Conference Session

Creating Equity Through Structure and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Chelsea Nneka Onyeador, Stanford University; Shannon Katherine Gilmartin, Stanford University; Sheri Sheppard, Stanford University; Gloriana Trujillo, Stanford University; Carol B. Muller, Stanford University

Tagged Topics

ASEE Diversity Committee, Diversity

reflection and evaluation data. Our analysis andrecommendations focus on inclusivity, which is the ability of students of all backgrounds toengage meaningfully with the course. Since the goal of such courses is to attract students with arange of experiences and backgrounds, inclusivity in every course component is critical.I. IntroductionIt is well documented that today’s engineering students, faculty, and practitioners in the U.S. donot represent the demographic profile of the national population [6]. While a strong argument infavor of diversity based on social and demographic group membership can be made on thegrounds of fairness, there is another, perhaps more compelling argument to be made. William A.Wulf captures that argument when he states

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

which the university will: become an anchorinstitution, demonstrate engaged scholarship, practice changemaking, advance access andinclusion, demonstrate care for our common home, and integrate our liberal arts education.In addition, the University Core curriculum recently underwent an overhaul with a new CoreCurriculum in place in Fall 2017. One significant outcome of the new Core reflects theUniversity’s commitment to Diversity, Inclusion and Social Justice (DISJ). Whereas studentspreviously were required to take a single Diversity course, the new Core requires students to taketwo Diversity, Inclusion, and Social Justice (DISJ) courses recognizing a developmental modelof achieving these outcomes. In addition, the DISJ designation is now based

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

based primarily on student process and reflection, rather than concrete technical goals. Students also have a a high degree of autonomy in defining the specific trajectory and outcomes of their projects. This, combined with a group of incoming students with an array of backgrounds in design and fabrication, means that each project, and process, is unique. Thus, the course of each project and the advice given to students at any point may vary. Advice is typically given verbally.   Because of the open-ended nature of projects and process-driven emphasis of assessment, students transitioning from high school can find this course challenging. They are often uncomfortable with the decrease in summative feedback they are used to receiving and unsure

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

objectivity within our existing body of research.Conceptualization of GenderThe embedded logics of a professional institution or culture is adopted by those who identifywith that institution or culture [8]. With the highly gendered field of engineering, this includesthe conceptualization of gender and its corresponding logics. Discussions around gender inengineering often reflect one particular conceptualization of gender which is often termedbiological essentialism, or binary gender essentialism. This view of gender posits that perceivedsecondary sex characteristics form the basis of gender, and that sex and gender can be usedinterchangeably as they are believed to be the same [9]. Research and demographics whichreflect this conceptualization offer

Conference Session

Creating Equity Through Structure and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Raja S. Kushalnagar, Gallaudet University; Gary W Behm, Rochester Institute of Technology (CET)

Tagged Topics

ASEE Diversity Committee, Diversity

BS level program of choice. Of course, theseare reflected in their ACT scores and/or placement scores. Using academic support in the formof direct sign or simultaneous-communication (voice and sign) instruction during their first yearin math, English and some technical courses, students are offered a nurturing and supportiveenvironment where they can catch up and even excel in their studies. After they attain anacademic level on par with hearing peers, which takes approximately one year, then instructionshifts to traditional voice only instruction with the support of interpreters or captioners and notetakers in the classroom, as well as a team of support faculty with a variety of communicationmodes.X has an articulation agreement with the BS

Conference Session

Understanding Diversity, Equity, and Inclusion from Students' Perspectives

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ashley R. Taylor, Virginia Tech; Walter C. Lee, Virginia Tech; Benjamin David Lutz, Oregon State University; Holly M. Matusovich, Virginia Tech; Cynthia Hampton, Virginia Tech

Tagged Topics

ASEE Diversity Committee, Diversity

5.40 1.63 5Figure 1. Boxplot comparison of students’ confidence and knowledge about diversityWhile participants reported relatively high confidence in their abilities to learn about diversity-focused issues in an engineering classroom, they reported lower levels of overall knowledgesurrounding issues facing diverse groups in engineering. As shown in Table 7 and Figure 2,students reported being most knowledgeable about issues surrounding race and gender in anengineering classroom. Importantly, we did not ask students to note specific issues or define theterms. Still, scores in Table 6 and 7 reflect high self-reported understanding of current

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

);• regular dialogue with the Board of Directors; and• diversity booth at Annual Conference & Exhibition (sponsored by industry).This time period included some struggles to get critical momentum going, although perseveranceprevailed until the committee reached a critical mass of members. Much of this progress was theimpact of Bevlee Watford’s role as a charismatic and direct-speaking leader. Processes becamemore institutionalized, which helped set ASEE precedents to move from good ideas, to actionand implementation, to institutionalization and sustainability. A reflection on this period isprovided in the Spring 2014 Diversity Committee newsletter by J.P. Mohsen, ASEE formerPresident [14].3.3. 2013-2014 (Chairs: Teri Reed & Adrienne Minerick

Conference Session

Creating Equity Through Structure and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Canek Moises Luna Phillips, Rice University; Ann Patrice Gulley, Auburn University at Montgomery; Yvette E. Pearson P.E., Rice University; Logan C. Prickett, Auburn University at Montgomery; Luke A. Smith, Auburn University at Montgomery; Joshua Eyler, Rice University; Steve Noble, University of Louisville; Matthew F. Ragland, Auburn University at Montgomery; Jordan Allen Price, Auburn University at Montgomery; Anila K. Shethia M.B.A., Rice University; Luis Perez Ph.D., National AEM Center; Caroline Dunn, Auburn University at Montgomery

Tagged Topics

ASEE Diversity Committee, Diversity

increase apprehension for students with math anxiety (e.g., arithmetic and vector operators, Cartesian and cylindrical polar coordinate systems, and sine and cosine trigonometric functions).The graphic representations in the section that follows demonstrate the manner in whichchunking breaks the above problem down into more manageable pieces that reflect the logic ofthe mathematical substructures. Initially, the chunks are labeled with appropriate mathvocabulary, temporarily hiding the numbers, variables, and symbols to deliver only the broadlandscape of the problem. This first step functions as an instructional pause button that givesstudents additional time to formulate a strategy before working memory is taxed with the detailsof the

Conference Session

Perspectives on Diversity, Equity, and Inclusion Beyond the Undergraduate Years

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cliff Fitzmorris, University of Oklahoma; Deborah A. Trytten, University of Oklahoma; Randa L. Shehab, University of Oklahoma

Tagged Topics

ASEE Diversity Committee, Diversity

-five minutes and thelongest interview was fifty-eight minutes. We provided the participants with the interview questions severaldays in advance to allow them to reflect upon the questions.C. Data AnalysisThe interviews were audio-only, conducted via telephone, and recorded for later analysis. The audio datawere coded directly without transcription using qualitative analysis software (NVivo 11) with an initial codeset that had been developed from the research questions and the interview questions. The code set containedtwenty-two codes with four codes added as emergent codes during the coding process. One author(Fitzmorris) conducted the interviews and coded the interview data. Once the data were coded, all threeauthors listened to selected

Conference Session

Creating Equity Through Structure and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Peter Golding, University of Texas, El Paso; Celena Arreola, American Society for Engineering Education; Crystal Fernandez-Pena, University of Texas, El Paso; Mike Thomas Pitcher, University of Texas, El Paso; Cory Brozina, Youngstown State University; Helen Elizabeth Geller, University of Texas, El Paso; Carolina Favela, University of Texas, El Paso; Melissa Stearns

Tagged Topics

ASEE Diversity Committee, Diversity

improve university diversity through exemplary mentoring, merging students who transition between UTEP and EPCC to improve the graduation rate of students in STEM fields. She also encourages students with disabilities (or as one calls it ”special abilities”) to pursue degrees in STEM as well as break barriers for women in engineering to create a broad spectrum of opportunities and meet the 21st century STEM demands. Although having a passion of helping beyond students learning, Carolina also had advocated and helped students who major in Mechanical Engineering as an exemplary Teachers Assistant in the Mechanical Engineering department laboratory ”Lockheed Martin” to have a reflection of a real-world engineering

Conference Session

Understanding Diversity, Equity, and Inclusion from Students' Perspectives

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susannah C. Davis, Oregon State University; Naeun Cheon, University of Washington; Elba Camila Moise, University of Washington; Susan Bobbitt Nolen, University of Washington

Tagged Topics

ASEE Diversity Committee, Diversity

authors and do not necessarily reflect the views of the National ScienceFoundation.References1. Committee on Equal Opportunities in Science and Engineering, “Broadening participation in America’s STEM workforce: 2011–2012 biennial report to Congress,” National Science Foundation, Arlington, VA, 2014. Retrieved from https://www.nsf.gov/od/oia/activities/ceose/reports/Full_2011- 2012_CEOSE_Report_to_Congress_Final_03-04-2014.pdf2. S. Hurtado, K. Eagan, and M. Chang, “Degrees of success: Bachelor’s degree completion rates among initial STEM majors,” Higher Education Research Institute at UCLA, 2010.3. M. Ong, C. Wright, L. Espinosa, and G. Orfield, “Inside the double bind: A synthesis of empirical research on undergraduate and graduate

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

% program I feel like I am successful in my 25% 43% 31% 2% engineering program I doubt my abilities to succeed in my 2% 8% 66% 25% engineering program*In my engineering classes, I feel like I 31% 34% 31% 3% matter. Always Most of the time Sometimes Never Findings from the focus group interviews are presented in order to reflect the majorfoci of the interviews: (1

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brianna Benedict McIntyre, Purdue University, West Lafayette; Dina Verdín, Purdue University, West Lafayette; Rachel Ann Baker; Allison Godwin, Purdue University, West Lafayette; Thaddeus Milton

Tagged Topics

ASEE Diversity Committee, Diversity

inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. The authors wish to thank the STRIDE team and the interview participantsfor their participation in the study.References[1] The United States Department of Education, “Stem 2026 A Vision for Innovation in Stem Education,” U.S. Dep. Educ. Work., p. 55, 2016.[2] D. P. Giddens, R. E. Borchelt, V. R. Carter, W. S. Hammack, L. H. Jamieson, J. H. Johnson, V. Kramer, P. J. Natale, D. a. Scheufele, and J. F. Sullivan, Changing the conversation: messages for improving public understanding of engineering. 2008.[3] N. S. Foundation, “Women, Minorities, and Persons with Disabilities in Science and Engineering: 2017