Displaying results 1 - 30 of 54 in total
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
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- 2023 ASEE Annual Conference & Exposition
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- Mohammad Moin Uddin, P.E., East Tennessee State University; Keith V. Johnson, East Tennessee State University; M. Leah Adinolfi, East Tennessee State University; Deidra A. Rogers, East Tennessee State University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
-track day are full of student focused activities, topics and needs madeavailable to all students, both locally and abroad. In fact, each session of the student-track dayinvolved participatory student input throughout the planning process. Some of the topicsdiscussed in the 2022 student-track conference proceedings were a sense of belonging; studentsmental health; full disclosure: speaking your truth student panel; inclusive student leadership andresilience. The student day provided students a platform to discuss equity and inclusion issuesthat impact them every day and develop and/or increase their skills related to equity andinclusion contexts. The day also helped them increase their awareness, recognize the benefits ofa diverse organization
- 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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- Sara E. Lego, Pennsylvania State University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Penn State’s 2016-2020 University-wide Strategic Plan clearly highlightsdiversity as one of its core foundations, the College of Engineering 2020-2025 Strategic Planreaffirmed and clarified this commitment by making one of its unit objectives the integration ofethics, inclusivity, and sustainability into undergraduate programs throughout the college. In theAerospace Engineering Department, senior undergraduate capstone courses offer idealconditions for exploring Diversity, Equity, and Inclusion (DEI) issues since these classes areteam-based experiential learning environments intended to mirror the engineering workplace.While Penn State’s year-long Aerospace Engineering capstone courses have historically includeda unit on DEI presented at the
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Amy Slaton, Drexel University; Kayla R. Maxey, Purdue University, West Lafayette ; Monica McGill, CSEdResearch.org; Jordan Williamson
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
organizations that meet specific thresholds within engineering? What have other organizations used to anoint member institutions that meet a DEI threshold in particular and how else might institutions signal or confirm reaching that bar? How does the ADRP engage with and/or obscure the deepest currents of inequity operating in engineering education? This investigation is important to understand avenues for promoting DEI within postsec- ondary engineering institutions of all kinds, to help ensure that these institutions think critically about what their own campus can/should commit to and how their pledges/plans can disrupt stubborn systems of oppression. It further provides a basis for considering
- Conference Session
- Equity, Culture & Social Justice Technical Session
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Polly Parkinson, Utah State University; Fawn Groves, Utah State University; Emma Mecham; Amy Wilson-Lopez, National Science Foundation; Ivonne Santiago, University of Texas at El Paso; Jennifer Ramos-Chavez
- Tagged Topics
- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Good Neighbor Environmental Board (GNEB) that advises the President and Congress of the United States on good neighbor practices along the U.S. border with Mexico. Dr. Santiago’s history of service started in Puerto Rico as Director of the Water Quality Area of the PR Environmental Quality Board, in charge of Compliance, Permit, and Planning Bureau, that included Industrial and Non-Industrial permits, Leaking Underground Storage Tanks (LUSTs), and watershed restoration activities. As Director, she implemented the first Beach Monitoring program in coordination with the PR Tourism Office and the Blue Flag pro- gram (A world renowned eco-label) and implemented the first Total Maximum Daily Load Program in PR
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 6
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- 2023 ASEE Annual Conference & Exposition
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- Idalis Villanueva Alarcón, University of Florida; Homero Murzi, Virginia Tech; Marisela Martinez-Cola
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
facultyAbstract In engineering, most contingent faculty positions are held by minoritized groups such asbut not limited to Black, Indigenous, People of Color of all intersecting identities (BIPOCx)representing a missed opportunity to broaden participation. Since many of these professionalsdirectly support minoritized students in fundamental undergraduate courses, it is imperative tounderstand how to professionally develop and mentor these faculty. As part of a National ScienceFoundation Broadening Participation hub called Raíces Institute for Transformative Advocacy(RITA), the authors seek to facilitate a mentoring hub to train, mentor, and equip BIPOCxcontingent faculty to form their own grassroots transformative advocacy plans for
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 6
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- 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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- Culture & Social Justice in Education Division (EQUITY), Equity
research on workload assess- ment. Dr. Pennathur has also been recently awarded two grants from the National Science Foundation in Engineering Education. In one of the grants, he is modeling how engineering faculty plan for their instruction. In a second grant, he is developing a model for institutional transformation in engineering which balances access and excellence. Dr. Pennathur is the author/co-author of over 100 publications in industrial engineering and human factors engineering. He is on the editorial board of the International Journal of Industrial Ergonomics, among other journals.Priyadarshini PennathurProf. Nicholas A Bowman, University of Iowa Nicholas A. Bowman is the Mary Louise Petersen Chair in Higher
- 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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- Cole Hatfield Joslyn, Northern Arizona University; Peter Golding, University of Texas, El Paso
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Communitarismo Forming peer-mentoring groups with mentees from other engineering departments so they connect to others in the college of engineering Respeto and Simpatia Modeling respectful yet authentic and safe relationships between TAs, compas, mentees, and faculty/staff Confianza and Planning deliberate, distributed interaction between compas and Personalismo mentees to establish familiarity and promote personal relationships that provide emotional support Familismo Helping mentees build a personal support network Presentismo Empowering compas to adapt the weekly mentoring activities to
- 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
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
helping students engage indiscussions of engineering research’s impact on society. However, we have yet to find anexample of an introductory level course that discusses these topics geared toward theprofessional development of graduate engineering students within a broad range of career andresearch interests. Thus, we sought to develop a course that would help graduate studentresearchers understand the terminology around inequities and justice; interrogate well-knowncases of engineering research across a range of applications, technology, and higher educationbias and discrimination; reflect and discuss how their own research areas impact society; andform a plan for how they may address or actively prevent potential injustices. The course
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Kiana Alexa Ramos; Julia Gardow; Emanuel Joseph Louime; Eunice Yujin Kang; Avneet Hira, Boston College
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
, Somalia, and Burundi. Ourdata sources include first-person narratives from the youth, equity conjecture maps, and artifactscreated during the program. To answer our research questions, below we share the educational programming(including how it was planned and how it was eventually implemented), observations, artifacts,and researcher notes to share experiences of program implementation and takeaways for futureiterations. As to date there have been a total of four on site visits to the Safari Youth Club, datawill be continuously collected to answer all aspects of our proposed research questions. As ofnow, results from the sessions best support answers to RQ1 and RQ3. This paper and theresearcher observations/notes below are led by
- 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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- Stephanie Masta, Purdue University, West Lafayette ; Janelle Grant, University of Illinois, Urbana-Champaign; Cara Margherio, University of Washington; Darryl Dickerson, Florida International University; Matthew W. Ohland, Purdue University, West Lafayette ; Alice L. Pawley, Purdue University, West Lafayette
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
through an onlineteam evaluation tool called CATME, and a diary study where students documented theirreflections on their marginalization by teammates. While data collection and analysis did not, ofcourse, go as the research team had planned, it yielded insights into how frequently minoritizedteammates experience marginalization, instructors’ sense of their responsibility and skill foraddressing such, marginalization, and students’ sense of defeat in hoping for more equitable andsupportive learning environments. The paper describes our data collection processes, analysis,and some choice insights drawn from this multi-year study at a large, research-extensive whiteuniversity.IntroductionTeaching engineering students how to work in teams is
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Yume Menghe Xu, Tufts University; Brian Gravel, Tufts University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
insights into how educatorscan design learning environments using making to support engineering students to (re) negotiatetheir relationships with engineering. Our research questions include: 1. How did the activities in the course support Sarah’s (re)negotiation of her relationships with engineering? 2. How can educators support engineering students’ (re)negotiation of their disciplinary relationships?Our plan is to first interpret the mechanisms of Sarah’s shifting relationships with engineering andunderstand the role that making plays in the mechanism. Our second step is to zoom into detailedmoments in the course where she made (re)negotiations to understand what components ofmaking contributed to those (re)negotiations. Our third
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- 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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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
science, and architecture, building and planning. In comparison, femalesdominated undergraduate programs in medicine, veterinary science, and agriculture andrelated subjects. The nature of ET programs having more application-based lab coursesthan traditional engineering may be an influencing factor in these differences.Research [5], [6] seeks to gain an understanding of why there is a higher percentage ofURM students in ET programs than in traditional engineering. These studies look atprevious research and search for insight into the needs of students that are often in theminority. Data indicate that incoming ET URM students are more likely coming fromunder-privileged or underserved urban or rural high schools. It is recommended thatadditional
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- 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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- Culture & Social Justice in Education Division (EQUITY), Equity
and Outcomes Means of Access to Cultural, Moral, Social-Organizational, and Human Resources (RED Teams) CoP Aggregation Self-production Appropriation Patronage Leadership involvement Moderation • Adoption and • Implementation • Propagation • Effective (when learning through CoP and sustainability planning and propagation leaderships (Moral, cultural) of change I strategies (cultural) strategies (cultural) facilitates or • Impact assessment (cultural) • Social media shapes strategies
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
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- 2023 ASEE Annual Conference & Exposition
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- Sarah Hug, Colorado Evaluation & Research Consulting; Wendy Chi, University of Colorado, Boulder
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
mirrors a statement in factor 2 in which a participant sawthe value of having different people working together to solve a problem—they both note the benefit ofdiversity of thought. The difference between factors appears to be the way in which a generalized notionof diversity is viewed as related to demographic markers of diversity.DiscussionDiversity, equity, and inclusion (DEI) is ubiquitous in the current computer science higher educationclimate, yet definitions vary, as do perspectives regarding what forms of diversity are valued ineducational spaces. As DEI plans become commonplace for securing federal funding [28], understandinghow students, staff and faculty conceptualize the value of diversity will only increase in importance.The Q-sort
- Conference Session
- Equity, Culture & Social Justice Technical Session
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Sara Al Humidi; Alena Sloan; Andrea Atkins, University of Waterloo; Rania Al-Hammoud, University of Waterloo
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
theperpetuating a culture of exclusion that is rooted in the “traditional” teaching method.As the engineering profession diversifies, the teaching styles need to diversify along with it.Lewis states that the engineering profession is especially biased towards men. Men teach as ifthey are the holder of information, and are transmitting it to students, whereas women thinkstudents should define their own learning experiences. This includes but is not limited toquestions, evaluations of success and teaching styles [10]. Women are also more likely to investtime into planning their courses and designing active learning opportunities which allow studentsto participate and engage in the course material and prioritize higher order thinking skills [11].This is
- 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
general, each of our participants appreciated the HyFlex modality for having the optionto choose remote attendance on any given day, while otherwise planning on being in-person astheir default mode of class participation. They spoke about their preference of the HyFlex formatas opposed to the fully in-person format, while the others also mentioned how HyFlexaffordances were useful and how their absence would have inhibited their course experience.Though a few interviewees did note that participating online on some or most days did result insome drop of attention levels, no one reported feeling any awkwardness in small groupconversations or miscommunication due to the HyFlex format.Accessibility Considerations and Accommodations Perhaps the
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Pheather R. Harris, University of California, Irvine; Dianne G. Delima, University of California, Irvine
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
surveys will be taken to understand how the faculty understand their positionality, what they have learned during their participation in the professional development experience, and how they plan to continue the work beyond the professional development experience. A few faculty will also take part in an interview where they will be asked in greater detail about their experiences in the professional development experience and their viewpoints on the teaching and learning experiences of MS in STEM. To answer the third question, the students of the participating faculty will be asked to complete their course evaluations which will include questions that inform the work of the grant to measure the extent to which their
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9
- Collection
- 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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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #36943Teamwork Perception in Engineering Programs through the Lens of Genderand RaceDr. Raheleh Miralami, Mississippi State UniversityDr. Saeed Rokooei, Mississippi State University Saeed Rokooei is an assistant professor in the Building Construction Science program at Mississippi State University. His professional responsibilities include project planning and management as well as architectural design practice in private and public construction and engineering firms. He has taught in architecture and construction programs since 2006. Dr. Rokooei’s primary research interests include simulation and serious games
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Margaret E.B. Webb, Virginia Tech ; Marie C. Paretti, Virginia Tech
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
displaced student professional identity development related tothese intrinsic factors and their intertwined relationships with context and politics wereassociated with identity invisibility. Identity invisibility is multidimensional, but overall, in thisreview it referred to the ways higher education structures and demographics in a resettlementarea rendered displaced students “invisible,” based on their social identities, whether it was in thelack of concern for people seeking refuge in immigration laws or school planning and policies.This influence primarily impacted the types and levels of support displaced students receivedupon arrival to their resettlement institutions, but it also had to do with the invisibility ofdisplaced peoples
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Rebecca Zarch, SageFox Consulting Group; Monica McGill, CSEdResearch.org
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Alliance members brought with them based on their previous experiences, which ultimatelymay influence early dynamics within the Alliance as it formed, particularly as agendas were beingset and five-year plans were being created. Our two research questions for this study are:RQ1: What were the Alliance members’ prior experiences in collaborative networks that they bring into the new Alliance? 1 We use the definition of racial/ethnically underrepresented groups as defined by one of the partner organizations,which aligns with U.S. federal statute and the National Action Council for Minorities in Engineering. However, as re-searchers we recognize a need to include Southeast Asians, such as Hmong Americans, who are also underrepresentedin STEM
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Grace Wickerson, Northwestern University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
policy, andenable environmental sustainability [42]. Under this model, participation where patients canco-plan, co-create, and co-evaluate new technologies to serve the goals of their communities isessential to creating more just, healthier futures. It requires building with and seeing technologynot as an end, but as one part of a greater strategy.What stops us from building with? Meritocracy, depoliticization, and objectivity inengineering educationEngineering education today is unprepared for the task to realize this community-driven,justice-based patient participation. Far too much of the instruction of engineering focuses solelyon the technical, teaching students’ how to solve complex math and science problems withsingular solutions. This
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Fatima Glovena Fairfax, Duke University; Elyse McFalls, Duke University; Alex Rogers, Duke University; Jabari Kwesi, Duke University; Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University; Crystal E. Peoples, Duke University; Helen Xiao, Duke University; Eduardo Bonilla-Silva
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
resources to pursue computing courses.3. *How much do you agree with the following statements? a. *Race has no impact on the work I plan to do professionally. b. *The technologies that we often use are neutral and racially unbiased. c. *University computing departments are neutral and racially unbiased. d. *Professional computing environments are neutral and racially unbiased. e. *My race advantages me in the field of computing in terms of internships and job opportunities.4. *Please note how much advantage (in terms of internships and job opportunities) do you think there is for being the following in computing: a. *A woman b. *A man c. *A non-binary person d. *A White person e. *An Asian person f. *A Black person g. *A
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Claudia Calle Müller, Florida International University; Mais Kayyali, Florida International University; Mohamed ElZomor P.E., Florida International University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Juan Sebastián Sánchez-Gómez, Universidad El Bosque; Maria Catalina Ramirez; Andrea Herrera, Universidad de los Andes, Columbia
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
improvements in economic institutions, which contradicts the belief that unrestrictedmigration produces institutional deterioration [24].MethodologyFollowing the methodology of [25], a systematic literature review was conducted in 3 phases:planning, development, and reporting (see Table 1). Phases Activities Planning Identify the needs of the review Formulate the research question. Define the review protocol. Development Identify relevant research. Extract and synthesize relevant data. Report
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- 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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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
of separation. In theseinstances, she cannot make space for her identities as an international aerospace engineer, norcan she authentically make space for her disability identities as an engineering college student.While Srihari often describes instances that contribute to a narrative of separation among herdisability and international identities, she also experiences instances that contribute to a narrativeof coherence based on her involvement with extra-curricular activities. I'm one of the directors for the [event planning team at my school]. So we do the concerts and like the large scale events. And my professors always ask me, “How does that relate? How is that related to programming? It just doesn't add up.” But
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Liliana Lozada-Medellin, University of Texas, El Paso; Ivonne Santiago, University of Texas, El Paso; Yuanrui Sang
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Committee (NAC), that advises the Administrator of the EPA on environmental policy issues related to the implementation of the former North American Agreement on Environmental Cooperation and was a member of the Good Neighbor Environmental Board (GNEB) that advises the President and Congress of the United States on good neighbor practices along the U.S. border with Mexico. Dr. Santiago’s history of service started in Puerto Rico as Director of the Water Quality Area of the PR Environmental Quality Board, in charge of Compliance, Permit, and Planning Bureau, that included Industrial and Non-Industrial permits, Leaking Underground Storage Tanks (LUSTs), and watershed restoration activities. As Director, she implemented
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9
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- 2023 ASEE Annual Conference & Exposition
- Authors
- Crystal E. Peoples, Duke University; Alicia Nicki Washington, Ph.D., Duke University; Shaundra Bryant Daily, Duke University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
/content/article/sense-belonging-matters-s-why-academic-culture-needs-change (accessed Jan. 30, 2022).[7] J. R. Stark, “Black and African American Women Postdocs in STEM: Their Experiencesand Career Plans,” Ed.D., University of Pennsylvania, United States -- Pennsylvania, 2021.Accessed: Jan. 30, 2022. [Online]. Available:https://www.proquest.com/docview/2572582316/abstract/1D6772B35B5F423CPQ/1[8] I. H. Settles, M. K. Jones, N. T. Buchanan, and K. Dotson, “Epistemic exclusion:Scholar(ly) devaluation that marginalizes faculty of color,” Journal of Diversity in HigherEducation, vol. 14, pp. 493–507, 2021, doi: 10.1037/dhe0000174.[9] D. D. Bernal and O. Villalpando, “An apartheid of knowledge in academia: The struggleover the" legitimate
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5
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- 2023 ASEE Annual Conference & Exposition
- Authors
- Joey Valle, Purdue University; Nafissa Aïda Maïga; Roshan Krishnan; Jessica Ng; John Mulrow
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Principles of Environmental Justice. https://climatejusticealliance.org/ej-principles/18. Pulido, L. (2017). Geographies of race and ethnicity II: Environmental racism, racial capitalism and state-sanctioned violence. Progress in human geography, 41(4), 524-533.19. Robinson, C. J. (2020 [1983]). Black Marxism, revised and updated third edition: The making of the black radical tradition. UNC press Books.20. Pulido, L., & De Lara, J. (2018). Reimagining ‘justice’ in environmental justice: Radical ecologies, decolonial thought, and the Black Radical Tradition. Environment and Planning E: Nature and Space, 1(1-2), 76-98.21. Whyte, K. (2016). Indigenous experience, environmental justice and settler colonialism. Environmental Justice
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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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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
push researchers andeducational practitioners to reformulate and package non-scientific ideas in a scientific andpositivist way to be able to achieve their goals (e.g., research funding, new course design). Toprevent such efforts and gain a better picture of different world views, we may utilize AIprograms as artificial assessors, reviewing proposals and plans primarily through textual andnatural language processing methods. However, we again need to set rule-based conditions andexceptions for AI programs on what to consider Scientific and Non-scientific and whereIndigenous ways of knowing fall into that spectrum. So for either AI or human decision-makers,choices need to be made on the chain of logic and reasoning employed to appropriately
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3
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- 2023 ASEE Annual Conference & Exposition
- Authors
- Susan Garver Stirrup, University of Colorado, Denver
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
datacorrectly and arrive at a logical conclusion based on the data. An outcome from ABET’scriteria for accrediting engineering programs was also included in this category: Shows an abilityto function effectively on a team whose members together provide leadership, create acollaborative and inclusive environment, establish goals, plan tasks, and meet objectives.Skills OutcomesThe Skills outcomes include general college skills that are important to work on in any course,particularly for new-to-college, first generation and traditionally underserved populations ofstudents. This category includes outcomes such as being able to properly cite sources, being ableto layout calculation work and explain process, and being able to use scientific