Displaying all 16 results
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
asked respondents to indicate on a4-point Likert scale (1, “Not at all likely” to 4, “Very likely”) their likelihood of pursuing a positionafter obtaining their graduate degree. In particular, students were asked about their interest inpursuing a variety of careers including faculty positions: “How likely are you to pursue a positionas a university faculty member with an emphasis on teaching?” and “How likely are you to pursuea position as a university faculty member with an emphasis on research?” Other career trajectorieswere also assessed, including likelihood to pursue a position in industry, a start-up company,government, nonprofit organization, or a postdoctoral fellowship.Health: To evaluate mental and physical health, the surveys
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
international women of color. Darvishpour Ahandani is deeply committed to improving the well-being of underrepresented groups in STEM, a mission with which she personally identifies.Dr. Jennifer M Bekki, Arizona State University Jennifer M. Bekki is an Associate Professor in The Polytechnic School and the Associate Dean for Inclusive Excellence within The Fulton Schools of Engineering at Arizona State University. Her research aims to understand and address inequities arising from racism and sexism within STEM graduate education. ©American Society for Engineering Education, 2024Exploring the Landscape of Graduate Student Mental Health: Populations,Methods, and Terminologies - Who is Missing from the
- Conference Session
- Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Rachael E Cate, Oregon State University; Jacob Field, Oregon State University; Sierra Kai Sverdrup, Oregon State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
A PDF with a sentence explanation ● EECS faculty or grad interviewing) a mentor of who you correspond with and students to discuss engineering about what as well either ● Internship skills or professional screenshot of an online thread or supervisors or senior development email and your personal notes from colleagues the interaction. ● EECS Career Center advisor meeting Completing A link to your portfolio site -EECS faculty or grad Professional Portfolio
- Conference Session
- Institutional inclusion: Advancing equity and belongingness in engineering education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Teirra K Holloman, Virginia Tech Department of Engineering Education; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Natali Huggins; Walter C. Lee, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
developing an initial draft, we sought feedback from other members of our projectteam. Once we received their feedback we quickly shifted our approach to organizing thissurvey. In the following section we will discuss the major considerations that informed the nextversion of the survey. 6 4.2. Initial Draft Considerations The first consideration we made was question arrangement. Prior to the full round offeedback, we opened the survey with demographic questions that oriented respondents to thinkabout their role as faculty/staff within a graduate program interacting with graduate students. Wedecided to leave all remaining demographic
- 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
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
, raised in a large city in Iran, withmultidisciplinary academic background in engineering and educational psychology. I graduatedwith a bachelor's degree in electrical engineering from a public university in Iran. My interest inpsychological foundations of education led me to pursue graduate degrees in educationalpsychology. Aligning with my educational experiences, my research interests are situated at theintersection of engineering, psychology, and education. I identify as a mother-scholar whosestudies are intentionally in a dynamic interaction with the lived experiences of mothering. Thegoal of my research is to understand mental experiences, relationships, and mental wellbeing ofunderrepresented students and faculty. I also explore how these
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
who gave a student who had a failing grade a citation for consistently trying to learn in the class and not giving up. The citation tells a different story.” [student]*Citation - Statement (indicated by an asterisk after a letter grade) entered by faculty members toprovide an official record of information about undergraduates who have made particularlyfavorable impressions on members of the faculty because of their unusual talents, dependability,initiative, resourcefulness, or other meritorious characteristics that are not indicated adequatelyby academic grades.Opportunities to comment on a student’s qualities or progress thus helps to provide contextbeyond a letter grade. However, this kind of feedback, though extremely useful, is not
- Conference Session
- Institutional inclusion: Advancing equity and belongingness in engineering education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Kassandra Fernandez, University of Florida; Krista Dulany Chisholm, University of Florida; Nancy Ruzycki, University of Florida
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
positive waysby institutions of higher education [22].The literature on traditional mentorship has described improvement in the mentoring modelthrough the concept of effective mentorship [34], [35]. This concept was conceived within thecontext of university research, with faculty members mentoring the students working in theirlaboratories. The literature suggests that anyone “self-motivated to enroll” in skills training on thefollowing six mentoring competencies can become an effective mentor [34]: “1) Maintainingeffective communication, 2) Establishing and aligning expectations, 3) Assessing mentees’understanding of scientific research, 4) Addressing diversity within mentoring relationships, 5)Fostering mentees’ independence, and 6) Promoting
- 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
with a deep knowledge of this borderland area as a localinhabitant, a first-generation student, and a Mexican American mixed-race person. My educationin history, anthropology, and technology education along with my professional experiences inSTEM focused on K-12 and higher education informs my approach to supporting undergraduatestudents in STEM. I know how to connect with students and enjoy interacting with them in myrole as a graduate research assistant.Author3. I am a Hispanic engineer eager to provide mentoring and guidance to minorityundergraduate students, interest them in scientific careers, and encourage them to pursuegraduate studies. I have experience in advising student organizations, such as the Society ofHispanic Professional
- 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
research and teaching within university settings. However, the workforce needs of aglobalized economy and students empowered by their agency to venture outside the traditionalacademic sphere into industry, entrepreneurship, consulting, and pre-college leadership, forexample, have led to the emergence of varied and non-traditional career paths. These pathschallenge the conventional norms and expectations of what it means to be an engineeringeducator.Despite the gradual recognition and tokenized celebration of these diverse career paths, asignificant gap exists in understanding the experiences of those pursuing them. The narratives ofPh.D. graduates in Engineering Education who choose non-academic careers are oftenovershadowed by the predominant
- Conference Session
- Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- 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
- Tagged Divisions
- 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
- Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Claudia Mara Dias Wilson, New Mexico Institute of Mining and Technology; Thais Alves, San Diego State University; Corrie Walton-Macaulay, Saint Martin's University; Xiaomei Wang, Brigham Young University; Scott R Hamilton P.E., York College of Pennsylvania; Gloria Faraone; Nicholas Tymvios, Bucknell University; Moses Tefe, Norwich University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
engage in those reflections needed to evaluate complex situations, which often involve socio-economic and political considerations. Case studies have been shown to be an effective way to do that, and an effective case study allows students to go beyond the simple facts of the case by looking at laws past and present, historical context, and current practice and lead them to make informed decisions [16]. This process not only enhances their analytical abilities but also encourages them to explore new dimensions of the engineering practice, facilitating that much needed shift to a more equitable and socio-centered engineering practice. This broader perspective encourages students to consider the
- 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
identitiesshould be explored, as giving students a safe space to exist in a classroom may allow them astronger connection to the major. It is easier on Zoom, as was discussed, but methods that allowstudents to engage with the classroom content anonymously in person and online should be studiedin relation to creating a stronger engineering identity, as there may be a stronger benefit and astandard to ensure students feel safe being connected.Additional research should be done on finding a standard for making an accessible human-centeredengineering education approach. Underrepresented students take well to that teaching approachbut standardizing it for all forms of underrepresented students will be helpful for the generalinclusive classroom. Additionally
- Conference Session
- Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Muhammad Asghar, University of Cincinnati; Angela Minichiello, Utah State University; Oenardi Lawanto, Utah State University; Daniel Kane, Utah State University
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
engagement and motivation, and self-regulation.Dr. Angela Minichiello, Utah State University Angela (Angie) Minichiello is a military veteran, licensed mechanical engineer, and associate professor in the Department of Engineering Education at Utah State University. Her research examines issues of access, equity, and identity in the formation of engineers and a diverse, transdisciplinary 21st century engineering workforce. Angie received an NSF CAREER award in 2021 for her work with student veterans and service members in engineering.Dr. Oenardi Lawanto, Utah State University Dr. Oenardi Lawanto is a professor in the Department of Engineering Education at Utah State University, USA. He received his B.S.E.E. from Iowa
- Conference Session
- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Alan Cheville, Bucknell University; Stewart Thomas, Bucknell University; Rebecca Thomas, Bucknell University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
evidence collected, from student artifacts, writtenreflections, class observations, etc. (see Table 1) points to system maps as an effectiveintervention that lies at the intersection of design and social justice.From the faculty perspective one of the most valuable aspects of having student teams createsystem maps is the side conversations that occur. As mentioned previously, the course is taughtin a flipped classroom modality so students work on their system maps during class, enablingrich conversations between faculty members and the design teams. These conversations serve asopportunities to illustrate to students how their engineering work recreates existing social issues.For example, one team wanted to build a system to test water in
- Conference Session
- Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- R. Jamaal Downey, University of San Diego; Joel Alejandro Mejia, The University of Texas at San Antonio; Diana A. Chen, University of San Diego; Gordon D Hoople, University of San Diego
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
built environment.Prof. Gordon D Hoople, University of San Diego Dr. Gordon D. Hoople is an assistant professor and one of the founding faculty members of integrated engineering at the University of San Diego. He is passionate about creating engaging experiences for his students. His work is primarily focused on two ar ©American Society for Engineering Education, 2024 Whiteness in STEM/Engineering: The Problematic Nature of Meritocracy and Colorblindness Abstract Research in engineering education has taken a deficit-oriented perspective by focusing onthe dearth of People of Color (POC) in engineering as a supply issue, also more commonlyreferred to as a
- 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
organizationattracts. Signaling theory emphasizes the importance of both the medium and content oforganizational-based information in influencing both applicant attraction and an applicant’sdecision to pursue employment. Studies by Allen and colleagues [7] and Rynes and colleagues[8] support the notion that the organizational culture portrayed on a website significantly shapesapplicant attitudes and decisions. In this study, we use signaling theory to provide insight intohow environmental organizations communicate to engineering faculty, staff, and students theirexplicit commitments to diversity and justice, as well as how they convey their organizationalculture through images, as well as the racial makeup of their staff and boards of directors.Service