Conference Session

Understanding Diversity, Equity, and Inclusion from Students' Perspectives

Collection

2018 ASEE Annual Conference & Exposition

Authors

Shannon Massie Chance, University College London & Dublin Institute of Technology; Bill Williams, Instituto Politécnico de Setúbal

Tagged Topics

ASEE Diversity Committee, Diversity

research centre. c American Society for Engineering Education, 2018 Preliminary Findings of a Phenomenological Study ofMiddle Eastern Women’s Experiences Studying Engineering in IrelandKeywords: Arabic, Middle Eastern, women, gender, engineering education research, PBL,collaborative learning, Peer Learning, supportThis paper reports analysis of phenomenological interviews conducted with eight womenstudying engineering, all Arabic speakers and practicing Muslims, and all from thecountries of Oman and Kuwait. Data were collected as part of a larger study of women’sexperiences learning engineering in institutions of higher education in Poland, Portugal,and Ireland. The eight women contributing data for the

Conference Session

Understanding Diversity, Equity, and Inclusion from Students' Perspectives

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy Trauth, University of Delaware; Tia Navelene Barnes, University of Delaware; Jenni Buckley, University of Delaware; Joshua A. Enszer, University of Delaware; Sarah Ilkhanipour Rooney, University of Delaware; Rachel Davidson, University of Delaware; Xiaoxue 'Vera' Zhang, University of Delaware

Tagged Topics

ASEE Diversity Committee, Diversity

, insufficient preparation and barriers in recruiting into engineering programs at the K-12 level, low self-efficacy, lack of peer support, inadequate academic advising or faculty support, harmful stereotypes of particular groups that influence interactions in classrooms or in peer groups, and a chilly or unappealing climate [1- 9]. These factors may exist at the level of the institution, the engineering college, and/or the engineering-specific department. Given the current accreditation structure for engineering programs, students’ experiences may be more influenced by institution and college-level factors in their first two years, when they are taking basic science and breadth courses, and shift to department-level factors in their upperclassmen years

Conference Session

Expanding Diversity, Equity, and Inclusion in Engineering Cultures from a Theoretical Perspective

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jeff Dusek, Franklin W. Olin College of Engineering; Daniela Faas, Franklin W. Olin College of Engineering; Emily Ferrier, Franklin W. Olin College of Engineering; Robyn Goodner, Franklin W. Olin College of Engineering; Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering; Adva Waranyuwat, Franklin W. Olin College of Engineering; Alison Wood, Franklin W. Olin College of Engineering

Tagged Topics

ASEE Diversity Committee, Diversity

disabilities. Design is an integral part of engineering education at Olin College of Engineering. In Olin College’s largely project-based curriculum, students spend much of their time in design teams. These courses can present barriers for students with disabilities who are entitled to the same access to learning resources, including classroom culture, as their peers. Project-based courses present a wide range of challenges for students with disabilities, including, but not limited to, the ability to fully participate in hands-on learning and as a contributing team member. As larger numbers of students with identified non-visible disabilities enter engineering schools, and engineering schools increasingly adopt project-based design courses, the

Conference Session

Revealing the Invisible: Engineering Course Activities that Address Privilege, -Isms, and Power Relations (Interactive Session)

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Odesma Onika Dalrymple, University of San Diego; Susan M Lord, University of San Diego

Tagged Topics

ASEE Diversity Committee, Diversity, Faculty Development Constituency Committee

Tagged Divisions

Design in Engineering Education, International, Liberal Education/Engineering & Society, Minorities in Engineering

-Centered Designclass has been very rewarding for Dalrymple, especially after overcoming the initial discomfortin critiquing Whiteness as a Black immigrant. She especially enjoys having her experienceworking with communities valued in an engineering context.S. M. Lord is a White woman with over two decades of teaching experience. Her interest insocial justice stems from experiences of marginalization as a woman in Electrical Engineering inthe 1980s. During graduate school, she took several courses in Feminist Studies in response toher male peers constantly asking, “What do women think?” These courses gave her invaluableexperiences and some language and theoretical understanding of concepts such as privilege,sexism, racism, structural inequality and

Conference Session

Building and Engaging Communities for Scholarship, Advocacy, and Action for Diversity, Equity, and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Janet Callahan, Boise State University; Stephanie Farrell, Rowan University; Adrienne Robyn Minerick, Michigan Technological University

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

International, Minorities in Engineering

students, and havingmutual respect and admiration for the academic engagement of their traditionally aged peers orfriends.” Adult students across campuses felt socially excluded due to life commitments andchallenges relating to traditional students. While class performance improved with theproportion of adult students, these students graduate at a lower rate than traditional students.Social integration was identified as a key to retention since anxiety leads to questioning abilitiesand thus stunted performance. Interviews revealed that Adult learners viewed themselves asmore experienced, more career focused, and less interested in social activities than the traditionalstudents. The authors conclude by encouraging educators to be cognizant of the

Conference Session

Expanding Diversity, Equity, and Inclusion in Engineering Cultures from a Theoretical Perspective

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrea Haverkamp, Oregon State University

Tagged Topics

ASEE Diversity Committee, Diversity

cultural change surrounding gender.Gender in EngineeringEngineering has been described as a hegemonic, masculine culture [1]. Societal and interpersonalgender dynamics, a lack of role models, and lack of community in the field can cause women toalter their gender presentation and sense of self or to leave ‘feminine traits’ at the door in order tofit in [2]. It has also been documented that women in engineering experience a slowerdevelopment of engineering identity and a diminished sense of belonging [3]. LGBTQ+ peoplein STEM have reported similar experiences, including a rate of closeting that is double thenational average for all LGBTQ+ persons, and report higher levels of harassment anddiscrimination than their ‘straight’ peers [4]. While the

Conference Session

Expanding Diversity, Equity, and Inclusion in Engineering Cultures from a Theoretical Perspective

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alice L. Pawley, Purdue University, West Lafayette; Joel Alejandro Mejia, University of San Diego; Renata A. Revelo, University of Illinois at Chicago

Tagged Topics

ASEE Diversity Committee, Diversity

, and socially just. She runs the Feminist Research in Engineering Education (FREE, formerly RIFE, group), whose diverse projects and alumni are described at feministengineering.org. She received a CAREER award in 2010 and a PECASE award in 2012 for her project researching the stories of undergraduate engineering women and men of color and white women. She has received ASEE-ERM’s best paper award for her CAREER research, and the Denice Denton Emerging Leader award from the Anita Borg Institute, both in 2013. She was co-PI of Purdue’s ADVANCE program from 2008-2014, focusing on the underrepresentation of women in STEM faculty positions. She helped found, fund, and grow the PEER Collaborative, a peer mentoring group of

Conference Session

Building and Engaging Communities for Scholarship, Advocacy, and Action for Diversity, Equity, and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rebecca A. Bates, Minnesota State University, Mankato; Eric Specking, University of Arkansas; Adrienne Minerick, Michigan Technological University; Stephanie Farrell, Rowan University; Rocio C. Chavela Guerra, American Society for Engineering Education

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

International, Minorities in Engineering

write what aspect of their experience was included in ASEE and an Ally workshop based on findings from the North Dakota State University ADVANCE project [20] were added. This year, ASEE was the full sponsor for the diversity booth, indicating the strong commitment of the society to diversity and inclusion. 8) Columbus 2017: A significant addition to Committee programming was a call for papers and special sessions, developed in 2016, that resulted in a conference program that included Safe Zone workshops and Ally workshops as in previous programs, but also workshops for facuty and advisors, peer-reviewed papers responding to the call, and a session of best diversity papers from across the conference