Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Danielle Vegas Lewis, SUNY Fredonia

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #39355”We’re Learning like Everyone Else”: Best Practices from Men AlliesDanielle Vegas Lewis, SUNY Fredonia Danielle Vegas Lewis is a doctoral candidate in the University at Buffalo’s Higher Education program. She earned a B.A. in Political Science from SUNY Cortland in 2005 and a M.Ed. in Higher Education and Student Affairs from the University of South Carolina in 2007. She is currently the SUNY PRODiG Fellow at SUNY Fredonia where she teaches sociology and gender courses. She also serves as a Research Associate for Dr. Linda DeAngelo at the University of Pittsburgh. Her research agenda aims to under

Conference Session

Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Laura A. H. Wood, University of Michigan; Angie Kim, University of Michigan; Amber N Williams, University of Michigan; Berenice A. Cabrera, University of Michigan; Hayley N. Nielsen, University of Michigan; Lu Zhou, University of Michigan; Grenmarie Agresar, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan; Joi-Lynn Mondisa, University of Michigan; Erika A Mosyjowski, University of Michigan; Steve J. Skerlos, University of Michigan

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Culture & Social Justice in Education Division (EQUITY), Equity

both equity-centered content and pedagogy (e.g., [20], [24]) in a range of courses. We describe the first phase of research to build a curricular and instructional changeframework to support educators who seek to revise or develop engineering courses to centerequity. Our emerging framework acknowledges that instructors – including tenure-track, contractfaculty, and graduate teaching assistants – will typically require professional development tosupport them as they design and teach these courses. We also acknowledge that for engineeringto move beyond siloed discussions of equity, academic programs need to revise multiple requiredcourses, including technical/ engineering science courses. In the following sections, we provide aproject

Conference Session

Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Claudia Mara Dias Wilson, New Mexico Institute of Mining and Technology; Thais Alves, San Diego State University; Corrie Walton-Macaulay, Saint Martin's University; Xiaomei Wang, Brigham Young University; Scott R Hamilton P.E., York College of Pennsylvania; Gloria Faraone; Nicholas Tymvios, Bucknell University; Moses Tefe, Norwich University

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

. Walton-Macaulay has extensive experience in the geotechnical and materials industry prior to becoming an academician and is a licensed professional engineer. Dr. Walton-Macaulay’s has a passion to teach, to educate upcoming civil engineers in best practices and for them to look to alternative ways and new technology that will improve on current design methods. Dr. Walton-Macaulay believes that fostering diversity in teaching breeds innovation and is currently focused on engineering education research on socio-economic inequities in infrastructure.Xiaomei Wang, Brigham Young University Dr. Xiaomei Wang, a Civil Engineering Ph.D., specializes in environmental engineering. She conducts research on infrastructure

Conference Session

Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kelyn Rola, Southern Methodist University; Hannah Louis, Southern Methodist University; Alain Mota, Southern Methodist University; Kathy Michelle Hubbard, Southern Methodist University

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

personalized lens on how instructional practices impacted her journey.The positionalities of the faculty and staff research team members further underscore theimportance of centering our student co-author's voice. The remaining co-authors identify as awhite female faculty member in the school of engineering who was trained in a non-engineeringSTEM discipline and now studies equity issues within higher education, a Latinx male with amultidisciplinary graduate degree that includes environmental engineering, geophysics, andpublic health focused with research focused in water quality and a PK-12 STEM certifiededucator, and a Black female senior staff member, Assistant Dean, with a graduate degree inhigher education leadership and policy and certifications

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachael E Cate, Oregon State University; Jacob Field, Oregon State University; Sierra Kai Sverdrup, Oregon State University

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

communication instruction to students as they progress through the senior capstone project and develop relationships with project stakeholders in industry. She also supports engineering communication program development, research, and implementation. Her Ph.D. research interests include social justice pedagogies; promoting diversity, equity and inclusion in higher education; service learning; program design and leadership; and qualitative research.Jacob Field, Oregon State UniversitySierra Kai Sverdrup, Oregon State University ©American Society for Engineering Education, 2024Report on a Student Community of Practice Program's Impact on Career Preparednessand Sense of Belonging Among Underserved

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brandon Bakka, University of Texas at Austin; Elisa Koolman, University of Texas at Austin

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

is passionate about understanding and dismantling the systems in engineering that marginalize students.Elisa Koolman, University of Texas at Austin Elisa is a Ph. D. student at the University of Texas at Austin. They are currently researching interactions in makerspaces, efficacy of a teaching software in an engineering design course, and disability in STEM. Elisa is passionate about continuing efforts to increase diversity, equity, and inclusion in STEM. ©American Society for Engineering Education, 2024 Queer Ties: A Work in Progress LGBTQ+ Graduate Student Mentorship Program The purpose of this work in progress paper is to share preliminary results and lessonslearned from a pilot scale

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13

Collection

2023 ASEE Annual Conference & Exposition

Authors

Janis P. Terpenny, National Science Foundation; Tracee Gilbert, System Innovation

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

Trustees. Previously, she served as Professor of Industrial & Systems Engineering (ISE) and Dean of Engineering at the University of Tennessee, De- partment Head of Industrial & Manufacturing Engineering at Penn State, Department Chair of Industrial & Manufacturing Systems Engineering at Iowa State, Technology Thrust Lead for the Digital Manufac- turing and Design Innovation Institute (DMDII, now MxD), Director of the NSF Center for e-Design, Program Director at NSF in the Division of Undergraduate Education, and Professor at Virginia Tech and the University of Massachusetts. She worked in industry for General Electric, including a 2-year rota- tional management program in information systems. She is fellow

Conference Session

Breaking barriers, building futures: Narratives of equity and inclusion in STEM education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bailey Bond-Trittipo, Florida International University; Stephen Secules, Florida International University; Jocelyn Garcia; Maria Oralia Tinoco Alegre, Florida International University; Malak Elaouinate, Florida International University; Andrew Green, Florida International University; Andres TREMANTE

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

awayfrom this dynamic and empower students to name and challenge the oppression they face, theauthors of this paper collaborated to create and carry out the Justice, Equity, Diversity, andInclusion (JEDI) Ambassador Program (or "JEDI" for short). JEDI is a co-curricular programthat employs undergraduate engineering students, called "JEDIs", to engage in diversity, equity,and inclusion (DEI) projects across the domains of education research, K-12 outreach, andstudent programming with the guidance of a graduate student or university support staff mentor.JEDI was designed as a liberatory space for participants to bring their whole selves,collaboratively explore ideas, and take action against inequities they observed or experienced.The attempted

Conference Session

Breaking barriers, building futures: Narratives of equity and inclusion in STEM education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sage Maul, Purdue University; Kirsten A. Davis, Purdue University; Senay Purzer, Purdue University; Ruth Wertz, Purdue University

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

in postsecondary STEM courses,” J. Postsecond. Educ. Disabil., vol. 24, no. 4, pp. 317–330, 2011.[41] K. Terras, J. Leggio, and A. Phillips, “Disability accommodations in online courses: The graduate student experience,” J. Postsecond. Educ. Disabil., vol. 28, no. 3, pp. 329–340, 2015.[42] K. Reardon, K. W. Bromley, and D. Unruh, “The promise of Universal Design in postsecondary education: A literature review,” J. Postsecond. Educ. Disabil., vol. 34, no. 3, pp. 209–221, 2021.[43] “The Center for Universal Design,” NC State University College of Design Center for Universal Design. [Online]. Available: https://design.ncsu.edu/research/center-for- universal-design/. [Accessed: 23-Apr-2023].[44] B. Chen, K. Bastedo

Conference Session

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hilda Cecilia Contreras Aguirre, New Mexico State University; Patricia Nicole Delgado, New Mexico State University; Luis Rodolfo Garcia Carrillo, New Mexico State University

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Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #43184Asset-Based Approaches to Transformative Learning: Community and Culturein an Undergraduate Engineering Research Program at a Hispanic ServingInstitutionDr. Hilda Cecilia Contreras Aguirre, New Mexico State University Hilda Cecilia Contreras Aguirre, EdD is a STEM education researcher at New Mexico State University. She focuses her research on qualitative/mixed methods studies addressing minority and underrepresented student college performance and persistence through high-impact practices, particularly in STEM disciplines. Her main lines of inquiry examine best practices in mentoring and promotion of

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sourojit Ghosh, University of Washington, Seattle; Sarah Marie Coppola, University of Washington, Seattle

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Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #39782Making a Case for HyFlex Learning in Design Engineering ClassesSourojit Ghosh, University of Washington, SeattleDr. Sarah Marie Coppola, University of Washington, Seattle Sarah Coppola is an Assistant Teaching Professor the Department of Human Centered Design & Engi- neering at the University of Washington. Dr. Coppola is an educator and researcher whose work focuses on how technology and systems design affects people’s performance and health. She holds a BS in Me- chanical Engineering from Northwestern University, a MS in Human Factors Engineering from Tufts University, and a Doctorate in Ergonomics from

Conference Session

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Teirra K Holloman, Virginia Tech Department of Engineering Education; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Natali Huggins; Walter C. Lee, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University

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Culture & Social Justice in Education Division (EQUITY), Equity

Experimental University of T´achira in Venezuela. In addition, she has several years of experience in research and practice at graduate education level in the engineering field, with special focus on assess based perspectives, minoritized students’ socialization, and agency in graduate education. Her strengths include qualitative research study design and implementation. Her dissertation examined Latinx motivation to pursue Ph.D. in engineering, minoritized engineering doctoral students’ socialization and the impact of the engineering context in their experiences. Her research expertise lies in diversity and inclusion in graduate education, with a particular interest in minoritized students’ socialization, the engineering

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13

Collection

2023 ASEE Annual Conference & Exposition

Authors

Amy Slaton, Drexel University; Kayla R. Maxey, Purdue University, West Lafayette ; Monica McGill, CSEdResearch.org; Jordan Williamson

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

experiences on diverse studentsˆa C™ atti- tudes, beliefs, and perceptions of engineering, aDr. Monica McGill, CSEdResearch.org Monica McGill is Founder and CEO of CSEdResearch.org. Her area of scholarship is computer science education research with a current focus on diversity and improving the quality of research to examine effective practices on a large scale. She oversaw the recent development of the robust K-12 CS Education Research Resource Center with manually curated data from over 1,000 article summaries and a list of over 180 instruments for evaluating STEM education.Jordan Williamson ©American Society for Engineering Education, 2023 A Critical Examination of ASEE’s

Conference Session

Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rajita Singh, University of Oklahoma; Javeed Kittur, University of Oklahoma

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Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #42024Inclusive Teaching Practices in Engineering: A Systematic Review of Articlesfrom 2018 to 2023Rajita Singh, University of Oklahoma Rajita Singh is a junior at the University of Oklahoma, where they are pursuing an English major with a minor in Psychology. Passionate about the improvement of education in all fields, they are involved in multiple projects centered on researching pedagogy. Their most recent involvement has been in engineering pedagogy, where they bring their writing skills and synthesis abilities.Dr. Javeed Kittur, University of Oklahoma Dr. Kittur is an Assistant Professor in the Gallogly

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mohammad Moin Uddin, P.E., East Tennessee State University; Keith V. Johnson, East Tennessee State University; M. Leah Adinolfi, East Tennessee State University; Deidra A. Rogers, East Tennessee State University

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

experiencesand wisdom as an undergraduate and graduate student. The importance of valuing student’sabilities as unique adult learners while some are in this space for the first time without any priorexamples of seeing what it is like to be attaining a degree. How educators can build connectionsof inclusivity with their students through the various activities that are implemented in theclassroom setting. The student-track day provided not only a student-centered focus of learningcontent and informative knowledge to support the student’s voices and needs, it yielded anintentional framework that can be used as to measure inform our practice as educators.ANALYSIS OF FEEDBACK AND LESSONS LEARNED On the Student-track Day, just like first two days of the

Conference Session

Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Seth Polsley, University of Nebraska, Lincoln; Amanda Kate Lacy; Samantha Ray, Texas A&M University; Tracy Anne Hammond, Texas A&M University

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

interface design, many of which are visual concepts. In order to adapt the curriculum, weused a high-resolution tactile display capable of mirroring imagery from a video display into adepth map that could be felt. This enabled the dual presentation of visual content as tactilesurface maps. Through this process, we learned several best practices in terms of how to createcontent that transfers well from one modality to another, and we also developed a number ofguidelines for creation of teaching materials like notes and assignments in a way that is morescreen-reader friendly.This paper shares key takeaways while also communicating student and teacher perspectives ondeveloping, teaching, and using more accessible materials. Our goal is to encourage

Conference Session

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Udayan Das, Saint Mary's College of California; Christopher Isaac Fulton

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Culture & Social Justice in Education Division (EQUITY), Equity

) and a liberal arts college (Saint Mary’s College of California). Our experience shows thatthe removal of prerequisites, making the course readily available for those interested in pursuingCS, had no significant impact on student performance. Having minimal prerequisites has beneficialeffects in terms of diversifying the CS student body as well as enabling students to begin CScoursework early, often in the first semester, potentially impacting persistence, but also enablingstudents to decide, early, if CS is right for them. Programs should evaluate what prior knowledge isrequired to be successful in a CS program. The high success rate of students of various backgroundstaking CS certificates and pursuing graduate school also shows that

Conference Session

Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shannon Katherine Gilmartin, Stanford University; Sara Jordan-Bloch, Stanford University

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

. ©American Society for Engineering Education, 2024 Exploring early-career professionals’ conceptions of “stretch assignments”: A qualitative study of recent graduates from engineering and non-engineering fields1.0 IntroductionEarly-career engineers often enter workplaces that have not been designed with equity in mind.Beliefs about techno-meritocracies reign, blurring experiences of negative stereotypes, bias, anddiscrimination. Many new engineers learn largely opaque organizational practices and unwrittenrules of advancement as they go—with some having more informational advantage than others.One such practice is a developmental, or “stretch”, assignment. We define stretch assignments asinformally allocated work

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shannon D. Barker, University of Virginia; Kenya Crosson, University of Dayton; Victoria E Goodrich, University of Notre Dame; Jordan Jarrett, P.E., Colorado State University

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

beenpreviously documented in ASEE Prism [1], which is quoted below. “ASEE President Sheryl Sorby’s speech at the 2020 Annual Conference outlined a vision for both the organization and engineering education that reflects more diversity and equity. In light of this vision, as well as the societal momentum toward dismantling White supremacy and racism, ASEE has launched a Year of Impact on Racial Equity. Many aspects of engineering culture have origins and practices that center Whiteness and exclusivity. However, we are all caretakers of this culture and can either protect exclusionary traditions or strategically design models that better meet the diverse challenges and needs of our society. In order to

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Lauber, Microsoft; Benjamin Emery Mertz, Rose-Hulman Institute of Technology

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Diversity

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Culture & Social Justice in Education, Equity

].Identifying and overriding our unconscious biases can have a positive impact on interpersonalcommunication and reduce the barriers for others’ success.Why engineering education?Each profession has its own culture, and engineering education culture specifically can beresistant to learning about and addressing unconscious bias. Cech’s research identifies threepillars of engineering education culture that decrease a student’s level of engagement with publicwelfare over time [11]. The three pillars: depoliticization, social/technical dualism, andmeritocracy; affect how engineers engage with public welfare, which can be extended to apply toother social issues such as unconscious bias. To effectively raise awareness of unconscious biasand encourage

Conference Session

Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

D. C. Beardmore, University of Colorado Boulder; Angela R Bielefeldt, University of Colorado Boulder

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

, “Disabling Language: Why Legal Terminology Should Comport with a Social Model of Disability,” Boston Coll. Law Rev., vol. 61, no. 3, p. 1183, Mar. 2020.[7] D. L. Reinholz and S. W. Ridgway, “Access Needs: Centering Students and Disrupting Ableist Norms in STEM,” CBE—Life Sci. Educ., vol. 20, no. 3, p. es8, Sep. 2021, doi: 10.1187/cbe.21-01-0017.[8] L. Brown, “Identity-First Language,” Autistic Self Advocacy Network. Accessed: Apr. 25, 2022. [Online]. Available: https://autisticadvocacy.org/about-asan/identity-first-language/[9] D. C. Beardmore, “Navigating the academy in the absence of graduate disability accommodation policies,” presented at the 2022 CoNECD (Collaborative Network for Engineering & Computing Diversity

Conference Session

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephen Secules, Florida International University; Cassandra J McCall, Utah State University; Maimuna Begum Kali, Florida International University; Gabriel Van Dyke, Utah State University; Vanessa Tran, Utah State University

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

. Cassandra McCall, Utah State University Cassandra McCall, Ph.D., is an Assistant Professor in the Engineering Education Department and Co-Director of the Institute for Interdisciplinary Transition Services at Utah State University. Her research centers the intersection identity formation, engineering culture, and disability studies. Her work has received several awards including best paper awards from the Journal of Engineering Education and the Australasian Journal of Engineering Education. She holds a Ph.D. in Engineering Education from Virginia Tech as well as M.S. and B.S. degrees in civil engineering from the South Dakota School of Mines and Technology.Maimuna Begum Kali, Florida International University Maimuna

Conference Session

Breaking barriers, building futures: Narratives of equity and inclusion in STEM education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Meagan C Pollock, Engineer Inclusion; Hoda Ehsan, The Hill School ; Sreyoshi Bhaduri, ThatStatsGirl; Lauren Thomas Quigley, IBM Research

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

... trained engineering educators who pursue pathways alternative to faculty also add value to the community." Hoda Ehsan: "Diversity of positions brings in different perspectives... I see roles like mine who can translate [research] into practice and have a broader impact on the communities." Sreyoshi Bhaduri: "Non-academic engineering educators... can help close the research to practice cycle, but can also conduct their own research to help advance knowledge." Katie Nelson: "Giving students and ASEE members alike the opportunity to see these paths will open the door for them to try something new." Lauren Quigley: "Working outside of academia... I have designed and implemented the kinds of lifelong learning experiences... This

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Pheather R. Harris, University of California, Irvine; Dianne G. Delima, University of California, Irvine

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

exclusionary learning environments and curricula, lack of facultymentorship and role models, and lack of a supportive peer group (see [4]-[6] research findings onthese topics). For these reasons, there is a steep decline in the number of Black and Hispanicstudents graduating with a STEM degree from Baccalaureate institutions [7]. Classroom culture is shown to have a significant impact on the success of Black andHispanic students in higher education and in STEM in particular. Specifically, when Black andHispanic students feel like they have learning and supportive spaces to develop their STEMidentities, they are more likely than their peers who do not have access to such spaces toacademic persist in the STEM field [8]. However, Black and

Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Desen Sevi Ozkan, Tufts University; Avneet Hira, Boston College

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Diversity

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Culture & Social Justice in Education, Equity

Paper ID #33133Critical Perspectives on Teaching Design in First-year EngineeringDr. Desen Sevi Ozkan, Tufts University Desen is a postdoctoral researcher in the Tufts Center for Engineering Education Outreach and the Insti- tute for Research on Learning and Instruction. She holds a Ph.D. in engineering education from Virginia Tech and a B.S. in Chemical Engineering from Tufts University. Her research interests are focused on in- terdisciplinary curriculum development in engineering education and the political, economic, and societal dimensions of curricular change.Dr. Avneet Hira, Boston College Dr. Avneet Hira is an

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bridget M. Smyser, Northeastern University; Susan F. Freeman, Northeastern University

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #36961Student Definitions of DEI in First-Year Engineering and Capstone DesignDr. Bridget M. Smyser, Northeastern University Dr. Smyser is a Teaching Professor in the department of Mechanical and Industrial Engineering. Her research interests include DEI in STEM, lab and design course pedagogy, and information literacy.Dr. Susan F. Freeman, Northeastern University Susan Freeman, is a member of Northeastern University’s first-year engineering facutly, a group of teach- ing faculty expressly devoted to the first-year Engineering Program at Northeastern University. The focus of this team is on providing a

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Allison Murray, Marquette University; Lisa Chase, Marquette University

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

faculty-student interactions. For example, the structure of the syllabus can ensure that all students aresupported in their learning; and, including a statement about diversity and inclusion within thesyllabus helps set a foundation for the classroom [9]. Resources on best practices for inclusivepedagogy in higher education have been compiled [10]. However, in the engineeringenvironment the promotion of “objectivity” has been used to dismiss the relevance of inclusiondiscussions in the classroom [11].To approach inclusion within an engineering design class, human centered design was chosen asit focuses on the lived experiences of users and stakeholders, including those from historicallyexcluded groups. Human centered design focuses on an

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Grace Wickerson, Northwestern University

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

hacking event, as well as ensuring the space itself was one ofjoy and play. There was an understanding that the technology, a better breast pump, was not thesolution (a limitation of their 2014 event where all coverage centered on the fact that MIT washosting an event around breast pump technology) but needed to be a part of a greater strategythat addressed how breastfeeding is not possible for everyone in the U.S. when there is nouniversal paid family leave policy. Finally, a focus on making all forms of innovation validenables everyone to be an engineer and designer, not just those with technical expertise.Valuing sources of community knowledge is central to the practice of Liberatory Design andCommunity-Centered Equity Design, practices which

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva Alarcón, University of Florida; Homero Murzi, Virginia Tech; Marisela Martinez-Cola

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

Lotería, Art Education and Creative Resistance: A Funds of Knowledge Approach to Art Education in Working-Class Schools (Doctoral dissertation, The Claremont Graduate University).Garringer, M., Kupersmidt, J., Rhodes, J., Stelter, R., & Tai, T. (2015). Elements of effective practice for mentoring [TM]: Research-informed and practitioner-approved best practices for creating and sustaining impactful mentoring relationships and strong program services. MENTOR: National Mentoring Partnership.Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. teachers college press.Gelles, L., Youmans, K., & Villanueva, I. (2019). Hidden curriculum advocacy and resources for graduate

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nrupaja Bhide, Purdue University, West Lafayette ; Yağmur Önder, Purdue University, West Lafayette ; Sydney Free, Purdue University, West Lafayette ; Michael Dunham, Purdue University, West Lafayette ; Dhinesh Balaji Radhakrishnan, Purdue University, West Lafayette ; Jennifer Deboer, Purdue University, West Lafayette

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

activities are contextualized, these are oftentokenistic changes without reflection on whether the activity is relevant for students [29],[30]. Local or cultural examples are merely plugged in without a consideration ofepistemologies or engagement with the community [30]–[32]. Our approach is that alocalized curriculum requires more than adding context-specific examples; it requires aholistic set of materials, tools, relationships, and structural support for teachers and students.The LED curriculum's germination began with the lab's introduction to its first significantcollaborator, the Tumaini Innovation Center. Leaders in both spaces first discussed their goalsin research and instruction. There was a clear alignment in their shared interest