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Board 118: Mixing it Up: A Pilot Study on the Experiences of Mixed-Race Asian-American Students in Engineering

Conference Session
Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Michelle Choi Ausman, Virginia Polytechnic Institute and State University; Qin Zhu, Virginia Polytechnic Institute and State University
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #43443Board 118: Mixing it Up: A Pilot Study on the Experiences of Mixed-RaceAsian-American Students in EngineeringMs. Michelle Choi Ausman, Virginia Polytechnic Institute and State University Michelle Choi Ausman is a second-year PhD student in Engineering Education at Virginia Tech. She received a BS in Liberal Arts and Engineering Studies from Cal Poly, San Luis Obispo, and an MS in Science and Technology Studies from Rensselaer Polytechnic Institute. Her research interests include engineering identity; inclusion, diversity, equity, and accessibility; Asian American Studies; Critical Mixed Race Studies
Relevance Score: 1.3593853

Queer Ties: A Work in Progress LGBTQ+ Graduate Student Mentorship Program

Conference Session
Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education
Collection
2024 ASEE Annual Conference & Exposition
Authors
Brandon Bakka, University of Texas at Austin; Elisa Koolman, University of Texas at Austin
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
Student Peer Mentorship in Academia,” Mentor. Tutoring Partnersh. Learn., vol. 27, no. 5, pp. 549–576, 2019, doi: 10.1080/13611267.2019.1686694.[14] M. Jennings, “A Review of the State of LGBTQIA+ Student Research in STEM and Engineering Education,” p. 24.[15] N. Kalkunte, M. Nagbe, and M. Borrego, “Climate Survey Report,” Cockrell School of Engineering, Feb. 2022. [Online]. Available: https://cockrell.utexas.edu/images/pdfs/CockrellSchool-ClimateSurveyReport2022.pdf[16] N. H. Choe, M. Borrego, L. L. Martins, A. Patrick, and C. C. Seepersad, “A Quantitative Pilot Study of Engineering Graduate Student Identity,” in 2017 ASEE Annual Conference & Exposition Proceedings, Colum, 2017.[17] relating to diversity, equity
Relevance Score: 1.0952015

Exploring the Landscape of Graduate Student Mental Health: Populations, Methods, and Terminologies-Who is Missing from the Conversation?

Conference Session
Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education
Collection
2024 ASEE Annual Conference & Exposition
Authors
Motahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus; Jennifer M Bekki, Arizona State University
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
on graduatestudents who hold marginalized identities -- highlight the ongoing need to research the mentalhealth of STEM graduate students and how mental health influences various aspects of their livesand academic trajectories, aligning with the conclusion in the review conducted by Bork andMondisa focused on graduate student mental health in engineering (2021).Our findings reveal a significant shift in the focus on mental health publications during and afterthe COVID-19 pandemic. The observed shift in focus towards mental health publications duringand after the COVID-19 pandemic is indicative of an increased acknowledgment of the mentalhealth challenges that arose and the necessity for supportive measures and interventions toeffectively
Relevance Score: 0.6279277

ChatGPT as a Tool for Equitable Education in Engineering Classes

Conference Session
Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success
Collection
2024 ASEE Annual Conference & Exposition
Authors
Sourojit Ghosh, University of Washington
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
]), I present an argument in this paper that ChatGPT is animportant tool for creating equitable access, especially for international students or students withtraditionally marginalized identities in engineering education. I present this from thepositionalities of student educators in engineering courses with reading and writing componentsand as international students in the US having relied on machine translation in their own studentexperiences. Using an approach similar to Coppola and Turns [11], I draw upon findingsgathered from interviewing other instructors of engineering courses within my department, aswell as a reflection of my own experiences as an instructor in engineering courses. I presentmicrocultures of student experiences of using
Relevance Score: 0.5377824

Report on a Student Community of Practice Program's Impact on Career Preparedness and Sense of Belonging Among Underserved Undergraduate Students in the Electrical & Computer Engineering Major

Conference Session
Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education
Collection
2024 ASEE Annual Conference & Exposition
Authors
Rachael E Cate, Oregon State University; Jacob Field, Oregon State University; Sierra Kai Sverdrup, Oregon State University
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
Identity, and Affective AwarenessAfter this model was applied to program development, program developers completed amixed-methods study including a survey to collect qualitative and quantitative data to evaluateprogram effectiveness at creating a transformative educational experience for participants [3].The findings of this study included key impacts of the program and recommendations for futuredevelopment:Key Impacts of the EECS Design Student Communities of Practice Program [3]: 1. Instructors of engineering education seeking to facilitate transformative learning experiences for their students should create their own auto-ethnographic teaching narratives and engage in interdisciplinary dialogues to share values and understanding
Relevance Score: 0.491986

Exploring Department Readiness for Equity-Work and Inclusive Practices in Engineering PhD Programs: A Competing Values Approach

Conference Session
Institutional inclusion: Advancing equity and belongingness in engineering education
Collection
2024 ASEE Annual Conference & Exposition
Authors
Teirra K Holloman, Virginia Tech Department of Engineering Education; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Natali Huggins; Walter C. Lee, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
mentoring program for faculty mentoring American Indian and Alaska Native graduate students in STEM: A qualitative study,” Mentor. Tutoring Partnersh. Learn., vol. 26, no. 5, pp. 503–523, 2018, doi: 10.1080/13611267.2018.1561001.[28] L. A. Marchiondo, S. P. Verney, and K. L. Venner, “Academic leaders’ diversity attitudes: Their role in predicting faculty support for institutional diversity,” J. Divers. High. Educ., vol. 16, no. 3, pp. 323–332, Jun. 2023, doi: 10.1037/dhe0000333.[29] C. Hampton, “Agency to Change: A Narrative Inquiry of White Men Faculty in Engineering Engaged in Broadening Participation Work,” Jan. 2021, Accessed: Feb. 06, 2024. [Online]. Available: http://hdl.handle.net/10919/115860[30] S. Secules, S. E
Relevance Score: 0.2734719