Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kavitha Chintam, Northwestern University; Alexis N. Prybutok, University of Washington; Chloé M. Archuleta; Adrien Deberghes; Beth DiBiase; Ruihan Li; Jeffrey Richards; Linsey Seitz; Jennifer Cole, Northwestern University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

alsofeatured opportunities to develop a shared lexicon for ARDEI concepts and interrogate one's ownidentity and positionality.By making this a required course, we set the expectation that considering the societal impacts ofresearch is an important and natural part of the entire research process. We chose to expand anexisting professional development course for graduate students that originally solely coveredtopics like laboratory safety, library use, grant writing, and communication, to include ARDEIand social justice content. Into this predominately passive content, we added active and complexreflections and discussions of identity, bias, and (in)justice. We believe that developing thisreflective skill early sets students up to think about social

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shannon D. Barker, University of Virginia; Kenya Crosson, University of Dayton; Victoria E Goodrich, University of Notre Dame; Jordan Jarrett, P.E., Colorado State University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

welcomedand recognize that I value them as individual learners, even in a large class.Future WorkThese teaching practices presented have specifically highlighted two main practices: clearlyarticulating the expectations in engineering classrooms and building a sense of belonging andcommunity in courses. Expanding the sense of engineering identity and belonging are bedrock toinviting students into a learning community where they can thrive. The authors hope that theseexamples are just the beginning of the anti-racist pedagogy collection. We would like to include acall to action to the educators reading this paper. We ask that you reflect on your own teaching andidentify any pedagogical practices that are focused on inclusive, anti-racist environments

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nagash Antoine Clarke, University of Michigan; Joi-Lynn Mondisa, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

Education Conference (FIE). 2016, (pp. 1-4). IEEE.[15] ] E. J. Abrica, T. B. Lane, S. Zobac, & E. Collins, Sense of belonging and community building within a STEM intervention program: A focus on Latino male undergraduates’ experiences, 2022. Journal of Hispanic Higher Education, 21(2), 228-242.[16] T. L. Tevis, & Z. Foste, From complacency to criticality: Envisioning antiracist leadership among white higher education administrators, Journal of Diversity in Higher Education, (2022), Advance online publication.[18] C. A. Young, B. Haffejee & D. L. Corsun, Developing cultural intelligence and empathy through diversified mentoring relationships. Journal of Management Education, (2018), 42(3), 319-346.[19] M. L. Boucher Jr, More

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nicole Delgado, New Mexico State University; Hilda Cecilia Contreras Aguirre, New Mexico State University; Luis Rodolfo Garcia Carrillo

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

AbstractLatinx undergraduate students attending Hispanic-Serving Institutions (HSIs), where most of theschool’s undergraduate population comes from similar cultural and linguistic backgrounds, arelooking to belong, persist, and successfully complete rigorous STEM-based educational andacademic programs. HSIs have a unique opportunity to utilize their institutional practices andpersonnel to support and promote student success through culturally relevant pedagogy centeredon Latinx cultural wealth. HSIs work with STEM academic programs to increase enrollment andacademic preparedness through rigorous coursework, however, Latinx students need additionalcommunity support to feel a sense of belonging to fully develop their STEM identities. Latinxstudents find

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sourojit Ghosh, University of Washington, Seattle; Sarah Marie Coppola, University of Washington, Seattle

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

the threat of the different strains of the Covid-19 virus hasreduced and consequently, a large number of institutions have reverted to in-person modes ofinstruction that prevailed prior to the start of the pandemic (e.g. [2], [3]). The near-totalsuspension of HyFlex instruction has been met with little protest in the academic community,with only a handful of researchers speaking in its favor (e.g. [4]–[6]). In this paper, we align our voices in support of HyFlex learning, arguing that theCovid-19 pandemic taught us the valuable lesson that HyFlex learning options should alwayshave a place in education, as we particularly make a case for our field of design engineeringeducation. Through empirical research consisting of semi-structured

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ingrid Scheel, Oregon State University; Rachael E. Cate, Oregon State University; Devlin Montfort, Oregon State University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

improvementstrategy may already be in use and examine through a linguistic and cultural lens the rhetoricalstrategies instructional faculty use to communicate technical concepts to students with the hopethat we can increase utilization of these strategies to benefit students and simplifyrecommendations for instructional faculty who are striving to be compliant with ABET and otheraccreditation bodies and manage their workload within realistic constraints put on educationalinstitutions.Purpose: We believe that by explicitly articulating the applications of coursework to society,learning objectives to social service, and faculty commitment to advocacy for equitable practicesin engineering education and practice we can lay a foundation for a learning space

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tomeka Carroll, University of Virginia; Diana Marcela Franco Duran, University of Virginia; Lindsay Ivey Burden

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #36778Conceptualizing Social Justice in Civil Engineering and Professors’Perspective: A Systematic Literature ReviewMs. Tomeka Carroll, University of Virginia Tomeka Carroll is a Ph.D. Fellow in the school of Engineering and Applied Science at the University of Virginia. She is also a Research Assistant with the Behavioral Research at Darden (BRAD Lab). Her research interest revolve around JEDI in engineering education, circular economy and behavior change, as well adaptive reuse and sustainability. Tomeka received her BA in Spanish from Spelman College and attended graduate school at McDonough School of Business