Collection

2022 ASEE St. Lawrence Section Annual Conference

Authors

Farzana Rahman, Syracuse University; Elodie V. Billionniere, Miami Dade College; Sinchana Sulugodu Shashidhara, Syracuse University

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Sinchana Sulugodu Shashidhara Dept of EECS Syracuse University Syracuse, NY USA ssshashi@syr.eduAbstractThe disparity of women in STEM (Science, Technology, Engineering, and Mathematics) discipline have beena persistent problem in the United States of America. Research suggests that women who join STEMdiscipline leave very frequently to care for their families, financial setbacks, personal obligations, and callto active-duty program. Returning women, very rarely choose to pursue STEM education or cannot enterthe STEM workforce because - 1) these fields are constantly

Collection

2022 ASEE St. Lawrence Section Annual Conference

Authors

Lisa Cole, Lassonde School of Engineering, York University; Michelle Tsui-Woods, k2i academy, Lassonde School of Engineering, York University; Vanessa Ironside, k2i academy, Lassonde School of Engineering, York University

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Diversity

Creating Equity-Focused STEM Learning Programs with k2i academyLisa Cole1, Vanessa Ironside2, Michelle Tsui-Woods3k2i academy, Lassonde School of Engineering-York University1, 2, 3lisa.cole@lassonde.yorku.ca1, vanessa.ironside@lassonde.yorku.ca2,michelle-tsui-woods@lassonde.yorku.ca3Abstractk2i (kindergarten to industry) academy within the Lassonde School of Engineering at YorkUniversity works to meaningfully design and integrate equity and inclusion based science,technology, engineering and math (STEM) programs into all areas of education. Theseprograms address systemic barriers that limit youth from succeeding in STEM areas,pursuing further education and finding a place in industry. The Bringing STEM to Life:Work-Integrated Learning

Collection

2022 ASEE St. Lawrence Section Annual Conference

Authors

Felicity Bilow, Clarkson University; Jan DeWaters P.E., Clarkson University

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Diversity

primarily on developing students’ technical skills, and have developed and piloted astudent survey for that study. This paper investigates student responses to a group of open-endedquestions included in the pilot, which illuminate interesting findings in how sophomore-levelsociotechnical and technical engineering courses affect students’ sense of belonging and views ofthe relationships between engineering and social justice, as well as social responsibility.2. Methods2.1 Student Sample and CoursesUndergraduate engineering students enrolled in two sophomore-level engineering courses at CUparticipated in a survey pilot: ES220: Statics and BR200: Introduction to Biomedical &Rehabilitation Engineering, Science, and Technology. ES220 is a multi

Collection

2022 ASEE St. Lawrence Section Annual Conference

Authors

Esther Jose, University at Buffalo, The State University of New York; Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York

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Diversity

, “Work in Progress: The Challenges of Evaluating ADVANCE Initiative’s Effectiveness in the Progress of Women Faculty in Engineering,” presented at the 2021 ASEE Virtual Annual Conference Content Access, Jul. 2021. Accessed: Apr. 25, 2022. [Online]. Available: https://peer.asee.org/work-in-progress-the- challenges-of-evaluating-advance-initiative-s-effectiveness-in-the-progress-of-women- faculty-in-engineering[2] D. M. Britton, “Beyond the Chilly Climate: The Salience of Gender in Women’s Academic Careers,” Gend. Soc., vol. 31, no. 1, pp. 5–27, Feb. 2017, doi: 10.1177/0891243216681494.[3] D. Banerjee and A. L. Pawley, “Gender and promotion: How do science technology, engineering and mathematics (STEM) faculty members

Collection

2022 ASEE St. Lawrence Section Annual Conference

Authors

Syed Ali Kamal, University at Buffalo, The State University of New York; Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York

Tagged Topics

Diversity

university press Cambridge, 1981.[31] H. Tajfel, J. C. Turner, W. G. Austin, and S. Worchel, “An integrative theory of intergroup conflict,” Organ. Identity Read., vol. 56, no. 65, pp. 9780203505984–16, 1979.[32] M. Ong, C. Wright, L. Espinosa, and G. Orfield, “Inside the double bind: A synthesis of empirical research on undergraduate and graduate women of color in science, technology, engineering, and mathematics,” Harv. Educ. Rev., vol. 81, no. 2, pp. 172–209, 2011.[33] L. Archer, J. DeWitt, J. Osborne, J. Dillon, B. Willis, and B. Wong, ““Balancing acts’’: Elementary school girls’ negotiations of femininity, achievement, and science: Femininity, Achievement, and Science,” Sci. Educ., vol. 96, no. 6, pp. 967–989, Nov. 2012