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

Tagged Topics

ASEE Diversity Committee, Diversity

stated, the very process of pursuing support can be a challenge for some students.Provided the nature of college-level disability support offices, students have to requestaccommodations and present current documentation detailing their disability (Habmlet, 2014).While students may have had an individualized education plan (IEP) and student support team inhigh school, it does not mean that they were made aware of the process or documentation neededto secure services in college. If students know about college-level disability support services andpursue them, they may present documentation from high school, which in many instances is notsufficient for services at the college level (Hamblet, 2014). In this case, the student would thenhave to get the

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

participants who received the scholarship in all three majors weremore diverse in their typological preference. In other words, the participants were moreentrepreneurial, highly detailed, empathetic engineers, a goal of the Engineer of 2020. Resultsfrom the focus groups showed that the professional activities were valued, but social activitieswere valued more. These findings became clearer in the focus group sessions where studentsindicated that the social activities allowed time for scholars to make social connections acrossacademic disciplines. While much has been learned through approaching gender and intellectualdiversity, much work remains before sustainable progress is made. Plans are now being developedto strengthen the program by incorporating

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

Tagged Topics

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 - 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

. Previously, Dr. Cutler worked as the research specialist with the Rothwell Center for Teaching and Learning Excellence Worldwide Campus (CTLE - W) for Embry-Riddle Aeronautical University. c American Society for Engineering Education, 2017 Engineering Faculty Perceptions of Diversity in the ClassroomAbstractBroadening participation and enhancing diversity remains a challenge in STEM disciplines.Many universities have strategic diversity plans; however, very few include an assessment ofprogram success or utilize faculty as a primary vehicle to achieve the desired outcomes. Previouswork suggests faculty play a key role in promoting diversity in higher education and creating aninclusive environment in the

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

director of Center on Access Technology include the planning, design, implementation and dissem- ination of research projects that are related to the need of accessibility. In addition to his responsibility, he manages RIT projects which is a subcontractor in the FCC Accessible Communication for Everyone (ACE) platform, formerly called Video Access Technology Reference Platform (VATRP). RIT team is engaged in designing UI, developing website, fixing software bugs, working with other software engi- neers, performing software testing and participating in outreach activities. He received his BS from RIT and his MS from Lehigh University. His last assignment with IBM was an Advanced Process Control project manager. He

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

Tagged Topics

ASEE Diversity Committee, Diversity

suggested a move from“messing around” to “geeking out,” or from transitional to personal interest. John Cena began bytalking with other boys about weekend plans interspersed with questions about the lesson, thenmoving away from those boys to work on his design with another boy. Both boys focused ontheir work and designed and tested their products. John Cena’s behavior suggested a move from“hanging out”/situational to “messing around”/transitional interest. John had no interest in otherdesigns or taking his work home. The participation genres suggest a move from “hanging out,”to “messing around,” to “geeking out” and reflect an evolving interest for these students.55,56Below are Fig. 2, a photograph of John Cena and Fig. 3, a photograph of Caroline

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

could also provefruitful for STEM educators to assist in planning and ordering of interventions and strategies toensure students’ success.” (Long et al., 2015). These implications make clear recommendationsabout the need for further research based on their publication.Practice implications were most often recommendations for educators and other stakeholders inthe educational process. One example is “'Findings suggest that the interactive theater sketch canhelp students work on teams more productively and demonstrate increasing value for diversity.”(Paguyo, Atadero, Rambo-Hernandez, & Francis, 2015).Finally, the third type of implications observed was policy implications. These implications aremade to larger systems that govern or control

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

. “[The On-Site Director] is, I would say, the key to the program up there. He’s the guy that really, having an engineering background himself, was able to put this all together. And in coming from that area I think he saw things that nobody else could see in terms of relationships with the engineering mines up there, and…he’s a local, and is held in really high regard. I would say he was the architect of the plan from the [region]. He had to sell it to everybody up there, and then he had to come down here and take abuse from our deans…and department chairs. And so he went through quite a few hurdles to sell it. And also promote it nationally.” [9]  Help recruit and retain talent: Highlighting the intersection

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

Tagged Topics

ASEE Diversity Committee, Diversity

understanding of student experiences in these classes will provideguidance on creating and sustaining a welcoming environment for all students.Overall, the differences in perceived abilities and learning environment between women and menwere not as large as we had feared at the beginning of this study. This may indicate that ourefforts to combat implicit bias were 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.Going forward, we plan to: • Continue to administer the surveys and use results to guide future course development and other

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)

Tagged Topics

ASEE Diversity Committee, Diversity

a conversation in theengineering education community. The purpose of this paper was to lay the groundwork forthinking about and researching underlying or latent aspects of diversity in engineering students.This paper also makes the argument that separate research across domains of students’ attitudes,beliefs, and mindsets need to be understood together rather than separately to see a morecomprehensive picture of the types of students entering and exiting engineering education. Thetheories and research included in this paper provide a starting point for future work inunderstanding how latent diversity is present in engineering students and how it influences diversestudents’ pathways into and out of engineering. In future work, I plan to

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

Tagged Topics

ASEE Diversity Committee, Diversity

several connected vehicle technology research projects. Dr. Bhavsar received his Ph.D. degree in 2013 and his M.S. degree in 2006 from Clemson University. His Ph.D. dissertation focused on development of an evaluation framework for connected vehicle technology supported alternative fuel vehicles. Dr. Bhavsar also has three years of experience in the private sector in developing transportation engineering and planning solutions, specifically traffic micro-simulation projects.Prof. Beena Sukumaran, Rowan University Beena Sukumaran has been on the faculty at Rowan University since 1998 and is currently Professor and Chair of Civil and Environmental Engineering. Under her leadership, the Civil and Environmental Engi

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

Tagged Topics

ASEE Diversity Committee, Diversity

adepartment head or a Dean. The NSF call says that this is to “establish institutionalaccountability.” For change to occur, it is critical to have someone in administration who cansupport change or provide leverage. An expert in engineering education or computer scienceeducation research is needed--this person should be familiar with the literature in this area and beable to ground the project plan within that literature. For example, have similar ideas been triedat other institutions? What are best practices? An expert in social science must be included--thisperson could be from a number of different departments including sociology or education. Thisperson should be familiar with the literature on organizational change. They need to be able toadvise

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

Tagged Topics

ASEE Diversity Committee, Diversity

from high school through college completion. Her responsibilities have included managing various award and faculty recruitment programs, analyzing the impact of state legislative actions, coordinating efforts to increase resilience among college students, and preparing white papers on topics ranging from classroom utilization to student success. Dr. Rincon received her B.S. in Civil Engineering from The University of Texas at Austin, an MBA and an M.S. in Information Management from Arizona State University, and a Ph.D. in Educational Policy and Planning from The University of Texas at Austin.Prof. joan Chalmers Williams, University of California, Hastings College of the Law Joan C. Williams is Distinguished Professor

Conference Session

Action on Diversity - Disability Experiences & Empathy

Collection

2017 ASEE Annual Conference & Exposition

Authors

Fernando Garcia Gonzalez, Florida Golf Coast University

Tagged Topics

ASEE Diversity Committee, Diversity

speaking, written language including reading, writing, and spelling,arithmetic including both calculations and mathematical concepts, and reasoning includingorganization and integration of ideas and thoughts. This source also presents functionallimitations that may present themselves in learning disabled students. They include auditoryperception and processing, visual perception and processing, information processing speeds,abstract reasoning, short and long term memory, spoken and written language, mathematicalcalculations, and executive functioning such as planning and time management. A typicalleaning disabled student may have more than one such limitations. They may actually have manyof them such as myself, which have about half of them to

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

Tagged Topics

ASEE Diversity Committee, Diversity

ideas as well asfeedback from colleagues and anonymous reviewers.References[1] J. Johnson-Bailey, R. M. Dervero. (2008). Different Worlds and Divergent Paths: Academic Careers Defined by Race and Gender. Harvard Educational Review, v78, n2, pp. 311-332, Summer.[2] Super, D.E. (1990). A Life-Span, Life-Space Approach to Career Development in Brown, D. Brooks, L. & Associates (2nd edn) Career Choice and Development San Francisco: Jossey-Bass, pp197-261.[3] Super, D.E. and F.J. Minor. (1987). Career Development and Planning in Organizations. Advances in Organizational Psychology, Beverly Hills, CA: Sage Publications.[4] M. J. Finkelstein, V. M. Conley, J. H. Schuster. (2016). Taking the Measure of Faculty Diversity. Advancing

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

Tagged Topics

ASEE Diversity Committee, Diversity

College.On the faculty side during this same period, additional damaging biases were revealed wheninstructors would mention in passing that they had a certain number of GS students enrolled intheir courses. When questioned further, these instructors would explain that they assumedstudents of certain ethnicities were part of the GS program, simply based on their physicalappearance instead of any actual knowledge of their affiliation with the program.The Dean of the College, in his strategic plan, said he intended to grow the program in an effortto increase the representation of diverse students. When an effort to gain more beds in the sharedresidence hall failed, the program leadership decided to move the program to a differentresidence hall. The