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Bridging Pathways: Empowering Latinx STEM Students Through Belonging, Support, and Equity

Conference Session
Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)
Collection
2025 ASEE Annual Conference & Exposition
Authors
Lucy Arellano Jr., University of California, Santa Barbara; Margarita Rodriguez, University of California, Santa Barbara
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. ReferencesAckermann, S. P. (1990). The Benefits of Summer Bridge Programs for Underrepresented and Low-Income Students.Andalib, M. A. (2021). Simulation of the leaky pipeline: Gender diversity in U.S. K-graduate education. Journal of Simulation, 15(1–2), 38–50.Ahn, M. Y., & Davis, H. H. (2023). Students’ sense of belonging and their socio-economic status in higher education: a quantitative approach. Teaching in Higher Education, 28(1), 136-149.Banda, R. M., & Flowers, A. M. (2018). Critical qualitative
Relevance Score: 0.018137898

Characterizing STEM Education in Latin America: A Literature Review on Active Learning and Competencies

Conference Session
Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)
Collection
2025 ASEE Annual Conference & Exposition
Authors
Juan Sebastián Sánchez-Gómez, Universidad El Bosque; Maria Catalina Ramirez; Pedro Guillermo Feijóo-García, Georgia Institute of Technology; Fidel Mauricio Ramírez Aristizábal, Universidad el Bosque; Liliana Ahumada, Universidad el Bosque
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #48970Characterizing STEM Education in Latin America: A Literature Review onActive Learning and CompetenciesProf. Juan Sebasti´an S´anchez-G´omez, Universidad El BosqueMaria Catalina RamirezPedro Guillermo Feij´oo-Garc´ıa, Georgia Institute of TechnologyFidel Mauricio Ram´ırez Aristiz´abal, Universidad el BosqueLiliana Ahumada, Universidad el Bosque ©American Society for Engineering Education, 2025Characterizing STEM Education in Latin America: A Literature Review on Active Learning and CompetenciesJuan Sebastián Sánchez-Gómez1, María Catalina Ramirez Cajiao2, Pedro Guillermo Feijóo-García3
Relevance Score: 0.01720712

BOARD #158: Poster: Exploring the Impact of Socioeconomic Status on Undergraduate Engineering Experiences

Conference Session
Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
Collection
2025 ASEE Annual Conference & Exposition
Authors
Elizabeth Ann Strehl, University of Michigan; Aaron W. Johnson, University of Michigan; Sarah Jane Bork, University of Georgia
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
]​ M. Ridgway et al., “Equality, diversity, and inclusivity in engineering, 2013 to 2022: a review,” Royal Academy of Engineering, Nottingham Trent University, 2023. doi: 10.17631/RD-2024-0002-DREP.[2]​ S. Appelhans et al., “From ‘leaky pipelines’ to ‘Diversity of thought’: What does diversity mean in engineering education?,” in 126th ASEE Annual Conference and Exposition: Charged Up for the Next 125 Years, ASEE 2019, June 15, 2019  -  June 19, 2019, in ASEE Annual Conference and Exposition, Conference Proceedings. Tampa, FL, United states: American Society for Engineering Education, 2019.[3]​ D. E. Chubin, G. S. May, and E. L. Babco, “Diversifying the Engineering Workforce,” J. Eng. Educ., vol. 94, no. 1, pp. 73–86
Relevance Score: 0.017060447

Engineering Just Futures: Preparing Undergraduate Engineers to Integrate Technical, Sociocultural, and Environmental Perspectives [Work-in-Progress]

Conference Session
Transformative and Just Futures in Engineering (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 11)
Collection
2025 ASEE Annual Conference & Exposition
Authors
Jacob Pleasants, University of Oklahoma; Moses Olayemi, The University of Oklahoma; Brandon Scot Abbott, University of Oklahoma; Jacqueline M. Vadjunec PhD, University of Oklahoma
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
. To protect the anonymity of our participants, participants’ genderand racial identities are not shown. Among the group, 6 identified as men and 6 as women. Interms of racial identities, the group included individuals who identified as Caucasian/White,Filipino, Hispanic, Middle Eastern, and African American/Black (all demographic informationwas self-reported in an open-ended format).Table 3Participant Demographics Participant ID Academic Major(s)/Minor(s) Year in school S02 Environmental Design Third Year S03 Biomedical Engineering Second Year S04 Mechanical Engineering
Relevance Score: 0.016391147

“It’s just a name tag”: The Persistence of Caste Through Caste-Blind Discourses in U.S. STEM Education

Conference Session
Interrogating Race, Caste, and Power (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 4)
Collection
2025 ASEE Annual Conference & Exposition
Authors
Nivedita Kumar, Florida International University; Stephen Secules, Florida International University
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
appreciation extends to the members of my research group, whose feedback andsolidarity have continually shaped and strengthened my thinking. Their presence has made thisjourney intellectually rich and personally meaningful. 9. References[1] A. B. and N. G. Ruiz, “Key facts about Asian Americans, a diverse and growing population,” Pew Research Center. Accessed: May 30, 2024. [Online]. Available: https://www.pewresearch.org/short-reads/2021/04/29/key-facts-about-asian-americans/[2] S. Venkatraman, “Brown University becomes first Ivy League school to add official caste protections,” NBC News. Accessed: May 30, 2024. [Online]. Available: https://www.nbcnews.com/news/asian-america/brown-university-becomes-first-ivy-league- school-add
Relevance Score: 0.01462324

Beyond the Binary: Interdisciplinary Approaches to Trans Contexts

Conference Session
Understanding Concealable Stigmatized Identities (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 10)
Collection
2025 ASEE Annual Conference & Exposition
Authors
Cole Thompson, Purdue University at West Lafayette (COE); Stephanie Masta, Purdue University at West Lafayette (PPI)
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
the trans studies discourse into their work.Quality and academic rigorTo ensure qualitative rigor, we follow Walther et al.’s [21] qualifying qualitative research quality(Q3) framework. The Q3 framework’s emphasis on reflexivity coordinates with reflexive contentanalysis and centers the impact of prior experience and societal conditioning in our researchprocess. While we recognize the shortcomings of utilizing the Q3 framework, it is widelyrecognized as an appropriate method of analyzing qualitative research quality in engineeringeducation. We assured theoretical validity in our study by purposefully sampling articles fromtrans studies that best aligned with educational practices and by choosing STEM educationpapers written by authors
Relevance Score: 0.01419515

How Non-Tenure-Track Faculty and Staff in Computing Departments in Hispanic-Serving Institutions Empower Undergraduate Students

Conference Session
Supporting Students and Faculty in Computing (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 7)
Collection
2025 ASEE Annual Conference & Exposition
Authors
Heather Thiry, University of Colorado, Boulder ; Sarah Hug, Colorado Evaluation and Research Consulting; Anne-Marie Nunez
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
organizationalpractices that make such change possible. HSIs and computing or engineering departments cansupport students by recognizing the strengths of the local community, hiring staff and NTTs withshared cultural backgrounds, and elevating the important work of staff and NTTs in creatinginclusive educational environments and expanding students’ access to opportunities.References[1] Committee On Underrepresented Groups And The Expansion Of The Science And Engineering Workforce Pipeline (U.S, Expanding underrepresented minority participation. Washington, D.C.: National Academies Press, 2011.[2] K. P. Cobian, S. Hurtado, A. L. Romero, and J. A. Gutzwa, “Enacting inclusive science: Culturally responsive higher education practices in science
Relevance Score: 0.01419515

Ending the Use of Non-Disclosure Agreements to Silence Reporting of Sexual Harassment and Discrimination in US Higher Education

Conference Session
Belonging Across Engineering Environments (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 1)
Collection
2025 ASEE Annual Conference & Exposition
Authors
Robert P. Leland, Oral Roberts University; Molly Shanahan, Independent artist, advocate, and educator
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
disclose what has been done to themduring their employment.State lawsOver 20 states have approved laws either banning NDAs or making them unenforceable undervarious conditions, such as sexual assault, sexual harassment, retaliation, or discrimination, andmultiple bills are in legislative process. Washington’s Silenced No More Act, sponsored byRepresentative Liz Berry and referenced below, is exemplary, and requires the party trying toenforce an NDA to pay a $10,000 fine and cover the other party’s legal expenses. Listings andbrief descriptions of state laws are published by Lift Our Voices [18] and Can’t Buy My Silence[19].Lack of awareness of state and federal lawIn 2019, New Jersey passed one of the first laws restricting NDAs, S. 121, which
Relevance Score: 0.013383316

Collaborative Professional Learning Communities for Culture-Based Physics Curriculum Development: Integrating Local Knowledge with NGSS

Conference Session
Culture, Agency, and Responsibility through Curriculum (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 5)
Collection
2025 ASEE Annual Conference & Exposition
Authors
Clausell Mathis II, Michigan State University
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
indicate prior knowledge and desired knowledge. AQFT, as Jackson explains, “build[s] curiosity about the lesson, and see[s] what the students know andwhat they want to know.” The QFT technique allowed students to connect energy concepts with memoriesof their favorite childhood toys, allowing them to connect their background to the lesson better. As part ofthe activity, students also researched the carbon footprint behind their favorite snacks. The students alsoconsidered how climate change has changed relevant aspects of their lives. Jackson: And then we talk about, again, the effects of global climate change on anything they want to think about. Has it affected music? Has it affected video games? So what is it, you know? In
Relevance Score: 0.013246047

Leveraging Networks: Nonbinary STEM graduate students and the power of identity-specific social capital

Conference Session
Understanding Concealable Stigmatized Identities (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 10)
Collection
2025 ASEE Annual Conference & Exposition
Authors
Cole Thompson, Purdue University at West Lafayette (COE); Adrian Nat Gentry, Purdue University at West Lafayette (COE); Kerrie A Douglas, Purdue University – West Lafayette (College of Engineering); Julie P Martin, University of Georgia; Fio Bahr, Purdue University at West Lafayette (COE)
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
supports graduate students access in their academic workplace—as the supports accessed inthese settings are most relevant to engineering education researchers, faculty and administrators.We ask the following research question (RQ 1), how do nonbinary STEM graduate studentsreceive supports from cisgender and transgender alters that witness and mirror them asnonbinary?FrameworksWe utilize Gentry et al.’s (2024) nonbinary social supports conceptual framework and Dolan andGarvey’s (2024) nonbinary identity development model to guide our study. As nonbinaryresearchers, we found it crucial to model the use of asset-based frameworks specific to ournonbinary population.Nonbinary Social Supports Conceptual FrameworkWe utilize Gentry et al.’s (2024
Relevance Score: 0.012186034

“I can’t see race here”: Pragmatic, theoretical, epistemological, and communicative challenges researchers and instructors have with observing race in engineering classrooms

Conference Session
Interrogating Race, Caste, and Power (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 4)
Collection
2025 ASEE Annual Conference & Exposition
Authors
Stephen Secules, Florida International University; Atota Bedane Halkiyo, Florida International University; Maimuna Begum Kali, Florida International University; Nivedita Kumar, Florida International University
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
the manifestation of White supremacy and antiracism is the answer,” Journal of Engineering Education, vol. 109, no. 4, pp. 625–628, 2020, doi: 10.1002/jee.20362.[2] S. Secules, “Making the familiar strange: An ethnographic scholarship of integration contextualizing engineering educational culture as masculine and competitive,” Engineering Studies, vol. 11, no. 3, pp. 196–216, 2019, doi: 10.1080/19378629.2019.1663200.[3] D. Riley, “Engineering and Social Justice,” Synthesis Lectures on Engineers, Technology and Society, vol. 3, no. 1, pp. 1–152, 2008, doi: 10.2200/S00117ED1V01Y200805ETS007.[4] E. Seymour and A. Hunter, Talking about Leaving Revisited.[5] K. L. Tonso, “Teams that work: Campus culture, engineer identity
Relevance Score: 0.012167271

Ethical Engineering Practice through Language: A Case Study Based on the Flint Water Crisis for Teaching Language and Style

Conference Session
Marginalization, Identity, and Student Development (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 9)
Collection
2025 ASEE Annual Conference & Exposition
Authors
Elisa Bravo, University of Michigan; Clay Walker, University of Michigan
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
wisdom, scientific knowledge and the teachings of plants. Milkweed editions.Lambrinidou, Y. (2018). When Technical Experts Set Out to “Do Good”: Deficit-Based Constructions of “the Public” and the Moral Imperative for New Visions of Engagement. Michigan Journal of Sustainability, 6(1). https://doi.org/10.3998/mjs.12333712.0006.102Leiser, S. (2022). A 20-year review of Flint finances shows consequences of lack of investment | Gerald R. Ford School of Public Policy. Ford School of Policy. https://fordschool.umich.edu/news/2022/20-year-review-flint-finances-shows-consequenc es-lack-investmentLeydens, Jon A. "Sociotechnical communication in engineering: An exploration and unveiling of common myths
Relevance Score: 0.011590292

Reclaiming Space: Fostering Inclusivity for Women in Engineering Fields

Conference Session
Belonging Across Engineering Environments (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 1)
Collection
2025 ASEE Annual Conference & Exposition
Authors
Shaundra Bryant Daily, Duke University; Jessica Sperling; Yerika A Jimenez, Duke University; Amy Arnold; Kelly Perri, Duke University; Victoria Lee, Duke University; Erin Haseley, Duke University
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
onstructural transformation by illustrating specific mechanisms through which institutionalpractices can reinforce or challenge existing power structures.Our finding regarding genuine welcome versus mere invitation reveals the subtle but importantdistinction between formal and authentic inclusion. This resonates with Rankin et al.'s (2021)concept of "saturated sites of violence," where seemingly neutral educational spaces can becomehostile through interconnected systems of power. The participants' sensitivity to body language,facial expressions, and language choices demonstrates how microaggressions and subtle forms ofexclusion operate in engineering spaces.The emphasis on relational connection adds nuance to traditional approaches focused primarilyon
Relevance Score: 0.011590292

Elevating Community Visions of Equity, Culture, and Social Justice in Education (ECSJ) for Minoritized Students through Photovoice

Conference Session
An ECSJ Art Show - Equity and Justice through Art (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 6)
Collection
2025 ASEE Annual Conference & Exposition
Authors
Jeremy A. Magruder Waisome, University of Florida; Jerrod A Henderson, University of Houston William A. Brookshire Department of Chemical & Biomolecular Engineering
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
Race Ethnicity Gender Degree(s) Discipline(s) Completed Shabazz Black or African Not Hispanic or Man B.S., M.S. Mechanical American Latino Engineering LP White Hispanic or Woman B.S. Chemical Latino Engineering Zach Black or African Not Hispanic or Man B.S., M.S Mechanical American Latino Engineering Kenya Black or African Not Hispanic or Woman
Relevance Score: 0.011471413

Disabled Student Experiences in Engineering Undergraduate Programs: A Scoping Literature Review (WIP)

Conference Session
Disability in Engineering Programs (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 3)
Collection
2025 ASEE Annual Conference & Exposition
Authors
Rachel Figard, University of Georgia
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
success inengineering undergraduate programs. 7References[1] A. E. Slaton, “Body? What body? Considering ability and disability in STEM disciplines,” inProc. ASEE Annu. Conf. Expo., Atlanta, GA, USA, Jun. 2013.[2] K. Sang, T. Calvard, and J. Remnant, “Disability and academic careers: Using the socialrelationship model to reveal the role of human resource management practices in creatingdisability,” Work Employ. Soc., vol. 36, no. 4, pp. 722–740, 2022.[3] R. Figard, S. Brunhaver, and J. Bekki, “‘It is so exhausting to constantly have to explain topeople’: Exploring the effects of faculty interactions on disabled students,” in Proc. ASEE Annu.Conf. Expo
Relevance Score: 0.010815352

Navigating Intersecting Identities of Historically Excluded Groups and Post-Traditional Students in Engineering

Conference Session
Marginalization, Identity, and Student Development (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 9)
Collection
2025 ASEE Annual Conference & Exposition
Authors
Haiying Long, University of Kansas; Stephen Secules, Florida International University; Jingjing Liu, Florida International University; Julian Rodrigo Sosa-Molano, Florida International University; Joseph Ronald Sturgess, Florida International University; Bruk T Berhane, Florida International University
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
research interests include community college-minority serving institution partnerships, transfer students, post-traditional students, and broadening participation in engineering education. He received his B.S. in electrical engineering from Tuskegee University, an M.S in journalism from the University of Illinois-Urbana Champaign, an M.S. in physics from Fisk University, an M.S. in industrial engineering from the University of Central Florida and an M.Ed. in educational leadership from Texas Christian University.Dr. Bruk T Berhane, Florida International University Dr. Bruk T. Berhane received his bachelorˆa C™s degree in electrical engineering from the University of Maryland in 2003. He then completed a masterˆa C™s
Relevance Score: 0.010815352

Examining the Effect of Social, Cultural, and Political Factors on the Wellness of International Students in Engineering Doctoral Programs: A Collaborative Inquiry

Conference Session
Interrogating Race, Caste, and Power (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 4)
Collection
2025 ASEE Annual Conference & Exposition
Authors
Motahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus; Precious Njeck, Arizona State University, Polytechnic Campus; Ogochukwu Nwabueze Okoani, Arizona State University
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
different identities intersect to inform international graduate students’experiences could be the focus of future studies, as well. Finally, it would be a worthy study tofurther investigate the impact of holistic wellness, or lack thereof, on international graduatestudents’ academic performance as well as their persistence and attrition decisions. ReferencesAdams, T. B., & Bezner, J. R. (2000). Conceptualization and Measurement of the Spiritual and Psychological Dimensions of Wellness in a... Journal of American College Health, 48(4), 165.Almaawali, M. S. (2024). Wellness Practices of Minority International Students: A Grounded Theory Study. Journal of International Students, 14(3
Relevance Score: 0.010730525

Exploring the Role of Peer and Faculty Interactions in Shaping the Sense of Belonging among International Graduate Engineering Students (IGES) at an HBCU

Conference Session
Belonging Across Engineering Environments (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 1)
Collection
2025 ASEE Annual Conference & Exposition
Authors
Tolulope Iyanuoluwa Abiri, Morgan State University; Ayobami Christianah Dunmoye, Morgan State University; Michael Oluwafemi Ige, Morgan State University; Samuel Sola Akosile, Morgan State University; Olushola V. Emiola-Owolabi, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
] Glass, C. R., & Westmont-Campbell, C. (2014). "Comparative effects of belongingness onthe academic success and cross-cultural interactions of domestic and international students."International Journal of Intercultural Relations, 38, 106-119.[5] Mwangi, C. A. G. (2016). "Exploring sense of belonging among Black international studentsat an HBCU." Journal of International Students, 6(4), 1015-1037.[6] Strayhorn, T. L. (2012). College students’ sense of belonging: A key to educational successfor all students. Routledge.[7] Hurtado, S., & Carter, D. F. (1997). "Effects of college transition and perceptions of thecampus racial climate on Latino college students' sense of belonging." Sociology of Education,70(4), 324-345.[8] Awokoya, J. T
Relevance Score: 0.010730525

Redefining High School Engineering Education: Integrating Environmental Justice for Transformative Learning Experiences

Conference Session
Transformative and Just Futures in Engineering (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 11)
Collection
2025 ASEE Annual Conference & Exposition
Authors
Jennifer Ramos-Chavez, University of Texas at El Paso; Jennifer L. Taylor, University of Colorado Boulder; Ivonne Santiago, University of Texas at El Paso
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
growing body of scholarship on transformative engineering education byoffering empirically grounded insights into how students engage with issues of EJ, sustainability,and societal impact in engineering contexts.1.2 BackgroundIt is well-established that communities of color experience higher levels of exposure to and harmfrom environmental hazards and undue environmental justice challenges. In fact, in our currentstate within the U.S., an individual’s zip code remains one of the strongest indicators of theirhealth and overall well-being [1]. Since the rise of the EJ movement in the 1960’s, theEnvironmental Protection Agency’s creation of Office of Environmental Equity (later renamedOffice of Environmental Justice) in the 1990’s, and soon after
Relevance Score: 0.010730525

Engineering Students’ Perceptions of the Dynamics between Students and Instructors: A Humanizing Perspective

Conference Session
Belonging Across Engineering Environments (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 1)
Collection
2025 ASEE Annual Conference & Exposition
Authors
Charlotte Dworak, Embry-Riddle Aeronautical University - Daytona Beach; Victoria Minette Belveal, Embry-Riddle Aeronautical University; Kai Jun Chew, Embry-Riddle Aeronautical University - Daytona Beach
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
Contextual Correlates of Student-Teacher Relationships,” 2004.[14] J. Cummins, “Pedagogies of choice: Challenging coercive relations of power in classrooms and communities,” Int J Biling Educ Biling, vol. 12, no. 3, pp. 261–271, 2009, doi: 10.1080/13670050903003751.[15] L. B. Yoke, “Interrelationship between Perceived Instructor Power, Student Dissatisfaction, and Complaint Behaviors in the Context of Higher Education,” International Education Studies, vol. 11, no. 7, p. 12, Jun. 2018, doi: 10.5539/ies.v11n7p12.[16] M. Lovorn, C. S. Sunal, L. M. F. Christensen, D. W. Sunal, and C. Shwery, “Who’s in control? Teachers from five countries share perspectives on power dynamics in the learning
Relevance Score: 0.01058044

Grounding Change: Exploring Ambiguity in Geophysical Methods to Foster Decolonized Thinking in Engineering

Conference Session
Engineering Education in Colonial and Local Contexts (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 8)
Collection
2025 ASEE Annual Conference & Exposition
Authors
Alexandra DakotaTomi Brunson, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Elizabeth A. Reddy, Colorado School of Mines
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
like I must do due to social pressure, not because I want to.”· Ambiguity as a Strength -- Students commented on the challenge –and value– of unfamiliar orundefined terms, suggesting a shift toward openness in dealing with complex sociotechnicalissues. Example: “NGL [(“Not gonna lie…”)] half the term[s] you used I've never seen before. Provide some definition depending on the audience.” Example: “I feel like a lot of the key words used in the questionnaire would specifically need redefining to get a drastic change in the post-results.”· Cultural Knowledge Integration -- Reflections emphasized newfound appreciation for therelevance and role of cultural perspectives inherent in engineering practice
Relevance Score: 0.01058044

Exploring the Engineering Classroom Experiences of Students with Non-Apparent Disabilities

Conference Session
Understanding Concealable Stigmatized Identities (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 10)
Collection
2025 ASEE Annual Conference & Exposition
Authors
Darby Rose Riley, Rowan University; Heather Malino, Rowan University; Cara Mawson, Rowan University; Cassandra Sue Ellen Jamison, Rowan University
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
Success, vol. 3, no. 4, 2024.[9]​ M. Svyantek, "Missing from the Classroom: Current Representations of Disability in Engineering Education," presented at the American Society for Engineering Education Annual Conference, New Orleans, LA, USA, 2016.[10]​ A.E. Slaton and A.L. Pawley, "The power and politics of engineering education research design: Saving the ‘Small N’," Engineering Studies, vol. 10, no. 2-3, pp. 133-157, 2018.[11]​ E.A. Cech, "Engineering ableism: The exclusion and devaluation of engineering students and professionals with physical disabilities and chronic and mental illness," Journal of Engineering Education, vol. 112, no. 2, pp. 462-487, 2023.[12]​ S. Farrell, A. Godwin, and D.M. Riley
Relevance Score: 0.01058044

Postdoctoral Affairs Offices: Too Much To Do, Too Little Institutional Support

Conference Session
Institutional Support and Training (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 12)
Collection
2025 ASEE Annual Conference & Exposition
Authors
Sylvia L. Mendez, University of Kentucky; Jennifer Tygret; Comas Lamar Haynes, Georgia Tech Research Institute; Canek Moises Luna Phillips, Rice University
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
GraduateEducation and the Professoriate Award (#18-21008). Any opinions, findings, conclusions, orrecommendations are those of only the authors and do not necessarily reflect the views of theNSF. ReferencesAjzen, I. (2002). Perceived behavioral control, self-efficacy, locus of control, and the theory of planned behavior. Journal of Applied Social Psychology, 32(4), 665–683. https://doi.org/10.1111/j.1559-1816.2002.tb00236.xBurke, L. E. C. A., Hall, J., de Paiva, W. A., Alberga, A., Mu, G. M., Leigh, J. P., & Vazquez, M. S. (2019). Postdoctoral scholars in a faculty of education: Navigating liminal spaces and marginal identities. Arts and Humanities in Higher Education, 18(4), 329–348
Relevance Score: 0.009559511

Nourishing the Tree of Hope: An art piece about peace

Conference Session
An ECSJ Art Show - Equity and Justice through Art (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 6)
Collection
2025 ASEE Annual Conference & Exposition
Authors
Robyn Mae Paul, University of Calgary; Laleh Behjat, University of Calgary
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
classics, no. v. 5. Cambridge, MA: South End Press, 2000.[2] C. Mitcham, ‘Brief for Political Philosophy of Engineering and Technology’, NanoEthics, vol. 18, no. 3, p. 14, Dec. 2024, doi: 10.1007/s11569-024-00463-8.[3] S. P. Nichols, ‘Professional responsibility: The role of the engineer in society’, Sci. Eng. Ethics, vol. 3, no. 3, pp. 327–337, Sep. 1997, doi: 10.1007/s11948-997-0039-x.[4] S. Costanza-Chock, Design Justice: Community-Led Practices to Build the Worlds We Need. Cambridge, Massachusetts: The MIT Press, 2020.[5] D. Riley, ‘Engineering and Social Justice’, 2008.[6] J. Kociatkiewicz and M. Kostera, ‘Writing Differently: On the Constraints and Possibilities of Presenting Research Rooted in
Relevance Score: 0.009463433

Placating Whiteness in Engineering: Operating Under Fear as a Result of Whiteness and the Urgent Need to Achieve Racial Justice

Conference Session
Interrogating Race, Caste, and Power (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 4)
Collection
2025 ASEE Annual Conference & Exposition
Authors
R. Jamaal Downey, University of San Diego; Joel Alejandro Mejia, University of Cincinnati; 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 Formation in the United States. Oxfordshire, UK: Routledge, 2014. 13. A. Gramsci, Selections from the Prison Notebooks of Antonio Gramsci. New York: International Publishers, 2012. 14. N. L. Cabrera, “Beyond black and white: How white, male, college students see their asian american peers.” Eqty. & Exclnce. in Ed., vol. 47, no. 2, pp: 133–51, 2014. doi:10.1080/10665684.2014.900427. 15. Z. Leonardo, and R. K. Porter, (2010) “Pedagogy of fear: toward a Fanonian theory of 'safety' in race dialogue,” Rce., Ethcty., & Ed., vol. 13, no. 2, pp 139-157, 2010. 16. D. A. Chen, G. D. Hoople, J. A, Mejia, and S. M. Lord, “Using collaborative autoethnography to investigate engineering journeys
Relevance Score: 0.00936637

Critical Consciousness, Equity, and Speculative Futures: Reframing AI as a Catalyst for Human Connection and Systemic Change in Engineering Education

Conference Session
Transformative and Just Futures in Engineering (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 11)
Collection
2025 ASEE Annual Conference & Exposition
Authors
Nadia N. Kellam, Arizona State University
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
Switzerland, 2024, pp. 499–510. doi: 10.1007/978-3-031-51979-6_52.[2]​ M. X. Rodriguez-Paz, J. A. González-Mendivil, I. Zamora-Hernández, and G. Sayeg-Sánchez, “Students’ Perceptions on the Use of Artificial Intelligence Tools in Engineering Education for the Digital Transformation,” in 2024 IEEE Global Engineering Education Conference (EDUCON), Kos Island, Greece: IEEE, May 2024, pp. 1–7. doi: 10.1109/EDUCON60312.2024.10578326.[3]​ X. Wu, R. Duan, and J. Ni, “Unveiling security, privacy, and ethical concerns of ChatGPT,” J. Inf. Intell., vol. 2, no. 2, pp. 102–115, Mar. 2024, doi: 10.1016/j.jiixd.2023.10.007.[4]​ S. Ren and A. Wierman, “The Uneven Distribution of AI’s Environmental Impacts
Relevance Score: 0.008111514

Integrating Social Responsibility and Climate Justice in Engineering Education through the Engineering for One Planet Framework

Conference Session
Transformative and Just Futures in Engineering (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 11)
Collection
2025 ASEE Annual Conference & Exposition
Authors
Roneisha Wynette Worthy, Kennesaw State University; Preethi Titu, Kennesaw State University
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
] G. H. B. 999, Georgia Legislation on Diversity, Equity, and Inclusion Initiatives, Retrieved from https://www.legis.ga.gov/ , 2023.[3] R. D. M. P. S. R. &. W. Bullard, Toxic Wastes and Race at Twenty: 1987- 2007., United Church of Christ Justice & Witness Ministries, 2007.[4] P. P. D. &. R. J. T. Mohai, Environmental justice, vol. 34, Annual Review of Environment and Resources, 2009, p. 405–430.[5] D. M. Riley, "Engineering and Social Justice," 2008.[6] D. Schon, The reflective practitioner: How professionals think in action., New York: : Basic Books, 1983.[7] S. D. Sheppard, K. Macatangay, A. Colby and W. M. Sullivan, "Educating Engineers: Designing for the Future of the Field.," Carnegie Foundation for the
Relevance Score: 0.006691658

Peer and self-assessment of teamwork for students with accommodations in a project-based laboratory course.

Conference Session
Disability in Engineering Programs (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 3)
Collection
2025 ASEE Annual Conference & Exposition
Authors
Bridget M. Smyser, Northeastern University
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
Relevance Score: 0.0066230237

“No one has asked me before”: Reflections on understanding compassion fatigue among computer science researchers, teachers and advocates

Conference Session
Supporting Students and Faculty in Computing (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 7)
Collection
2025 ASEE Annual Conference & Exposition
Authors
Rebecca Zarch, SageFox Consulting Group; Stacey Sexton
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
–43, doi: 10.1037/0000216-003.[8] A. Koenig, “Learning to prevent burning and fatigue: Teacher burnout and compassion fatigue,” M.A. thesis, Dept. Educ., Univ. Western Ontario, London, Canada, 2014. [Online]. Available: https://ir.lib.uwo.ca/etd/1928[9] T. M. Hupe and M. C. Stevenson, “Teachers’ intentions to report suspected child abuse: The influence of compassion fatigue,” Journal of Child Custody, vol. 16, no. 4, pp. 364–386, Sep. 2019, doi: 10.1080/15379418.2019.1663334.[10] G. Oberg, A. Carroll, and S. Macmahon, “Compassion fatigue and secondary traumatic stress in teachers: How they contribute to burnout and how they are related to trauma-awareness,” Front. Educ. vol. 8, Mar. 2023, Art. no
Relevance Score: 0.005407676

BOARD #157: Exploring the Impact of Academic Accommodations on Student Success: A Comparative Analysis Across University Types and COVID-19 Trends

Conference Session
Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
Collection
2025 ASEE Annual Conference & Exposition
Authors
Lekshmi Sasidharan, University of Arkansas; Rajani Muraleedharan, Saginaw Valley State University; Tina Thomas
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
, especiallyprivate colleges and minority-serving institutions, to validate and broaden the findings.Longitudinal studies tracking student success over multiple semesters would help establishcausal relationships between accommodations and academic outcomes.References[1] Couzens, D., Poed, S., Kataoka, M., Brandon, A., Hartley, J., & Keen, D. (2015). Supportfor students with hidden disabilities in universities: A case study. International Journal ofDisability, Development and Education, 62(1), 24-41.https://doi.org/10.1080/1034912X.2014.984592.[2] Arco-Tirado, J. L., Fernandez-Martin, F. D., & Fernandez-Balboa, J. (2011). The impactof a peer-tutoring program on quality standards in higher education. Higher Education, 62(6),773–778. https://doi.org
Relevance Score: 0.005407676