Conference Session

Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jacquelynn Ann Horsey, University of Arkansas; Alyssandra P Navarro, University of Arkansas; Timothy J. Muldoon, University of Arkansas; Mostafa Elsaadany, University of Arkansas

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

to ensure historically marginalized groups’ academic and professional success. Further, he studies strategies for instilling the entrepreneurial mindset in engineering students and innovative teaching approaches such as using virtual reality. ©American Society for Engineering Education, 2024Abstract:A central theme to the field of biomedical engineering is the ability to identify clinical problemsand propose and develop engineering approaches to solving these problems. To train students indeveloping these skills, our department has developed a clinical and industry immersion coursethat serves as a pre-requisite to the senior design course in the undergraduate curriculum. Thespecific content and

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

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

academiaand industry: some projects may take hold and transition to sustainable programs integrated intothe policies and practices of the department, while others that have not gained sufficient traction,interest, or success are sunset, but with lessons learned in the process. This has the benefit oftapping into and helping further develop the entrepreneurial mindset, and the spirit of researchand experimentation, of the students themselves. Thus, the program offers a pedagogical benefitto the participants.To accomplish this, the DEI Task Force (including the Scholars themselves) will continue toassess the success of each project using both quantitative and qualitative means. We have alreadybeen doing this for the sake of improving the ongoing

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

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

encouraging diverse participation, ASEE can create a moreequitable environment that reflects the varied ways individuals contribute to the field ofengineering education. Meagan Pollock: "One of the first classes...posed three questions: (1) who gets to be an engineer? (2) who gets to be an educator? and (3) who gets to be an engineering educator?... It requires humble accountability, openness to listen, and active effort to change... If ASEE were more inclusive... it would be less elitist... We would be more culturally responsive... We would adhere to an asset mindset... Ultimately, each person can ask themselves, 'am I being a gatekeeper or a steward?'" Sreyoshi Bhaduri: "I’d recommend increased dialogue between engineering educators