Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

: Framed within Latino critical race theory. International Journal of Qualitative Studies in Education, 33(8), 810-823.Coso-Strong, A., Kendall, M. R., Henderson, G., & Basalo, I. (2019, June). Impact of Faculty Development Workshops on Instructional Faculty at Hispanic-serving Institutions. In 2019 ASEE Annual Conference & Exposition.Coso-Strong, A. C., Kendall, M. R., & Henderson, G. (2022). Voices of Engineering Faculty at the Margins, Handbook of STEM Faculty Development, 15.Crisp, G., Doran, E., Carales, V. D., & Potts, C. (2020). Disrupting the dominant discourse: Exploring the mentoring experiences of Latinx community college students. Journal for the Study of Postsecondary and Tertiary

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

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Diversity

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

, “Balancing engineering and religious identities,” in 2016 IEEE Frontiers inEducation Conference (FIE), Oct. 2016, pp. 1–5. doi: 10.1109/FIE.2016.7757555.[33] G. G. Gonzales, “Embodied Resistance: Multiracial Identity, Gender, and the Body,” SocialSciences, vol. 8, no. 8, p. 221, Jul. 2019, doi: 10.3390/socsci8080221.[34] M. Jennings, R. Roscoe, N. Kellam, and S. Jayasuriya, “A Review of the State ofLGBTQIA+ Student Research in STEM and Engineering Education,” in 2020 ASEE VirtualAnnual Conference Content Access Proceedings, Virtual On line: ASEE Conferences, Jun.2020, p. 34045. doi: 10.18260/1-2--34045.[35] K. Kaufman-Ortiz and H. Rodriguez-Simmonds, “Where are the Gays? A SystematizedLiterature Review of Lesbian, Gay, Bisexual, Transgender, and

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Arielle Marie Rainey, Colorado School of Mines; Heather Renee Houlton, Colorado School of Mines

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

show that BIPOC students had an immediate increase in their withdraw rates during COVID, depicted in Figure 1, while White students had a decrease in their withdraw rates, depicted in Figure 2. This trend is particularly alarming because historically before COVID, BIPOC withdraw rates were lower than White students withdraw rates. However, during COVID, BIPOC students withdraw rates were higher than White students. Further investigation revealed that when comparing withdrawn students by race, student classification, and residential status pre-COVID (Spring 2017-Fall 2019) and during COVID (Spring 2020-Spring 2022), BIPOC Sophomores and BIPOC residential student populations saw large proportional increases in total number of withdrawn

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

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Diversity

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the numbers,” Washington, D.C., 2019.[3] American Society for Engineering Education (ASEE), “Profiles of engineering and engineering technology by the numbers,” Washington, D.C., 2021.[4] U.S. Census Bureau, “STEM Majors Earned More Than Other STEM Workers,” Census.gov, 2021. https://www.census.gov/library/stories/2021/06/does-majoring-in-stem- lead-to-stem-job-after-graduation.html (accessed Jan. 05, 2022).[5] S. Burke and K. M. Collins, “Gender differences in leadership styles and management skills,” Women in management review, 2001.[6] B. J. Avolio, B. M. Bass, and D. I. Jung, “Re-examining the components of transformational and transactional leadership using the Multifactor Leadership,” Journal of occupational

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Victoria Beth Sellers, University of Florida; R. Jamaal Downey, University of Florida; Idalis Villanueva Alarcón, University of Florida

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Diversity

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

their workthat impinge on self-/advocacy in engineering.References [1] I. Villanueva, R. A. Revelo, and J. A. Mejia, “Professional development of Latinx engineers on hidden curriculum: An exploratory study,” in IEEE Frontiers in Education Conference, 2019, pp. 1–5. Accessed: Sep. 07, 2020. [Online]. Available: https://ieeexplore.ieee.org/abstract/document/9028632/?casa_token=IlEutod 0MsYAAAAA:56av6jlwQiST1cOOXdRMfi6yjeyFAjDszVw6TwcC1ruk5FSeOS dB7wa_8Ga_3_3DMNhoRj5h [2] V. Sellers and I. Villanueva Alarcón, “What strategies do diverse women in engineering use to cope with situational hidden curriculum?,” in 2021 ASEE Virtual Annual Conference, 2021. [Online

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

health, safety, and welfare even though they are truly qualified. Actions to addressall three of these issues are discussed and progress towards the goal of inclusiveness for adiverse population of ET grads are presented.Background Information - Diversity of Engineering and ETAccording to the National Center for Education Statistics 2019/20 data [1] the diversityamong the nation’s 2-yr institutions is higher than in 4-yr institutions. For example,54.7% of the STEM associate degree graduates were White as compared to the 59.8% ofbachelor degree graduates. Associate degrees in ET prepare graduates for careers wherethey are commonly referred to as technicians. Students also attend 2-yr institutionssometimes earning pre-engineering degrees intended

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Theo Sorg, Purdue University

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

Design for Learning (UDL) framework,” in 2019 IEEE Frontiers in Education Conference (FIE), Covington, KY, USA, Oct. 2019, pp. 1–5. doi: 10.1109/FIE43999.2019.9028693.[A5] C. C. Hain, W. C. Turek, A. E. Zaghi, and A. Hain, “Board # 156 : Experiences of Pre- College Teachers Working with Undergraduate Engineering Students with ADHD in Research Laboratories,” presented at the 2017 ASEE Annual Conference & Exposition, Columbus, Ohio, Columbus, Ohio: ASEE Conferences, Jun. 2017. doi: 10.18260/1-2-- 27786.[A6] M. Chrysochoou et al., “Redesigning Engineering Education for Neurodiversity: New Standards for Inclusive Courses,” presented at the 2021 ASEE Virtual Annual Conference, ASEE Conferences, Jul. 2021.[A7] A

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

Hidden Factors that Could Compromise Equitable and Effective Engineering Education,” in 2018 IEEE Frontiers in Education Conference (FIE), Oct. 2018, pp. 1–3. doi: 10.1109/FIE.2018.8659294.[16] B. A. Burt, A. McKen, J. Burkhart, J. Hormell, and A. Knight, “Black Men in Engineering Graduate Education: Experiencing Racial Microaggressions within the Advisor–Advisee Relationship,” Journal of Negro Education, vol. 88, no. 4, pp. 493–508, 2019.[17] S. Claussen, J. Y. Tsai, K. Johnson, J. Blacklock, and J. A. Leydens, “Exploring the Nexus Between Student’s Perceptions of Sociotechnical Thinking and Construction of their Engineering Identities,” presented at the 2021 ASEE Virtual Annual Conference Content Access, Jul. 2021

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13

Collection

2023 ASEE Annual Conference & Exposition

Authors

Amy Slaton, Drexel University; Kayla R. Maxey, Purdue University, West Lafayette ; Monica McGill, CSEdResearch.org; Jordan Williamson

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

Abstract In order to inform a discussion of silenced communities within systemic processes, we examine the ASEE Diversity Recognition Program (ADRP) as a step towards amplifying re- flexive and critical activities already occurring within ASEE. In light of recent concern over the ADRP as a means of disrupting minority marginalization in Engineering Education1 , we reflect on the origins of the program as well as how to proactively shift the program’s cultural context to one of greater criticality about Diversity, Equity and Inclusion (DEI) in engineering, broadly. To investigate this more deeply, our research questions for this study were: What have other organizations used to anoint2 member

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

construction decision mak- ing, sustainable design and construction, applications of machine learning and AI in construction, and engineering education. Dr. Uddin is also dedicated to serve his profession and the community. He is a member of ASEE, ASCE, TRB and CRC, and serves as the VP of the ASCE Tennessee Section and Sec- retary for the ASCE Holston branch. Dr. Uddin is active with ASEE engineering technology division and served as ETD program chair for CIEC in 2017 and 2018. Dr. Uddin also served as the Editor-in-Chief for Journal of Engineering Technology from 2019 to 2021. Dr. Uddin received outstanding researcher award, outstanding service award and sustainability leadership award from his college.Dr. Keith V

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

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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Diversity

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

M.S. in Industrial Engineering, and a Ph.D. in Engineering from the University of Arkansas. His research interest includes decision quality, resilient design, set-based design, engineering and project management, and engineering education. During his time at the University of Arkansas, Eric has served as Principal Investigator, Co-Principal Investigator, or Senior Personnel on over 40 research projects totaling over $6.6 Million, which produced over 50 publications (journal articles, book chapters, conference proceedings, newsletters, and technical reports). He is an active member of the American Society for Engineering Education (ASEE) and International Council on Systems Engineering (INCOSE) where he has served in

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

non-Indigenousperspectives [5]. Friesen et al. have examined the outcomes of increasing concepts of Indigenousconcerns and knowledge in several design, capstone, and theoretical courses [7]. Work has alsobeen done to inspect the integrations of learning modules and technical courses that are wovenwith Indigenous topics [8], [9]. In the United States and the American Society of EngineeringEducation (ASEE), discussions have been done to compare engineering and Native Americanphilosophies of learning [10], increase recruitment of underrepresented and minority groups [11],explore how to engage with Native American communities and culture [12], and conductparticipatory research with the communities [13].Efforts have been made on equity, diversity

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13

Collection

2023 ASEE Annual Conference & Exposition

Authors

Janis P. Terpenny, National Science Foundation; Tracee Gilbert, System Innovation

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Diversity

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

.[27] "ABET accreditation," Abet.org, 2019.[28] P. Wankat and K. Haghighi, "Multidisciplinary Engineering– Flexibility and ABET Accreditation," ASEE Annual Conference, pp. 1761-1770, 2009.[29] "Building America’s Skilled Technical Workforce," National Academies of Sciences, Engineering, and Medicine (NASEM), Washington, D.C.: The National Academies Press, 2017.[30] I. Verner, D. Cuperman, T. Romm, M. Reitman, S. K. Chong and Z. Gong, "Intelligent Robotics in High School: An Educational Paradigm for the Industry 4.0 Era," The Challenges of the Digital Transformation in Education,, vol. 916, pp. 824-832, 2019.[31] P. Maloney, W. Cong, M. Zhang and B. Li, "The Broader Impacts of an Additive Manufacturing Course at Three

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

equityEngineering and research, while crucial for technological advancement, cannot exist in avacuum, divorced from the society that those advancements impact [1]–[5]. The work ofengineers and researchers has human implications, both beneficial and detrimental, as well asequitable and inequitable [2]. Artificial intelligence, for example, is an area of research in whichadvancing technology can perpetuate harm when development is not paired with rigorous equitystandards. A 2019 study found that a popular healthcare algorithm used to assess risk levels ofpatients was racially biased; sicker Black patients were measured as equivalent to healthier whitepatients, resulting in reduced levels of care for some Black patients [6]. The algorithm usedhealthcare costs

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

Native Pacific Islanders [1]. Similarly, women represented only 24% of stu-dents seeking bachelor’s degrees in engineering, 27% of master’s degrees, and 25% of doctorates 1Zarch, McGill ASEE 2023[1]. When compared to the general U.S. population, these numbers are only a fraction of thesepopulations, indicating a significant gap in representation. These gaps have been long recognizedin engineering with little progress relative to other STEM fields [2].The importance of having a diverse workforce should not be understated. The legislative aims ofthe Civil Rights era made clear that discrimination in U.S

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder

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

.21417Pitterson, N. P., Ortega-Alvarez, J. D., Streveler, R. A., & Adams, R. (2016, June 26). Voicing the Indescribable—Using Photo Elicitation as a Method to Uncover Belonging and Community. 2016 ASEE Annual Conference & Exposition. https://peer.asee.org/voicing-the-indescribable-using-photo-elicitation-as-a-method-to-uncover- belonging-and-communityPrins, E. (2010). Participatory photography: A tool for empowerment or surveillance? Action Research, 8(4), 426–443. https://doi.org/10.1177/1476750310374502Rambo-Hernandez, K. E., Morris, M. L., Casper, A. M. A., Hensel, R. A. M., Schwartz, J. C., & Atadero, R. A. (2019, June 15). Examining the Effects of Equity, Inclusion, and Diversity Activities

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sara E. Lego, Pennsylvania State University

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Diversity

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

results todetermine the mean and median response for each item on the survey, and the Kolmogorov-Smirnov test will be used to assess the level of statistical significance. A follow-on conferencepaper detailing these results will be submitted in time for the 2024 ASEE Annual Conference. 11References[1] ABET, "Criteria for Accrediting Engineering Programs, 2019-2020," 2021. [Online]. Available: https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting- engineering-programs-2019-2020/#GC3. [Accessed 20 1 2023].[2] Herring, Cedric, “Does Diversity Pay? Race, Gender, and the Business Case for Diversity

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

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K-12 outreach and research experiences for high school students, teachers, and undergraduates in this role.Dr. Matthew W. Ohland, Purdue University, West Lafayette Matthew W. Ohland is the Dale and Suzi Gallagher Professor and Associate Head of Engineering Edu- cation at Purdue University. He has degrees from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineering students and forming and managing teams has been supported by the National Science Foundation and the Sloan Foundation and his team received for the best paper published in the Journal of Engineering Education in 2008, 2011, and 2019 and from the IEEE Transactions on

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Association for Engineering Education Conference, Brisbane, Australia, Brisbane, Australia, 2019.[20] B. Beigpourian and M. W. Ohland, “A Systematized Review: Gender and Race in Teamwork in Undergraduate Engineering Classrooms,” presented at the ASEE 126th Annual Conference and Exposition, Tampa, FL, Tampa, FL: American Society for Engineering Education, 2019.[21] R. F. DeVellis, Scale development: theory and applications, 3rd ed. in Applied social research methods series, no. 26. Thousand Oaks, Calif: SAGE, 2012.

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

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Diversity

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

stereotypes regarding who belongs intechnical fields [30, 31, 32], and addressing voiced student perspectives regarding diversity that can beharmful to minoritized peers are important steps to further DEI work in technical fields.ACKNOWLEDGMENTSThis material is based upon work supported by the National Science Foundation under Grant No.1833630.REFERENCES[1] Aspen Digital. (2021). Diversity, equity, and inclusion in cybersecurity. The Aspen Institute,Washington, DC.[2] Barker, L., Mancha, C., & Ashcraft, C. (2014). What is the impact of gender diversity ontechnology business performance: Research summary. NCWIT: Boulder, CO.[3] Mountrouidou, X., Vosen, D., Kari, C., Azhar, M., Bhatia, S., Gagne, G., Maguire, J., Tudor, L.,Yuen, T. (2019

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joey Valle, Purdue University; Nafissa Aïda Maïga; Roshan Krishnan; Jessica Ng; John Mulrow

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

gasses are emitted, and the conditions thatsustain life around the mining sites are undermined [44]. The residues of colonial political structures and sustained interventions by wealthy nations havemade the implementation and enforcement of laws and regulations focused on environmental protectiondifficult many African countries. In some East African countries, gold mining for example “has lead toexorbitant mercury concentrations in rivers”, which severely fragilized biodiversity and health of thecommunities nearby [37]. Workers’ rights, pay, and practices can be horrendous when it comes toresource mining in Africa, for example in the DRC, child labor is common practice for cobalt extraction[45]. In 2019, large tech firms were named in a

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

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Diversity

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

and I. Villanueva, “Latino STEM Scholars, Barriers, and Mental Health: A Review of the Literature,” Journal of Hispanic Higher Education, vol. 21, no. 1, pp. 3–16, 2022, doi: https://doi.org/10.1177/1538192719892148[15] A. C. Arnold et al., “Examining the Effects of STEM Climate on the Mental Health of Graduate Women from Diverse Racial/Ethnic Backgrounds,” presented at the ASEE, Virtual, 2020, pp. 1–20. doi: http://dx.doi.org/10.18260/1-2--34617[16] J. Roy, “Engineering by the numbers,” ASEE, 2018. Accessed: Feb. 25, 2023. [Online]. Available: https://ira.asee.org/wp-content/uploads/2019/07/2018-Engineering-by-Numbers-Engineer ing-Statistics-UPDATED-15-July-2019.pdf[17] “Explore Beta,” NSF

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

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

Indigenous education: An African effort to research and transform education for Indigenous peoples,” in Handbook of Indigenous Education, E. A. McKinley and L. T. Smith, Eds., Singapore: Springer, 2019, pp. 997–1012. doi: 10.1007/978-981-10-3899-0_41.[33] D. Radhakrishnan and J. DeBoer, “Utilizing an innovative engineering skills curriculum and technology to expand classroom learning in low-resource settings,” in 2016 ASEE Annual Conference & Exposition Proceedings, New Orleans, Louisiana: ASEE Conferences, Jun. 2016, p. 27175. doi: 10.18260/p.27175.[34] C. Freitas and J. DeBoer, “Engineering design with Syrian refugees: Localised engineering in the Azraq refugee camp, Jordan,” Australas. J. Eng. Educ., vol. 25, no. 1

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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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the Blind, "Blindness Statistics," Published Apr. 2019. [Online]. Available: https://nfb.org/resources/blindness-statistics. [Accessed February 3, 2023].[2] W. Erickson, C. Lee, and S. von Schrader, Disability statistics from the American Community Survey (ACS). Ithaca, NY: Cornell University Yang-Tan Institute (YTI), 2022.[3] L. Schuck, R. Wall-Emerson, D.S. Kim, N. Nelson, "Predictors associated with college attendance and persistence among students with visual impairments," Journal of Postsecondary Education and Disability, vol. 32, no. 4, pp. 339-58, winter 2019.[4] M. Hersh and M. Johnson, Assistive technology for visually impaired and blind people. Cham, Switzerland: Springer, 2008.[5] S.I

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

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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teaches courses and conducts research related to Thermodynamics, engineering and public policy, engineering education, and gender in engineering and science. She is the co-author on an engineering textbook, Fundamentals of Engineering Thermodynamics, which is used worldwide in over 250 institutions and she is an author on over 95 peer- reviewed publications.Caroline SolomonDr. Elizabeth Litzler, University of Washington Elizabeth Litzler, Ph.D., is the director of the University of Washington Center for Evaluation and Re- search for STEM Equity (UW CERSE) and an affiliate assistant professor of sociology. She has been at UW working on STEM Equity issues for more than 17 years. Dr. Litzler is a member of ASEE, 2020-2021

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

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

, “Transgender and Gender Nonconforming Undergraduate Engineering Students: Perspectives, Resiliency, and Suggestions for Improving Engineering Education.” Ph.D. thesis, Oregon State University, Corvallis, OR, 2021.[3] S. James, J. Herman, S. Rankin, M. Keisling, L. Mottet, and M. Anafi, “The Report of the 2015 U.S. Transgender Survey,” National Center for Transgender Equality, 2016.[4] G. Beemyn, “Campus Pride Trans Policy,” Clearinghouse, 2021, Available: www.campuspride.org/tpc[5] R. Figard, M. Dalal, J. Roarty, S. Nieto, and A. Carberry, “Understanding High School Student Experiences in an Engineering Course Designed For All (Fundamental, Diversity),” In Proc. ASEE Annual Conference & Exposition, 2022

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

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., vol. 70, no. 4, pp. 324–345, 1997, doi: 10.2307/2673270.[4] A. Rainey, D. Verdín, and J. Smith, “Classroom Practices that Support Minoritized Engineering Students’ Sense of Belonging (Research),” in 2021 ASEE Virtual Annual Conference Content Access Proceedings, Virtual Conference: ASEE Conferences, Jul. 2021, p. 36797. doi: 10.18260/1-2--36797.[5] D. R. Johnson et al., “Examining Sense of Belonging Among First-Year Undergraduates From Different Racial/Ethnic Groups,” J. Coll. Stud. Dev., vol. 48, no. 5, pp. 525–542, 2007, doi: 10.1353/csd.2007.0054.[6] E. D. Tate and M. C. Linn, “How Does Identity Shape the Experiences of Women of Color Engineering Students?,” J. Sci. Educ. Technol., vol. 14, no. 5, pp. 483–493

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jerry Austin Yang, Stanford University; Anthony Lising Antonio; Sheri D. Sheppard, Stanford University

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Diversity

Tagged Divisions

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

, indigenous, and other students ofcolor, relatively little research has been devoted to Asians and Asian-Americans in engineering.Asian and Asian-American engineers comprise the majority of non-White engineers,representing 12.2% of science and engineering bachelor’s degrees earned and over one-third oftenured or tenure-track engineering faculty in the United States in 2018 (NCSES, 2018; ASEE,2018). As the largest non-White group, they have played a unique racialized role in engineering,at once being cast as the “model minority” yet often overlooked as a minoritized group or viewedas a “perpetual foreigner” within White-dominated engineering spaces. In addition, legacies ofAsian and Asian-American racialization, defined as the social, political

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anne M. McAlister, The State University of New York, Buffalo; Sarah Catherine Lilly, California State University, Channel Islands

Tagged Topics

Diversity

Tagged Divisions

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

Transfer course. In this study, 28 seniorundergraduate engineering students were presented with a quantitative problem related to thelength of a pipe in a water heater and given context for the problem that created additional designconsiderations. Students wrote memos to present their final solutions and describe additionalconsiderations for solar water heating. Classroom observations and student memos demonstratedthat students were able to consider contexts to their heat transfer content that went beyondtraditional, technical considerations; however, most of the considerations that studentsbrainstormed were environmental, rather than economic or social [30].Similarly, in 2019, Lord et al. [35] described the design and implementation of three

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

/pceea.v0i0.12977.[24] C. Morton, A. Huang-Saad, and J. Libarkin, “Entrepreneurship Education for Women in Engineering: A Systematic Review of Entrepreneurship Assessment Literature with a Focus on Gender,” in 2016 ASEE Annual Conference & Exposition Proceedings, New Orleans, Louisiana: ASEE Conferences, Jun. 2016, p. 26725. doi: 10.18260/p.26725.[25] M. Benitez Jr., “Resituating culture centers within a social justice framework,” in Culture centers in higher education: Perspectives on identity, theory, and practice, Sterling, Virginia: Stylus Publishing, LLC, 2010, pp. 119–134.[26] J. Jackson, M. Pearson, A. Huang-Saad, and J.-L. Mondisa, “Innovating Innovation: Advancing Racial Equity in STEM Entrepreneurship Programming,” J