Conference Session

Women in Engineering Division (WIED) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kaitlyn Anne Thomas, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Kelly J. Cross, University of Nevada, Reno

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Diversity

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Women in Engineering Division (WIED)

], which incorporates the ethical considerations of the modernworld into the process of learning and retaining new knowledge. This convergence of knowledgeand responsibility to others and the earth rewrite the field of engineering through a decolonized,non-Eurocentric lens, and it balances the scales of credibility by offering freedom from prejudicethat privileges whiteness, maleness, ableism, heterosexuality, etc. With this liberation, we canensure women and those with non-centered identities have space to thrive and contribute to thebetterment of this world, as is a long-standing tenant of the engineering profession [1].ConclusionEpistemic injustice is a system of inequity that perpetuates an exclusionary culture to womenbased on their perceived

Conference Session

Women in Engineering Division (WIED) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Johanna Naukkarinen, Lappeenranta-Lahti University of Technology LUT, Finland; Susanna Maria Bairoh, Hanken School of Economics, Finland

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Women in Engineering Division (WIED)

asked about satisfaction with their degree, their overallcareer progress, perceptions of the factors contributing to their employment, competencesrequired in their work, and the development of those competences during their universitystudies [19]. The process follows the ethical principles of Finnish universities’ feedbacksurveys [20], established by the Finnish Council of University Rectors.The questions used in this study consisted of closed questions, with alternatives to choosefrom or statements to be evaluated with a 6-point Likert scale. In addition to these, therespondents were asked to report their monthly income in euros as well as the duration oftheir possible unemployment in years and months. The exact questions and their

Conference Session

Women in Engineering Division (WIED) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alexis Nicole Barney, Iowa State University; Benjamin Ahn, Iowa State University of Science and Technology; Matthew Nelson, Iowa State University

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Women in Engineering Division (WIED)

withwomen in the industry.43% of our male participants reported experiencing no efforts to promote awareness and mitigategender inequality in the classroom. The remaining 57% experienced the following efforts: (1)sexual assault training prior to attending college, (2) efforts to prevent sexual violence againstwomen, (3) posters in classrooms and buildings on campus, and (4) female empowerment speechesin class.4.4.3. Suggestions for Future Education Efforts (From Participants)Discussing topics in class that highlight gender equity was the most common response from ourfemale participants. It was suggested that professors discussing equity and ethics or discussingvaluable minorities and their contributions to the field is an excellent way to bring

Conference Session

Women in Engineering Division (WIED) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Elizabeth Milonas, New York City College of Technology

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Women in Engineering Division (WIED)

major search engines, Ethics: techniques for incorporating ethics in computer curriculum specifically in data science curriculum Programs/curricula: evaluating Data Science programs in the US and China and Retention: evaluating minority female retention in computer related degree programs. ©American Society for Engineering Education, 2023Retention of Female Minority Students in Bachelor STEM Degree Programs: An Exploratory Study of Five Cohorts1.0 Introduction Female minority students are underrepresented in academic based undergraduate science,technology, engineering and mathematics (STEM) degree programs [1]. This group of studentswhich is comprised of American Indian or

Conference Session

Women in Engineering Division (WIED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Qian Wang, Xi'an Jiaotong-Liverpool University (XJTLU); Biying Wen, Liverpool University; University of Liverpool

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Women in Engineering Division (WIED)

types of people) Speech & communicative acts Storyline Rights and duties Gaze as power relations in different gender Dominant social norms as power frames (habitual mind, cultural restrictions, laws and ethics) Figure 2

Conference Session

Women in Engineering Division (WIED) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarah Rodriguez, Virginia Tech; Maria L. Espino, Iowa State University ; J. Cody Nielsen; Marin Jayne Fisher, Virginia Tech

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Women in Engineering Division (WIED)

range offactors (e.g. gender, race/ethnicity, individual beliefs, salience). Some individuals may see their work as aform of spiritual service, while others may be guided by religious beliefs when making ethical decisionsin their work. We believe this study will give a glimpse into how a woman’s religious identity caninfluence their engineering identity which could lead to greater understanding of the role of religion inengineering spaces and encourage more effective support structures. MethodologyThis study was part of a larger National Science Foundation (NSF) funded qualitative, phenomenologicalresearch study which examined the engineering identity development experiences of electrical

Conference Session

Women in Engineering Division (WIED) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Saiyn Kurmankulov, Nazarbayev University, Kazakhstan; Dinara Dikhanbayeva; Asma Perveen; Mariza Tsakalerou, Nazarbayev University, Kazakhstan

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Women in Engineering Division (WIED)

by the Institutional Research Ethics Committee(IREC), the semi-structured interviews were conducted in a one-to-one format via Zoomlasting for about 30 minutes which included leading and extended questions to obtain qualitydata.After informing the participants about the purpose of the study, their voluntary informedconsent form was signed before they answered the questionnaire. Their personal informationremained confidential throughout the study. The participants were asked five demographics(Fig. 1), two qualitative questions and factor ranking by importance and impact. Fig. 1. Demographic information of respondents.Overall, in the study female students aged between 18-23 participated. The responders werefrom four

Conference Session

Women in Engineering Division (WIED) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Peter Jamieson, Miami University

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Women in Engineering Division (WIED)

, M. M. Yacobucci, K. V. Root, S. Pe˜na, and D. A. O’Neil, “Secret service: Revealing gender biases in the visibility and value of faculty service.” Journal of Diversity in Higher Education, vol. 12, no. 1, p. 85, 2019.[16] M. B. B. Magolda, Authoring your life: Developing your internal voice to navigate life’s challenges. Stylus Publishing, LLC, 2017.[17] W. G. Perry Jr, Forms of Intellectual and Ethical Development in the College Years: A Scheme. Jossey-Bass Higher and Adult Education Series. ERIC, 1999.[18] M. B. B. Magolda, “Three elements of self-authorship,” Journal of college student development, vol. 49, no. 4, pp. 269–284, 2008.[19] D. C. Hodge, M. B. Baxter Magolda, and C. A. Haynes, “Engaged learning

Conference Session

Women in Engineering Division (WIED) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Karen Watkins-Lewis, Morgan State University; Heather Dillon, University of Washington; Rebecca N. Sliger, Tacoma Community College; Bonnie J. Becker; Erica Cline; Cheryl Greengrove; Petronella A. James, Morgan State University; Angela Edes Kitali; Adrienne Scarcella

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Diversity

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Women in Engineering Division (WIED)

supporting student engagement. Her research interests include broadening participation in STEM, equity and diversity, engineering ethics, online engineering pedagogy, program assessment so- lutions, transportation planning, transportation impact on quality of life issues, and bicycle access. She is a proud Morgan Alum (2011), having earned a Doctorate in Civil Engineering, with a focus on trans- portation. Dr. Petronella James earned her Doctor of Engineering (Transportation) and Masters of City & Regional Planning. She completed a B.S. Management Studies, at the University of the West Indies (Mona), Jamaica.Angela Edes KitaliAdrienne Scarcella ©American Society for Engineering Education

Conference Session

Women in Engineering Division (WIED) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kristen Moore, University at Buffalo, The State University of New York; Meg Handley, Pennsylvania State University; Jessica Dolores Menold, Pennsylvania State University

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Women in Engineering Division (WIED)

and race the structure of U.S. engineering education,” J. Eng. Educ., vol. 108, no. 1, pp. 13–31, Jan. 2019, doi: 10.1002/jee.20247.[18] K. J. Cross, K. B. H. Clancy, R. Mendenhall, P. Imoukhuede, and J. R. Amos, “The double bind of race and gender: A look into the experiences of women of color in engineering,” ASEE Annu. Conf. Expo. Conf. Proc., vol. 2017-June, 2017, doi: 10.18260/1-2--28960.[19] C. G. P. Berdanier, X. Tang, and M. F. Cox, “Ethics and Sustainability in Global Contexts: Studying Engineering Student Perspectives Through Photoelicitation,” J. Eng. Educ., vol. 107, no. 2, pp. 238–262, 2018, doi: https://doi.org/10.1002/jee.20198.[20] K. Moore, W. R. Hargrove, N. R. Johnson, and F

Conference Session

Women in Engineering Division (WIED) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Najme Kishani Farahani, University of Toronto, Canada; Aimy Bazylak, University of Toronto, Canada; Jason Bazylak, University of Toronto, Canada

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Women in Engineering Division (WIED)

approaches in each engineering department andgraduate degree. We used institutional data available at the engineering faculty in the researcheduniversity. After the approval of the ethics board and the Vice-Provost Student of the university,we accessed and worked with different sets of students’ records. Here are the datasets we used inour analysis in this study:Undergraduate students’ registration and academic performance (2006-2021): The researchsample included data from 26,842 undergraduate students with at least one university recordfrom 2006 to 2021. In total, there were 275,233 records from these undergraduate students,including every session they have registered at the university. Twenty-four parameters describedthis research sample, but we

Conference Session

Graduate Student and Postdoctoral Fellow Perspectives on Advancing Women and Gender Equity in Engineering - for the Next 130 Years

Collection

2023 ASEE Annual Conference & Exposition

Authors

Baishakhi Bose, Lawrence Berkeley National Laboratory; Haleh Barmaki Brotherton, Clemson University; Theo Hopper, University of Michigan; Pamela Martínez Oquendo, University of Nebraska-Lincoln; Lily M. Wang P.E., University of Nebraska-Lincoln; Margaret E.B. Webb, Virginia Tech; Hannah Wilkinson, Utah State University

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Diversity

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Women in Engineering Division (WIED)

funding needs to be available for engineeringextracurriculars in low economic and rural school districts. To improve the perceptions of womxnand other underrepresented identities in STEM, the representation of scientists and engineers needsto be shifted in the classroom and in media. Textbooks, educational videos, and classroomexamples need to depict people with different genders, races, and ethnographies, allowing youngstudents to see themselves as engineers. Teachers need to be trained on how to avoidmicroaggressions and foster inclusivity in classrooms. Diversity, inclusion, and ethics need to beincluded in the K-12 STEM curriculum.Undergraduate education: Following changes to K-12 education, undergraduate education needsto undergo systemic

Conference Session

Women in Engineering Division (WIED) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alison Leigh Banka, University of Georgia; Agnes Germaine d'Entremont, P.E., University of British Columbia, Vancouver; Katherine A. Lyon

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Women in Engineering Division (WIED)

enrollment data by gender and race were available. Since this data is publiclyavailable, our research ethics board does not require research study review.Gender data was limited to the categories “male” and “female”. We will use these terms whenexamining the data, but will use the terms “men” and “women” in discussing the results in linewith our constructionist approach to gender [33]. We acknowledge that there is a difference inmeaning between these terms (e.g., male versus man), and that the dataset does not represent allgenders (i.e., non-binary).Racial data was distributed among the following categories: ● American Indian/Alaska Native ● Asian ● Black ● Foreign ● Hispanic ● Multiracial (added in 2010) ● Native Hawaiian

Conference Session

Women in Engineering Division (WIED) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

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Women in Engineering Division (WIED)

Conference Session

Women in Engineering Division (WIED) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Monica Quezada-Espinoza, Universidad Andres Bello, Santiago, Chile; Marcela Silva, Universidad Andres Bello, Santiago, Chile; Carolina Alvarado, California State University, Chico

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Diversity

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Women in Engineering Division (WIED)

secretary ofthe CE program and assumed the role of observer and assistant to oversee the recordings,logistics and provision of materials, as well as to take notes on participant input. We hosted threeseparate sessions, having each of the groups participating separately. Sessions that involvedGroups S and F were conducted face-to-face, while the Group A session was held via Zoom Ⓡ.For the face-to-face session, we provided coffee, biscuits and other food for the attendees. Inboth formats, participants were formally welcomed and then we introduced the dynamics andobjectives of the sessions. Then we proceed to ask them to read and sign the informed consentdocument as part of the ethical framework of the research, which included consent to have