Displaying results 1 - 30 of 38 in total
- Conference Session
- Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Samuel J Bullard, University of Minnesota - Twin Cities; Keisha Varma, University of Minnesota - Twin Cities
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
diversecommunity of educators and science learners [8].Present StudyThe present work-in-progress research utilizes the WISE platform to advance an original social-justice oriented science curriculum which will be scalable to a diverse set of middle schoolscience teachers and learners. The final product will improve students’ argumentation skills,conceptual understanding, and scientific literacy by engaging learners in the following activities: ● Exploring the varied structures/functions of organs, organ systems, and scientific arguments; ● Learning about emergent solutions in biomedical engineering to prolong the storage of human organs; ● Constructing evidence-based arguments in the form of policy proposals designed to mitigate racial
- Conference Session
- Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Laura A. H. Wood, University of Michigan; Angie Kim, University of Michigan; Amber N Williams, University of Michigan; Berenice A. Cabrera, University of Michigan; Hayley N. Nielsen, University of Michigan; Lu Zhou, University of Michigan; Grenmarie Agresar, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan; Joi-Lynn Mondisa, University of Michigan; Erika A Mosyjowski, University of Michigan; Steve J. Skerlos, University of Michigan
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- Culture & Social Justice in Education Division (EQUITY), Equity
, University of Michigan Lisa Lattuca, Professor of Higher Education and member of the Core Faculty in the Engineering Education Research Program at the University of Michigan. She studies curriculum, teaching, and learning in college and university settings, particularly how facDr. Joi-Lynn Mondisa, University of Michigan Joi Mondisa is an Associate Professor in the Department of Industrial and Operations Engineering and an Engineering Education Faculty Member at the University of Michigan Ann Arbor.Dr. Erika Mosyjowski, University of Michigan Erika Mosyjowski is the Research and Faculty Engagement Manager in the Center for Socially Engaged Design within University of Michigan College of Engineering. She earned a PhD and
- Conference Session
- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Ioulia Rytikova, George Mason University; Mihai Boicu, George Mason University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #43435Anti-racism, Inclusion, Diversity and Equity in Database Curriculum ThroughGroup Research Projects on Historical, Social and Ethical Database RelatedTopicsDr. Ioulia Rytikova, George Mason University Ioulia Rytikova is a Professor and an Associate Chair for Graduate Studies in the Department of Information Sciences and Technology at George Mason University. She received a B.S./M.S. and Ph.D. degrees in Automated Control Systems Engineering and Information Processing. Her research interests lie at the intersection of Data Science and Big Data Analytics, Cognitive and Learning Sciences, Educational Data Mining
- Conference Session
- Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Allison Murray, Marquette University; Lisa Chase, Marquette University
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- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
design with respect to disability inhuman factors engineering disciplines [13]. Dong describes challenges for integrating inclusivedesign into curriculum, namely class size limitations and user integration into course materials[14]. In this practice paper, human centered design is the design framework chosen as it allowsfor a user-first approach to engineering design, often missed in undergraduate curriculum, whileproviding a scaffolding for connecting the implications of engineering to social justice.2 Course Design2.1 Instructor Team PositionalityThe instructor team was comprised of two individuals: a faculty member and an instructionaldesigner. The faculty member is an assistant professor of mechanical engineering. She primarilyteaches
- Conference Session
- Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Minju Lee, University of Connecticut; Davis Chacon-Hurtado, University of Connecticut; Shareen Hertel, University of Connecticut; Sophia Fenn, University of Connecticut
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
that equipsengineering students with core concepts and methodological tools necessary to analyze the roleof engineering in society, using a Human Rights framework. This paper explores learningoutcomes in an existing course within this curriculum (i.e., “Engineering for Human Rights”)by analyzing original exit survey data from enrolled students. Our survey instrument integratedNew Ecological Paradigm (NEP) statements to assess variation in perceptions of the usefulnessof the course content as it relates to sustainability. The findings of this study have implicationsand suggestions for designing interdisciplinary curricula that integrate engineering,sustainability, and human rights in engineering education.Keywords – Human Rights framework
- Conference Session
- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Hilda Cecilia Contreras Aguirre, New Mexico State University; Patricia Nicole Delgado, New Mexico State University; Luis Rodolfo Garcia Carrillo, New Mexico State University
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- Culture & Social Justice in Education Division (EQUITY), Equity
education; diverse students approach problem-solving in innovativeways when collaboration is not only supported but expected as an integral part of the learningprocess [13]. Additionally, educators and mentors should assess students' skills, prior knowledge,and experiences and use that information to tailor their teaching strategies to individual needs.The strengths students display such as resilience and persistence are often expected personalattributes, however, as [14] would contend, they are attributes that educators need to help buildup and support.Educators that learn about their student’s strengths have an opportunity to encourage deeperlearning, heightened levels of self-efficacy, and persistence in engineering programs that lead tothe
- Conference Session
- Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Claudia Mara Dias Wilson, New Mexico Institute of Mining and Technology; Thais Alves, San Diego State University; Corrie Walton-Macaulay, Saint Martin's University; Xiaomei Wang, Brigham Young University; Scott R Hamilton P.E., York College of Pennsylvania; Gloria Faraone; Nicholas Tymvios, Bucknell University; Moses Tefe, Norwich University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
integrated fashion in student knowledge development. The authors adopted thislearning taxonomy to form the foundation of the work presented in this paper: ● Foundational knowledge – includes the building blocks of the disciplines being studied. In the framework presented, this is addressed by using assignments that allow students to demonstrate a basic understanding of societal rights in terms of what is available in the built environment, to identify inequities in infrastructure, and how they are propagated. ● Application – students use the foundational knowledge acquired in the initial lessons of a course, or over the curriculum, to start designing solutions to address existing problems in infrastructure. As students work
- Conference Session
- Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Monica Lynn Miles, University at Buffalo, The State University of New York; Alexandra Schindel, University at Buffalo, The State University of New York; Kate Haq, 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
education. Byexploring local environmental justice issues and emphasizing the necessity of integrating theseissues into the curriculum, we can prepare the next generation of engineers to address real-worldchallenges and engage in equitable problem-solving. Given the profound implications ofengineering solutions on both environmental sustainability and societal well-being, EJE stands asa pivotal bridge between educators and students, fostering meaningful connections by exploringlocal environmental justice issues. Many educators struggle to effectively incorporate environmental justice topics intoengineering education [1], [2]. K–16 education discourses and curricula frequently overlookenvironmental justice issues, neglecting to highlight the
- Conference Session
- Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- George Zaccheus Sikazwe, University of the Incarnate Word; Stephanie Weiss-Lopez; Diane L Peters P.E., Kettering University; Michael Frye, University of the Incarnate Word
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- Culture & Social Justice in Education Division (EQUITY), Equity
students can experience careeropportunities, develop soft skills, and broaden their STEM skills while earning an educationstipend and building a competitive Curriculum Vitae [10]. All students highlight their finalresearch in poster and presentation format at the End of the Summer Showcase and submit aresearch abstract to the AEOP to be published in the AEOP Research Journal.Demand for Coding AcademyThe need for Coding Academy lies within the very principles of the GEMS program, specificallyin its goal of workforce development as well as improving social justice for female minorities.The National Center for Science and Engineering Statistics (NCSES) said that in 2021 “abouttwo-thirds of those employed (65%) in STEM occupations were men and about
- Conference Session
- Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Monica Lynn Miles, University at Buffalo, The State University of New York; Corey T Schimpf, University at Buffalo, The State University of New York; Nicole Lowman, University at Buffalo, The State University of New York; Kate Haq, University at Buffalo, The State University of New York
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- Culture & Social Justice in Education Division (EQUITY), Equity
integration aligns withethical and equitable practices and ensures a more comprehensive and impactful approach tosustainability efforts.People of Color and Environmental OrganizationsOf the 43 websites analyzed, only 34 featured images of people. We noted that organizationswith an explicit mention of words with the root “just” in their mission statement were morelikely represent people of color (PoC) both in images, and, more importantly, in leadershippositions, as well as to display the pronouns used by their staff and/or board members. It is worthnoting that while University at Buffalo Sustainability did not explicitly articulate justice in theirmission, they were one of the three organizations to publish their staff’s pronouns and had anabove
- Conference Session
- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Alan Cheville, Bucknell University; Stewart Thomas, Bucknell University; Rebecca Thomas, Bucknell University
- Tagged Topics
- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
andintellectual development such as that exemplified by a liberal-arts curriculum [13]. Debatesbetween these positions can consume considerable oxygen in department meetings, butregardless of one’s beliefs about the purposes education should serve, the technologies createdby engineers continues to make systems larger and more interconnected.In this practice-focused paper we report on introducing system maps in a design course to givethird-year engineering students practice using tools that enable causal connections of their workto social and global issues. Over the five semesters the course has been taught an ongoingchallenge has been having engineering students who are acculturated to quantitative and linearmethods of problem solving meaningfully
- Conference Session
- Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Jorge Andrés Cristancho, Purdue Engineering Education; Leonardo Pollettini Marcos, Purdue University; eugene leo draine mahmoud, Mt. San Antonio Community College and Purdue University
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- Culture & Social Justice in Education Division (EQUITY), Equity
curriculum can bechallenging because of an already busy curriculum and a lack of pedagogical guidance forinstructors. Not addressing these challenges can thus hinder institutions’ ability to developsocially and environmentally responsible engineers. Due to technological and scientificdevelopments, the engineering curriculum is frequently expected to cover more and moretechnical content, which makes the incorporation of other aspects more challenging [10]. Ahorizontal integration of social and environmental justice is an effective approach to dealing withthis issue, and it simultaneously helps defuse faculty resistance to non-technical content[11,12,13]. It has also been pointed out that social justice in engineering contexts usuallynecessitates the
- Conference Session
- Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Kelyn Rola, Southern Methodist University; Hannah Louis, Southern Methodist University; Alain Mota, Southern Methodist University; Kathy Michelle Hubbard, Southern Methodist University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
supports Engineering and Science undergraduate students as they serve as camp counselors in his work at the Caruth Institute for Engineering Education. He directly manages the deployment of STEM integrated activities that surface Engineering to Middle and High School students in the Dallas area in an informal learning environment through the Hammon Engineering camps. He is also engaged in outreach programs that are seeking to serve underrepresented populations in Engineering. In his program manager role at the Institute, he contributes in fostering relationships and developing STEM activities for Voices of Hope and Jubilee Park. He is also part of the Maker Education project as his previous experiences developing
- Conference Session
- Institutional inclusion: Advancing equity and belongingness in engineering education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Dustyn Roberts, University of Pennsylvania; William Schlatterer, University of Pennsylvania; Seon Woo Lee, University of Pennsylvania; Jonathan Singleton, University of Pennsylvania; Byron Lee, University of Pennsylvania; Michelle Jillian Johnson, University of Pennsylvania; Robert W Carpick, University of Pennsylvania
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
issues into the existing curriculum, rather than create an add-on for students.Courses taken for the Option all must be taken for a grade (not pass/fail) and in the followingthree areas: 1. Impact of Technology (1 course): These types of courses help students focus on how technology impacts marginalized communities. Examples of such courses are courses entitled “Race, Science, and Justice” and “Rehabilitation and Robotics.” These courses allow engineers to assess the needs of society and its marginalized communities and develop strategies to ensure that future technology solutions consider them. 2. Community Impact (1 course): These courses help students to develop and apply their knowledge of the interaction between
- Conference Session
- Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Ingrid Scheel, Oregon State University; Rachael E Cate, Oregon State University; Natasha Mallette, Oregon State University; Ean H Ng, Oregon State University; Stella Collier, Oregon State University; Christina Bianca Southwick, Oregon State University; Carly Hudson
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
degree-seeking years [13], to the inseparable impact of the state of the world onto the state of theclassroom (especially students who do not fit the tradition and dominant paradigm of white andmale-presenting) [14]. Microaggressions have been revealed to have an intense net-negativeeffect on people from marginalized communities working and studying in academic spacesperpetuated by systemic social structures that reinforce white-body supremacy [15]. Work tocounter legacy or traditional pedagogical practices where technical course topics are siloed fromhumanitarian efforts include the sociotechnical integration of human-centered design withengineering coursework [16], and discursive “micro-insertions” of ethics into technical coursesfor a
- Conference Session
- Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Qualla Jo Ketchum, Cal Poly Humboldt
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
B.S. degree from Cal Poly Humboldt was in EnvironmentalResource Engineering with a minor in Native American studies of Culture and Community. Currently Iam finishing a Master's in Engineering and Community practices from the same institution. My passionand focus lies around collaborating and supporting communities' capacity towards energy autonomy,climate resilience, and health and habitat restoration.Our positionalities and who we are is an integral part of this work as the purpose of this WIP paper is toexplore centering Indigenous knowledge and ways of being in a collaborative autoethnographic researchproject. This mirrors the spirit of the program which is among the first of its kind in the United States asan Indigenous-centered graduate
- 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
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
. Not only do these practices help to support a strong foundation for educational action research studies, they also serve as a foundation for an educational culture within which transformative learning can occur. 2. Experiential design courses should be used to teach integrated skills, and also these courses should be extended throughout the curriculum in a way that allows for maximum scaffolding, possibly beginning as early as the freshman year in some form. 3. More broadly, experiential opportunities should be developed that complement engineering programs and empower students to build integrated practical and professional/interpersonal skills, to participate in an inclusive, supportive engineering
- Conference Session
- Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Nolgie O. Oquendo-Colón, University of Michigan; Xiaping Li, University of Michigan; Cynthia J. Finelli, University of Michigan
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
experience, comprising curricularexperiences, classroom experiences, and out-of-class experiences [21]. Curricular experiencesencompass students’ unique coursework patterns, their choice of an academic major, the extentof their integration into the field, and their participation in additional academic experienceswithin the general or major field curriculum. (e.g., internships, cooperative education, studyabroad). Classroom experiences include, among other things, types of teaching methodsstudents experience in their classrooms. Finally, students’ out-of-class experiences which includestudents’ living arrangements during school, their level of engagement in co-curricular activities,study hours, family and work commitments, and the support they
- Conference Session
- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Meagan C Pollock, Engineer Inclusion; Hoda Ehsan, The Hill School ; Sreyoshi Bhaduri, ThatStatsGirl; Lauren Thomas Quigley, IBM Research
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
,interdisciplinary community where the contributions of non-academic educators are not onlyrecognized but also integral to the organization's evolution. This change would lead to morepractical applications of research, greater diversity in perspectives and expertise, and a moreprofound impact on the engineering education landscape. Meagan Pollock: "We should be an organization of practitioners who might also do other things like research... One of my greatest joys is turning research into practice... If ASEE were more inclusive... I would feel more valued, included, and affirmed for my contributions." Sreyoshi Bhaduri: "I’d expect to see increased collaboration, more research, potentially more money/funding... behavioral economists or IO
- Conference Session
- Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education
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- 2024 ASEE Annual Conference & Exposition
- Authors
- R. Jamaal Downey, University of San Diego; Joel Alejandro Mejia, The University of Texas at San Antonio; Diana A. Chen, University of San Diego; Gordon D Hoople, University of San Diego
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #41801Meritocracy and Colorblindness: The Perpetuation of Whiteness in EngineeringEducation Through False NarrativesDr. R. Jamaal Downey, University of San DiegoDr. Joel Alejandro Mejia, The University of Texas at San Antonio Dr. Joel Alejandro (Alex) Mejia is an associate professor with joint appointment in the Department of Bicultural-Bilingual Studies and the Department of Biomedical and Chemical Engineering at The University of Texas at San Antonio. Dr. Mejiaˆa C™s work examDr. Diana A. Chen, University of San Diego Diana A. Chen, PhD is an Associate Professor and one of the founding faculty members of Integrated
- Conference Session
- Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Brean Elizabeth Prefontaine, Duke University; Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University; Brianna Blaser, University of Washington; Joanna Goode, University of Oregon; Valerie B. Barr, Union College
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- Culture & Social Justice in Education Division (EQUITY), Equity
M.S. and Ph.D. in Physics from Michigan State University. Before starting at Duke, she worked for Horizon Research, Inc. as an external evaluator for STEM education projects.Dr. Alicia Nicki Washington, Duke University Dr. Nicki Washington is a professor of the practice of computer science and gender, sexuality, and feminist studies at Duke University and the author of Unapologetically Dope: Lessons for Black Women and Girls on Surviving and Thriving in the Tech Field. She is currently the director of the Cultural Competence in Computing (3C) Fellows program and the NSF-funded Alliance for Identity-Inclusive Computing Education (AiiCE). She also serves as senior personnel for the NSF-funded Athena Institute for
- Conference Session
- Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Seth Polsley, University of Nebraska, Lincoln; Amanda Kate Lacy; Samantha Ray, Texas A&M University; Tracy Anne Hammond, Texas A&M University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #44324Tactile Learning: Making a Computer Vision Course Accessible throughTouched-Based InterfacesDr. Seth Polsley, University of Nebraska, Lincoln Dr. Seth Polsley is an Assistant Professor of Practice in the Jeffrey S. Raikes School of Computer Science and Management at the University of Nebraska–Lincoln, with his academic home in the School of Computing. His research focuses on the combination of intelligent systems design and human-computer interaction in order to support novel educational and universal computing experiences.Ms. Amanda Kate Lacy Amanda Lacy is a PhD student at Texas A&M University in the
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
- Collection
- 2024 ASEE Annual Conference & Exposition
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- YaXuan Wen, Sino-Danish College, University of Chinese Academy of Sciences; Yanru Xu; Ji’an Liu
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
in theiruniversities in terms of funding (S3-NU3; S11-NU10), learning materials (S7-NU6;S2-NU2), soft and hardware relevant to electronic design (S4-NU4; S5-NU5; S8-NU7).As discussed above, the OIPI initiative is not merely an open platform aggregatinghigh-quality open educational resources. More importantly, the facilities from SUniversity designed systematic learning and curriculum plans which ‘transformed thescattered raw materials worldwide to comprehensive and coherent knowledge contentsand flow’. (S7-NU6) As our participants recognized that ‘accessing resources is the firststep leading to success’, (S6-NU6) the accessibility to learning opportunities provided bythe OIPI initiative is the precondition for candidates’ learning and
- Conference Session
- Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Kaylla Cantilina, Tufts University; Chelsea Joy Andrews, Tufts University; Fatima Rahman, Tufts Center for Engineering Education and Outreach
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- Culture & Social Justice in Education Division (EQUITY), Equity
technicalengineering course can be perceived as an additional load or “tack on'' by both instructors andstudents. Furthermore, in addition to these structural barriers, sociotechnical content does not bydefault include a justice perspective. As such, an intentional focus on justice is necessary whendesigning pedagogical changes toward more holistic engineering education.In response to these challenges and needs, we were funded by the NSF to conduct a research andpedagogical project in which we are integrating justice components throughout a first-yearcomputing for engineers course. Instead of revising an ethics course or tacking on sociotechnicalcontent to a traditional course, we chose to embed justice into our redesign of the “technical”class as much as
- Conference Session
- Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education
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- 2024 ASEE Annual Conference & Exposition
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- Joel Alejandro Mejia, The University of Texas at San Antonio; M. Sidury Christiansen, The University of Texas at San Antonio
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #43645Unpacking Whiteness and Racialization in Engineering: A Multimodal DiscourseAnalysis of Social Media PostsDr. Joel Alejandro Mejia, The University of Texas at San Antonio Dr. Joel Alejandro (Alex) Mejia is an Associate Professor with joint appointment in the Department of Biomedical Engineering and Chemical Engineering and the Department of Bicultural-Bilingual Studies at The University of Texas at San Antonio. His research has contributed to the integration of critical theoretical frameworks in engineering education to investigate deficit ideologies and their impact on minoritized communities, particularly
- Conference Session
- Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education
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- 2024 ASEE Annual Conference & Exposition
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- Hyun Kyoung Ro, University of North Texas; Shirley Anderson, University of North Texas
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
education [1].HSI scholars have emphasized the sense of communal or family orientation among Latinxstudents in engineering and computing, attributing it to their validated experiences and academicsuccess [2], [3]. However, research and policy reports suggest that STEM programs often fail toincorporate aspects of Latinx culture, such as representations of Latinx faculty, societal issuesrelevant to Latinx communities, Spanish language, Latinx music, or art [2], [4], [5], [6]. Inparticular, Núñez et al. [2] indicated that canfianza (interpersonal and community connections),respeto (moral integrity), and familismo (family connections in Hispanic culture) in computingare crucial for Latinx computing students' success in Computing Alliance of Hispanic
- Conference Session
- Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth
- Collection
- 2024 ASEE Annual Conference & Exposition
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- Rajita Singh, University of Oklahoma; Javeed Kittur, University of Oklahoma
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #42024Inclusive Teaching Practices in Engineering: A Systematic Review of Articlesfrom 2018 to 2023Rajita Singh, University of Oklahoma Rajita Singh is a junior at the University of Oklahoma, where they are pursuing an English major with a minor in Psychology. Passionate about the improvement of education in all fields, they are involved in multiple projects centered on researching pedagogy. Their most recent involvement has been in engineering pedagogy, where they bring their writing skills and synthesis abilities.Dr. Javeed Kittur, University of Oklahoma Dr. Kittur is an Assistant Professor in the Gallogly
Accommodations for Disabled Students in STEM Fields: Research Considerations and a Literature Review
- Conference Session
- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Sage Maul, Purdue University; Kirsten A. Davis, Purdue University; Senay Purzer, Purdue University; Ruth Wertz, Purdue University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
none ofthe students would be familiar with a medication because they were not pharmacists. The studentfelt this meant the instructor did not think anyone taking that medication would be in college.Ehlinger & Ropers’ [33] findings show ways for instructors to make disabled students feel morewelcome in their courses and improve learning. Instructors can make a space for many differenttypes of students as part of making their classrooms more accessible to disabled students.Instructors should avoid conveying that they expect only certain kinds of people to be in theircourses.Universal Design (UD) is frequently recommended as an approach to integrate accommodationsinherently into courses [38], [40], [42]. UD is “[t]he design of products and
- Conference Session
- Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth
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- 2024 ASEE Annual Conference & Exposition
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- Shannon Katherine Gilmartin, Stanford University; Sara Jordan-Bloch, Stanford University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
undergraduate engineering degrees, newlyentering the workforce. These data were collected as part of an ongoing research project at ourlab focused on women’s leadership development. This project is separate from Study 1, buthighly synergistic with our Study 1 interview data and have the added benefit (for thisconference paper) of being collected, by design, among early-career engineers. After describingour Study 2 sample and methods in this section, we integrate quotations and themes from Study2 into our results below–with a focus on if and how the voices and experiences of women inStudy 2 aligned with, called into question, and/or expanded our Study 1 dataset. Study 2findings are reported in Section 4.4, following Study 1 findings.Participants from
- Conference Session
- Institutional inclusion: Advancing equity and belongingness in engineering education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Kassandra Fernandez, University of Florida; Krista Dulany Chisholm, University of Florida; Nancy Ruzycki, University of Florida
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
autonomy, empowerment, and affinity, whichprovide an add-value to one or both parties in the mentoring relationship.Mentorship in higher education most often adheres to traditional mentoring frameworks, whichare primarily concerned with mentor-driven mentee development and can be grouped into twofactions [22]: development through assimilation into institutional culture (this may occur byincreasing mentee involvement [23], [24], [25], facilitating mentee integration [26], [27], [28], andproviding the mentee with support and challenge [29], [30]) and development through emulatingthe mentor (which occurs by the mentor serving as a role model [31], [32], [33]). Traditionalmentoring frameworks assume that student mentees can only ever be impacted in