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

Tagged Divisions

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

: 10.1007/s11229-008-9454-z.[8] A. Y. Kim, G. M. Sinatra, and V. Seyranian, “Developing a STEM Identity Among Young Women: A Social Identity Perspective,” Review of Educational Research, vol. 88, no. 4, pp. 589–625, Aug. 2018, doi: 10.3102/0034654318779957.[9] K. Horvat and J. Randi, “A Partnership Model for Integrating Technical Communication Habits Throughout Undergraduate Engineering Courses,” presented at the 2020 ASEE Virtual Annual Conference Content Access, Jun. 2020. Accessed: Nov. 17, 2023. [Online]. Available: https://peer.asee.org/a-partnership-model-for-integrating-technical- communication-habits-throughout-undergraduate-engineering-courses[10] J. Bishop, “Designing the Laboratory Experience from the Ground Up

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica Baldis, University of California, San Diego; Alex M. Phan, University of California, San Diego

Tagged Topics

Diversity

Tagged Divisions

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

in a laboratory can be daunting for a novice researcher–especially for students frompopulations typically marginalized in engineering such as low-income, first generation,traditionally underrepresented minority, and women students. Structured research experiencesmatch students with research laboratories and provide additional supports along the way. In 2014the Computer Science and Engineering (CSE) department at UC San Diego created the EarlyResearch Scholars Program (ERSP). ERSP provides research opportunities to CSE studentsthrough a structured, academic-year program and has many positive outcomes for studentsincluding higher GPAs and increased confidence [1]. In response to increasing demand forstudent research experiences, UC San Diego’s

Conference Session

Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

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

disagreed nor agreed or strongly disagreed that theyhad a positive relationship with their research professor/mentor. Both ND and NT participantsresponded similarly to having laboratory peers who collaborate and support each other(Figure 3B). It is well documented that academia has an ableist problem; however, our dataindicate that ND students feel supported by their peers [4]. This is a very positive finding wheremost studies highlight the negative experiences of ND students [22].Figure 2: Research Demographics related to all participants (96 participants) separating outthe type of research conducted and whether the research was volunteer, credit-bearing, or paid.Neurodivergent participants had a larger percentage indicated strongly agree or agree

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

put together tocontrol the flight of a real-time aerial robotic system – the Bebop quad rotorcraft manufacturedby the company Parrot. Students’ time in the laboratory is intentionally overlapped to increaseinteraction and foster community. In the second half of the year, students are divided into teamsto develop specific projects such as vision-based object detection and obstacle avoidance. Thefocus is to replicate in a controlled laboratory environment, real-world missions like flightsurveillance operations. Students schedule their laboratory times based on their team members’availability.While in the program, students also develop other skills such as 1) interpersonal abilities throughopportunities to engage with their fellow cohorts and

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

Paper ID #41408How to Develop a Culture of Coding for the Future: A Case Study of themegaGEMS Coding AcademyGeorge Zaccheus Sikazwe, University of the Incarnate Word George Z. Sikazwe is an undergraduate electrical engineering student at the University of the Incarnate Word in San Antonio, Texas. Mr. Sikazwe is passionate about applying engineered solutions to real-world problems. As a student research assistant in the Autonomous Vehicle Systems Research Laboratories his focus is in computational intelligence, specifically applications of deep learning onto hardware. For the GEMS (Girls in Engineering, Math, and Science

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

Tagged Divisions

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

authority figures visiting campuses and creatingnarratives based on conversations. By the mid-20th century, as business practices that focused onquality and efficiency gained social and economic dominance in the U.S. and statistical analysisbecame the preferred methods of evaluation, these new, competition- and ranking-orientedapproaches fit with the increased enrollment in U.S. colleges and universities (Wilbers &Brankovic, 2023). Additionally, particularly in STEM education and research, a realization thatadvances in technology, science, and engineering were crucial to national Cold War effortsrequired schools to constantly be evaluated to receive federal funding for more sophisticated andexpensive laboratories (Apple, 2019; Seeley, 1999

Conference Session

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ioulia Rytikova, George Mason University; Mihai Boicu, George Mason University

Tagged Topics

Diversity

Tagged Divisions

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

, Personalized Learning, and STEM Education.Dr. Mihai Boicu, George Mason University Mihai Boicu, Ph.D., is Assistant Professor of Information Technology at George Mason University, Associate Director of the Learning Agents Center (http://lac.gmu.edu), Co-Director of IT Entrepreneurship Laboratory (http://lite.gmu.edu) and Co-Director of ©American Society for Engineering Education, 2024 Anti-racism, Inclusion, Diversity and Equity in Database CurriculumThrough Group Research Projects on Historical, Social and Ethical Database Related TopicsIntroductionThe purpose of this work in progress research paper is to present a redesign of a sequence of fourcourses in order to provide

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Meghan Williams, Elizabethtown College; Mark Brinton, Elizabethtown College; Kurt M Degoede, Elizabethtown College; Elizabeth Dolin Dalton

Tagged Topics

Diversity

Tagged Divisions

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

% Lab 20%In our mastery-based course, a student earned a C- (the grade required for pre-requisite courseslike ours) after mastering all the Fundamental skills (Table 2). Beyond this, any Important skillthat a student passes increased their grade by 1/3 of a letter, a pattern that continued with masteryof the Additional skills. Even though students who only passed the Fundamental skills may notget as much practice with the Important and Additional skills, they were still exposed to theseskills during in-class instruction and through homework and laboratory exercises. By achievingmastery on the Fundamental skills, students will have a full understanding of these topics thatthey can apply to future engineering

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

teachers and students to create understanding through conceptual modeling. She has experience in creating professional learning experiences, designing coaching systems, and developing frameworks and lessons. Her research interests include STEM education, system thinking, conceptual modeling, and coaching.Dr. Nancy Ruzycki, University of Florida Dr. Nancy Ruzycki, is the Director of Undergraduate Laboratories and Faculty Lecturer within the Department of Materials Science and Engineering at the University of Florida Herbert Wetheim College of Engineering. Her focus is on developing curriculum ba ©American Society for Engineering Education, 2024 Examining STEMM Mentorship within Student

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

racial identity (i.e., visibility ofPOC) was often equated with inability and stereotypes in engineering [40]. Thus, claiming thatcolor-neutral attitudes exist in engineering negates the lived experiences of POC and thehypervisibility they are constantly exposed to in classroom, laboratories, or team activities.Colorblindness, and the idea that attitudes and behaviors in engineering are race-neutral, alsolead to issues of “otherness,” racialization, and cultural dissonance [41], [42], all of which havedetrimental effects on students of color. Moreover, colorblindness institutionalizes racism without asking for accountability whenracist acts occur. For instance, McGee argued that racism in STEM continues to exist becauseracially hostile