Conference Session

Special Topics: Conscious Considerations

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2021 ASEE Virtual Annual Conference Content Access

Authors

Behrooz Parhami, University of California, Santa Barbara

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Diversity

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Culture & Social Justice in Education, Equity

paper, using dataand narratives from the United States and Iran as examples, I identify roadblocks to theengagement of women in STEM careers. Using the two countries with which I am mostfamiliar as examples is instructive, because this side-by-side comparison shows thatundesirable outcomes in the domain of women in STEM fields can and do occur forvastly different reasons, which I discuss.Keywords: education; equal opportunity; gender equity; labor laws; misogyny; sexism;women’s rights; workforce diversity1. IntroductionIt is generally recognized that the economic benefits of scientific and technologicaladvancement cannot be achieved unless the available workforce is efficiently and fullyutilized [1], [2]. So, far from being an issue that

Conference Session

Critical Conversations on Being Valued

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2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Gwen Blosser, University of Louisiana at Lafayette

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Diversity

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Culture & Social Justice in Education, Equity

balancingwork and family [2], [8].To date, little research has examined messages present in outreach and media to understand howorganizations attempt to appeal to young women and encourage them to enter engineering giventhese gendered barriers. This article attempts to redress this omission by analyzing profiles offemale engineers from the website, Engineer Girl [4]. Engineer Girl is designed and maintainedby the National Academy of Engineering (NAE) to inspire young women to become engineers.The main research questions I deal with in this paper are: 1. How do female engineers on the website describe challenges they face as engineers to potential newcomers? 2. What types of advice and career guidance do female engineers provide to young women

Conference Session

Working Against Unjust Social Forces

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2021 ASEE Virtual Annual Conference Content Access

Authors

Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo ; Jennifer Mott, California Polytechnic State University, San Luis Obispo

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Diversity

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Culture & Social Justice in Education, Equity

fromlearning about and participating in social justice issues and discussions, and 3) empower studentsto learn how they can work towards social justice in ways that support their professionaldevelopment and career plans.Study ContextThermal Systems Design is a required, senior level, thermal capstone course. Students havecompleted all other required courses in thermodynamics, fluid dynamics, and heat transfer. Coursetopics include engineering economics, design of piping/pumping systems, designing heatexchangers, system simulation and optimization. Mechanical Systems Design is a required upper-level course focused on the analysis and design of components including gears, shafts, bearings,clutches, brakes, fasteners, and springs. In this paper, we will

Conference Session

For Students to Know and Grow

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2021 ASEE Virtual Annual Conference Content Access

Authors

Kirsten Heikkinen Dodson, Lipscomb University; Courtney Deckard, Lipscomb University; Hannah Duke, Lipscomb University; Makenzie Cohn; Natalie Shaffer, Lipscomb University; Elizabeth Buchanan, Marshfield Clinic Research Institute

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Diversity

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Culture & Social Justice in Education, Equity

evidenced by marked improvements in communities such as clean water,safe access via bridges, and sustainable energy systems, but also by the high level of commitmentfrom the students and professionals involved. Of the approximately 340 alumni from theengineering college at Lipscomb, at least 155 participated in a HEP through the program duringtheir college career. Many of these students have continued their participation in the projects asalumni serving as team leaders or technical professionals. Unlike other universities where facultyare not supported or motivated to participate in service-learning [15], Lipscomb encourages facultyparticipation and considers it as a valuable part of faculty development. With over 16 years ofcompleted work, this

Conference Session

Critical Conversations on Being Valued

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2021 ASEE Virtual Annual Conference Content Access

Authors

Qualla Jo Ketchum, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Andrew Katz, Virginia Polytechnic Institute and State University

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Diversity

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Culture & Social Justice in Education, Equity

Paper ID #34872Your Views Can Be My Views: Understanding Differences in Paradigms Heldby Traditionally Marginalized Students in EngineeringQualla Jo Ketchum, Virginia Polytechnic Institute and State UniversityDr. Marie C. Paretti, Virginia Polytechnic Institute and State University Marie C. Paretti is a Professor of Engineering Education at Virginia Tech, where she directs the Vir- ginia Tech Engineering Communications Center (VTECC). Her research focuses on communication in engineering design, interdisciplinary communication and collaboration, design education, and gender in engineering. She was awarded a CAREER grant from the

Conference Session

Bridging Content and Context in the Classroom

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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.

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Diversity

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Culture & Social Justice in Education, Equity

research that indicates that the need to supportengineering faculty in curriculum development efforts so that all identities are represented andfully integrated into the engineering curriculum, assignments, and assessments [33], [37], [38].This is critical because students who have minoritized identities are able to recognize that notonly is their own identity excluded from the curriculum, but also other minoritized identities,which can amplify these students’ sense of isolation and lack of belonging in the engineeringmajor and career. Designing curricula, assignments, and assessments that reflect diverseperceptions of engineers and engineering work can help cultivate the professional formation ofengineering identity and encourage students with

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

the discussion, the facilitator asked if thefacial jewelry led to certain assumptions by the students. It is important to keep a sense of humorin this discussion and the facilitator to be comfortable with hearing untrue or unfair stereotypesbased on their appearance. By keeping it light and laughing or agreeing with the assumptions,students feel able to be more honest in their biases about the facilitator. This kind of discussionmay be more difficult for students to have with an authority figure and so faculty may need to bemindful of this as they are preparing for such a discussion. Similarly, this discussion may bedifficult for faculty members whose career is subject to students’ evaluations. Future study couldexplore the effect of having a

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lizabeth L. Thompson, California Polytechnic State University, San Luis Obispo

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Diversity

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Culture & Social Justice in Education, Equity

sections with 30 to 35 students. Usually, in thiscourse the labs this large are not a big problem as the class is taught using project based learningwhere the students worked on teams to produce a underwater autonomous vehicle. However,three times during the semester the labs met in the computer lab. Below is a mostly true story Iwrote about an event that occurred during one of the computer lab activities. Moises is respectful of authority. He listens and tries to disappear into the crowd. This has worked for him his entire academic career. He is smart and resourceful. He does his work quickly which helps so much. Of course, the speed causes errors, but in general he has achieved high marks. The lab today is in the computer

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Knaphus-Soran, University of Washington; Daiki Hiramori, University of Washington; Elizabeth Litzler, University of Washington

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Diversity

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Culture & Social Justice in Education, Equity

what, you know, what that entails. And like that it wasn’t really a career Iwanted to pursue. And she constantly told me, you know, like this is what you kind of limityourself to if you don’t pursue education.” Similarly, Melissa was motivated by her mother’sexpectation of upward mobility: “She never went to college, so she didn’t have anyunderstanding of what it entailed. But she just said that, in order for you to make money, youhave to get a degree, like, so that you don’t, like, be low-income like us. You have to get adegree.”The primary way that aspirational capital contributed to persistence in STEM was through itsmanifestation as encouragement/motivation/commitment. Students described the ongoing role oftheir family in helping them stay

Conference Session

Changing How We Pursue Change

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2021 ASEE Virtual Annual Conference Content Access

Authors

Madeleine Jennings, Arizona State University

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Diversity

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Culture & Social Justice in Education, Equity

mobilization of activists against marginalizing forces,such as the International Women’s Strike on March 8, 2017 [19]. However, revolutionary timecan take the form of daydreaming about a queered future on company time or pushing againstinstitutional norms which bar marginalized groups such as the GRSM community fromengineering institutions.This qualitative study utilizes the stories of four GRSM individuals who are currently or whoused to be pursuing an education/career in STEM. Using aspects of queer theory, Foucauldiananalysis, and revolutionary time, this study aims to answer the following research questions:What is the nature of the GRSM experience with power and privilege within the STEMinstitution? How do GRSM individuals imagine a revolutionary

Conference Session

Critical Conversations on Being Valued

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dustyn Roberts P.E., University of Pennsylvania; Robert W. Carpick, University of Pennsylvania

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Diversity

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Culture & Social Justice in Education, Equity

Engineering and Applied Mechanics, University of Pennsylvania. He studies nanotribology, nanomechanics, and scanning probes. He is a recipient of the ASME Newkirk Award, a R&D 100 award, and a NSF CAREER Award. He is a Fellow of the American Society of Mechanical Engineers, the American Physical Society, the Materials Research Society, the AVS, and the Society of Tribologists and Lubrication Engineers. He holds 6 patents and has authored over 190 peer-reviewed publications. Previously, he was a faculty member at the University of Wisconsin-Madison. He received his B.Sc. (University of Toronto, 1991) and his Ph.D. (University of California at Berkeley, 1997) in Physics, and was a postdoctoral researcher at Sandia

Conference Session

Working Against Unjust Social Forces

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2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Moore, University at Buffalo; Rebecca Walton, Utah State University; Natasha N. Jones, Michigan State University

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Diversity

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Culture & Social Justice in Education, Equity

strategize this way. Pre-tenure faculty or graduate students would not be wise to contact some track coordinatorsbecause, depending on the conference, this can get early-career scholars blackballed or labeled as“difficult,” especially white women and scholars of color. Similarly, early-career scholars cannotalways risk withdrawing a paper that has been accepted for publication simply because thereviewer doesn’t accept their methodological or linguistic choices.Second, the power of the reject in most cases (as in this one) is that it is a coalitional move—thepurpose of a reveal is to seek out others who might be willing to work with you to replace unjustbehaviors, procedures, etc. In this case, the lead author was able to reveal directly to

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Heather R. Beem, Ashesi University

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Diversity

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Culture & Social Justice in Education, Equity

ability to produceindependent and productive workers. Rote memorization dominates pedagogical practice acrossmost of the nation.The results of the pervasiveness of rote pedagogies are far-reaching. Directly, studentsdisengage, learn less effectively, and lose interest in STEM careers. Engaging Ghanaian studentsin hands-on activities can, however, significantly counter these negative effects [2,3]. Byextension, rote memorization results in minimal technological innovation that Ghanaians canpoint to with pride as a local output. This falsely perpetuates the negative global narrative aroundwhat capabilities young Africans possess. The concept of stereotype threat has been used tounderstand how students who are viewed poorly because of their identity

Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anna Marie LaChance, University of Connecticut; Jennifer Pascal, University of Connecticut; Danielle Gan, University of Connecticut; Justyn James Paquette Welsh, University of Connecticut; Thomas James Pauly, University of Connecticut; Patrick Paul, University of Connecticut

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Diversity

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Culture & Social Justice in Education, Equity

having to satisfy very real requirements such as having thecontent ready on time, integrating the newly-developed content to the already-preparedcurriculum, and how all of this would impact my end-of-semester student-teacher evaluations(which are extremely important for an early-career educator, particularly one from amarginalized identity). I was putting a lot of trust in these students to make something amazing,and it felt incredibly vulnerable. The experience worked out in the end, but it also presented challenges to my values whentrying to be fair to all the students in the course. I had initially planned to allow the cogen teamto drop their grade for one homework assignment in exchange for their education labor.However, about halfway

Conference Session

Critical Conversations on Being Valued

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2021 ASEE Virtual Annual Conference Content Access

Authors

Minha R. Ha, York University; Jeffrey Harris, York University; Aleksander Czekanski , CEEA-ACEG

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Diversity

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Culture & Social Justice in Education, Equity

Engineering at York University, Canada. Before beginning his academic career, Dr. Czekanski worked for over 10 years in the automotive sector. Dr. Czekanski attention is dedicated to newly established Lassonde School of Engineering (York). He devotes his efforts towards the enrichment of Renaissance Engineering program by including interdisciplinary learning, industry collaboration and designing for positive social impact which contributes to the uniqueness of York’s engineering program. As an active participant in the establishment of the undergraduate and graduate Mechanical Engineering programs, his attention is devoted to providing students with both experiential learning and soft skills

Conference Session

Bridging Content and Context in the Classroom

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2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Ellen Ko, Stanford University

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Diversity

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Culture & Social Justice in Education, Equity

transition- ing to an education-focused career track, Melissa taught at Stanford University, Santa Clara University, and Foothill College. These engagements have included courses within and outside the major, aimed at undergraduates at all years, high school students, and working adults. Melissa is now the Science and Engineering Education Fellow (SEEF) for the Bioengineering department, where she works on broader educational research projects and curricular change. Her work includes trying to better understand and support student development as ethical and quantitative thinkers. Through work with Stanford’s Center for Teaching and Learning (CTL), Melissa has also developed diversity and inclusion content for instruc

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrea Arce-Trigatti, Tennessee Technological University; Stephanie Jorgensen, Tennessee Technological University; Robby Sanders, Tennessee Technological University; Pedro E. Arce, Tennessee Technological University

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Diversity

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Culture & Social Justice in Education, Equity

entertaining any prejudice against me” (cited in Ahmed et al. 2006, p. 77). They are not expecting you. Discomfort involved this failure to fit. (p. 41) ASEE 2021A sense of belonging, therefore, can implicate how well a student feels that they fit into aparticular discipline, field, or career based on a level of comfort and acceptance offered by thatspace. It, in turn, influences students’ confidence in their own ability to succeed and themotivation needed to persist in the field [7], [15]-[17]. As Brammer [9] indicates, In other words, when women and girls believe that others – society, teachers, mentors, or parents – hold stereotypical beliefs that females are somehow less able to

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Doris J. Espiritu, Wilbur Wright College; Bridget Eileen O'Connell, Wilbur Wright College; David Potash, Wilbur Wright College

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Diversity

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Culture & Social Justice in Education, Equity

Eileen O’Connell, Wilbur Wright College Bridget O’Connell is an Academic and Career Coordinator for the Engineering Program at City Colleges of Chicago-Wilbur Wright College. She has a Master of Science in Higher Education Administration and Policy, a Bachelor of Science in Electrical Engineering, and worked in engineering industry for thirteen years. She is committed to serving underrepresented students in their pursuit of engineering education.David Potash, Wilbur Wright College David Potash has served as president of Wright College, one of the City Colleges of Chicago, since 2013. The first CAO at Curry College in Milton, MA, Potash was Associate Provost at Hunter Col- lege and Baruch College, CUNY. Trained as an

Conference Session

Changing How We Pursue Change

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2021 ASEE Virtual Annual Conference Content Access

Authors

Jacqueline Handley, University of Michigan

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Diversity

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Culture & Social Justice in Education, Equity

gender in science class,” J Res Sci Teach, vol. 52, no. 4, pp. 474–488, Apr. 2015, doi: 10.1002/tea.21224.[23] S. J. Basu, “Powerful learners and critical agents: The goals of five urban Caribbean youth in a conceptual physics classroom,” Science Education, vol. 92, no. 2, pp. 252–277, 2008, doi: https://doi.org/10.1002/sce.20241.[24] A. Godwin, G. Potvin, Z. Hazari, and R. Lock, “Identity, Critical Agency, and Engineering: An Affective Model for Predicting Engineering as a Career Choice,” Journal of Engineering Education, vol. 105, no. 2, pp. 312–340, 2016, doi: 10.1002/jee.20118.[25] E. B. Moje and C. Lewis, “Examining opportunities to learn Literacy: the role of critical sociocultural literacy research,” in Reframing

Conference Session

Critical Conversations on Being Valued

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2021 ASEE Virtual Annual Conference Content Access

Authors

Kalynda Chivon Smith, North Carolina A&T State University; Cristina Poleacovschi, Iowa State University of Science and Technology; Scott Grant Feinstein; Stephanie Luster-Teasley, North Carolina Agricultural and Technical State University

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Diversity

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Culture & Social Justice in Education, Equity

, W.F. Denetclaw, C.G. Gutiérrez, S. Hurtado, G.H. John, J. Matsui, R. McGee, C.M. Okpodu, T.J. Robinson, M.F. Summers, M. Werner-Washburne, & M. Zavala. “Improving underrepresented minority student persistence in STEM.” CBE Life Sciences Education, vol. 15(3), pp. 1-10, 2016.[5] L.V. Garcia-Felix. “Latinos not engaging in science, technology, engineering and mathematics (STEM) careers.” Journal of Academic Perspectives. Vol 4, pp. 1-21, 2019.[6] D. Hernandez, S. Rana, A. Rao, & M. Usselman. “Dismantling stereotypes about Latinos in STEM.” Hispanic Journal of Behavioral Sciences, vol. 39(4), pp 436-451, 2017.[7] C. Peralta, M. Caspary, & D. Boothe. “Success factors impacting Latina/o

Conference Session

Asset Sourcing for Remaking Engineering Learning

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2021 ASEE Virtual Annual Conference Content Access

Authors

Cara Margherio, University of Washington; Anna Lee Swan, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington

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Diversity

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Culture & Social Justice in Education, Equity

, “Social capital, teamefficacy and team potency: The mediating role of team learning behaviors,” Career DevelopmentInternational, vol. 16, no. 1, pp. 82-99, 2011.[18] J. P. Kotter, Leading Change. Boston, MA: Harvard Business School Press, 1996.[19] F. C. Lunenberg, “Managing change: The role of the change agent,” International Journalof Management, Business, and Administration, vol. 13, no. 1, pp. 1-6, 2010.[20] C. A. Hernandez, “Theoretical coding in grounded theory methodology,” Grounded TheoryReview, vol. 8, no. 3, pp. 1-13, 2009.[21] J. A. Holton, “The coding process and its challenges,” in The Sage Handbook of GroundedTheory, A. Bryant & K. Charmaz, Eds., London: SAGE, 2007, pp. 265-289.[22] K. Charmaz & L. L. Belgrave, “Grounded

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Mark A. Chapman, University of San Diego; Bryce Fledderman, University of San Diego

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Diversity

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Culture & Social Justice in Education, Equity

semester long and early in the engineeringcurriculum. The study collects pre- and post-survey data at the beginning and end of thesemester, which may not be sufficient time for students to absorb lessons regarding thesociotechnical nature of engineering from the course. Anecdotally, we have observed students’appreciation of this course increasing as they approach graduation, more so than when they arein or have just completed the course. Future studies may recollect the post survey data later instudents’ college career after the lessons learned in this course have had more time to sink in.ConclusionThe work described in this paper contributes to the growing body of knowledge related to socialjustice education in engineering. The results show that

Conference Session

Changing How We Pursue Change

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2021 ASEE Virtual Annual Conference Content Access

Authors

Joseph Valle, University of Michigan, Ann Arbor; Corin L. Bowen, California State University, Los Angeles; Donna M. Riley, Purdue University, West Lafayette

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Diversity

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Culture & Social Justice in Education, Equity

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Heather Dillon, University of Washington Tacoma; Tammy VanDeGrift, University of Portland

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Diversity

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Culture & Social Justice in Education, Equity

in shifting student bias towards inclusion in the three interventions. The mostpromising approach is student-led, where senior students worked to change the student culturedirectly.Introduction and BackgroundImproving diversity in STEM fields is an important goal and has been widely studied. It is well-known that students and professionals in STEM careers in the USA do not reflect the generalpopulation of the country [1]. For example, white men make up 31.6% of the general populationwhile they make up 51% of scientists and engineers. Black men make up 6% of the populationand 3% of the STEM workforce. The percentage of non-white and non-Asian people in the USAis 31.3% while the percentage of this sub-population working in STEM is just 12%. In

Conference Session

Working Against Unjust Social Forces

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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