Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Heather Beem, Ashesi University; Charity Obaa Afi Ampomah, Ashesi University; Jeremiah Paul Konadu Takyi; Gordon Adomdza

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Diversity

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

-build experiences. Self-efficacy, self-determination, agency will be in focus, with an open eye for other constructs that emerge. Thispreliminary step can serve to guide researchers in knowing which constructs warrant more in-depth investigation for understanding their relevance to the African first-year student experience.MethodsIn the latter part of 2022, a course called Principles of Design was offered to all incomingstudents at Ashesi University, which is located in Ghana but draws students from multipleAfrican countries. Nearly 150 students participated in this course, which sought to buildfoundational design thinking and skills. Students from engineering, computer science, andbusiness administration departments were all required to take

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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Diversity

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

mathidentities among girls. While progress has been made, there is still a need for further research tobetter understand the complex factors that contribute to girls’ math identity development and todevelop effective interventions to promote positive math identities among girls. This paperfocuses specifically on Calculus I because some of the earliest research on math identity hasbeen focused on the relationship between math identity and achievement in Calculus I courses.3. MethodsTable 1 describes the style of the Calculus I courses analyzed in this paper. Students filled out theMAPS and Demographics questionnaire during all three semesters. Students filled out the TAI-5questionnaire during the fall 2021 and spring 2022 semesters.This data was

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Motahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus; Jennifer M Bekki, Arizona State University

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Diversity

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

Conversation?IntroductionOver the course of the past decade, the academic community has increasingly recognized themental health challenges faced by graduate students as a pivotal area of concern (Evans, et al.,2018; Nature, 2019). This recognition is in response to findings that suggest graduate students,especially those in Science, Technology, Engineering, and Math (STEM) disciplines, are at ahigher risk for mental health issues such as anxiety, depression, and stress (Bork & Mondisa, 2022;Diezel, et al., 2013; Nagy, et al., (2019) Saravanan & Wilks, 2014). Findings from Bork andMondisa's (2022) recent scoping literature review attribute this heightened risk, in part, to theunique pressures and stressors inherent to the academic and research

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mayari I. Serrano, Purdue University, West Lafayette ; Natalia M. Rodriguez; Daniel Guberman; Jacqueline Callihan Linnes, Purdue University, West Lafayette

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Diversity

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

they design, implement, and supervise.However, curricula in fields such as engineering, technology, and computer science, traditionallyfocus concerted efforts on designing to fulfill technical requirements but neglect the needs ofecosystems and communities impacted by their technical solutions (Jordan et al., 2021). Equity iscommonly addressed under a field-specific lens of privacy, clinical bias, gender bias,race/ethnicity bias, hardware and software availability, connectivity, and excluded identities(Abr`amoff et al., 2022; Farrell et al., 2021; Fong and Harris, 2015). However, societal systems areinterconnected across these fields and to increase health equity, it is necessary to address them ascomplex algorithms (McDonald, 2000).In this

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

Tagged Divisions

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

. The spirit of participatory co-design was strongly recommended, asking students toavoid designing for their participant and instead design with them. The second author of thispaper was the instructor for both courses, teaching BID in Fall 2022 and MID in Spring 2022. The other two were introductory user-centered design courses, hereafter referred to asBUCD and MUCD at the undergraduate and master’s levels respectively. The courses exploredthe user-centered design cycle, with an emphasis on the importance of developing and applyingdesign processes and strategies. Students were encouraged to think like a UCD practitioner andcarry out activities key to the design process, gaining hands-on experience in user research,ideation, prototyping

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rachel Figard, Arizona State University; Sabina Anne Schill, Florida International University ; Medha Dalal, Arizona State University; Adam R Carberry, Arizona State University

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Diversity

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

gender-affirming restrooms, or policies and practices that allow for students to bereferred to by used names and pronouns [4]. TGNC students need to be included in theconversation as the engineering education community strives to create a growing, diverse bodyof engineers. Engineering For US All (e4usa) is a pre-college engineering course that aims to createequitable engineering learning environments for students across backgrounds [5]. Thiswork-in-progress study reports on data collected through pre and post-surveys given to highschool students enrolled in the e4usa course during the 2021-2022 academic year. We sought toexplore TGNC experiences in e4usa classes through the following research question: In whatways does the e4usa course

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11

Collection

2023 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

,” vol. 57, no. 8, pp. 829–835, 2015, doi: 10.1097/JOM.0000000000000493.[14] B. Ellison, “Injustice Anywhere: The Need to Decouple Disability and Productivity,” Harvard Law Bill of Health, 2022. https://blog.petrieflom.law.harvard.edu/2022/03/22/injustice-anywhere-the-need-to-decoupl e-disability-and-productivity/ (accessed Jan. 23, 2023).[15] L. Harvey, “Beyond member-checking: a dialogic approach to the research interview,” Int. J. Res. Method Educ., vol. 38, no. 1, pp. 23–38, 2015, doi: 10.1080/1743727X.2014.914487.[16] Center for Disease Control and Prevention, “PCOS (Polycystic Ovary Syndrome) and Diabetes,” Center for Disease Control and Prevention, 2020. https://www.cdc.gov/diabetes/basics/pcos.html#:~:text

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Isabel Miller, University of Michigan; Karin Jensen, University of Michigan

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Diversity

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

mental health and wellness, engineering student career pathways, and engagement of engineering faculty in engineering education research. ©American Society for Engineering Education, 2024Experiences of Engineering Students with Disabilities in the Accommodations ProcessBackground and MotivationStudents with disabilities attend higher education institutions, but the exact number is not clear.In the 2019-2020 academic school year, 21% percent of undergraduate students reported havinga disability, of which eight percent were formally registered as having a disability with theirinstitution (Postsecondary National Policy Institute (PNPI), 2022). These numbers are anunderestimation. Disabled students may not be

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Crystal E. Peoples, Duke University; Alicia Nicki Washington, Ph.D., Duke University; Shaundra Bryant Daily, Duke University

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Diversity

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

, an M.S. in Sociology with graduate minors in Mathematics and Statistics from Iowa State University in 2015, and a Ph.D. in Sociology from Duke University in 2022.Alicia Nicki Washington, Ph.D., Duke University Dr. Nicki Washington is a professor of the practice of computer science and gender, sexuality, and femi- nist studies at Duke University and the author of Unapologetically Dope: Lessons for Black Women and Girls on Surviving and Thriving in the Tech Field. She is currently the director of the Cultural Compe- tence in Computing (3C) Fellows program and the NSF-funded Alliance for Identity-Inclusive Computing Education (AiiCE). She also serves as senior personnel for the NSF-funded Athena Institute for

Conference Session

Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Clay Walker, University of Michigan

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Diversity

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

), though Ariyo, Bai, and Xiao (2023) warn higher ed faculty to be waryof the “hype cycle” that often accompanies new educational technologies (p. 286). Still, muchattention has been paid on faculty-centered issues like assignment prompts (Sayers, 2023),assessment (Carroll, 2023; Nikolic et al., 2023; Rudolph, et al. 2023), and pedagogy (Straumeand Anson, 2022; Leander and Burriss, 2022). The following paper encourages a considerationof students outside the lenses of these faculty-centered concerns in order to examine how writingwith GenAI chatbots might impact students’ emergent identities as engineers.Some recent work has focused on students and the impact of GenAI on their work. Berdanier andAlley (2023), for instance, argue that engineering

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

Tagged Divisions

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

College of Engineering at The University of Oklahoma. He completed his Ph.D. in Engineering Education Systems and Design program from Arizona State University, 2022. He received a bachelor’s degree in Electrical and Electronics Engineering and a Master’s in Power Systems from India in 2011 and 2014, respectively. He has worked with Tata Consultancy Services as an Assistant Systems Engineer from 2011–2012 in India. He has worked as an Assistant Professor (2014–2018) in the department of Electrical and Electronics Engineering, KLE Technological University, India. He is a certified IUCEE International Engineering Educator. He was awarded the ’Ing.Paed.IGIP’ title at ICTIEE, 2018. He is serving as an Associate Editor of

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Susan Garver Stirrup, University of Colorado, Denver

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Diversity

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

grading system can seem daunting. The transition Idescribe in this work-in-progress paper was supported by my participation in the “DesigningLearner-Centered and Equitable Courses” presented by the Association of College andUniversity Educators (ACUE) during the summer of 2022. This course made me rethink mygrading methods and teaching practices. Instructors such as Earle M. Crosswait III [2] fromSaginaw Chippewa Tribal College and Candice L. Freeman [3] from Fayetteville TechnicalCommunity College as well as experts such as Joe Feldman [4] from Crescendo EducationGroup helped me understand how and why the traditional grading practices are not equitable. Myinterest was piqued, and I read Joe Feldman’s book, “Grading for Equity” [4]. I was

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jerry Austin Yang, Stanford University; Anthony Lising Antonio; Sheri D. Sheppard, Stanford University

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Diversity

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

took in Fall 2022 and additional dialogues with Asian and Asian-American Studies scholars. Jerry identifies as a gay East Asian-American cisgender man andengineering PhD student whose engineering education research centers on the intersections ofengineering and social justice. In developing this work, Jerry, drew on his experiences as anengineering student and personal conversations with other Asian-American engineering studentsto further sharpen the theory. antonio engages this project as a Filipino American man, highereducation scholar, and formally-educated and formerly-practicing engineer. antonio’sperspectives are derived from those identities and experiences. Sheri engages this project as awhite female academic whose is formally educated

Conference Session

Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Delanie Robertson, Clemson University; Leila Elizabeth Williams; Kylie Nicole Avitabile, Clemson University; D. Matthew Boyer, Clemson University

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Diversity

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

definition of neurodivergence thatemerged from our discussion of several models, primarily from Judy Singer [9], Nick Walker[10], and the 2022 Substack Developer Study [11].Figure 1. Qualtrics follow-up question to self-identification as neurodivergentAs our primary observation tool, this survey responded to questions that gauge the experiencesof self-identifying neurodivergent and neurotypical engineering and computing students. Thosewho self-identified as being neurodivergent were asked to disclose the aspects of theirneurodivergence and a question about potential skills or strengths they believe are due to theirneurodivergence. This identifying question provides the groundwork for a study ofstrengths-based approaches to supporting neurodivergent

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joey Valle, Purdue University; Nafissa Aïda Maïga; Roshan Krishnan; Jessica Ng; John Mulrow

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Diversity

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

this project. Additionally, there is nolithium operating company from Mali on this project, so it is unclear what environmental standards willbe upheld by these foreign companies and how much of the revenue will be reinvested in Mali. In thisrace for lithium, it is important not to replicate the environmental and socio-economic disasters that havebeen done when extracting other natural resources. In 2022, Zimbabwe announced that it would stopexporting its lithium and would prioritize processing the resource into LIB locally. The Zimbabweangovernment claimed to have been losing 1.7 billion euros (about $1.8 billion), from exporting lithium[47]. The country is now focusing on localizing and investing in LIB production for a more

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Michelle Choi Ausman, Virginia Tech; Qin Zhu, Virginia Tech

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Diversity

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

embeddedsystems of oppression within engineering [42]. This could help ensure we address the needs ofthe customers and communities that students will end up serving once they graduate. This is notjust for the students to learn about themselves, but for educators to help contribute and create amore equitable and inclusive environments in engineering as a whole.References[1] American Society for Engineering Education, “Engineering and Engineering Technology bythe Numbers 2019,” Washington, DC, 2020. [Online].[2] National Science Foundation, “Women, Minorities, and Persons with Disabilities in Scienceand Engineering: 2019 | NSF - National Science Foundation,” 2019.https://ncses.nsf.gov/pubs/nsf19304/digest/field-of-degree-minorities (accessed Nov. 04, 2022

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sara E. Lego, Pennsylvania State University

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Diversity

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

product. Theautonomous vehicle capstone course is a relatively new addition to the curriculum andimplements a Design-Build-Fly method with a flight competition at the end of April.Undergraduate aerospace engineering students must take at least 5 credits of capstone to meettheir degree requirements.Prior to the 2021-2022 academic year, all aerospace engineering capstone courses included alecture-based unit on DEI that was embedded within the broader context of professional behaviorand team dynamics. With the addition of 2-3 CATME-based team peer review surveysthroughout the Fall and Spring semesters to assess team communication, collaboration, andstudent perceptions of team productivity, this approach satisfied the ABET student

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

contingent faculty minus the benefits (e.g., health)(ASA Task Force on Contingent Faculty Employment, 2019). In engineering, contingent faculty are severely understudied and undersupported (Coso-Strong, Kendall, Henderson, & Basalo, 2019; Coso Strong et al., 2022; Fetcher, 2019; VillanuevaAlarcón & Muñoz, 2023; Villanueva & Muñoz, 2021). Moreover, minoritized engineeringcontingent faculty research in STEM is lacking (Berdie, Downey, Muñoz, & Villanueva Alarcón,2023; Coso-Strong et al., 2022). While it is understood that working conditions for minoritizedcontingent faculty need to improve for all and barriers like access to resources need to beovercome (AAUP, 2018; Berdie et al., 2023; Coso-Strong et al., 2022), little is known

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

Undergraduate Students in the Electrical &Computer Engineering MajorAbstract: The EECS Design Student Community of Practice in the School of ElectricalEngineering and Computer Science at Oregon State University is a program in its 6th year ofdevelopment. Educational researchers and engineering education faculty have conducted bestpractice research and program evaluations to drive program development, and several papershave been published in the past to present the results of these studies and implementationefforts. In the most recent program year (2022-2023), more than one hundred students opted toparticipate in the program's 9 events and online resources. This report details theimplementation of the program in AY 2022-2023, including application

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Arielle Marie Rainey, Colorado School of Mines; Heather Renee Houlton, Colorado School of Mines

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Diversity

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

Paper ID #37881Strategies Promoting Undergraduate Retention (SPUR): IdentifyingStrategies to Help Students Reach Graduation through a Student-DrivenApproachArielle Marie Rainey, Colorado School of Mines Arielle Rainey graduated from the Colorado School of Mines in May 2020 with a Bachelor’s in Environ- mental Engineering and in May 2022 with a Master’s in Humanitarian Engineering. She is still currently at Colorado School of Mines, working on the Diversity, Inclusion & Access team participating in various projects to impact the student experience for underrepresented groups in engineering.Heather Renee Houlton, Colorado

Conference Session

Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hyun Kyoung Ro, University of North Texas; Shirley Anderson, University of North Texas

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Diversity

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

educational experiences to the unique cultural backgrounds and identities of Latinxstudents, aiming to enhance their success. Specifically, we delve into the cultural relevance ofco-curricular programs within engineering departments at HSIs. Our research seeks to answertwo central questions: what are the key characteristics of co-curricular programs for Latinxstudents in engineering at HSIs, and, what is the extent of their cultural relevance? Identifyingthe elements of culturally relevant programming covered in the reviewed literature assists us inanswering these questions.Employing a systematic review methodology, we analyzed 37 peer-reviewed articles andconference proceedings published between 2011 and 2022, which were selected from a

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Marissa A Tsugawa, Utah State University; Theo Sorg, Purdue University; Hector Enrique Rodríguez-Simmonds, Boston College; Sage Maul, Purdue University; Nadia N. Kellam, Arizona State University; Alice L. Pawley, Purdue University; Taylor V. Williams, Harding University

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Diversity

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

engineering education.Each person in this collaboration had a recent neurodivergent diagnosis (self or formal) andbegan self-identifying themself to others at ASEE conferences or through networking.Specifically, the ASEE 2022 conference was an important event that brought us together. Forexample, the first author (Tsugawa) learned that the sixth author (Pawley) had a recent diagnosisduring the ASEE 2022 conference. Since Tsugawa previously networked with Pawley from[their] DEI research, they felt comfortable approaching herabout neurodiversity research inengineering. Separately, the first and third authors (Tsugawa and Rodríguez-Simmonds)starteddiscussing neurodivergence and writing about their experiences with one another at ASEE. Theseconversations

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kai Jun Chew, Embry-Riddle Aeronautical University

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Diversity

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

education, literature on pointing out the “features” that impose cisgenderand heteronormative elements in engineering education from the perspectives of queerparticipants has been growing for the benefit of the community. The recent publication of thebook by Cross and colleagues (2022) has demonstrated the long-overdue growth in exploringand understanding queer experiences in the STEM field with the goal of exposing the “features”that we can work on addressing to create a more welcoming environment for queer engineers andengineering students. Past works have trailblazed to the current state with works from variousauthors that focus on such components. Cech and Rothwell (2018), for instance, studied queerstudents from eight universities to examine

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

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Diversity

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

majority of students in thisstudy are first-years enrolled in the school of engineering. The study takes place at a medium-sized, private, predominantly white institution in the northeast region of the US. Responses werecollected across two years of this sociotechnical engineering revision. This study is not intendedto compare the two years but to understand the breadth of ideas and responses students have inresponse to reading and reflecting on the article. Notably, two class sections of the course wererevised in year one of the projects (2021), and all five sections of the course were revised in yeartwo (2022). Each section is taught by a different engineering instructor. This study is notintended to compare students across different sections

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

researchersand funding agencies to understand broadening participation, the realities of engineering andengineering education as a system that marginalizes students and perpetuates systemic inequitiesis well known. In her 2022 ASEE presentation (Grant et al., 2022), Stephanie Masta calledattention to this reality, noting that we already know about student marginalization (broadly inthe research literature, locally in our own settings). And, she named research on marginalizationas frequently re-traumatizing for students. While at one point there may have been a worthwhiletradeoff between telling the truth about these realities versus re-traumatization, over time thetradeoff looks more dubious. If we already know that students are marginalized, why should

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Theo Sorg, Purdue University

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Diversity

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

consistent with the neurodiversityparadigm. At the same time, there were noteworthy steps in this direction. First, consider therising trend in term usage, as shown in Fig. 1. Figure 1 Number of articles using “neurodiv*” term in EER vs. publication year 25 Number of Articles Published 20 15 10 5 0 2015 2016 2017 2018 2019 2020 2021 2022

Conference Session

Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sage Maul, Purdue University; Rachel Figard, Arizona State University

Tagged Topics

Diversity

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

Report Higher Government(2023) [4] educationMaking visible the invisible, National Science Report STEM- Government2023 Committee on Equal Foundation (NSF) specificOpportunities in Science andEngineering (CEOSE) Report(2021-2022) [5]Engineering and engineering American Society Report STEM- Non-Profittechnology by the numbers of Engineering specific(2023) [6] Education (ASEE)Annual report for The Spencer The Spencer Report Higher Non-ProfitFoundation (2021)[7] Foundation educationHigher education in science

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

John L. Irwin, Michigan Technological University; Martin E. Gordon DFE P.E., Rochester Institute of Technology ; Clay Gloster Jr., North Carolina Agricultural and Technical State University; Barbara L. Christe, State University of New York, College of Technology at Farmingdale; Ronald E. Land, Pennsylvania State University, New Kensington; Lara L. Sharp, Springfield Technical Community College

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Diversity

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

principles, project management, industrial processes, production and operations management, …” [12].This may be an accurate description for Association of Technology, Management, andApplied Engineering (ATMAE) accredited ET programs, but most ETAC of ABET ET 5programs do not require a high level of management in the curriculum. According toJWright et.al. [13], a survey of 341 ETD listserv members responded positively toconsidering rebranding “engineering technology” to “applied engineering” because ETgraduates rarely are hired with the title “engineering technologist”.At the 2022 Engineering Technology Leadership Institute (ETLI) sponsored

Conference Session

Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brean Elizabeth Prefontaine, Duke University; Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University; Brianna Blaser, University of Washington; Joanna Goode, University of Oregon; Valerie B. Barr, Union College

Tagged Divisions

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

reflect the views of the National ScienceFoundation.REFERENCES[1] Alliance for Identity-Inclusive Computing Education, “Identity-Inclusive Computing (IIC),” 2023.[2] A. N. Washington, S. B. Daily, and C. Sadler, “Identity-Inclusive Computing: Learning from the Past; Preparing for the Future,” presented at the 53rd ACM Technical Symposium on Computer Science Education, Providence, RI, Mar. 2022.[3] A. N. Washington, “When Twice as Good Isn’t Enough: The Case for Cultural Competence in Computing,” in Proceedings of the 51st ACM Technical Symposium on Computer Science Education, in SIGCSE ’20. New York, NY, USA: Association for Computing Machinery, Feb. 2020, pp. 213–219. doi: 10.1145/3328778.3366792.[4] A. E. Leonard et al

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anne M. McAlister, The State University of New York, Buffalo; Sarah Catherine Lilly, California State University, Channel Islands

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Diversity

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

technicalaspects of engineering, as considering social issues necessitates attention to equity and socialjustice.Literature review approachLiterature examining courses that integrate social and technical aspects of engineering with afocus on social justice has started to expand in the past ten years. As a result, we searched forliterature that focused on the implementation of such courses in undergraduate engineeringcontexts from 2012 through 2022. Our objective in reviewing this literature was to gain afundamental understanding of the types of courses that have been offered previously and what, ifany, empirical evidence there may be of benefits to students. We then used this prior literature tobegin to characterize the successful implementation of such a