Conference Session

Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Marissa A Tsugawa, Utah State University; Theo Sorg, Purdue University; Hector Enrique Rodríguez-Simmonds, Boston College; Sage Maul, Purdue University; Nadia N. Kellam, Arizona State University; Alice L. Pawley, Purdue University; Taylor V. Williams, Harding University

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Diversity

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

, “Collaborative research: Supporting agency among early career engineering education faculty in diverse institutional contexts: Developing a framework for faculty agency,” presented at the ASEE Annual Conference & Exposition 2019, American Society for Engineering Education, 2019. Accessed: Feb. 08, 2024. [Online]. Available: https://par.nsf.gov/biblio/10148508[30] V. Braun and V. Clarke, “Reflecting on reflexive thematic analysis,” Qualitative Research in Sport, Exercise and Health, vol. 11, no. 4, pp. 589–597, Aug. 2019.[31] Consumer Reports, “Costs of ADHD Tests,” Jul-2010.

Conference Session

Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ebony Omotola McGee, The Johns Hopkins University; Thema Monroe-White, Berry College; Shelly Engelman, Custom EduEval LLC

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Diversity

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

%, respectively (ASEE,2019). The U.S. Bureau of Labor Statistics (2019) projected higher job growth for computationalroles (12%) compared to mechanical, electrical, and computer hardware engineering (4-6%).Reflecting this demand, computer science and computer engineering faculty emerged with thehighest salaries in academia, surpassing their engineering counterparts (ASEE, 2022).These disciplinary distinctions permeate beyond academic and professional spheres, influencingsocialization, enrollment, and persistence, and carrying significant implications forunderrepresented groups. Hocker and colleagues (2019) pinpoint challenges in academiacontributing to a noteworthy doctoral dropout rate in engineering, particularly impacting womenand URMs. The prevalence

Conference Session

Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hyun Kyoung Ro, University of North Texas; Shirley Anderson, University of North Texas

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Diversity

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

. “’I didn't know what antiBlackness was until I got here’: The unmet needs of Black students at Hispanic-ServingInstitutions,” Urban Education, vol. 59, no. 1, pp. 330-357, 2021.https://doi.org/10.1177/004208592110449489[22] P. K. Cornejo and K. Orner. (2019, June). “Life cycle thinking and engineering indeveloping communities: Addressing international sustainability challenges in the classroom,” in2019 ASEE Annual Conference & Exposition, Tampa, FL (USA), June 2019.https://doi.org/10.18260/1-2--33065[23] H. Yi. “Robotics and kinetic design for underrepresented minority (URM) students inbuilding education: Challenges and opportunities,” Computer Applications in EngineeringEducation, vol. 27, no. 2, pp. 351-370, 2019.[24] N. P. Rentsch and

Conference Session

Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Austin Morgan Kainoa Peters, Purdue University; Alice L. Pawley, Purdue University; Stephanie Masta, Purdue University; Darryl Dickerson, Florida International University; Matthew W. Ohland, Purdue University

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

Engineering Education in 2008, 2011, and 2019 and from the IEEE Transactions on Education in 2011 and 2015. Dr. Ohland is an ABET Program Evaluator for ASEE and represents ASEE on the Engineering Accreditation Commission. He was the 2002–2006 President of Tau Beta Pi and is a Fellow of the ASEE, IEEE, and AAAS. He was inducted into the ASEE Hall of Fame in 2023. ©American Society for Engineering Education, 2024 WIP Research: Towards a distributed model of teaming: instructor-driven lessons from I-MATTERAbstractThis WIP research paper describes the development of a preliminary practical model to improvehow instructors of large classes can address marginalization amongst

Conference Session

Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Candice Wicker Bolding (CJ), Clemson University; Robert M O'Hara, Clemson University

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Diversity

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

., & Lanning, R. (2019, June). Engineering students’ perceptions of belongingness in civil engineering. In 2019 ASEE Annual Conference & Exposition.Cech, E. A. (2023). Engineering ableism: The exclusion and devaluation of engineering students and professionals with physical disabilities and chronic and mental illness. Journal of Engineering Education, 112(2), 462-487.Clouder, L., Karakus, M., Cinotti, A., Ferreyra, M. V., Fierros, G. A., & Rojo, P. (2020). Neurodiversity in higher education: A narrative synthesis. Higher Education, 80(4), 757- 778.Coghill, E. M. (2020). An Introduction to Neurodiversity. Supporting Neurodiverse College Student Success: A Guide for Librarians, Student Support

Conference Session

Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

generate anawareness among faculty of the power they possess and the impact of their work, not only inresearch settings, but in the classroom, too.References[1] S. Ambrose and M. Norman, “Preparing engineering faculty as educators.,” Natl. Acad. Eng., vol. 36, no. 2, p. 25, 2006.[2] S. Baum and M. McPherson, “Improving teaching: Strengthening the college learning experience,” Daedalus, vol. 148, no. 4, pp. 5–13, Oct. 2019, doi: 10.1162/daed_e_01757.[3] D. M. Riley, V. Henry, and L. C. Leighton, “What makes faculty adopt or resist change in engineering education?,” presented at the 2013 ASEE Annual Conference & Exposition, Jun. 2013, p. 23.1367.1-23.1367.20. Accessed: Jan. 16, 2024. [Online]. Available: https://peer.asee.org

Conference Session

Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Motahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus; Jennifer M Bekki, Arizona State University

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Diversity

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

Critical Race Perspective. International Journal of Advanced Counselling, 43(3), 283-301. https://doi.org/10.1007/s10447- 021-09437-xBork, S. J., & Mondisa, J. L. (2022). Engineering graduate students’ mental health: A scoping literature review. Journal of Engineering Education, 111(3), 665-702.Bork, S. J., Tuladhar, A., & Mondisa, J. (2019, June). Board 134: Methods for Conducting a Scoping Literature Review on Engineering Graduate Student Mental Health (Work in Progress). Paper presented at 2019 ASEE Annual Conference & Exposition, Tampa, Florida. https://doi.org/10.18260/1-2—32242Costa, A. C. D. S., Menon, V., Phadke, R., Dapke, K., Miranda, A. V., Ahmad, S., Essar, M. Y., & Hashim, H. T

Conference Session

Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Minju Lee, University of Connecticut; Davis Chacon-Hurtado, University of Connecticut; Shareen Hertel, University of Connecticut; Sophia Fenn, University of Connecticut

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

violations. She has published several papers, including ”Ch˘osunjok as a Marginalized Diaspora in South Korea” (The Taiwanese Political Science Review, 2019) and ”Politics of Memory in East Asia and Democratization of Memory in the Post-Cold War Era: Do the Wartime Memories of Jeju, Okinawa, and Nanjing Compete?” (Discourse 201, 2017, written in Korean).Dr. Davis Chacon-Hurtado, University of Connecticut Davis Chacon-Hurtado, Ph.D.,is an Assistant Research Professor at UConn. He co-directs the Engineering for Human Rights Initiative, which is a collaboration between UConn’s Office of the Vice Provost for Research, the College of Engineering, and the Human Rights Institute, to promote and advance interdisciplinary

Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nrupaja Bhide, Purdue University; Yash Ajay Garje, Purdue University; Siddhant Sanjay Joshi, Purdue University

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Diversity

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

2011 ASEE Annual Conference & Exposition, Jun. 2011, p. 22.684.1-22.684.21. Accessed: May 07, 2023. [Online]. Available: https://peer.asee.org/exploding-pipelines-mythological- metaphors-structuring-diversity-oriented-engineering-education-research-agendas[4] S. M. Lord, M. W. Ohland, R. A. Layton, and M. M. Camacho, “Beyond pipeline and pathways: Ecosystem metrics,” Journal of Engineering Education, vol. 108, no. 1, pp. 32– 56, 2019, doi: 10.1002/jee.20250.[5] S. Lancaster, Connect! Blink Publishing, 2022.[6] A. L. Pawley, “Universalized Narratives: Patterns in How Faculty Members Define ‘Engineering,’” Journal of Engineering Education, vol. 98, no. 4, pp. 309–319, 2009, doi: 10.1002/j.2168-9830.2009.tb01029.x

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kai Jun Chew, Embry-Riddle Aeronautical University

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Diversity

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

/0162243913504305Cech, E. A., & Rothwell, W. R. (2018). LGBTQ Inequality in Engineering Education. Journal of Engineering Education, 107(4), 583–610. https://doi.org/10.1002/jee.20239Cech, E. A., Waidzunas, T., & Farrell, S. (2017). The inequality of LGBTQ students in U.S. engineering education: Report on a study of eight engineering programs. Proceedings of the American Society of Engineering Education (ASEE).Cech, E. A., & Waidzunas, T. J. (2011). Navigating the heteronormativity of engineering: The experiences of lesbian, gay, and bisexual students. Engineering Studies, 3(March1). https://doi.org/10.1080/19378629.2010.545065Cieminski, M. (2019). Queer(y)-ing technical practice: Queer experiences in student theater

Conference Session

Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

D. C. Beardmore, University of Colorado Boulder; Angela R Bielefeldt, University of Colorado Boulder

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Diversity

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

in the Department of Civil, Environmental, and Architectural Engineering (CEAE) and Director of the Integrated Design Engineering (IDE) program. The IDE program hosts a BS degree in IDE accredited by the ABET EAC under the general criteria and a new PhD degree in Engineering Education. Bielefeldt is a Fellow of the ASEE and a licensed P.E. in Colorado. ©American Society for Engineering Education, 2024 The Paint Bucket Model of Dis/ability in STEM Higher Education: Axioms 1-3AbstractDis/ability is a complex, evolving, and nuanced concept. Recognizing the absence of a cleardefinition of dis/ability, the first author proposed a “paint bucket dis/ability

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Isabel Miller, University of Michigan; Karin Jensen, University of Michigan

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Diversity

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

mental health and wellness, engineering student career pathways, and engagement of engineering faculty in engineering education research. ©American Society for Engineering Education, 2024Experiences of Engineering Students with Disabilities in the Accommodations ProcessBackground and MotivationStudents with disabilities attend higher education institutions, but the exact number is not clear.In the 2019-2020 academic school year, 21% percent of undergraduate students reported havinga disability, of which eight percent were formally registered as having a disability with theirinstitution (Postsecondary National Policy Institute (PNPI), 2022). These numbers are anunderestimation. Disabled students may not be

Conference Session

Breaking barriers, building futures: Narratives of equity and inclusion in STEM education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sage Maul, Purdue University; Kirsten A. Davis, Purdue University; Senay Purzer, Purdue University; Ruth Wertz, Purdue University

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Diversity

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

and professionals with physical disabilities and chronic and mental illness,” J. Eng. Educ., vol. 112, no. 2, 2023.[54] D. C. Beardmore, “Navigating the academy in the absence of graduate disability accommodation policies,” presented at the CoNECD, New Orleans, Louisiana, 2022.[55] R. Figard, S. R. Brunhaver, and J. M. Bekki, “‘It is so exhausting to constantly have to explain to people’: Exploring the effects of faculty interactions on disabled students,” presented at the 2023 ASEE Annual Conference & Exposition, 2023.[56] E. Spingola and K. J. Reid, “Accessibility of ‘Introduction to Engineering’ Web Pages,” in 2019 IEEE Frontiers in Education Conference (FIE), 2019, pp. 1–7.[57] E. M. Spingola

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

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Diversity

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

the factors influencing confidence levels amongHMG. With the results, implementing intervention strategies aimed at promoting diversity andinclusion within engineering education may be the answer to closing the gap in confidencedisparities between NHMG and HMG. Additionally, in future iterations of the survey, studentsmay be asked to explain their reasonings for such answers.References:[1] B. Przestrzelski and J. D. DesJardins, “The DeFINE Program: A Clinical Immersion for Biomedical Needs Identification,” presented at the 2015 ASEE Annual Conference & Exposition, Jun. 2015, p. 26.1514.1-26.1514.16. Accessed: Jan. 18, 2024. [Online]. Available: https://peer.asee.org/the-define-program-a-clinical-immersion-for-biomedical- needs

Conference Session

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hilda Cecilia Contreras Aguirre, New Mexico State University; Patricia Nicole Delgado, New Mexico State University; Luis Rodolfo Garcia Carrillo, New Mexico State University

Tagged Divisions

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

,” Race Ethnicity and Education, vol. 8, issue 1, pp. 69-91, 2005.[10] S. M. Lord, M. M. Camacho, C. E. Brawner, J. B. Main, and C. Mobley, Military veteran students’ pathways in engineering education (Year 5), ASEE Annual Conference & Exposition, June 16-19, 2019, Tampa, Florida.[11] J. B. Main, M. M. Camacho, C. Mobley, C. E. Brawner, S. M. Lord, and H. Kesim, “Technically and tactically proficient: How military leadership training and experiences are enacted in engineering education,” International Journal of Engineering Education, vol. 35, no. 2. pp. 446–457, 2019.[12] C. Carrigan, E. A. Riskin, J. L. Borgford-Parnell, P. N. Mody-Pan, D. Wiggin, and S. Cunningham, Learning from Pell-eligible

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

, 2019.[12] M. Ong, N. Jaumot‐Pascual, and T. Ko. Lily, "Research literature on women of color in undergraduate engineering education: A systematic thematic synthesis," Journal of Engineering Education, vol. 109, no. 3, pp. 581-615, 2020.[13] M. Borrego, K. Jennifer, L. D. McNair, and K. Beddoes, "Team effectiveness theory from industrial and organizational psychology applied to engineering student project teams: A research review," Journal of Engineering Education, vol. 102, no. 4, pp. 472-512, 2013.[14] B. Beigpourian, and M. W. Ohland, "A systematized review: Gender and race in teamwork in undergraduate engineering classrooms," In 2019 ASEE Annual Conference & Exposition, Tampa, FL, USA, June 15-19, 2019.[15] N. M

Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jingfeng Wu, University of Michigan; Clay Walker, University of Michigan

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

: Custom Laboratory Equipment and Writing-Intensive Pedagogy,” presented at the 2023 ASEE Annual Conference & Exposition, Jun. 2023. Accessed: Jan. 31, 2024. [Online]. Available: https://peer.asee.org/designing-the-laboratory-experience-from-the-ground-up-custom- laboratory-equipment-and-writing-intensive-pedagogy[11] N. Smith, “Guided Peer Review of Technical Writing for Large Laboratory Course,” presented at the 2019 ASEE Annual Conference & Exposition, Jun. 2019. Accessed: Nov. 17, 2023. [Online]. Available: https://peer.asee.org/guided-peer-review-of-technical- writing-for-large-laboratory-course[12] Y. Wu, “Cultivating technical writing skills through a scaffold peer review-approach of lab reports in a

Conference Session

Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Katherine Robert, Colorado School of Mines; Jessica Deters, University of Nebraska - Lincoln; Jon A. Leydens, Colorado School of Mines

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

and arts-based research methods paper seeks to make visible the mechanismsand linkages between institutional prestige seeking, engineering education’s disciplinary culturalnotions of rigor, and the invisible and unexamined impacts on engineering students’ mentalhealth, particularly among underrepresented students. Our purpose is to increase awareness,generate new decolonizing discourses, and support action and activism in engineering educationtoward improving student mental health and the inclusion and support of underrepresentedstudents. Through examining these linkages and mechanisms (Apple, 2019; Riley, 2017),engineering educators and researchers can further explore the unforeseen consequences ofunquestioned–and sometimes invisible

Conference Session

Breaking barriers, building futures: Narratives of equity and inclusion in STEM education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elahe Vahidi, University of Cincinnati; Mark Okoth Onyango, University of Cincinnati; Kaitlyn Anne Thomas, University of Nevada, Reno; Kelly J Cross, Georgia Institute of Technology; Whitney Gaskins, University of Cincinnati

Tagged Topics

Diversity

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

: Cultivating hope, resistance, and action,” Am. Psychol., vol. 74, no. 1, pp. 49–62, 2019, doi: 10.1037/amp0000289.[9] C. L. Chee, G. Shorty, and S. E. Robinson Kurpius, “Academic stress of Native American undergraduates: The role of ethnic identity, cultural congruity, and self-beliefs,” J. Divers. High. Educ., vol. 12, no. 1, pp. 65–73, 2019.[10] R. Carter and A. Pieterse, Measuring the effects of racism: Guidelines for the assessment and treatment of race-based trauma-stress injury. 2020.11[11] E. O. McGee, “Devalued Black and Latino Racial Identities: A By-Product of STEM College Culture?,” Am. Educ. Res. J., vol. 53, no. 6, pp. 1626–1662, 2016, doi: 10.3102/0002831216676572.[12] E. L. Wright, C. J

Conference Session

Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kaylla Cantilina, Tufts University; Chelsea Joy Andrews, Tufts University; Fatima Rahman, Tufts Center for Engineering Education and Outreach

Tagged Divisions

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

education address equity, the climate crisis, and its own moral infrastructure?. Advances in Engineering Education, 25. [6] Riley, D. (2017). Rigor/Us: Building boundaries and disciplining diversity with standards of merit. Engineering Studies, 9(3), 249-265. [7] Claussen, S., Tsai, J., Boll, A., Blacklock, J., & Johnson, K. (2019, January). Pain and gain: Barriers and opportunities for integrating sociotechnical thinking into diverse engineering courses. In Proceedings of the 2019 ASEE Annual Conference and Exposition. [8] Gupta, A. (2017, June). A practitioner account of integrating macro-ethics discussion in an engineering design class. In 2017 ASEE Annual Conference & Exposition. [9] Hess

Conference Session

Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rajita Singh, University of Oklahoma; Javeed Kittur, University of Oklahoma

Tagged Divisions

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

Education (ASEE), Computer Applications in Engineering Education (CAEE), International Journal of Engineering Education (IJEE), Journal of Engineering Education Transformations (JEET), and IEEE Transactions on Education. He is also serving as a reviewer for a number of conferences and journals focused on engineering education research. ©American Society for Engineering Education, 2024Inclusive Teaching Practices in Engineering: A Systematic Review of Articles from 2018 to 2023AbstractInclusive pedagogies have been used in education in different areas and times; however, theiradoption in engineering has been relatively new. Due to their effectiveness for all students and tothe

Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nyna Jaye DeWitt, University of Georgia; Animesh Paul, University of Georgia; Racheida S. Lewis, University of Georgia

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Diversity

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

University of Georgia [19]. The use oftriads and dyads gives students a method of visualizing how they are making sense of theirnarrative. Triads and dyads allow the student to move the dot on the triangle (triad) or slider (dyad)to fit their narrative best [19]. This data was recorded using coordinates and analyzed for trends.Thematic CodingStudents provided data on their income by selecting from the multiple-choice question that asked:“In 2019 my family's income was…”. The answers students could choose from were 1) Less than$25,000; 2) $25,000-$50,000; 3) $50,000-$100,000; 4) $100,000-$200,000; 5) More than$200,000; and 6) Prefer not to answer or blank. Responses of students who reported a familyincome of less than $100,000 were filtered from the

Conference Session

Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

:10.3102/0002831213482038[12] Lane, T. B. (2016). Beyond Academic and Social Integration: Understanding the Impact of aSTEM Enrichment Program on the Retention and Degree Attainment of UnderrepresentedStudents. Lse 15 (3), ar39. doi:10.1187/cbe.16-01-0070[13] Beckwith, J. K., & Hirshfield, L. (2021) .Motivating Factors That Encourage Rural Studentsto Pursue Engineering. ASEE Virtual Annual Conference. https://peer.asee.org/37517[14] Ebrahiminejad, H., Al Yagoub, H., Ricco, G. , Ohland, M., Zahedi, L. (2019). Pathways andOutcomes of Rural Students in Engineering. Proceedings - Frontiers in Education Conference.10.1109/FIE43999.2019.9028380. [15] Sadler, P. M., Sonnert, G., Hazari, Z., and Tai, R. (2014). The Role of Advanced HighSchool

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

doing, we connect the dots among complex sustainability challenges, including their environmental justice dimensions. We support NY’s 2019 Climate Leadership and Community Protection Act that requires a complete transition to renewable energy, decarbonization and electrification of transportation, heating and cooling our buildings, manufacturing and agriculture. Our Sierra Club transition to a renewable energy economy must be based on economic, racial and Niagara Group environmental justice. The Niagara Group also is working to fulfill the goals in NY’s climate legislation including prevailing wages for all renewable energy jobs, a just

Conference Session

Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sage Maul, Purdue University; Rachel Figard, Arizona State University

Tagged Topics

Diversity

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

. Brunhaver, and J. M. Bekki, “‘It is so exhausting to constantly have to explain to people’: Exploring the effects of faculty interactions on disabled students,” presented at the American Society for Engineering Education [ASEE] Annual Conference & Exposition, 2023.[14] R. Figard, S. Brunhaver, and J. M. Bekki, “About us, without us: A review of U.S. disability-related institutional policies and practices,” presented at the Frontiers In Education (FIE), 2023, vol. 17.[15] E. Seymour and A.-B. Hunter, Eds., Talking About Leaving Revisited: Persistence, Relocation, and Loss in Undergraduate STEM Education. Cham, Switzerland: Springer, 2019.[16] C. Zongrone, C. J. McCall, M. C. Paretti, A. Shew, D. R. Simmons, and L. D

Conference Session

Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Qualla Jo Ketchum, Cal Poly Humboldt

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Diversity

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

NativeEducation, 25(2), 175–179.[12] H. M. Matusovich, H. Murzi, D. Gray, B. D. Chambers, and M. B. James. (June 2020). Aautoethnography: Outcomes from faculty engagement in course development in a large first yearengineering program. Presented at the 2020 ASEE Annu. Conf. [Online]. Available:https://peer.asee.org/34109[13] Carroll, T., Gordon, B., Hancock, P. I., Stenger, K., & Turner, S. S. (2022). Cultivating solidarity foraction on social justice in engineering: A collaborative autoethnography. International Journal ofEngineering, Social Justice and Peace, 9(1), 62-91. https://doi.org/10.24908/ijesjp.v9i1.15216.[14] Haverkamp, A., & Butler, A., & Pelzl, N. S., & Bothwell, M. K., & Montfort, D., & Driskill, Q.(2019, April

Conference Session

Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sourojit Ghosh, University of Washington; Kunal V Mehta, University of Washington; Maxwell Coppock, University of Washington; Sarah Marie Coppola, University of Washington

Tagged Topics

Diversity

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

Visually Impaired’, ACM Trans. Access. Comput., vol. 15, no. 3, p. 17:1-17:34, Jul. 2022 [Online]. Available: 10.1145/3508364.[2] A. Stangl et al., ‘Defining Problems of Practices to Advance Inclusive Tactile Media Consumption and Production’, in Proceedings of the 21st International ACM SIGACCESS Conference on Computers and Accessibility, New York, NY, USA, 2019, pp. 329–341 [Online]. Available: https://dl.acm.org/doi/10.1145/3308561.3353778.[3] A. Stangl et al., ‘Transcribing Across the Senses: Community Efforts to Create 3D Printable Accessible Tactile Pictures for Young Children with Visual Impairments’, in Proceedings of the 17th International ACM SIGACCESS Conference on Computers & Accessibility, New York, NY

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yume Menghe Xu, Tufts Center for Engineering Education and Outreach

Tagged Divisions

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

. Values, vol. 39, no. 1, pp. 42–72, 2014.[4] C. McCall, L. D. McNair, and D. R. Simmons, “Advancing from outsider to insider: A grounded theory of professional identity negotiation in undergraduate engineering,” J. Eng. Educ., vol. 110, no. 2, pp. 393–413, 2021.[5] K. L. Meyers, M. W. Ohland, A. L. Pawley, S. E. Silliman, and K. A. Smith, “Factors relating to engineering identity,” Glob. J. Eng. Educ., vol. 14, no. 1, 2012.[6] Y. M. Xu and B. Gravel, “A case study: Making facilitates an engineering student’s (re)negotiation with her disciplinary relationships,” in 2023 ASEE Annual Conference & Exposition, Baltimore, Maryland, 2023.[7] A. Calabrese Barton, H. Kang, E. Tan, T. B. O’Neill, J. Bautista-Guerra, and C. Brecklin

Conference Session

Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, The University of Texas at San Antonio; M. Sidury Christiansen, The University of Texas at San Antonio

Tagged Topics

Diversity

Tagged Divisions

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

Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kiana Alexa Ramos; Isabella Stuopis, Boston College; Emanuel Joseph Louime; Peyton Elise Carter; Caitlyn Hancock; Avneet Hira, Boston College

Tagged Divisions

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

the Learning Sciences, vol. 30, no. 2, pp. 330–349, Mar. 2021, doi: 10.1080/10508406.2020.1828089.[13] K. A. Ramos, J. Gardow, E. J. Louime, E. Y. Kang, and A. Hira, “Promoting Belonging and Breaking Down Gatekeeping in Youth-Centered Engineering Spaces,” presented at the 2023 ASEE Annual Conference & Exposition, Jun. 2023. Accessed: Apr. 30, 2024. [Online]. Available: https://peer.asee.org/promoting-belonging-and-breaking-down-gatekeeping-in-youth-center ed-engineering-spaces[14] D. A. Chen and S. Wodin-Schwartz, “Contextualizing Statics: Our Process and Examples,” presented at the 2019 ASEE Annual Conference & Exposition, Jun. 2019. Accessed: Feb. 08, 2024. [Online]. Available