Conference Session

Equity and Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kaitlyn Anne Thomas, University of Nevada, Reno; Kelly J Cross, Georgia Institute of Technology; Isabel Anne Boyd, University of Tennessee, Knoxville; Marie C. Paretti, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Equity, Culture & Social Justice in Education Division (EQUITY), Liberal Education/Engineering & Society Division (LEES)

Department at Georgia Tech.Ms. Isabel Anne Boyd, University of Tennessee, Knoxville Isabel recently graduated from the University of Tennessee, Knoxville earning her Bachelor’s of Science in Biomedical Engineering with Honors. She has assisted with several qualitative and mixed-methods research projects centered around diversity and inclusion in engineering. She will begin a Ph.D. in Biomedical Engineering with a focus on Engineering Education at the Georgia Institute of Technology in Fall 2024.Dr. Marie C. Paretti, Virginia Polytechnic Institute and State University Marie C. Paretti is a Professor of Engineering Education at Virginia Tech, where she directs the Virginia Tech Engineering Communications Center (VTECC). Her

Conference Session

Equity and Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Aubrey Wigner, Colorado School of Mines; Dean Nieusma, Colorado School of Mines; Catherine Chase Corry, Colorado School of Mines; Julianne Stevens, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Equity, Culture & Social Justice in Education Division (EQUITY), Liberal Education/Engineering & Society Division (LEES)

26 30–60–minutequalitative interviews during the 2023 Fall semester to understand the students’ institution–specific experiences of inclusion and exclusion. Additional interviews with students, faculty andadministrators will be conducted during the 2024-25 school year.During this project, five student research assistants conducted semi-structured interviews withtheir fellow students. The interview data collected was analyzed and used to help createsuggestions for practices that might lead to a diverse and inclusive culture in our newmakerspace. By discovering what individual students and stakeholder groups value and expect ofan inclusive makerspace the research team was able provide guidance to campus leaders and themakerspace director to

Conference Session

Equity and Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel Figard, Arizona State University; Abimelec Mercado Rivera, Arizona State University; Marcus Melo de Lyra, The Ohio State University

Tagged Divisions

Equity, Culture & Social Justice in Education Division (EQUITY), Liberal Education/Engineering & Society Division (LEES)

single conceptin a one-time course. It is embedded in engineers' professional life and is reflected in multipleaspects of engineers' social roles. Moreover, equity and social justice engineering curricula mayfoment a culture that welcomes differences, as Rossmann et al. (2020) reported. The authorsidentified that their program, designed to develop engineering socio-technical skills, had moregender and ethnic diversity in the student population than other engineering programs in thesame institution. The third intervention category was external, which encompasses papers that describe theimplementation of workshops, external project grants, and external professional development tohelp students, faculty, or staff apply equitable design