distributed online

Conference Session

DEED Technical Session 3 Capstone Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Wilhelm Friess, University of Maine; Justin Lapp, University of Maine; Andrew Goupee

of capstone span the range of professional skills such asteamwork and communication, as well as technical skills, where students utilize material learnedthroughout the curriculum to develop an engineering design. An important element of thisprocess is the consideration of industry-near practices and standards, as well as a risk-basedanalysis and an ethical perspective on the design task. Often the student design is also built andtested, thus closing the loop of the design-build-test sequence. Thomas et al. [5] classify theoverarching objectives of the capstone experience as one of integrating and synthesizing preciousknowledge, of preparing a transition to working life, to have students reflect on their learningand practice lifelong learning

Conference Session

Engineering Libraries Technical Session 6: Diversity

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sarah Lester, California Polytechnic State University, San Luis Obispo; Kelly Durkin Ruth

Society forEngineering Education (ASEE) has its own statement on Diversity and Inclusiveness [15]. Eventhe accrediting body ABET has its own Principles of Diversity and Inclusion [16], approved byits board in 2017.STEM librarianship groups have shown similar support for this work. The Medical LibraryAssociation lists diversity, equity, and inclusion as “essential values” [17] to the organization,and as of 2020 has said it will integrate DEI objectives into each of its strategic plan goals.ACRL-STS names Inclusion, Diversity, Equity, and Accessibility as a core value [18] while theASEE Engineering Libraries Division’s (ELD) bylaws include a statement on Diversity, Equity,Inclusion, and Ethics [19]. ASEE-ELD also has a newly formed Committee of