Conference Session

Action on Diversity - Disability Experiences & Empathy

Collection

2017 ASEE Annual Conference & Exposition

Authors

Yvette Pearson Weatherton, Rice University; Renae Danielle Mayes, Ball State University; Carol Villanueva-Perez, Ball State University

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ASEE Diversity Committee, Diversity

categorized as student attitudes and actions, faculty attitudes and actions, accessibility,or other and are listed in Table 1 (Rule and Stefanich, 2012). Table 1. Factors that Impact Success of Students with Disabilities (from Rule and Stefanich, 2012) Categories Helpful Factors Non-helpful Factors Student attitudes and actions •   Healthy self-esteem, positive •   Failure to disclose need for attitude accommodations •   Strong motivation & task •   Poor self-esteem

Conference Session

Action on Diversity - Disability Experiences & Empathy

Collection

2017 ASEE Annual Conference & Exposition

Authors

Fernando Garcia Gonzalez, Florida Golf Coast University

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ASEE Diversity Committee, Diversity

or modifications to certain active learningactivities are presented where possible. The author of this paper has a severe case of dyslexia andis an Assistant Professor of software engineering and can see the problem through both, the eyesof the student and the eyes of the instructor.1 IntroductionOne of the most important best practices in education is active learning. Last year, the WhiteHouse Office of Science and Technology Policy issued a national Call to Action aimed atimproving STEM education through the use of active learning. Active learning serves to clarify,and solidify the material presented in the lecture as well as to help the students retain theinformation presented in the class. It involves activities generally performed in

Conference Session

Action on Diversity - Institutional Change & Perspectives on Diversity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette (College of Engineering)

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ASEE Diversity Committee, Diversity

diversity in engineeringstudents by focusing not on outward or non-visible social groups but students’ underlying attitudes,beliefs, and mindsets and then examine how demographic backgrounds might be an underlyingcause for the manifested attitudes and beliefs. Felder and Brent23 emphasize the need for this kindof understanding to support engineering students, “Students have different levels of motivation,different attitudes about teaching and learning, and different responses to classroom environmentsand instructional practices. The more thoroughly instructors understand the differences, the betterchance they have of meeting the diverse learning needs of all of their students” (p. 1).Latent diversity can provide a different way of examining how

Conference Session

Action on Diversity - Engineering Workforce & Faculty Training

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sevinj Iskandarova, James Madison University; Oris Griffin, James Madison University

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ASEE Diversity Committee, Diversity

employees in the team” (p.1, 2015)Rationale for the StudyIn educational settings, it is important to provide continuous diversity-related practices and tocreate a culture awareness workforce development plan. Some faculty may be apprehensive ofmoving from a familiar cultural environment to the new multicultural environment, or adaptingto a new work environment that may cause frustrations. Despite legislation and organizationalpolicies that attempt to manage and encourage successful engagement, and retain a diverseenvironment, faculty members are still challenged on how to deal with workplace diversityprofessionally. In order to address these challenges, the research addressed cultural awarenessprograms such as cultural

Conference Session

Action on Diversity - Institutional Change & Perspectives on Diversity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer Karlin, University of Southern Maine; Cheryl Allendoerfer, University of Washington; Ronald R Ulseth, Itasca Community College; Rebecca A Bates, Minnesota State University, Mankato

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ASEE Diversity Committee

Professor in the Department of Integrated Engineering program at Minnesota State University, Mankato, home of the Iron Range and Twin Cities Engineering programs. c American Society for Engineering Education, 2017 Managing Transformation to Crack Open Engineering EducationRapid changes in the worldwide engineering ecosystem are creating a compelling rationale torethink engineering education. Tomorrow’s graduate will need to collaboratively contributeexpertise across multiple perspectives in an environment of rapid innovation and technologicalbreakthroughs [1]. Meeting these challenges requires a transformational change rather thanincremental improvements in how we recruit and educate engineering students

Conference Session

Action on Diversity - Supporting Students at Multiple Levels

Collection

2017 ASEE Annual Conference & Exposition

Authors

Laura K Alford, University of Michigan; Mary Lou Dorf, University of Michigan; Valeria Bertacco, University of Michigan

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ASEE Diversity Committee, Diversity

partially successful, although since we do not havepre-implicit bias activity data, we cannot be certain. While there is definite room for improvementin our classes, it is encouraging to note that the women’s responses are somewhat similar to themen’s responses.These introductory programming courses are some of the largest engineering classes offered atthis institution; therefore, an improved understanding of student experiences in these classes willprovide guidance on creating and sustaining a welcoming environment for all students.Introduction and MotivationOver the past 30 years, women completing computer science and computer engineeringundergraduate degrees have been a minority compared to their male counterparts 1 . The reasonsfor this gender

Conference Session

Action on Diversity - Supporting Students at Multiple Levels

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Tiago R Forin, Rowan University; Kauser Jahan P.E., Rowan University; Ralph Alan Dusseau P.E., Rowan University; Parth Bhavsar, Rowan University; Beena Sukumaran, Rowan University

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. c American Society for Engineering Education, 2017 Developing Multiple Strategies for an Inclusive Curriculum in Civil EngineeringIntroductionWhen students enter higher education, they are receiving more than an education in a givendiscipline. They are presented with a chance to align their identities as it relates to theirdiscipline. Acquiring knowledge from a higher education institution not only involves obtainingtechnical knowledge but also understanding how to navigate social and emotional elements ofhigher education [1]. Developing the social and emotional elements of higher education can helpstudents understand where they fall within their discipline by making positive relationships withone

Conference Session

Action on Diversity - Engineering Workforce & Faculty Training

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kelly J Cross, University of Illinois, Urbana-Champaign; Stephanie Cutler, Pennsylvania State University, University Park

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ASEE Diversity Committee, Diversity

classroom. Few studies have explored faculty perceptions of theirrole in promoting diversity and a single study identified factors that contribute to facultyapplying strategies to promote diversity concepts within the course content. Additionally,previous research has highlighted the need for departmental and institutional support for facultyinterested in adopting teaching practices that promote diversity and inclusion. Therefore, it isimportant that we understand the motivations and supports needed for STEM faculty to includediversity concepts in the classroom to promote inclusivity. The guiding research questions for thecurrent study are: 1) What perceptions do faculty hold about diversity and inclusion? 2) How dofaculty’s personal experience

Conference Session

Action on Diversity - Disability Experiences & Empathy

Collection

2017 ASEE Annual Conference & Exposition

Authors

Raja S Kushalnagar, Gallaudet University; Gary Walter Behm, RIT/NTID Center on Access Technology; Shareef Sayel Ali, NTID's ACE Innovaton Lab; Susie Michaela Harvey, REU-AMI; Karina G. Bercan, Simmons College

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ASEE Diversity Committee, Diversity

speech using a laptop. Theperson using the captioning services watches this transcription on their own computer in order to followalong with a lab discussion or lab presentation. In contrast to hearing audiences who listen to speakerswhile watching for body language cues and reading presentation slides, deaf audiences must multitaskduring lectures and panels, regardless of which accommodation is provided. To follow a presentation,deaf participants shift their attention from the interpreter to the lab demonstration, resulting in eye fatigue,distraction, and decreased engagement.Deaf Student ChallengesFor captions, deaf participants juggle their attention from(1) the text to understand the content of the conversation,(2) the speaker to pick-up

Conference Session

Action on Diversity - Supporting Students at Multiple Levels

Collection

2017 ASEE Annual Conference & Exposition

Authors

Beverly Louie, University of Colorado, Boulder; Beth A Myers, University of Colorado Boulder; Janet Y Tsai, University of Colorado Boulder; Tanya D Ennis, University of Colorado Boulder

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students,and both had been in place for over two to three decades. See Figure 1 for historical enrollmentof first-year students by demographic. 35% 32%32% 30% 28%27% 25% 26% 25%24% 23% 23% 21% 22% 22%22% 21% 20% 20% 20% 20% 19% 20

Conference Session

Action on Diversity - Disability Experiences & Empathy

Collection

2017 ASEE Annual Conference & Exposition

Authors

Henriette D Burns, Washington State University, Vancouver; Kristin Lesseig, Washington State University Vancouver

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ASEE Diversity Committee, Diversity

, which specifically require teaching children the engineering designprocess.1 Besides creating a better product, the standards say the design process is relevantbecause the process begins with defining the “human problem” (empathizing) to connect to thereal lives of all. The assumption is if students can connect with the “human problem,” they willidentify with and have interest in STEM. But no instructional methodology on how to teachempathy is stated. Will inserting a “human problem” in instruction instill empathy and connect toa student’s real-life? Would doing so improve student interest in STEM? What are the hurdleswe would face? The focus of this paper is how infusing empathy into the design of lessons wouldinfluence student interest in

Conference Session

Action on Diversity - Institutional Change & Perspectives on Diversity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Susan M Lord, University of San Diego; Michelle M. Camacho, University of San Diego; Nadia N. Kellam, Arizona State University; Julia M. Williams, Rose-Hulman Institute of Technology

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RED program. As shown in Table 1, in the firsttwo cohorts, thirteen institutions have been funded—all of these institutions are researchintensive; one is private, only two are undergraduate-focused, and two are Hispanic ServingInstitutions (HSIs). Students obtain engineering degrees from a variety of institution types (Ellis,2008). In order for the RED program to achieve its ambitious goals, it is important to include avariety of institution types. Thus, there is a need to reach out to a wider community and tomentor people at other institutions who are interested in developing competitive RED proposals. Table 1 Institutions in NSF RED Cohorts 1 and 2. Cohort 1 (2015) Cohort 2

Conference Session

Action on Diversity - Engineering Workforce & Faculty Training

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rebecca A Bates, Minnesota State University, Mankato; Erick C Jones, University of Texas, Arlington; Alan A. Arnold, AAAS Science and Technology Fellow at the National Science Foundation

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ASEE Diversity Committee, Diversity

, compared toboth national demographics and the pool of engineers with PhDs.1 Additionally, this model of afaculty career has not kept pace with changing labor force realities, even though career pathsacross the nation and in many domains see multiple transitions and have very low expectationsof retiring from a single company after 30 years. This faculty career model contradicts careerhappiness based on reasonable life choices, particularly those described by the Life CareerRainbow2,3 which defines an arc of life as moving through growth, exploration, establishment,maintenance and disengagement phases of life (see Figure 1). This mismatch means thatacademia is not able to adapt to shifting demographics, expectations of Millennials, and desiresfor

Conference Session

Action on Diversity - Engineering Workforce & Faculty Training

Collection

2017 ASEE Annual Conference & Exposition

Authors

Su Li, U. C. Hastings, College of the Law; Roberta Rincon, Society of Women Engineers; joan Chalmers Williams, University of California, Hastings College of the Law

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ASEE Diversity Committee, Diversity

racialgroup. Table 3 showed the percentage agreement on the Maternal Wall questions by gender.Table 4 showed the percentage agreement on the Tug of War questions by gender. Table 3 andTable 4 showed that women suffered more Tug of War and Maternal Wall bias than menregardless of their racial background.Regression analysis: Models 1 and 2 in Table 1A4 show that women, African Americans andAsian Americans reported higher level of Prove-It-Again bias compared to their male or whitecounterparts while controlling for other demographic variables such as, age, education, seniorityas engineers, and if working in the academia. Interestingly the difference on reporting Prove-It-Again and Tightrope bias is not statistically significant between Latino/Latina and

Conference Session

Action on Diversity - Supporting Students at Multiple Levels

Collection

2017 ASEE Annual Conference & Exposition

Authors

Autumn Turpin, Stanford University; Kai Jun Chew, Stanford University; Helen L. Chen, Stanford University; Beth Rieken, Stanford University; Sheri Sheppard, Stanford University

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ASEE Diversity Committee, Diversity

organizing preparation for the next general review. Previously, he has worked in promoting reflection in courses within Stanford University.Dr. Helen L. Chen, Stanford University Helen L. Chen is a research scientist in the Designing Education Lab in the Department of Mechanical Engineering and the Director of ePortfolio Initiatives in the Office of the Registrar at Stanford University. She is also a member of the research team in the National Center for Engineering Pathways to Innovation (Epicenter). Chen earned her undergraduate degree from UCLA and her Ph.D. in Communication with a minor in Psychology from Stanford University in 1998. Her current research interests include: 1) engineering and entrepreneurship education

Conference Session

Action on Diversity - Supporting Students at Multiple Levels

Collection

2017 ASEE Annual Conference & Exposition

Authors

Paula Holmes Jensen, South Dakota School of Mines and Technology; Michael West, South Dakota School of Mines and Technology; Jon J Kellar, South Dakota School of Mines and Technology; Stuart D. Kellogg, South Dakota School of Mines and Technology; Jennifer Karlin, University of Southern Maine; Cassandra M Birrenkott, South Dakota School of Mines and Technology

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ASEE Diversity Committee, Diversity

service learning components as well as curricularchanges for a broader institutionalization of the C&A program on campus.IntroductionThe number of female engineers has greatly increased since the 1980s, when less than 6% ofengineers in the U.S. were women. However, female persistence in engineering has lagged behindthat of their male counterparts. According to Joanne McGrath Cohoon, Associate Professor in theDepartment of Science, Technology, and Society at the University of Virginia, only 18-20 percentof engineering students in the U.S. are now women [1]. According to the Society of WomenEngineers, women make up only 11 percent of practicing engineers. Furthermore, one in fourfemales leave the engineering field after age 30, compared to only

Conference Session

Action on Diversity - Institutional Change & Perspectives on Diversity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mayra S Artiles, Virginia Tech Department of Engineering Education; Raeven Carmelita Waters; Ashley R Taylor, Virginia Polytechnic Institute and State University; Karis Boyd-Sinkler, Virginia Tech; Sarah Anne Blackowski, Virginia Tech; Cynthia Hampton, Virginia Tech; Amy Hermundstad Nave, Virginia Tech; Benjamin David Lutz, Virginia Tech; Walter C. Lee, Virginia Tech

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ASEE Diversity Committee, Diversity

. Specifically, our analysis focused on the following aspects: (1) ASEEdivision; (2) paper type (i.e., research, practice or theory); (3) study rationale; (4) demographic ofinterest; (5) organizational status of demographic of interest; (6) data source; (7) framework ortheory; (8) research questions; and (9) implications & recommendations. While some categoriesinclude child codes, through our initial refinement of the codebook we found that not all parentcodes could be sub-coded into specific codes. Therefore, we coded the phrase in the publicationsthat addressed the component we were looking for and subsequently summarized the generalfindings. Table 1. Codebook Category Operationalization