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

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

department level a newDirector of DEI position was created and filled by Prof. Rob Carpick (one of the authors of thiswork). This person has also created a DEI Task Force within the Mechanical Engineering &Applied Mechanics (MEAM) department (on which the other author is serving). While the fullmandate of the DEI Task Force is still taking shape, the main goal is to tackle pressing issuesrelated to DEI in the department, and to develop a longer-term action plan to address theseissues. This will begin as a descriptive research project to take an honest look at where we are asa department to generate baseline data against which future interventions can be compared.Over the past year there have been several curricular and extra-curricular efforts

Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

, religion, and class). First, she shares thereview. Then, she offers this analysis: Y’all this is supposed to be an equity and inclusion track—that’s why we put this work in there. I know I am the one who wanted to present this work here, but honestly, I don’t know if we want to expose our participants’ stories to this kind of audience. Heck, I don’t know if I want to expose you to this kind of audience.The coalition jumps in and affirms the injustice and then comes up with a plan.Here, the first reveal becomes a reject.Reject: To agree in coalition that something needs to **change or be done differently** and tomake a plan.In this case, the coalition came up with a two-prong plan: (1) Reveal – Since the

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

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

trainings to theSpring trainings wherein they would be responsible for identifying and creating a STEMcommunity activity within already established STEM Center programming in the Fall semesterto gain experience that would become the foundation to create a larger, more expansivecommunity activity for the Spring semester. As part of the programming for the Fall semester,such focalized training would include exposure to program planning, project management,concepts of multiculturalism in STEM, equity practices in STEM, and educational orpedagogical models for the development of K-12 activities as needed for their Fall activity. Forthe Fall semester, students participated in eight major training sessions: four which featured theuse of the Foundry for

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

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

stakeholder groups and the distribution of student performance dataat the course section level, disaggregated by race, were foundational to Wright College’s equity 3work. Wright College’s ongoing efforts, coupled with a data-informed commitment to continuousimprovement led to ongoing changes and reforms. By 2020, Wright College’s IPEDS completionrate was 26 percent. In 2020, Wright College published a formal equity plan, aligned with a newstrategic plan [17]. Under this work, the college collectively created an integrated equity actionplan that set the stage for enhanced intentional focus on equity, further employing equity analysisthroughout the activities

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

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

execute stress relief through a weighted, scented blanket. He also served as a METAS (Mentoring, Educating, and Transforming to Achieve Success) mentor for incoming and transfer LatinX students, is a flute player in the UConn Concert Band, the Treasurer of the University’s Engineering World Health Chapter, and a KUBE (Kids and UConn Bridg- ing Education) Leader in which he designs and executes lesson plans for middle schoolers interested in STEM. Justyn hopes to get involved with the groundbreaking research in genetics, pharmaceuticals, or the aerospace industry as he prepares to graduate from UConn and begin to work on his Master’s degree.Mr. Thomas James Pauly, University of Connecticut Thomas Pauly is a senior

Conference Session

For Students to Know and Grow

Collection

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

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

humanitarian engineering topics in research. Currently, she is investigating the connections between humanitarian engineering projects, professional formation, and views of diversity and inclusion.Courtney Deckard, Lipscomb UniversityHannah Duke, Lipscomb University Hannah Duke is an undergraduate student in the Raymond B. Jones College of Engineering at Lipscomb University. Hannah is studying mechanical engineering and plans to continue on to graduate school, following the completion of her undergraduate degree, to get a master’s degree in Architectural Design. She is currently researching the effects of humanitarian engineering projects on views of diversity and inclusion and professional development.Makenzie CohnNatalie

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tracy Anne Hammond, Texas A&M University; Samantha Ray, Texas A&M University; Paul Taele, Texas A&M University; Shawna Thomas, Texas A&M University; Karan Watson P.E., Texas A&M University; Christine A. Stanley, Texas A&M University; Seth Polsley, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

&M University. He is also the Assistant Lab Director at the Sketch Recognition Lab.Dr. Shawna Thomas, Texas A&M University Dr. Thomas is an Instructional Assistant Professor in the Department of Computer Science and Engineer- ing at Texas A&M University. She is a member of the Engineering Education Faculty in the Institute for Engineering Education & Innovation at Texas A&M. She enjoys project-based learning and incorporat- ing active learning techniques in all her courses. She received her Ph.D. from Texas A&M University in 2010, focusing on developing robotic motion planning algorithms and applying them to computational biology problems including protein folding. She continued this work as

Conference Session

Working Against Unjust Social Forces

Collection

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

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

than a personalpassion for social justice. Although that is a commendable starting point, we also need to gainsolid grounding in literature related to critical race theory, developing White racial literacy, socialjustice in engineering education, liberative pedagogy, and culturally-responsive teaching andmentoring. While we have developed a basic foundation in these theories and frameworks, we willcomplete a more extensive literature review starting in summer 2021, which will guide our futurework. In parallel to a literature review, we will run four focus groups with students who completedthe social justice modules in both design classes to gain an understanding of their identities andinterests. We plan to refine our modules and implement them

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jacqueline Handley, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

bridge forMariabella to connect to engineering. In contrast, Mariabella discussed the value of working inthe more open design context, where the group took up her idea as a meaningful experience. Mariabella’s experiences offer insight into what it might take to engage more youth frommarginalized backgrounds in engineering. Designing and developing ways for youths’knowledge and experiences to not only be elicited, but also have an impact is one direction thatmay support more youth connecting with engineering. Borrowing from science education: …lesson planning for agency requires teachers not only to allow space for students to exercise control over their own commitments to knowledge, but also to imagine students as

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

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

performingsections was observed by an independent educator who shared a few observations. The studentsdid not ask many questions, and the questions that did come up were occasionally hostile. Anexample student question in one of these sections was “Why should girls get specialscholarships? This is unfair to me as a white male, and I should get the same chances.” Whenthe students broke into groups to work on solutions and strategies to improve diversity cultureone group of male students actually made a plan to form a “white male club” that would focuson supporting their rights. This result is disappointing, but consistent with the literature onbacklash from more privileged groups during diversity dialogs [23]. In the future, the teamplans to restructure the

Conference Session

Asset Sourcing for Remaking Engineering Learning

Collection

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

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

researchers on the REDPAR team; in the third year of their RED grant, each teamis invited to participate in a follow-up focus group. Focus group discussions are conducted viavideo conference and/or telephone call and last for approximately 60 minutes each. This paperutilizes data from the second and third cohorts of RED teams’ baseline focus group discussions(n=12) and follow-up focus groups (n=13). The focus groups ranged in size from 2 to 10participants, with an average of 5 participants. Baseline focus groups were designed to gatherinformation on the initial stages of their change projects while follow-up focus groups discussedimplementation of their plans, adaptations that were made, and the skills utilized to createchange.Focus group transcripts

Conference Session

Asset Sourcing for Remaking Engineering Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Molly McVey, The University of Kansas; Caroline R. Bennett P.E., The University of Kansas

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

willingness: (1) Faculty were directly involved and enabled in questioning, data-gathering, and interpretation processes, (2) Faculty were grouped in departmentally-situated teams with the ability to talk and plan across teams, and (3) The data being considered were granular and allowed careful examination of student success markers across a variety of demographics.As this collaboration unfolded, we observed the process of faculty engagement with the dataleading to real-time, personal realizations that students were being educationally disadvantagedin non-equitable ways. When these “authentic realizations” are combined with the existingliterature focused on ways that student learning and success can be better supported at

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

Possibilities, Frankfurt, Germany: Peter Lang.[21] E. A. Strehl and R. Fowler, “Experimental evidence regarding gendered task allocation on teams,” presented at the ASEE Annual Conference & Exposition, Tampa Bay, FL, 2019.[22] A. Esquinca and L. Herrara-Rocha, “Latinx peristence in and beyond the degree: Intersections of gender and ethnicity,” presented at the ASEE Annual Conference & Exposition, Tampa Bay, FL, 2019.[23] J. Martin Trenor, S. L. Yu, C. L. Waight, K. S. Zerda, and T. Sha, “The relations of ethnicity to female engineering students’ educational experiences and college and career plans in an ethnically diverse learning environment,” J. Eng. Educ., vol. 97, no. 4, pp. 449– 465, 2008, doi: 10.1002/j.2168

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Ellen Ko, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Candice W. Bolding, Clemson University; Jennifer Harper Ogle, Clemson University; Luke J. Rapa, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

financing, whilecommunities of racial and ethnic populations were noted as moderate- to high-risk areas andmarked in red. These planning and financial policies essentially devalued properties in high-riskareas and limited access to financial resources for residents of these areas. What resulted waslimited development of amenities (e.g., parks, landscaping, and sidewalks) and excessdevelopment of major infrastructure (e.g., freeways, major arterials, and industrial facilities) inthe devalued areas. The combination of which creates untenable consequences for its residentsincluding vast amounts of paved surfaces creating urban heat islands; proximity to high levels ofvehicle emissions and degraded air quality; increased fatalities from crossing at

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

themselves. Men who are less qualified, both academically andtechnically, are hired, while some intelligent and well-prepared women go unemployedor are forced to work outside their fields of expertise. High academic achievement isviewed by Iranian women as a kind of insurance policy to make discrimination lesslikely, or at least more difficult. However, not all discrimination against women isintentional, as aptly noted by Perez [36], who extensively catalogues the ways in whichwomen are missing from data sets used for planning and decision-making. Defying family and societal norms, which deem women less capable than men,is another motivating factor for Iranian women. Discriminatory employment laws add towomen’s challenges, but even without

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

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

are many homeless people who do not wish to get on their feet. This ruins government housing because they take advantage of a way to get themselves on their feet. There are people who use this for good, to help progress themselves, but I do not think this is generally the case.As the statement indicates, there was the perception that people who experience homelessnesstake advantage of the government and only a few plan on progressing. Similarly to the previousstudent response, some students also mentioned that “some people are homeless by choice,”where the discourse of “choice” was used to explain or justify continued inequalities in oursociety. In some instances, students combined meritocracy and deficit perspectives

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Courtney Janaye Wright, University of Kentucky; Lucy Elizabeth Hargis, University of Kentucky; Ellen L. Usher, University of Kentucky; Joseph H. Hammer, University of Kentucky; Sarah A. Wilson, University of Kentucky; Melanie E. Miller, University of Kentucky

Tagged Divisions

Culture & Social Justice in Education, Equity

. Hartley, "Increasing Resilience: Strategies for Reducing Dropout Rates for College Students with Psychiatric Disabilities," American Journal of Psychiatric Rehabilitation, vol. 13, no. 4, pp. 295-315, 2010, doi: 10.1080/15487768.2010.523372.[12] D. E. Montaño and D. Kasprzyk, "Theory of reasoned action, theory of planned behavior, and the integrated behavioral model," in Health behavior: Theory, research, and practice, 5th ed. San Francisco, CA, US: Jossey-Bass, 2015, pp. 95-124.[13] D. L. Morgan, "Pragmatism as a Paradigm for Social Research," Qualitative Inquiry, vol. 20, no. 8, pp. 1045-1053, 2014/10/01 2014, doi: 10.1177/1077800413513733.[14] V. Yefimov, "On Pragmatic Institutional Economics," 12/03 2003

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

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

(navigational capital).While the community cultural wealth Sylvia possessed and the additional capital developedthrough her experience with identity-based organizations supported her successful completion ofa computer science bachelor’s degree, she indicated that she was not planning to pursue agraduate degree because she had an obligation to take care of her aging parents in the wake ofher sister’s death. So my parents are elderly. My, well, I don't know if they think they're elderly, but like they're changing now. And my older brothers, they're like 10 and 12 years older than I, so they're kind of like living their own lives. And like I said, one of them has his own family. And so I feel like there's like a responsibility for

Conference Session

Critical Conversations on Being Valued

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Gwen Blosser, University of Louisiana at Lafayette

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

things she needed to do to excel. As she states, “When I started my job at AOC, I was nervous about the engineering work. This was my first exposure to such work and I had always believed I wasn’t smart enough to be an engineer due to my difficulty in math and science. However, I faced my fear, participated on every project team to which I was assigned, and eventually learned to read blueprints and plans allowing me to perform the work for which I was hired. Some people even said I couldn’t do it, that I would quit the job because I didn’t have an engineering background. I proved them all wrong.”As this statement indicates, Marjory explains that even though women are so often doubted inengineering, it