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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
communication instruction to students as they progress through the senior capstone project and develop relationships with project stakeholders in industry. She also supports engineering communication program development, research, and implementation. Her Ph.D. research interests include social justice pedagogies; promoting diversity, equity and inclusion in higher education; service learning; program design and leadership; and qualitative research.Jacob Field, Oregon State UniversitySierra Kai Sverdrup, Oregon State University ©American Society for Engineering Education, 2024Report on a Student Community of Practice Program's Impact on Career Preparednessand Sense of Belonging Among Underserved
Relevance Score: 0.031832032

Addressing Issues of Justice in Design Through System-Map Representations

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
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
most consequential changes to shifting students perceptions towards justice. Figure 2: The timeline above illustrates changes in the 3rd-year design course over the period of the action research project. Grey represents the element of the course was not present, and colors when the element was included.Shift in Focus: The first modification was to shift the course from ‘capstone in miniature’ tofocus it more on choosing appropriate problems. We observed that covering all eightperspectives of Figure 1 introduced too many representations. Students reflected they had littleopportunity to engage with the various representations in-depth as evidenced by reports beingunfocused and rambling. Classroom observations showed that most students saw
Relevance Score: 0.022212818

Websites as Gateways to Inclusive Partnerships: Examining Diversity Representation for Environmental Nonprofits and Engineering Programs in Buffalo, New York

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
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
Engineering Education.Dr. Nicole Lowman, University at Buffalo, The State University of New York Nicole Lowman is an Assistant Professor of Teaching in the Department of Engineering Education at the University at Buffalo, where they primarily teach technical communication to engineering and computer science undergraduates. Their courses center community-engagement and local justice by grounding writing and communication projects in non-profit organizations in the city of Buffalo. Their research is primarily concerned with rhetorics of race and critical race theory, and their scholarship has been published by Journal of Contemporary Rhetoric and The New Americanist.Kate Haq, University at Buffalo, The State University of New
Relevance Score: 0.021601431

Teaching Strategies that Incorporate Social Impacts in Technical Courses and Ease Accreditation Metric Creation

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
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
capstone projects. Curricula in thisnovel first-year program utilizes the Crick model of deep engagement [6] that demonstrates thelayered contexts of engaging students. The personal, social, and global contexts within whichlearning takes place may be a roadmap for implementation of micro-insertions using rhetoricalstrategies, since “representations of reality [that] are constructed through articulation” willcombat the discursive construction of engineering ethics and social impacts as separate fromrather than integral to and imperative for productive society, [17, pp. 47], [23].RecruitmentIn this study the authors approached faculty who teach the novel first-year engineering programsequence, and general and electrical engineering courses. Faculty
Relevance Score: 0.018574698