Displaying results 1 - 30 of 69 in total
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4
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- 2023 ASEE Annual Conference & Exposition
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- John L. Irwin, Michigan Technological University; Martin E. Gordon DFE P.E., Rochester Institute of Technology ; Clay Gloster Jr., North Carolina Agricultural and Technical State University; Barbara L. Christe, State University of New York, College of Technology at Farmingdale; Ronald E. Land, Pennsylvania State University, New Kensington; Lara L. Sharp, Springfield Technical Community College
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #38539DEIB in Engineering Teaching programs in the USDr. John L. Irwin, Michigan Technological University As Professor for Mechanical Engineering Technology at Michigan Technological University, Dr. Irwin teaches courses in Product Design & Development, Parametric Modeling, and Senior Design. Research interests include STEM education in Manufacturing and CAD/CAM/CAE technical areas.Prof. Martin E. Gordon DFE P.E., Rochester Institute of Technology Martin E. Gordon, PE, DFE is Professor and Director of External Academic Relations in the College of Engineering Technology at the Rochester Institute of Technology
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
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- 2023 ASEE Annual Conference & Exposition
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- Brianna N. Griffith, University of Arkansas; Eric Specking, University of Arkansas; Jena Shafai Asgarpoor, University of Nebraska, Lincoln; Stephanie G. Adams, University of Texas, Dallas; Meagan C. Pollock, Engineer Inclusion; Adrienne Minerick, Michigan Technological University; Patrice Nicole Storey
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- Culture & Social Justice in Education Division (EQUITY), Equity
Engineering and Technology at Old Dominion University (2016–2019), Department Head and Professor of Engineering Education at Virginia Tech (2011–2016) and held faculty and administrative positions at Virginia Commonwealth University (2008–2011) and the University of Nebraska-Lincoln (1998–2008). Her research interests include: Broadening Participation, Faculty and Graduate Student Development, International/Global Education, Teamwork and Team Effectiveness, and Quality Control and Manage- ment. In 2003, she received the CAREER award from the Engineering Education and Centers Division of the National Science Foundation. Dr. Adams is a leader in the advancement and inclusion of all in science, technology, engineering
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
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- 2023 ASEE Annual Conference & Exposition
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- Sunni Haag Newton, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology ; Meltem Alemdar, Georgia Institute of Technology; Joycelyn Wilson, Georgia Institute of Technology; Sabrina Grossman, Georgia Institute of Technology
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #38914Music, Coding, and Equity: An Exploration of Student and TeacherExperiences in Decoding Messaging and Discussing Equity with the ”YourVoice Is Power” CurriculumDr. Sunni Haag Newton, Georgia Institute of Technology Sunni Newton is currently a Senior Research Scientist at the Georgia Institute of Technology in the Center for Education Integrating Science, Mathematics, and Computing (CEISMC). Her research focuses on assessing the implementation and outcomes of educatiRoxanne Moore, Georgia Institute of Technology Roxanne Moore is currently a Research Engineer at Georgia Tech with appointments in the school of
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9
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- 2023 ASEE Annual Conference & Exposition
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- Michelle Choi Ausman, Virginia Tech; Qin Zhu, Virginia Tech
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #38717Mixed in Engineering: Introducing Critical Multiracial Theory toEngineering Education ResearchMs. Michelle Choi Ausman, Virginia Tech Michelle Choi Ausman is a first-year PhD student in Engineering Education at Virginia Tech. She received a BS in Liberal Arts and Engineering Studies from Cal Poly, San Luis Obispo, and an MS in Science and Technology Studies from Rensselaer Polytechnic Institute. Her research focuses on exploring relation- ships between Asian American identity, multiracial identity, and belonging in engineering. Her research interests include engineering identity, diversity, equity, and
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
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- 2023 ASEE Annual Conference & Exposition
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- Shauna N. Adams, Purdue University, West Lafayette ; Kerrie A. Douglas, Purdue University, West Lafayette ; Philip Goldberg, Purdue University, West Lafayette
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
conceptinventories and to understand what sociocultural norms and lived experiences are represented inthose contexts, which have implications for fairness. The overarching research question is: Whatsociocultural norms and lived experiences are dominant in the context of concept inventoryquestions?Literature ReviewConcept Inventories Science, technology, engineering, and mathematics (STEM) educators and educationalresearchers commonly use concept inventories (CIs) to assess students’ conceptualunderstanding of foundational topics by asking students about the topics in everyday, out of theclassroom contexts [2], [5]. Globally CIs are used to assess students’ conceptual understandingof specific subject areas and study the effectiveness of curriculum
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
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- 2023 ASEE Annual Conference & Exposition
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- Kenya Z Mejia, University of Washington; Hailee Kenney, University of Washington; Tiffany Dewitt, University of Washington; Jennifer A Turns, University of Washington
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Paper ID #39932Exploring Undergraduate Engineering Students’ Understanding of PowerDynamicsKenya Z Mejia, University of Washington Kenya Z. Mejia is a PhD Candidate at the University of Washington in the Human Centered Design and Engineering program. Her work focuses on diversity and inclusion in engineering education focusing on engineering design education.Hailee Kenney, University of WashingtonTiffany Dewitt, University of WashingtonDr. Jennifer A Turns, University of Washington Dr. Jennifer Turns is a full professor in the Human Centered Design & Engineering Department in the College of Engineering at the
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
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- 2023 ASEE Annual Conference & Exposition
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- Kiana Alexa Ramos; Julia Gardow; Emanuel Joseph Louime; Eunice Yujin Kang; Avneet Hira, Boston College
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- Culture & Social Justice in Education Division (EQUITY), Equity
to technology-richenvironments like makerspaces for traditionally underserved youth in engineering. Several pro-Makerspace actors purport that having experiences in such open-ended project-based settings canencourage engagement with engineering. However, as we know from prior work in the area,simply providing access to technology-rich spaces does not allow underserved youth to feelownership and belonging in both makerspaces and engineering environments. Additionally,formal and informal engineering education experiences do not center on preventing harm tocommunities and the environment in engineering work. Not only do future generations ofengineers need to reduce the harm caused by engineering and technology proactively, but harmreduction
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
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- 2023 ASEE Annual Conference & Exposition
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- Carol Elizabeth Marchetti, Rochester Institute of Technology ; Margaret B. Bailey, P.E., Rochester Institute of Technology ; Caroline Solomon; Elizabeth Litzler, University of Washington; Sara Schley, Rochester Institute of Technology ; Iris V. Rivero; Gloria L. Blackwell; Jessica Bennett
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Paper ID #39099Improving Video-Conference Workshops through an Intersectionality LensDr. Carol Elizabeth Marchetti, Rochester Institute of Technology Dr. Carol Marchetti is a Professor of Statistics at Rochester Institute of Technology, where she teaches introductory and advanced statistics courses and conducts research in statistics education, deaf education, and gender equity in STEM.Prof. Margaret B. Bailey, P.E., Rochester Institute of Technology Professor Margaret Bailey, Ph.D., P.E. is a Professor of Mechanical Engineering within the Kate Gleason College of Engineering, Rochester Institute of Technology. Dr. Bailey
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
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- 2023 ASEE Annual Conference & Exposition
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- Selen Güler, University of Washington; Elizabeth Litzler, University of Washington; Cara Margherio, 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
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Research at the SEIU 775 Benefits Group.Dr. Julia M. Williams, Rose-Hulman Institute of Technology Dr. Julia M. Williams is Professor of English at Rose-Hulman Institute of Technology. Her research areas include technical communication, assessment, accreditation, and the development of change management strategies for faculty and staff. Her articles haDr. Eva Andrijcic, Rose-Hulman Institute of Technology Eva Andrijcic serves as an Associate Professor of Engineering Management at Rose-Hulman Institute of Technology.Dr. Sriram Mohan, Rose-Hulman Institute of Technology Sriram Mohan is a Professor of Computer Science and Software Engineering at Rose-Hulman institute of Technology. Sriram received a B.E degree in Computer
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
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- 2023 ASEE Annual Conference & Exposition
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- Nicole Delgado, New Mexico State University; Hilda Cecilia Contreras Aguirre, New Mexico State University; Luis Rodolfo Garcia Carrillo
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Contreras Aguirre received an Ed.D. degree in Higher Education Leadership from Texas A&M University-Corpus Christi (TAMU-CC), and an M.Sc. from the University of Technology of Compi`egne, France. She is now a researcher at New Mexico State University (NMSU). She focuses her research on qualitative studies addressing minority and underrepresented student college persistence, such as Latinas’ performance in STEM, mentoring, and Latinx’ research involvement in Engineering. She is also interested in participating in collaborative efforts promoting interdisciplinary research. Lastly, she is currently the PI and Director of the Research-Oriented Learning Experience (ROLE) in Engineer- ing, a National Science Foundation
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
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- 2023 ASEE Annual Conference & Exposition
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- Sourojit Ghosh, University of Washington, Seattle; Sarah Marie Coppola, University of Washington, Seattle
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #39782Making a Case for HyFlex Learning in Design Engineering ClassesSourojit Ghosh, University of Washington, SeattleDr. Sarah Marie Coppola, University of Washington, Seattle Sarah Coppola is an Assistant Teaching Professor the Department of Human Centered Design & Engi- neering at the University of Washington. Dr. Coppola is an educator and researcher whose work focuses on how technology and systems design affects people’s performance and health. She holds a BS in Me- chanical Engineering from Northwestern University, a MS in Human Factors Engineering from Tufts University, and a Doctorate in Ergonomics from
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
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- 2023 ASEE Annual Conference & Exposition
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- Victoria Beth Sellers, University of Florida; R. Jamaal Downey, University of Florida; Idalis Villanueva Alarcón, University of Florida
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=cat04364a&AN=ufl.023212249&site=eds-live[15] S. K. Erickson, “Engineering the hidden curriculum: How women doctoral students in engineering navigate belonging,” Arizona State University, 2007.[16] American Society for Engineering Education, “Engineering & Engineering Technology: By the Numbers,” 2021.[17] K. J. Cross, “Racism is the manifestation of White supremacy and antiracism is the answer,” Journal of Engineering Education, vol. 109, no. 4, pp. 625– 628, Oct. 2020, doi: 10.1002/JEE.20362.[18] K. G. Wilkins-Yel, A. Simpson, and P. D. Sparks, “Persistence despite the odds: Resilience and coping among women in engineering.,” J Women Minor Sci Eng, vol. 25, no. 4, pp. 353–368, 2019, doi
- Conference Session
- Equity, Culture & Social Justice Technical Session
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- 2023 ASEE Annual Conference & Exposition
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- Erin Scanlon, University of Connecticut; Connie Syharat, University of Connecticut; Arash Esmaili Zaghi, P.E., University of Connecticut; Maria Chrysochoou, University of Connecticut; Rachael Gabriel, University of Connecticut
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. Sydney: University of Technology, 1998.[2] W. J. Baumol, “Education for innovation: entrepreneurial breakthroughs versus corporate incremental improvements,” Innov. Policy Econ., vol. 5, pp. 33-56, 2005. doi: 10.1086/ipe.5.25056170[3] K. Kazerounian and S. Foley, “Barriers to creativity in engineering education: A study of instructors and students perceptions,” J. Mech. Des., vol. 129, pp. 761-768, 2007. doi: 10.1115/1.2739569[4] T. Armstrong, (2017). “Neurodiversity: the future of special education?” Educ. Lead., vol: 74, pp. 10–16, 2017.[5] J. L. Haney, “Reconceptualizing Autism: an alternative paradigm for social work practice,” J. Prog. Hum. Serv., vol: 29, pp. 61–80, 2018. doi: 10.1080
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 6
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- 2023 ASEE Annual Conference & Exposition
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- Emily Gwen Blosser, University of Louisiana, Lafayette; Arunkumar Pennathur, University of Texas, El Paso; Priyadarshini Pennathur; Nicholas A Bowman, University of Iowa
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Professional Engineers, the Society ofWomen Engineers and Out in Science, Technology, Engineering & Mathematics, to name a few.Training is also available for faculty and staff on diversity, equity and inclusion. In 2018, aDiversity, Equity and Inclusion Council was established to provide leadership within the collegeand to promote and achieve a culture that values diversity, equity, and inclusion, especiallyracial/ethnic and gender diversity. It is comprised of faculty staff and students and began meetingmonthly at its inception, though meetings have somewhat become more intermittent since then.The first author performed the coding of this material and used frameworks primarily fromsociological literature. She discussed and refined key themes she
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
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- 2023 ASEE Annual Conference & Exposition
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- Karina Ivette Vielma, The University of Texas, San Antonio; Joel Alejandro Mejia, The University of Texas, San Antonio
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.: ‘Engineering faculty drawing the line: A taxonomy of boundary work in academic engineering’, Engineering Studies, 2012, 4, (2), pp. 145-16911 Mejia, J., Revelo, R., Villanueva, I., and Mejia, J.: ‘Critical Theoretical Frameworks in Engineering Education: An Anti-Deficit and Liberative Approach’, Education Sciences, 2018, 8, (158), pp. 1-1312 Mejia, J.A., Revelo, R.A., and Pawley, A.L.: ‘Thinking about racism in engineering education in new ways [Commentary]’, IEEE Technology and Society Magazine, 2020, 39, (4), pp. 18-2713 Valencia, R.R.: ‘Dismantling contemporary deficit thinking: Educational thought and practice’ (Routledge, 2010. 2010)14 Valencia, R.R.: ‘Conceptualizing the notion of deficit thinking’, The evolution
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
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- 2023 ASEE Annual Conference & Exposition
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- Bridget M. Smyser, Northeastern University; Susan F. Freeman, Northeastern University
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Paper ID #36961Student Definitions of DEI in First-Year Engineering and Capstone DesignDr. Bridget M. Smyser, Northeastern University Dr. Smyser is a Teaching Professor in the department of Mechanical and Industrial Engineering. Her research interests include DEI in STEM, lab and design course pedagogy, and information literacy.Dr. Susan F. Freeman, Northeastern University Susan Freeman, is a member of Northeastern University’s first-year engineering facutly, a group of teach- ing faculty expressly devoted to the first-year Engineering Program at Northeastern University. The focus of this team is on providing a
Literature Survey of How Students with Visual Impairments Interact with Engineering Course Materials
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
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- 2023 ASEE Annual Conference & Exposition
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- Adrian Rodriguez, zyBooks, a Wiley brand; Lauren Fogg, zyBooks, a Wiley Brand; Alicia Clark, zyBooks, A Wiley Brand; Jennifer L. Welter, Wiley; Gergely Sirokman, zyBooks, A Wiley Brand; Ryan Barlow, zyBooks, A Wiley Brand
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education, specifically focused on content and assessment development for more effective student learning. She earned her BA in English from The University of Iowa.Dr. Gergely Sirokman, zyBooks, A Wiley Brand Gergely (Greg) Sirokman is an engineering content developer at zyBooks, a Wiley brand. He earned a BS in chemistry from Brandeis University, and a Ph.D. in Inorganic Chemistry from MIT. He was a Professor at Wentworth Institute of Technology for 14 years, with particular interests in renewable energy and gamification of education. He now works on creating and improving statistics and engineering content for zyBooks’ online interactive textbooks, and has developed a keen interest in increasing accessibility for
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8
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- 2023 ASEE Annual Conference & Exposition
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- Grace Wickerson, Northwestern University
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Paper ID #37218Community-Driven, Participatory Engineering Design Frameworks to ShapeJust, Liberatory Health FuturesMs. Grace Wickerson, Northwestern University Grace Wickerson (they/them) is a Ph.D. student in materials science and engineering at Northwestern University advised by John Rogers. In their work, they design medical devices that safely dissolve in the body after use. They are passionate about the intersection of engineering with education, community- engagement, communication, and policy to address health inequities, especially those exacerbated by bias in medical technology. Beyond the lab, they are a
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5
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- 2023 ASEE Annual Conference & Exposition
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- Bahar Memarian, University at Buffalo, The State University of New York
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undergraduate levels. ©American Society for Engineering Education, 2023 Indigenizing the Artificial Intelligence (AI) Programmed Engineering Education Curriculum, Challenges and Future PotentialsAbstract – In this Work-In-Progress (WIP) paper, the integration of Indigenous ways ofknowing is explored with a focus on pedagogy that is technologically enhanced with artificialintelligence (AI). An overview of AI programs, providing their key methods of decision makingis presented. The technological, educational/philosophical challenges of integrating Indigenousways of knowing considering AI programs are then discussed from the perspective of a non-Indigenous researcher
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
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- 2023 ASEE Annual Conference & Exposition
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- Janis P. Terpenny, National Science Foundation; Tracee Gilbert, System Innovation
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #39767Changing the Landscape of the Digital Workforce and DEI: A Call toAction for Engineering EducationDr. Janis P. Terpenny, National Science Foundation Janis Terpenny serves as a Program Director in CMMI at NSF. She is also Professor of Systems Engi- neering & Operations Research and Mechanical Engineering at George Mason University. Her research focuses on smart integrated systems for design and manufacturing and on design education. She is area editor for two journals, Chair of the ASME Intelligent Manufacturing Technology Group (IMTG), and Senior Vice President for Academics on the IISE Board of
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- Equity, Culture & Social Justice Technical Session
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- 2023 ASEE Annual Conference & Exposition
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- Ingrid Scheel, Oregon State University; Rachael E. Cate, Oregon State University; Devlin Montfort, Oregon State University
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practicing engineers need to be aware of, and competent in, to createsolutions that take into consideration structural conditions, reduce risks and minimize harm tounderserved communities, and enhance human capability [4], [5]. We then analyzed these notesand instructor responses using a linguistic and cultural lens and framework of student successsupported by awareness of diversity, equity, and inclusion.Results: Preliminary results show that faculty are already incorporating social impacts intoengineering education through discourse and rhetorical strategies used in lectures and coursediscussion through three fundamental methods: modeling the limitations of their own personalexpertise, positioning humans as more important than technology, and
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
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- 2023 ASEE Annual Conference & Exposition
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- Yume Menghe Xu, Tufts University; Brian Gravel, Tufts University
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- Culture & Social Justice in Education Division (EQUITY), Equity
relationships with engineering can support them in navigating the dynamics ofmarginalization [7]. However, there is a lack of investigation into how engineering learningenvironments can be designed to facilitate students’ (re)negotiation with these relationships.Making, defined by Sheridan et al. [8] as a process to develop an idea and construct it into somephysical or digital form, can be a space for rich transdisciplinary engineering learning andpractice [9] [10]. Making is a form of “heterogeneous engineering” [11] - engineering thatemphasizes not only the technical aspect, but also the social, material, and political dynamics[12]. Making as heterogeneous engineering resists the marginalizing narratives that technology isthe sole important aspect of
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
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- 2023 ASEE Annual Conference & Exposition
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- Jemal Bedane Halkiyo, Arizona State University, Polytechnic Campus; Madeleine Jennings, Arizona State University, Polytechnic Campus; Sultan Bedane Halkiyu, Bule Hora University, Ethiopia; Nadia N. Kellam, Arizona State University, Polytechnic Campus
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domestic undergraduate students in focus in the United States higher education institutions. In addition, Mr. Halkiyo is interested in broadening the participation of engineering edu- cation in Ethiopian universities to increase the diversity, inclusivity, equity, and quality of Engineering Education. He studies how different student groups such as women and men, rich and poor, students from rural and urban, and technologically literate and less literate can have quality and equitable learning experiences and thrive in their performances. In doing so, he focuses on engineering education policies and practices in teaching and learning processes, assessments, laboratories, and practical internships. Mr. Halkiyo has been
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9
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- 2023 ASEE Annual Conference & Exposition
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- Raheleh Miralami, Mississippi State University; Saeed Rokooei, Mississippi State University; Tonya W. Stone, Mississippi State University; George D Ford, P.E., Mississippi State University
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, project management methodologies, construction education, data analyt- ics, creativity and innovation, and emerging technologies. He is actively pursuing the development of educational techniques and methods in construction. He has developed construction-based simulation applications and strives to bring aspects of project management into simulation applications.Dr. Tonya W. Stone, Mississippi State University Tonya Stone is an assistant professor of mechanical engineering at MSU. Her research interests include multiscale materials modeling, mechanical behavior and characterization of materials, and modeling of nanomechanics/nanomaterials.Mr. George D Ford, P.E., Mississippi State University Dr. George Ford P.E. is the
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 6
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- 2023 ASEE Annual Conference & Exposition
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- Meaghan Pearson, University of Michigan; Prateek Shekhar, New Jersey Institute of Technology; Jacqueline Handley, University of Michigan; Joi-Lynn Mondisa, University of Michigan
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Jersey Institute of Technology Prateek Shekhar is an Assistant Professor - Engineering Education division at New Jersey Institute of Technology. His research is focused on examining translation of engineering education research in prac- tice, assessment and evaluation of dissemination initiatives and educational programs in engineering dis- ciplines. He holds a Ph.D. in Mechanical Engineering from the University of Texas at Austin, M.S. in Electrical Engineering from University of Southern California and B.S. in Electronics and Communica- tion Engineering from India.Jacqueline Handley, University of Michigan Jacqueline Handley is a graduate student at the University of Michigan, in Science Education. Her back
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10
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- 2023 ASEE Annual Conference & Exposition
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- Theo Sorg, Purdue University
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- Culture & Social Justice in Education Division (EQUITY), Equity
. Drigas, M. Pappas, and M. Lytras, “Emerging technologies for ICT based education for dyscalculia: Implications for computer engineering education,” International Journal of Engineering Education, vol. 32, no. 4, pp. 1604–1610, 2016.[A8] A. Cuellar, B. Webster, S. Solanki, C. Spence, and M. Tsugawa, “Examination of Ableist Educational Systems and Structures that Limit Access to Engineering Education through Narratives,” presented at the 2022 ASEE Annual Conference & Exposition, Minneapolis, MN, Minneapolis, MN: ASEE Conferences, Aug. 2022.[A9] J. Halpern, M. Arral, and J. Gesun, “Work-in-Progress: Inclusive Mentoring Strategies for Neurodivergent Undergraduate Researchers in STEM,” presented at the 2022 ASEE Annual
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10
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- 2023 ASEE Annual Conference & Exposition
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- Hwangbo Bae, University of Florida; Denise Rutledge Simmons, P.E., University of Florida
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- force demographics, technology, and organizational structures. As director of the Simmons Research Lab, she researches competency development via education and training; interactions between humans and technology; and conceptualization of leadership in engineering. Supported by more than $7.5M in federal funding and with results disseminated across more than 100 refereed publications, her research aims to develop and sustain an effective engineering workforce with specific emphasis on inclusion. She has over ten years of construction and civil engineering experience working for energy companies and as a project management consultant; nearly 20 years of experience in academia; and extensive experience leading and
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- Equity, Culture & Social Justice Technical Session
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- 2023 ASEE Annual Conference & Exposition
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- Tomeka Carroll, University of Virginia; Diana Marcela Franco Duran, University of Virginia; Lindsay Ivey Burden
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major, engineering students tend to leave engineering programs due to the lack offocus on social impact and not centering change necessary for more inclusivity [10]. For thisreason, it is important diversity, equity, inclusion and justice work in conjunction with ethicaltenants within civil engineering curricula. Definitions are important to understanding the scopeof this work. The American Society of Civil Engineers pulls from two sources for the definitionof diversity, equity, inclusion and justice. We will use the definition of diversity, equity andinclusion as defined by the Accreditation Board for Engineering and Technology [11]. Diversityis a “range of human differences, encompassing the characteristics that make one individual orgroup
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10
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- 2023 ASEE Annual Conference & Exposition
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- Jerry Austin Yang, Stanford University; Anthony Lising Antonio; Sheri D. Sheppard, Stanford University
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- Culture & Social Justice in Education Division (EQUITY), Equity
idealized STEM/engineering laborforce, as discussed above. 9Due to their consistent invisibilization, Asian(Americans) are not necessarily acknowledged orcredited for their scientific and intellectual contributions to technological advancements withinthe United States [6]. Chen and Buell note that Asian(Americans) likely account for much of thescientific and intellectual advancements leading to and during the Technological Revolution overthe past century. In particular, Chen and Buell discuss how Asian(American) immigrant womenformed the backbone of the semiconductor industry by working in Silicon Valley-basedfactories, and Asian(American) men
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
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- 2023 ASEE Annual Conference & Exposition
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- Gabriel Van Dyke, Utah State University; Cassandra McCall, Utah State University; Maimuna Begum Kali, Florida International University; Stephen Secules, Florida International University
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Computing Education program at the School of Universal Computing, Construction, and Engineering Education (SUCCEED) at Florida Inter- national University (FIU). She earned her B.Sc. in Computer Science and Engineering from Bangladesh University of Engineering and Technology (BUET). Kali’s research interests center on exploring the ex- periences of marginalized engineering students, with a particular focus on their hidden identity, mental health, and wellbeing. Her work aims to enhance inclusivity and diversity in engineering education, con- tributing to the larger body of research in the field.Dr. Stephen Secules, Florida International University Stephen is an Assistant Professor Engineering and Computing Education at