Collection

2022 ASEE St. Lawrence Section Annual Conference

Authors

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

Tagged Topics

Diversity

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

Celia A. Evans PhD, Cornell University; Ryan Sauvé, Cornell University; Lisa Schneider-Bentley, Cornell University; Jena Michele Rozanski, Cornell University

Tagged Topics

Diversity

Observations, reflection, and goal setting, support development of evidence- supported pedagogy in engineering peer educators Celia Evans1, Lisa Schneider-Bentley1, Jena Rozanski2, Jordan Johnson2, and Ryan Sauve1 1 Engineering Learning Initiatives, Cornell University, 2College of Engineering Cornell UniversityAbstractIn higher education, the role of undergraduate educators is growing. Teaching teams in large coursesoften have a mix of graduate and undergraduate teaching assistants (TAs). We employ and trainundergraduate ‘Academic Excellence Workshop (AEW) Facilitators’ who, in pairs, lead weeklycollaborative learning sessions that parallel challenging core courses. In training sessions, we introduceand

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

media representations of Black women on their STEM identity development.Specifically, we answer the following research questions: 1) How does the proportion of Blackwomen compare to that of other racial groups in STEM roles in popular science fiction films and2) How are Black female characters represented in STEM and non-STEM roles in popular sciencefiction films? This study found that Black women are scarcely represented in Both STEM and no-STEM roles in the science fiction films. Moreover, in the sample of films analyzed for this study,Black women have not been cast in a lead or co-lead role in any film. The findings highlight theneed for greater non-stereotypical representation of Black women in popular films to provide rolemodels for young

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

Tagged Topics

Diversity

: K-12 Education, STEM Outreach, STEM Education, Engineering Education,Equity Diversity and Inclusion, K-12 OutreachIntroductionThe k2i academy at the Lassonde School of Engineering - York University works with K-12education sector partners to design and implement programs that address systemic barriersto opportunities in STEM. In 2019, the Ontario Network of Women in Engineering reportedthat 24.4% of undergraduate engineering students were women. (ONWiE, 2019) In 2016,Engineers Canada reported that only 1% of undergraduate engineering students enrolled inaccredited engineering programs identified as Indigenous peoples. (Engineers Canada,2016) In this paper, we will share our experience in designing a program that addressessome of the

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

Tagged Topics

Diversity

face to succeed in engineering have been extensively documented[1]. Experiences with the “chilly climate” have shown to deter women from persisting inengineering and other STEM degrees [2]. Although women faculty in engineering haveovercome such challenges throughout their academic career, they continue to face challengesrelated to gender disparities in academic environments [3]. On the other hand, their condition asminorities in male dominated areas can be evaluated as an advantage given the presence ofstrategies for their advancement, such as affirmative action [4]. In this literature review, we payattention to some of the challenges these accomplished women faculty face throughout thepipeline: from graduation to hiring as well as in

Collection

2022 ASEE St. Lawrence Section Annual Conference

Authors

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

Tagged Topics

Diversity

problems facing the world. Undergraduate engineeringstudents enrolled in two sophomore-level engineering courses at Clarkson University (CU), onetechnical course (n = 19) and one sociotechnical course (n = 15), completed a pilot survey duringthe fall 2021 semester. Student responses to a set of open-ended questions at the end of thesurvey were explored to find differences between the two courses, as well as gender-relateddifferences within and between each course, across three categories, to understand how thecourse had affected students’: (1) sense of belonging in engineering; (2) views of the relationshipbetween engineering and social justice; and (3) views of the relationship between engineeringsocial responsibility. Their responses revealed