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

Paper ID #18785Enhancing participation of deaf engineering students in lab discussionDr. Raja S Kushalnagar, Gallaudet University Raja Kushalnagar is an Associate Professor and the Director of the Information Technology Program at Gallaudet University in Washington, DC. He teaches information technology courses, and mentors deaf, hard of hearing and hearing students in information technology and accessible computing research. His research interests focus on the intersection of disability law, accessible and educational technology, and human-computer interaction. He worked in industry for over five years before

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

point, university administrators should engage students, faculty members, and staffwith disabilities in devising solutions for accessibility campus-wide (classrooms, laboratories,offices, recreational facilities, etc.). The ADA and other regulations provide standards, butfrequently they fall short of meeting the needs of people with disabilities in an optimal manner.Institutions that will be most successful with inclusion for students with disabilities will begin byincluding their perspectives in program development, planning, and other aspects of theacademic community. We offer the following additional recommendations: •   Provide opportunities for graduate student (teaching assistant) and faculty development focused on

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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ASEE Diversity Committee, Diversity

experience and interest that are inherent in thecurriculum, methods, classroom management and assessment.In this work we adopt inclusive curriculum strategies in several courses in the Civil andEnvironmental Engineering curriculum at Rowan University. Many of the strategies will beadapted from the inclusive thermodynamics classroom described by Riley and Claris [15], andtranslated into the context of Civil and Environmental Engineering courses. The inclusionprinciples can be categorized as related to curriculum design (content, non-technical professionalskills, assessment, and informal assumed knowledge) or teaching and learning (inclusiveteaching methods, classroom interaction, laboratories and equipment use, and language andimages) as described by

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

Paper ID #19287The Impacts of Active Learning on Learning Disabled StudentsDr. Fernando Garcia Gonzalez, Florida Golf Coast University Dr. Fernando Gonzalez joined FGCU as an Assistant Professor in the Software Engineering Program in the fall of 2013. Previously he has worked at Texas A&M International University in Laredo, Texas, the U.S. Department of Energy at Los Alamos National Laboratory in Los Alamos, New Mexico and at the University of Central Florida in Orlando, Florida. Dr. Gonzalez graduated from the University of Illinois in 1997 with a Ph.D. in Electrical Engineering. He received his Master’s degree in

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

), and how can institutional policy better support diversegroups (Turrentine, 2015). It is important to note that many of the publications related to policyfocused on fomenting a diverse faculty, specifically in STEM.The fourth type of research purposes examined the process of “teaching engineering.” Whilemost of the publications in this category focused on strategies for teaching specific engineeringconcepts, some exemplary cases stood out. Examples of the questions and purposes in thiscategory are understanding the instructional strategies used to foster empathy (Gray, de CresceEl Debs, Exter, & Krause, 2016), discussion on the execution and results of a problem basedlearning course (McCullough, 2015), and exploring the disposition of