Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Desen Sevi Ozkan, Tufts University; Cynthia Hampton, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

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

), and all five sections were revised in year two (2022).Each section is taught by a different engineering instructor. This study is not intended to comparestudents across different sections. Instead, through this qualitative thematic analysis, we attend tothe different ways students take up and respond to social, political, and economic dimensionsthat have to do with environmental justice and environmental racism.Curricular Revision on Environmental RacismFor the week on environmental racism, students were tasked with reading two articles. One fromthe Atlantic and one from Vox. The Atlantic article is titled “A New EPA Report Shows thatEnvironmental Racism is Real” (Newkirk II, 2018), and the Vox article is titled “There’s a clearfix to helping

Conference Session

Understanding Concealable Stigmatized Identities (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 10)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Darby Rose Riley, Rowan University; Heather Malino, Rowan University; Cara Mawson, Rowan University; Cassandra Sue Ellen Jamison, Rowan University

Tagged Topics

Diversity

Tagged Divisions

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

by exploring the experiences ofundergraduate engineering students with NADs. This study delves into the challenges thesestudents face and beneficial strategies, informing inclusive practices in engineering education byusing semi-structured interviews and thematic analysis.MethodsTo address our research questions, we conducted 90-minute semi-structured interviews withundergraduate engineering students from a single mid-sized Mid-Atlantic university. Studentsself-identified as having a non-apparent disability, with no formal diagnosis or otherdocumentation required to participate.Data CollectionInterview questions were developed to focus primarily on students’ experience in engineeringclassrooms, and were generally grouped based on research

Conference Session

Institutional Support and Training (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 12)

Collection

2025 ASEE Annual Conference & Exposition

Authors

David C. Mays, University of Colorado Denver; Tom Altman; Maryam Darbeheshti, University of Colorado Denver; Priscilla Hwang, Virginia Commonwealth University; Cassandra J McCall, Utah State University; Stephen Secules, Florida International University; Maribel Vazquez, Rutgers, The State University of New Jersey; Kelsey Watts, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

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

contributions of microfluidic systems in the visual system. She received the 2023 AIMBE Professional Impact Award for the inclusion of Health Disparities within under/graduate training and was honored as the 2024 Plenary Speaker to the BMES Council of Chairs for integration of health disparities in Biomedical Engineering curricula. She is an executive committee member for the Rutgers Connection Network that develops inclusive forms of peer mentoring for mid-career faculty as well as new faculty.Kelsey Watts, University of Virginia Kelsey Watts is a postdoc at the University of Virginia in Biomedical Engineering. She is committed to developing more inclusive teaching and research practices

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Behrooz Parhami, University of California, Santa Barbara

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

aspects of computing. Only in computer & info science is the fraction of advanced degrees earned bywomen higher than BS degrees. Biology and biomedicine are the only fields wherewomen students are in the majority, even at MS and PhD levels. Engineering/tech isparticularly male-dominated, followed closely by computer & info science, and thesefields account for higher-paying STEM jobs. Even though the focus in this section is on the US higher-education scene, itmight help to cite data from other advanced countries for comparison. Canadian figuresare similar (~34% of STEM degrees go to women), while the 53% figure for theEuropean Union is much better, although even for EU the percentage drops to ~19% inhigher-paying categories

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Lezotte, Rowan University; Harriet Hartman, Rowan University; Stephanie Farrell, Rowan University; Tiago R. Forin, Rowan University; Theresa F.S. Bruckerhoff, Curriculum Research & Evaluation, Inc.

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

‘minority’ made them more attuned toexclusionary course experiences for other minority identities.Study ObjectivesThe National Science Foundation’s Revolutionizing Engineering and computer scienceDepartments (RED) grant was awarded to the Civil and Environmental Engineering Departmentat midsized mid-Atlantic university in 2016. The RED grant has worked to broaden access andimprove the climate of inclusion for underrepresented and underserved engineering students. In2016 and 2018, the RED research team distributed climate surveys to all engineering students.While extensive research has been done on gender and sexual minority students’ perceptions ofbelongingness in engineering, fewer studies have examined their perceptions of the