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Using Academic Controversy in a Computer Science Undergraduate Leadership Course: An Effective Approach to Examine Ethical Issues in Computer Science

Conference Session
Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
Collection
2023 ASEE Annual Conference & Exposition
Authors
Mariana A. Alvidrez; Elsa Q. Villa, University of Texas, El Paso; Elaine Hampton; Mary K. Roy; Tomas Sandoval; Andrea Villagomez
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #36751Using Academic Controversy in a Computer Science UndergraduateLeadership Course: An Effective Approach to Examine Ethical Issues inComputer ScienceMariana A. AlvidrezDr. Elsa Q. Villa, University of Texas, El Paso Elsa Q. Villa, Ph.D., is a research assistant professor at The University of Texas at El Paso (UTEP) in the College of Education, and is Director of the Hopper-Dean Center of Excellence for K-12 Computer Science Education. Dr. Villa received her doctoral degree in curriculum and instruction from New Mexico State University; she received a Master of Science degree in Computer Science and a Master of
Relevance Score: 1.2725548

Students' Complex Perspectives on Diversity—A Mixed Methods Pilot Study

Conference Session
Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
Collection
2023 ASEE Annual Conference & Exposition
Authors
Sarah Hug, Colorado Evaluation & Research Consulting; Wendy Chi, University of Colorado, Boulder
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
cybersecurity is beneficial. Sometimes, however, the call for diversity incomputing can be complicated, as diversity is a complex concept. While most of the research ondiversity in computing focuses on gender and race/ethnicity, some interpret diversity in otherways. Undergraduate students are stakeholders in the assessment of cybersecurity as a diverseand inclusive subfield of computing--as they may or may not consider these concepts as theymake curricular and career decisions. A goal of the study is to enrich our understanding ofdiversity perspectives in the field, and so we sought complexity of interpretation over anarrowing or codifying of viewpoints. Data for this piece come from three sources: Q-sortrankings, group interview transcripts, and
Relevance Score: 0.10815534

Making a Case for HyFlex Learning in Design Engineering Classes

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
Kusnandi, “The Effectiveness of Hybrid Learning in Improving of Teacher-Student Relationship in Terms of Learning Motivation,” Emerging Science Journal, vol. 5, no. 4, Art. no. 4, Aug. 2021.[15] Q. Li, Z. Li, and J. Han, “A hybrid learning pedagogy for surmounting the challenges of the COVID-19 pandemic in the performing arts education,” Educ Inf Technol, vol. 26, no. 6, 11 pp. 7635–7655, Nov. 2021, doi: 10.1007/s10639-021-10612-1.[16] M. M. M. Abdelmalak and J. L. Parra, “Expanding Learning Opportunities for Graduate Students with HyFlex Course Design,” IJOPCD, vol. 6, no. 4, pp. 19–37, Oct. 2016, doi: 10.4018/IJOPCD.2016100102.[17] B
Relevance Score: 0.024987604

Examining the Unique Experiences of Transgender and Gender Nonconforming Students in a Pre-College Engineering Course

Conference Session
Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3
Collection
2023 ASEE Annual Conference & Exposition
Authors
Rachel Figard, Arizona State University; Sabina Anne Schill, Florida International University ; Medha Dalal, Arizona State University; Adam R Carberry, Arizona State University
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
, no. 4, pp. 583-610, 2018.[19] A. Haverkamp, A. Butler, N.S. Pelzl, M.K. Bothwell, D. Montfort, and Q. Driskill, “Exploring Transgender and Gender Nonconforming Engineering Undergraduate Experiences through Autoethnography,” In Proc. CoNECD - The Collaborative Network for Engineering and Computing Diversity, 2019. Available: https://peer.asee.org/31764[20] K.F. Trenshaw, A. Hetrick, R.F. Oswald, S.L. Vostral, and M.C. Loui, “Lesbian, gay, bisexual, and transgender students in engineering: Climate and perceptions,” In Proc. IEEE Frontiers in Education Conference, pp. 1238-1240, 2013. Available: https://doi.org/10.1109/FIE.2013.6685028[21] ABET, “Criteria for Accrediting Engineering Programs, 2021-2022
Relevance Score: 0.020193035

Work in Progress: Culture of Productivity—Multipositional Impacts on STEM Graduate Students

Conference Session
Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
Collection
2023 ASEE Annual Conference & Exposition
Authors
D. C. Beardmore, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
, doi: 10.1080/26379112.2020.1782232.[5] D. Goodley, Dis/Ability Studies: Theorizing disablism and ableism, 1st ed. New York, NY: Routledge, 2014.[6] C. Dudley-Marking and D. Baker, “The Effects of Market-based School Reforms on Students with Disabilities,” Disabil. Stud. Q., vol. 32, no. 2, 2012.[7] D. Harvey, A Brief History of Neoliberalism. Oxford University Press, 2005. doi: 10.1093/oso/9780199283262.001.0001.[8] T. Ganti, “Neoliberalism,” Annu. Rev. Anthropol., vol. 43, no. 1, pp. 89–104, Oct. 2014, doi: 10.1146/annurev-anthro-092412-155528.[9] P. N. Rastogi, “The Culture of Productivity,” Indian J. Ind. Relat., vol. 22, no. 2, pp. 148–167, 1986.[10] A. M. Wofford and J. M. Blaney, “(Re)Shaping the Socialization of
Relevance Score: 0.020193035

Unexpected Accomplices: Effective Mentoring between a Black and White Woman Despite Historical Issues of Privilege, Power, and Positionality

Conference Session
Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
Collection
2023 ASEE Annual Conference & Exposition
Authors
Meagan Eleanor Ita, Arvinas; Monica Farmer Cox, The Ohio State University
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
. PublicAffairs, 2021.[7] K. Beck, White feminism: from the suffragettes to influencers and who they leave behind. New York: Simon & Schuster, Inc., 2021.[8] K. W. Crenshaw, “Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics.,” University of Chicago Legal Forum, pp. 139–167, 1989.[9] K. W. Crenshaw, “Mapping the margins: intersectionality, identity politics, and violence against women of color,” Stanford Law Rev., pp. 93–118, Feb. 1991.[10] B. Moradi, M. C. Parent, A. S. Weis, S. Ouch, and K. L. Broad, “Mapping the Travels of Intersectionality Scholarship: A Citation Network Analysis,” Psychol. Women. Q., vol. 44
Relevance Score: 0.01784829

Mixed in Engineering: Introducing Critical Multiracial Theory to Engineering Education Research

Conference Session
Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9
Collection
2023 ASEE Annual Conference & Exposition
Authors
Michelle Choi Ausman, Virginia Tech; Qin Zhu, Virginia Tech
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
).[3] U.S. Department of Education, Office of Planning, Evaluation and Policy Development andOffice of the Under Secretary, “Advancing Diversity and Inclusion In Higher Education,” 2016.[4] American Society for Engineering Education, “Profiles of Engineering and EngineeringTechnology,” American Society of Engineering Education, Washington, DC, 2021.[5] Q. Ketchum, “Indigenizing ASABE: Why We Should, and How We Can,” ResourceMagazine, vol. 28, no. 4, pp. 19–22, 2021.[6] G. S. May and D. E. Chubin, “A Retrospective on Undergraduate Engineering Success forUnderrepresented Minority Students,” Journal of Engineering Education, vol. 92, no. 1, pp.27–39, 2003, doi: 10.1002/j.2168-9830.2003.tb00735.x.[7] A. Rattan, K. Savani, M. Komarraju, M. M
Relevance Score: 0.017668905

Piloting a Socio-Culturally Responsive Peer-Mentoring Program to Promote HLX+ Students’ Sense of Belonging in Engineering Education: Lessons Learned from Year 1

Conference Session
Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9
Collection
2023 ASEE Annual Conference & Exposition
Authors
Cole Hatfield Joslyn, Northern Arizona University; Peter Golding, University of Texas, El Paso
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
.52.6.613.[11] C. M. Steele and J. Aronson, “Stereotype threat and the intellectual test performance of African Americans,” J. Pers. Soc. Psychol., vol. 69, no. 5, pp. 797–811, Nov. 1995, doi: 10.1037/0022-3514.69.5.797.[12] D. B. Thoman, J. A. Arizaga, J. L. Smith, T. S. Story, and G. Soncuya, “The Grass Is Greener in Non-Science, Technology, Engineering, and Math Classes: Examining the Role of Competing Belonging to Undergraduate Women’s Vulnerability to Being Pulled Away From Science.,” Psychol. Women Q., vol. 38, no. 2, pp. 246–258, Jun. 2014, doi: 10.1177/0361684313499899.[13] R. M. Marra, K. A. Rodgers, D. Shen, and B. Bogue, “Leaving Engineering: A Multi-Year Single Institution Study,” J. Eng. Educ., vol. 101, no
Relevance Score: 0.017668905

Engineering Instructors’ Constructions of the Universality or Individuality of Neurodiversity

Conference Session
Equity, Culture & Social Justice Technical Session
Collection
2023 ASEE Annual Conference & Exposition
Authors
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
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
.pr.Scanlon[13] A. R. Thompson, L. Bethea, and J. Turner, “Faculty Knowledge of Disability Laws in Higher Education: A Survey,” Rehab. Consel. Bulletin, vol. 40, pp. 166-180, 1997.[14] D Zhang, L. Landmark, A Reber, H. Hsu, O. M. Kwok, and M. Benz, “University Faculty Knowledge, Beliefs, and Practices in Providing Reasonable Accommodations to Students with Disabilities,” Remed. Spec. Educ., vol. 31, pp. 276-286. doi: 10.1177/0741932509338348[15] K. Q. Baker, K. Boland, and C. M. Nowik, “A Campus Survey of Faculty and Student Perceptions of Persons with Disabilities,” J. Post. Educ. & Dis., vol. 25, pp. 309-329, 2012.[16] M. A. Moriarty, “Inclusive pedagogy: Teaching methodologies to reach diverse learners in
Relevance Score: 0.015144777

Ethiopian Women Students’ Recommendations for Enhancing Their Sense of Belonging in Engineering Education

Conference Session
Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
Collection
2023 ASEE Annual Conference & Exposition
Authors
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
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
of Factors Affecting Women Participation in Managerial Positions in Selected Public Organizations in Jimma Zone, Oromia, Ethiopia,” 2015.[15] S. Cheryan, E. J. Lombard, L. Hudson, K. Louis, V. C. Plaut, and M. C. Murphy, “Double isolation: Identity expression threat predicts greater gender disparities in computer science,” Self Identity, vol. 19, no. 4, pp. 412–434, May 2020, doi: 10.1080/15298868.2019.1609576.[16] C. M. Jagacinski, “Engineering Careers: Women in a Male-Dominated Field,” Psychol. Women Q., vol. 11, no. 1, pp. 97–110, Mar. 1987, doi: https://doi.org/10.1111/j.1471- 6402.1987.tb00777.x.[17] B. A. Karanian, A. Parlier, V. Taajamaa, and G. Monaghan, “Engineering Emotion : Students tell Stories about
Relevance Score: 0.015144777

The Identification of Alters That Influence Asian Women’s Career Intentions in Civil Engineering

Conference Session
Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10
Collection
2023 ASEE Annual Conference & Exposition
Authors
Hwangbo Bae, University of Florida; Denise Rutledge Simmons, P.E., University of Florida
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
career aspirations in engineering,” Proceedings of the National Academy of Sciences, vol. 112, no. 16, pp. 4988–4993, 2015.[16] A. Budiman and N. G. Ruiz, “Key facts about Asian Americans, a diverse and growing population,” Pew Research Center, Apr. 29, 2021. https://www.pewresearch.org/fact- tank/2021/04/29/key-facts-about-asian-americans/ (accessed Nov. 11, 2021).[17] U.S. Census Bureau, “Table: B01001D: SEX BY AGE (ASIAN ALONE),” 2021. https://data.census.gov/table?q=B01001D:+SEX+BY+AGE+(ASIAN+ALONE)&tid=ACS DT1Y2021.B01001D (accessed May 01, 2023).[18] Bureau of Labor Statistics (BLS), “Table 11. Employed persons by detailed occupation, sex, race, and Hispanic or Latino ethnicity,” Labor Force Statistics from the
Relevance Score: 0.015144777

Increasing Equity in Access to Electric vehicles and Electrified infrastructure through Perceptions, Opinions and Knowledge of Underrepresented Communities in the Paso del Norte Region

Conference Session
Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8
Collection
2023 ASEE Annual Conference & Exposition
Authors
Liliana Lozada-Medellin, University of Texas, El Paso; Ivonne Santiago, University of Texas, El Paso; Yuanrui Sang
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
. cities.” Energy Policy 63 (2013) 433–440. http://dx.doi.org/10.1016/j.enpol.2013.09.018 Elsevier, 2018.[7] D. Ouyang, Q. Zhang, X. Ou. “Review of Market Surveys on Consumer Behavior of Purchasing and Using Electric Vehicle in China”. Science Direct. Energy Procedia10502 (20178) 060102–060107 10.1016/j.egypro.2018.09.219 Elsevier, 2018[8] S. Dhar, M. Pathak, P. R. Shukla. “Electric vehicles and India's low carbon passenger transport: a long-term co-benefits assessment”. Journal of Cleaner Production 146 (2017) 139e148. http://dx.doi.org/10.1016/j.jclepro.2016.05.111 0959-6526. Elsevier Ltd. June 2016.[9] P. D. Larson Et Al. “Consumer attitudes about electric cars: Pricing analysis and policy
Relevance Score: 0.015144777

It’s No Mystery, So It Must Be Intentional: How Institutions Fail to Support Black STEM Doctoral Students’ Mental Health

Conference Session
Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
Collection
2023 ASEE Annual Conference & Exposition
Authors
Brooke Charae Coley, Arizona State University, Polytechnic Campus; Jennifer M. Bekki, Arizona State University, Polytechnic Campus; Kerrie G. Wilkins-Yel, University of Massachusetts, Boston; Fantasi Nicole, Arizona State University, Polytechnic Campus; Debalina Maitra, Arizona State University, Polytechnic Campus; Juan David Gutierrez; Motahareh Darvishpour Ahandani; Michelle Campbell
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
mind, we close the paper by revisiting the title, which highlights that it isnot a mystery what needs to be done to improve equity and enact anti-racism in our STEM doctoralprograms. And, if it is not a mystery, then it stands to reason that the inaction must be intentional.Our hope is that institutions will take note and take action … how many more papers and reportsneed to get written, presentations delivered, calls for equity made, for real change to occur?AcknowledgementsWe gratefully acknowledge our co-constructors for generously sharing with us your livedexperiences and expertise. This work was supported by awards 2100408 and 2100349 from theNational Science Foundation.ReferencesAlexander, Q. R., & Hermann, M. A. (2016). African
Relevance Score: 0.015144777

Race and Collaboration in Computer Science: A Network Science Approach

Conference Session
Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9
Collection
2023 ASEE Annual Conference & Exposition
Authors
Crystal E. Peoples, Duke University; Alicia Nicki Washington, Ph.D., Duke University; Shaundra Bryant Daily, Duke University
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
science of team science: A review of the empirical evidence andresearch gaps on collaboration in science.,” American Psychologist, vol. 73, no. 4, pp. 532–548,May 2018, doi: 10.1037/amp0000319.[23] Q. Ye, H. Song, and T. Li, “Cross-institutional collaboration networks in tourism andhospitality research,” Tourism Management Perspectives, vol. 2–3, pp. 55–64, Apr. 2012, doi:10.1016/j.tmp.2012.03.002.[24] R. K. Pan, K. Kaski, and S. Fortunato, “World citation and collaboration networks:uncovering the role of geography in science,” Sci Rep, vol. 2, no. 1, p. 902, Nov. 2012, doi:10.1038/srep00902.[25] J. D. West, J. Jacquet, M. M. King, S. J. Correll, and C. T. Bergstrom, “The Role ofGender in Scholarly Authorship,” PLoS ONE, vol. 8, no. 7, p. e66212
Relevance Score: 0.015144777

Choosing Self-Care and Preservation: Examining Black Women STEM Faculty’s Decision to Pursue Entrepreneurship and Entrepreneurship Education Programming

Conference Session
Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 6
Collection
2023 ASEE Annual Conference & Exposition
Authors
Meaghan Pearson, University of Michigan; Prateek Shekhar, New Jersey Institute of Technology; Jacqueline Handley, University of Michigan; Joi-Lynn Mondisa, University of Michigan
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
, technology, engineering and mathematics,” Int. Entrep. Manag. J., vol. 16, no. 1, pp. 1–15, Mar. 2020, doi: 10.1007/s11365-020-00642-5.[38] F. Beal, Double Jeopardy: To Be Black and Female. New York, New American Library: The Black woman: An anthology, 1970.[39] S. M. Malcolm, P. Q. Hall, and J. W. Brown, “The Price of Being a Minority Woman in Science,” presented at the American Association, 1976.[40] M. Knight, “Race-ing, Classing and Gendering Racialized Women’s Participation in Entrepreneurship,” Gend. Work Organ., vol. 23, no. 3, pp. 310–327, 2016, doi: 10.1111/gwao.12060.[41] E. O. McGee and L. Bentley, “The troubled success of Black women in STEM,” Cogn. Instr., vol. 35, no. 4, pp. 265–289, 2017.[42] L. J
Relevance Score: 0.015144777

Intersectionality Between Race and Gender in LSAMP-NSF STEM Program Mentorship

Conference Session
Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9
Collection
2023 ASEE Annual Conference & Exposition
Authors
Jennifer Ackerman, Texas A&M University; América Soto-Arzat, Texas A&M University; Christine A Stanley, Texas A&M University; Reuben A Buford May, University of Illinois at Urbana - Champaign
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
/10.1126/sciadv.abo1558[12] K. G. Wilkins-Yel, A. Arnold, J. Bekki, M. Natarajan, B. Bernstein, and A. K. Randall, “I can’t push off my own Mental Health’: Chilly STEM Climates, Mental Health, and STEM Persistence among Black, Latina, and White Graduate Women,” Sex Roles, vol. 86, no. 3–4, pp. 208–232, 2022, doi: https://doi.org/10.1007/s11199-021-01262-1[13] Q. R. Alexander and M. A. Hermann, “African-American women’s experiences in graduate science, technology, engineering, and mathematics education at a predominantly white university: A qualitative investigation,” Journal of Diversity in Higher Education, vol. 9, no. 4, pp. 307–322, 2016, doi: https://psycnet.apa.org/doi/10.1037/a0039705[14] J. A. Muñoz
Relevance Score: 0.015144777

(Re)membering Indigenous Spirituality in Engineering Education: A Narrative Literature Review

Conference Session
Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5
Collection
2023 ASEE Annual Conference & Exposition
Authors
Austin Morgan Kainoa Peters, Purdue University
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
for the Sustainable Development Goals,” The International Journal of Management Education, vol. 15, no. 2, Part B, pp. 73–83, Jul. 2017, doi: 10.1016/j.ijme.2017.03.006.[3] K. DeerInWater, “Literature Review: STEM Education for Native American Students,” American Indian Science and Engineering Society (AISES), Publication, 2019.[4] M. Kwapisz, B. E. Hughes, W. J. Schell, E. Ward, and T. Sybesma, “‘We’ve Always Been Engineers:’ Indigenous Student Voices on Engineering and Leadership Identities,” Education Sciences, vol. 11, no. 11, 2021, doi: 10.3390/educsci11110675.[5] Q. Jin, “Supporting Indigenous Students in Science and STEM Education: A Systematic Review,” Education Sciences, vol. 11, Jan. 2021
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Examining an Equity-Focused Collective Impacted Project through the Lens of Alliance Members’ Prior Experiences

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
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
Relevance Score: 0.0126206465

On Faculty Responsibility for Increasing Students’ Sense of Support in the Classroom: Lessons from I-MATTER about Black and Brown Students

Conference Session
Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4
Collection
2023 ASEE Annual Conference & Exposition
Authors
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
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
Relevance Score: 0.0126206465

The Curriculum Puzzle: Developing and Integrating Materials to Localize a Curriculum

Conference Session
Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
Collection
2023 ASEE Annual Conference & Exposition
Authors
Nrupaja Bhide, Purdue University, West Lafayette ; Yağmur Önder, Purdue University, West Lafayette ; Sydney Free, Purdue University, West Lafayette ; Michael Dunham, Purdue University, West Lafayette ; Dhinesh Balaji Radhakrishnan, Purdue University, West Lafayette ; Jennifer Deboer, Purdue University, West Lafayette
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
knowledges and development: A postcolonial caution,” Third World Q., vol. 25, no. 4, pp. 661–676, May 2004, doi: 10.1080/01436590410001678915.[22] J. Briggs, “Indigenous knowledge: A false dawn for development theory and practice?,” Prog. Dev. Stud., vol. 13, no. 3, pp. 231–243, Jul. 2013, doi: 10.1177/1464993413486549.[23] J. E. Froyd, P. C. Wankat, and K. A. Smith, “Five major shifts in 100 years of engineering education,” Proc. IEEE, vol. 100, no. Special Centennial Issue, pp. 1344–1360, May 2012, doi: 10.1109/JPROC.2012.2190167.[24] S. R. Daly, R. S. Adams, and G. M. Bodner, “What does it mean to design? A qualitative investigation of design professionals’ experiences,” J. Eng. Educ., vol. 101
Relevance Score: 0.0126206465

Exploring Undergraduate Engineering Students' Understanding of Power Dynamics

Conference Session
Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
Collection
2023 ASEE Annual Conference & Exposition
Authors
Kenya Z Mejia, University of Washington; Hailee Kenney, University of Washington; Tiffany Dewitt, University of Washington; Jennifer A Turns, University of Washington
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
Relevance Score: 0.0126206465