Displaying results 1 - 30 of 71 in total
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- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Ioulia Rytikova, George Mason University; Mihai Boicu, George Mason University
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- Diversity
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- 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
- Reimagining Pathways: Nurturing Diversity and Identity in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Raghu Pucha, Georgia Institute of Technology; Shivani Kundalia, Georgia Institute of Technology; Vijay Sreenivasan, Georgia Institute of Technology
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #42787Socio-technical and Culture-inspired Projects in Freshman Engineering DesignCourse Bring Context and Emotion to LearningDr. Raghu Pucha, Georgia Institute of Technology Dr. Raghu Pucha is a Principal Lecturer at the Woodruff School of Mechanical Engineering, Georgia Institute of Technology, in the area of CAD/CAE and Manufacturing. He teaches computer graphics, design, mechanics and manufacturing courses at Georgia Tech., and conducts research in the area of developing upfront computational tools for the design, analysis and manufacturing of advanced materials and systems. His current research includes
- Conference Session
- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
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- 2024 ASEE Annual Conference & Exposition
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- Rachel Funk, University of Nebraska, Lincoln; Leilani Marie Pai, Denison University; Johan Benedict Cristobal, University of Nebraska, Lincoln
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #42655(WIP) Persistence in an S-STEM project: Understanding the IntersectionalExperiences and Identities of Women in ComputingDr. Rachel Funk, University of Nebraska, Lincoln Dr. Funk has served as a research scientist with the Center for Science, Mathematics, and Computer Education at the University of Nebraska-Lincoln (UNL) since 2021. She specializes in research about student experiences. Dr. Funk currently serves as the project coordinator and lead researcher of a S-STEM grant seeking to better understand factors that influence the persistence of students in STEM.Leilani Marie Pai, Denison University Dr. Pai is
- Conference Session
- Institutional inclusion: Advancing equity and belongingness in engineering education
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- 2024 ASEE Annual Conference & Exposition
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- 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
[3]. This previous work focuses on the how-to parts ofconvening the task force, determining goals, and describing challenges. In this paper, we focuson two specific efforts within the DEI Task Force: a DEI Scholars Program, and a DEI ElectiveOption which is an outcome of the DEI Scholars Program.The DEI Task Force regularly convenes to tackle immediately pressing DEI issues within thedepartment and to develop a longer-term plan for improvement and change for all mattersrelating to DEI [website link]. Every semester the makeup of the DEI Task Force changes as newDEI Scholars join, others graduate, and faculty and staff are added. This evolution of the TaskForce itself has led to an evolution of the type of projects we address and also the way
- Conference Session
- Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education
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- 2024 ASEE Annual Conference & Exposition
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- Allison Murray, Marquette University; Lisa Chase, Marquette University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
human-centered design approach, (2) the intersection of socialjustice and design thinking, and (3) the implications of design choices on historicallymarginalized groups. Course artifacts, student reflections, and instructional team reflections areused to understand the growth in mindset of the students and instructor through this course.Additionally, these resources are used to present key learnings for future implementation.This project focused on examining systems. Groups historically excluded from engineering,including people of color, disabled, LGBTQ+, and women, were recentered through the humancentered design process. Students evaluated engineering systems for exclusion and ideated on thesource of these design flaws. In doing so, they
- Conference Session
- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Bailey Bond-Trittipo, Florida International University; Stephen Secules, Florida International University; Jocelyn Garcia; Maria Oralia Tinoco Alegre, Florida International University; Malak Elaouinate, Florida International University; Andrew Green, Florida International University; Andres TREMANTE
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
awayfrom this dynamic and empower students to name and challenge the oppression they face, theauthors of this paper collaborated to create and carry out the Justice, Equity, Diversity, andInclusion (JEDI) Ambassador Program (or "JEDI" for short). JEDI is a co-curricular programthat employs undergraduate engineering students, called "JEDIs", to engage in diversity, equity,and inclusion (DEI) projects across the domains of education research, K-12 outreach, andstudent programming with the guidance of a graduate student or university support staff mentor.JEDI was designed as a liberatory space for participants to bring their whole selves,collaboratively explore ideas, and take action against inequities they observed or experienced.The attempted
- Conference Session
- Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education
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- 2024 ASEE Annual Conference & Exposition
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- Jingfeng Wu, University of Michigan; Clay Walker, University of Michigan
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- Culture & Social Justice in Education Division (EQUITY), Equity
purpose of this practice paper is to suggest a mechanical engineering reasoning diagram(MERD) for equitable teaching in writing-intensive engineering labs 1. Reasoning diagrams aredesigned to describe concepts and the relationships among these concepts in a structured andvisual way. In order to facilitate engineering thinking among undergraduates, a MERD wasdeveloped in this study to capture engineer experts' narratives about their projects and the logicof key Mechanical Engineering (ME) concepts. The model of engineering thinking would alsodemonstrate rhetorical moves of the technical writing process of engineering; this mentalmodeling relates metacognitive knowledge to disciplinary writing. A more explicit way ofteaching lab writing might have
- 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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- 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
) program he was the instructor of Coding Academy in which he was able to teach Python to high school students from various backgrounds.Stephanie Weiss-Lopez Stephanie Weiss-Lopez has overseen GEMS since 2020 as a Project Manager and Coordinator. Ms. Weiss-Lopez is a UIW alum with a degree in Meteorology, currently the AVS Laboratories Project Manager, and an MBA student at UIW. She has over 18 years of management and leadership experience and has been a member of the AVS labs since 2018. Ms. Weiss-Lopez has experience in personnel development, scientific research, and grant writing. During Ms. Weiss-Lopez’s leadership GEMS implemented and distributed over 450 free STEAM kits during the COVID-19 pandemic. Ms. Weiss
- Conference Session
- Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education
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- 2024 ASEE Annual Conference & Exposition
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- 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
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
- Conference Session
- Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Qualla Jo Ketchum, Cal Poly Humboldt
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
project incorporatingcentering Indigenous ways of knowing and being within an engineering education context. Cal PolyHumboldt’s new master’s program in Engineering & Community Practice is among the first of its kind inthe United States as an Indigenous-centered graduate engineering program. This program is a one-year,project-based degree where STEM students will work through the relationship-building process with anIndigenous Nation to develop and complete an engineering project. As such, the potential impact of theprogram could be significant as we start to engage with the decolonization process as a field. Thisresearch attempts to capture and communicate that impact in a way that centers Indigenous ways of beingand storytelling. This will
- Conference Session
- Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education
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- 2024 ASEE Annual Conference & Exposition
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- Kristin A. Bartlett, University of Kentucky
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Conception of Spatial Skills is at Odds with Equity in Engineering EducationAbstractThe purpose of this arts-based research paper is to critically examine the practice of spatial skillstesting in engineering education research and practice. Many well-meaning educators andresearchers have undertaken projects to help women students succeed in engineering by offeringspatial skills training courses, under the premise that women lag behind men in spatial skills andthat this contributes to their lower rates of participation in engineering. The practice of spatialskills testing and funneling students into remedial courses promotes a deficit model againstwomen and Black, Hispanic/Latino/Latine, and Native American students of all
- Conference Session
- Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Jessica Baldis, University of California, San Diego; Alex M. Phan, University of California, San Diego
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
spaces before transitioning to higher education.Dr. Alex M. Phan, University of California, San Diego Dr. Alex Phan is the inaugural Executive Director for Student Success in the Jacobs School of Engineering at UC San Diego. Prior to his appointment, he has served as a project scientist, engineer, and lecturer, teaching across multiple divisions, including the Jacobs School of Engineering (Dept. of Electrical and Computer Engineering, Dept. of Mechanical and Aerospace Eng., Dean’s Office Unit) and UC San Diego Division of Extended Studies. His teaching interests and expertise are in experiential learning, holistic education models, active learning environments, and metacognition. In his current role, he leads the IDEA
- Conference Session
- Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education
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- 2024 ASEE Annual Conference & Exposition
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- Kiana Alexa Ramos; Isabella Stuopis, Boston College; Emanuel Joseph Louime; Peyton Elise Carter; Caitlyn Hancock; Avneet Hira, Boston College
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- Culture & Social Justice in Education Division (EQUITY), Equity
offer support for schools in which engineeringcourses can not be implemented thoroughly due to lack of engineering education professionals orresources [10, p. 21]. However, in this framework the relationship between engineering designand technology with societal impact is framed under the concept of professionalism, referring toengineering ethics. The framework goes so far to state that, “technology by itself is neutral anddoes not affect people or the environment. However, it is the way in which people develop anduse technology that determines if it is helpful or harmful” [10, p. 74]. Such a statement removesresponsibility of harm from the engineers by displacing impact onto the users. In this project, we are working to integrate youth
- Conference Session
- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Stephen Secules, Florida International University; Cassandra J McCall, Utah State University; Maimuna Begum Kali, Florida International University; Gabriel Van Dyke, Utah State University; Vanessa Tran, Utah State University
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- Culture & Social Justice in Education Division (EQUITY), Equity
Student and Research Assistant in the Engineering Education Department at Utah State University. His current research interests are engineering culture and applying cognitive load theory in the engineering classroom. He is currently working on an NSF project attempting to improve dissemination of student narratives using innovative audio approaches. Gabe has a bachelor’s degree in Mechanical Engineering from Utah State University (USU).Vanessa Tran, Utah State University Vanessa Tran is a Ph.D. candidate in Engineering Education at Utah State University (USU). She earned a Bachelor’s degree in Civil Engineering from the University of Architecture (UAH) and a Master’s in Global Production Engineering and Management from
- Conference Session
- Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education
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- 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
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
- Conference Session
- Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Lindsay Harley, Dartmouth College; Vicki V. May P.E., Dartmouth College; Rebecca Holcombe
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
, means etc) and some that did not, andinstitutions that practiced mastery-based learning and others that did not. The interviewssuggested three main ways that assessment practices may reduce confidence and undercutlearning of underrepresented engineering students. Here, the terms assessment and reportingpractices do not refer to a specific type of assessment practice. Rather, the researchers focused onusing qualitative methods to understand how students felt about assessment and the way theyreceive feedback (eg. tests, letter grades, class statistics, hands-on projects) in broad terms tobetter inform future research studies.Engineering schools are increasingly trying to increase diversity and improve retention ofstudents from underrepresented
- Conference Session
- Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success
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- 2024 ASEE Annual Conference & Exposition
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- Sourojit Ghosh, University of Washington; Kunal V Mehta, University of Washington; Maxwell Coppock, University of Washington; Sarah Marie Coppola, University of Washington
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
varying efficacy depending on the age atwhich the student lost vision and their own mental models and exposure to graphics. Students in the United States are entitled to reasonable accommodations under theAmericans with Disabilities Act and section 504 of the Rehabilitation Act. Many students withdisabilities are unable to access their education due to inaccessible courses and campuses [12].While most universities have a dedicated office to ensure disability accommodations, studentsand instructors report that formal disability offices do not provide adequate support [13]–[16].Improving inclusive instructional design is important for educational and disability justice. This research project was sparked by necessity when a BLV student
- Conference Session
- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Udayan Das, Saint Mary's College of California; Christopher Isaac Fulton
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- Culture & Social Justice in Education Division (EQUITY), Equity
that most students are prepared to study programming at a CS 1 levelright away provided there are appropriate teaching and learning methodologies applied. At Loyolaand Saint Mary’s College the change to the prerequisite is coupled with peer tutoring; activelearning; project-based learning; and strong student support through academic advising, coursetouchpoints, and student success coaches. Evolution. There is an evolution in progress as far as what prerequisites are required tobegin a CS 1 programming course. As In a survey scan, we found that 30% of institutions havelimited or no prerequisites 1 required for students starting a CS 1. This no prerequisite approach isconsistent with our experience and the purpose of this experience report
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- Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
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- 2024 ASEE Annual Conference & Exposition
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- Michelle Choi Ausman, Virginia Polytechnic Institute and State University; Qin Zhu, Virginia Polytechnic Institute and State University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
ResearchIn order to get a baseline and rough draft of developing a research design for a larger project, thegraduate student, first author, developed a pilot study. Pilot studies have been useful forqualitative researchers to develop and refine a study’s research design, conceptualize theresearch topic, and interpret the findings and results [2,9]. Researchers have discussed theunderutilized nature of pilot studies and how they can help foreshadow research gaps andproblems [2]. Creswell and Creswell suggest utilizing pilot testing to refine questions andprocedures during the interview process [10]. Ismail et al. identify two major reasons as to whyquantitative research utilizes pilot studies more than qualitative research [11]. First, pilot
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- Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- 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
these five features by conceptually grounding our ownpractices in alignment with the EJ principles and movement.Our conceptualization of EJE prioritizes: Commitment to Social Justice: Engineering educators can demonstrate their commitment to social justice by integrating discussions on principles such as equity, diversity, and inclusion into engineering ethics courses and professional development workshops. They can also design engineering projects that specifically address social disparities in access to technology and infrastructure, focusing on solutions that benefit underserved communities. Moreover, advocating for diversity and inclusion within the engineering profession is essential, requiring
- Conference Session
- Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education
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- 2024 ASEE Annual Conference & Exposition
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- Jeffrey Halpern, University of New Hampshire; Mariah Arral, Carnegie Mellon University; Cassandra Michelle Lafleur, University of New Hampshire; Sarah Young; Elise Baribault, University of New Hampshire; Julianna Gesun, University of New Hampshire
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
had agreater reported percentage (90%) of strongly agreed or agreed that “the amount of time I spenddoing research is meaningful” compared to NT participants (72%) (Figure 3F). More surveydata is available in Appendix A and included questions that did not see differences like “Mymentor explains clear goals and direction for my research/project,” and “I have a lot of personalinfluence in my research” (Appendix A, Figure 7).Overall, the students surveyed had a relatively positive experience. The largest amount ofdisagreement came from the question “I have a lot of personal influence in my research,” whichwas ~15% of undergraduate researchers (Appendix A, Figure 7). This fits with the commonmode of providing project-oriented goals to
- Conference Session
- Reimagining Pathways: Nurturing Diversity and Identity in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Dylan Oliver Scheller, Colorado State University; Julia Schimmels, Colorado State University; Jordan Jarrett, Colorado State University
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- Culture & Social Justice in Education Division (EQUITY), Equity
staffed with volunteers and eventleaders and correspond regularly with the Volunteer Coordinator to ensure all participants havecompleted the background check process.The Financial Officer will maintain all accounts related to STEM 4 Kids’ activity and ensure allmoney is accounted for in and out of accounts. They are responsible for keeping and maintainingan excel spreadsheet of all event expenses, discovering new ways to access money or seeksponsorship, creating budgets for potential projects and ensuring all money needed for said eventis available, and filing away all receipts and invoices for expenditures in a centralized location.The Secretary is responsible for organizing and retaining club information and for facilitatingclub-to-student
- Conference Session
- Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education
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- 2024 ASEE Annual Conference & Exposition
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- Delanie Robertson, Clemson University; Leila Elizabeth Williams; Kylie Nicole Avitabile, Clemson University; D. Matthew Boyer, Clemson University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
accessibility to assistive resources [2].This recognition sparked the interest of an undergraduate student club at a Land Grant, CarnegieR1 institution focused on connecting and supporting neurodivergent learners at the school. Fromthis club, a longer-term collaborative research project has developed in a course-basedundergraduate research experience [3]. Through our ongoing investigation into neurodiversity,student researchers pursue individual topics of interest related to the central theme ofneurodivergent learners.Before the start of the study, the authors of this paper explored the subject during a summerpre-freshman research experience, preparing for the course-based experience in the Fall 2023semester. During the first semester of this study
- Conference Session
- Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education
- Collection
- 2024 ASEE Annual Conference & Exposition
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- 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
emphasis on Higher Education. Dr. Rola’s professional efforts focus on promoting equity, inclusion, and student success in higher education. Her research projects center on supporting traditionally underrepresented students in engineering, inclusive teaching practices in engineering, social justice education in predominantly White contexts, student well-being and thriving, and navigating the hidden curriculum as a first-generation student.Hannah Louis, Southern Methodist UniversityMr. Alain Mota, Southern Methodist University Alain Mota is the Program Manager at the Caruth Institute for Engineering Education. In this role, he works across projects supporting the research and implementation goals of several efforts at the
- Conference Session
- Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success
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- 2024 ASEE Annual Conference & Exposition
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- Sourojit Ghosh, University of Washington
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- Culture & Social Justice in Education Division (EQUITY), Equity
engineering classesbased on an interview with an instructor of an engineering course at my University, as well as myown experiences in the same role. I present experiences over five courses, four throughself-reflection and one from an interview, adapting an approach from Coppola and Turns [11]. Course C1 was an undergraduate class on Introduction to User Centered Design, a32-student course for which I was the instructor in Fall 2022. This project-based course walkedstudents through the user centered design process [40] starting from project ideation through userresearch all the way until prototyping and user testing, and was typically taken by sophomoresand juniors having just been admitted into the major. Course C2 was an undergraduate course
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
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- 2024 ASEE Annual Conference & Exposition
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- Xiaping Li, University of Michigan; Robin Fowler, University of Michigan; Mark Mills, University of Michigan
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
becoming a focal point in research addressingequity and social justice in higher education [9], but not yet in most peer assessment work.In this project, we apply intersectionality as a critical theory and approach [10] to guide ourexamination to identify marginalized engineering students in college course teams, recognize theinequalities they potentially experience in teamwork and peer assessment, and improve theirlearning experiences and well-being. Following Else-Quest and Hyde’s three essential elementsfor intersectional research, our study simultaneously examines multiple social categories (e.g.,gender and race), delves into power dynamics and inequality rooted in interconnected socialcategories, and recognizes the fluidity of these
- 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
them to positive careeroutcomes.Building from synergistic resources we developed and presented at the ASEE annual meeting in2023, we seek to connect these findings to continued resource development for engineeringstudents and faculty. With tools and worksheets created on the basis of this and related research,our aim is to equip soon-to-be-professionals, and their mentors and teachers, with insights toadvocate for better and more equitable workplace practice.2.0 Background of the Study2.1 Stretch assignments: Definition and dimensionsIn a larger employment context where workers, especially technical knowledge workers, areexpected to manage their own ‘portfolio careers’ and are increasingly commodified as the sum oftheir projects, developmental
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- Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education
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- 2024 ASEE Annual Conference & Exposition
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- Kian G. Alavy, The University of Arizona; Matthieu Bloch, Georgia Institute of Technology; Gregory L. Heileman, The University of Arizona; Benjamin Richmond, The University of Arizona; Ahmad Slim, The University of Arizona; Mitchell L R Walker II, Georgia Institute of Technology; David Ruiter, University of California, San Diego
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
] • Endorsed by top academic administrators at each institution, this Form a powerful study has a coalition to guide it. guiding coalition • Utilize learning communities that include faculty at all participating institutions in each of the engineering disciplines. • While this study has formed an overarching vision to build a Develop a vision framework to improve equity in engineering, this project utilizes and strategy learning communities to allow faculty to be the catalyst in developing a vision and strategy for change using the data we collect Communicate the • The overarching vision and plan were communicated to faculty by
- 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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- 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
dialogue to incorporate other ways of knowing and being, and finally applying whatthey have learned to their engineering work.ModulesDevelopment of the modulesThis work is meant to help instructors promote questions, activities, and conversations aroundsocial and environmental justice. We intend to provide instructors with tools to raise awarenessof the social and environmental implications of our engineering work, promote dialogue to shareideas and understandings of critical thinking around the engineering work, and find ways toapply the discoveries to team classroom activities and projects. At the individual or self-level, theinstructor is whom initially uses the framework to adapt their own beliefs to their class activities.Then, the instructor
- Conference Session
- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
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- 2024 ASEE Annual Conference & Exposition
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- Alan Cheville, Bucknell University; Stewart Thomas, Bucknell University; Rebecca Thomas, Bucknell University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
practices that impact design decisions and processes. Studentsuse system maps to identify ways design projects can impact on society in ways that have bothpositive and potentially negative consequences. Qualitative analysis of student artifacts over fivecourse iterations was used in an action research approach to refine how to effectively integratesystem map representations that capture societal issues and address issues of justice. Actionresearch is an iterative methodology that utilizes evidence to improve practice, in this case theimproving students’ facility with, and conceptions of, the societal impact of engineering work.This practice-focused paper reports on how system maps can be used in engineering and whatsupporting practices, e.g