Displaying all 5 results
- 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)
literature review (ScLR) conducted toelucidate the current landscape, trends, methods, and potential gaps in the literature surroundingequitable design pedagogy in engineering education. The ScLR follows the methodologypresented by Arksey and O’Malley (2005), which breaks the process into five stages: (1)identifying the research questions, (2) identifying the relevant studies, (3) study selection, (4)charting the data, and (5) collating, summarizing, and reporting the results. These stages wereperformed iteratively, which allowed for reflection and study team collaboration along eachstage. The study was grounded in four central inclusion criteria: (1) equitable design, (2)engineering education, (3) engineering course, and (4) secondary education
- Conference Session
- Equity and Belonging
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Kathryn A. Neeley, University of Virginia
- Tagged Topics
- Diversity
- Tagged Divisions
- Equity, Culture & Social Justice in Education Division (EQUITY), Liberal Education/Engineering & Society Division (LEES)
imaginative context invoked by the comparison may influenceaudience response. Implied comparisons are powerful modes of representation andcommunication but notoriously imprecise, in part because what is evoked depends a great deal onthe knowledge and prior experience of the audience. Analogical reasoning puts us in a position tobe more deliberate in our choice of analogies and more creative with respect to the rhetoricalstrategies we use. As the next section explains, our choice of rhetorical strategy should reflect thekind of relationship we wish to establish with the intended audience.III. A New Metaphor for the Discourse on Diversity: FromOration to ConversationBoth classical rhetoric and modern social psychology suggest that conversation is a
- 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)
is because knowledge and ways of knowing play a rolein power dynamics and control such that the hegemonic majority maintains dominance over thecultural narrative [42]–[44]. The hidden curriculum in engineering reflects the epistemic originsof the profession, which assert the values and norms upheld in engineering learning spaces aswell as the field. These engineering epistemologies are unspoken and unacknowledged (hidden),which can serve to limit underrepresented and underserved communities in engineering learningenvironments. We identify the hidden epistemologies that emerge from the teaming experiencesof African American females and recognize their role in impacting these students’ experiences asengineers.MethodsMethodologyWe performed
- Conference Session
- Equity and Belonging
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Felicity Bilow, Virginia Polytechnic Institute and State University; Lucas Adams, Clarkson University; Mohammad Meysami, Clarkson University; Jan DeWaters, Clarkson University
- Tagged Topics
- Diversity
- Tagged Divisions
- Equity, Culture & Social Justice in Education Division (EQUITY), Liberal Education/Engineering & Society Division (LEES)
- 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)
, like, that’s exactlywhat we’re focusing on… but the numbers are kind of how we define it in our heads which canlead to assumptions.” (Female, white)“…then they tokenize you. So, it’s like they don’t actually stand in your corner, but they’ll useyour photo to be like we’re so cool and diverse.” (Female, Chinese Asian)The university culture towards failure further exacerbates the often-hidden inequities and stressesthat can lead to feeling left out at a technical university. Despite over 30 years of scholarshipexploring how failure can lead to supporting learning outcomes given chances for reflection,iteration, and post-failure educational support [9], students at Mines largely see themselves asfacing an institution that does not support failure