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Supporting Engineering Students’ Identity Work Regarding their Career Trajectories for a More Humanizing Engineering Future

Conference Session: Reimagining Pathways: Nurturing Diversity and Identity in STEM Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Yume Menghe Xu, Tufts Center for Engineering Education and Outreach
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

, “Crafting a future in science: Tracing middle school girls’ identity work over time and space,” Am. Educ. Res. J., vol. 50, no. 1, pp. 37–75, Feb. 2013, doi: 10.3102/0002831212458142.[8] D. Ozkan and C. Andrews, “Perspectives of seven minoritized students in a first-year course redesign toward sociotechnical engineering education,” in 2022 ASEE Annual Conference & Exposition, Minneapolis, MN., Aug. 2022.[9] R. P. Aleman et al., “Mind the gap: Exploring the exploring the perceived gap between social and technical aspects of engineering for undergraduate students,” in 2021 ASEE Annual Conference & Exposition, Virtual Meeting, 2021.[10] J. A. Leydens and J. C. Lucena, Engineering justice: Transforming engineering education

Relevance Score: 0.46676373

Storytelling in Engineering as a Justice-centered Methodology

Conference Session: Reimagining Pathways: Nurturing Diversity and Identity in STEM Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Robyn Mae Paul, University of Calgary
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

hierarchical dualisms (e.g. man-woman, mind-body, rational-emotional, culture-nature, technical-social, etc.), I aimed to increase the criticalconsciousness of engineering education and bring awareness to these normative value systems.This paper provides a story of how storytelling methodology saved my sanity, improved myresearch, and led to greater outcomes. Much of the words in the paper are adapted from Chapter3 of my dissertation (Paul, 2024).Prologue: ContextWriting a PhD thesis is a daunting task filled with trepidation, uncertainty, and anxiety. Afteryears of research, reading, data collection, and analysis, somehow this information is to bepresented into a coherent sequence of scholarships that demonstrates enough ‘rigour’ (Riley,2017) to be

Relevance Score: 0.3438252

Exploring Undergraduate Engineering Students' Understanding of Power Dynamics

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Kenya Z Mejia, University of Washington; Hailee Kenney, University of Washington; Tiffany Dewitt, University of Washington; Jennifer A Turns, University of Washington
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #39932Exploring Undergraduate Engineering Students’ Understanding of PowerDynamicsKenya Z Mejia, University of Washington Kenya Z. Mejia is a PhD Candidate at the University of Washington in the Human Centered Design and Engineering program. Her work focuses on diversity and inclusion in engineering education focusing on engineering design education.Hailee Kenney, University of WashingtonTiffany Dewitt, University of WashingtonDr. Jennifer A Turns, University of Washington Dr. Jennifer Turns is a full professor in the Human Centered Design & Engineering Department in the College of Engineering at the

Relevance Score: 0.3416928

Analyzing the Needs of Engineering Teaching Assistants: Examining Hidden Deficit Ideas

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Karina Ivette Vielma, The University of Texas, San Antonio; Joel Alejandro Mejia, The University of Texas, San Antonio
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

has been argued that there is a lack ofpreparation in the graduate programs to support future faculty to become engineering educators –especially Black, Indigenous and People of Color (BIPOC) [4-7]. Research also shows that themost valued career path among doctoral engineering students is that of academia, but there isalso a limited number of tenure-track positions that may be available for students in the future[3]. This trend means that future efforts for the preparation of graduate engineering students forthe professoriate must involve actions that contribute to the professional development of futureeffective and equity-minded engineering educators with an emphasis on pedagogical methods.Prepared or not, the reality is that doctoral

Relevance Score: 0.29939038

WIP: Developing a Framework for Equity-Centered Engineering Curriculum and Instruction

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

], [34]), etc.Given the variety of terms and approaches, we first sought to define our goals for equity-centeredengineering curriculum and instruction. To challenge conceptualizations of engineering thatreproduce and maintain inequitable processes and outcomes, educators must interrogate whatcounts as engineering and support such reflection in their students. Educators must teach thatengineering is sociotechnical in nature [7]; authentic engineering problem-solving is contextual[13], [23]; and engineering is part of justice movements [1], [20]. Such teaching requires bothequitable pedagogy – to model equitable practices and create environments in which students canlearn to be equity-minded engineers – as well as equity-centered content – in

Relevance Score: 0.29886496

Participants’ Conceptions about Self-/Advocacy around Hidden Curriculum in Engineering

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Victoria Beth Sellers, University of Florida; R. Jamaal Downey, University of Florida; Idalis Villanueva Alarcón, University of Florida
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

[2]. Individuals who had the greatest self-efficacy changedtheir environments, such as seeking like-minded individuals for support (i.e., affinitygroups) and improving the discipline for others [2]. However, previous research featuredindividuals who experienced HC and responded to it. This current research thread isfocused on individuals who are resistant to self-/advocacy around engineering HC.MethodsData collection The research team utilized responses to the UPHEME (Uncovering PreviouslyHidden Messages in Engineering) survey, a mixed-methods survey that has beenpreviously validated [12]. The survey contains a video vignette that provides an exampleof what HC looks like in engineering contexts. The video vignette features actors

Relevance Score: 0.2973571

Exploring Student and Faculty Beliefs about Inclusive Teaching in Engineering

Conference Session: Institutional inclusion: Advancing equity and belongingness in engineering education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Keith Fouch, California Polytechnic State University, San Luis Obispo; Zoey Camarillo, California Polytechnic State University, San Luis Obispo; Ben Lutz, California Polytechnic State University, San Luis Obispo
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #43189Exploring Student and Faculty Beliefs about Inclusive Teaching in EngineeringKeith Fouch, California Polytechnic State University, San Luis ObispoZoey Camarillo, California Polytechnic State University, San Luis ObispoDr. Ben Lutz, California Polytechnic State University, San Luis Obispo Ben Lutz is an Assistant Professor of Mechanical Engineering Design at Cal Poly San Luis Obispo. He is the leader of the Critical Research in Engineering and Technology Education (CREATE) group at Cal Poly. ©American Society for Engineering Education, 2024 Exploring Student and Faculty Beliefs about

Relevance Score: 0.2973571

Metaphors in Engineering Education Research: Prisms to Analyze the Epistemological Spectrum

Conference Session: Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Nrupaja Bhide, Purdue University; Yash Ajay Garje, Purdue University; Siddhant Sanjay Joshi, Purdue University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #43761Metaphors in Engineering Education Research: Prisms to Analyze the EpistemologicalSpectrumNrupaja Bhide, Purdue University Nrupaja is a PhD candidate at the School of Engineering Education at Purdue University. She is interested in exploring diverse ways of knowing in engineering education and the role of language and metaphors in research and writing.Yash Ajay Garje, Purdue University Yash is a Ph.D. student at the School of Engineering Education at Purdue University. His research aims at broadening student participation in STEM through robotics education. His research focuses on enhancing STEM

Relevance Score: 0.2957735

How Engineering Faculty, Staff and Administrators Enact and Experience Diversity Programs.

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 6
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Emily Gwen Blosser, University of Louisiana, Lafayette; Arunkumar Pennathur, University of Texas, El Paso; Priyadarshini Pennathur; Nicholas A Bowman, University of Iowa
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #38862How Engineering Faculty, Staff and Administrators Enact and ExperienceDiversity Programs.Dr. Emily Gwen Blosser, University of Louisiana, Lafayette Emily Blosser is an Assistant Professor of Sociology at the University of Louisiana Lafayette. She has expertise in qualitative methods, including grounded theory and narrative analysis. She prioritizes the importance of using sociological theories to shed light on the underrepresentation of women and people of color in engineering. Her work is committed to shifting engineering environments towards diversity, inclusion and equity.Dr. Arunkumar Pennathur

Relevance Score: 0.2947073

Understanding Persistence in Engineering Education through a Comprehensive Survey Tool

Conference Session: Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Brian Dick, Vancouver Island University; Kodi Rivera, Simon Fraser University; Michael Sjoerdsma, Simon Fraser University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

understanding the characteristics of thosestudents who persist within their studies through graduation.The next stage of this project is to expand the use of the survey instrument to other PSIs within the BCTransfer System, including both those hosting engineering schools and those from which studentstransfer to engineering schools after their first year of studies. It is expected that the instrument willcontinue to evolve, and support work to develop resources for engineering programs that enhanceequity, allyship, and representation. Additionally, these tailored resources provide opportunities forlike-minded students to establish support systems, fostering a sense of belonging that produces aunified, resilient, and persistent student body.1.0

Relevance Score: 0.2947073

Improving Gender Equity in Engineering—Perspectives from Academia and Literature

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Brianna N. Griffith, University of Arkansas; Eric Specking, University of Arkansas; Jena Shafai Asgarpoor, University of Nebraska, Lincoln; Stephanie G. Adams, University of Texas, Dallas; Meagan C. Pollock, Engineer Inclusion; Adrienne Minerick, Michigan Technological University; Patrice Nicole Storey
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #36878Improving Gender Equity in Engineering—Perspectives from Academia andLiteratureBrianna N. Griffith, University of Arkansas Brianna Griffith currently serves as a graduate research assistant at the University of Arkansas while pursuing a M.S. in Engineering Management. She received a B.S. in Biomedical Engineering from the University of Arkansas in May 2022. .Dr. Eric Specking, University of Arkansas Dr. Eric A. Specking serves as the Assistant Dean for Enrollment Management and Retention for the Col- lege of Engineering at the University of Arkansas. Specking received a B.S. in Computer Engineering, a

Relevance Score: 0.29434144

Promoting Belonging and Breaking Down Gatekeeping in Youth-Centered Engineering Spaces

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Kiana Alexa Ramos; Julia Gardow; Emanuel Joseph Louime; Eunice Yujin Kang; Avneet Hira, Boston College
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #38611Promoting Belonging and Breaking Down Gatekeeping in Youth-CenteredEngineering SpacesKiana Alexa RamosJulia GardowEmanuel Joseph LouimeEunice Yujin KangDr. Avneet Hira, Boston College Dr. Avneet Hira is an Assistant Professor in the Human-Centered Engineering Program and the Depart- ment of Teaching, Curriculum and Society (by courtesy) at Boston College. ©American Society for Engineering Education, 2023 Promoting belonging and breaking down gatekeeping in youth-centered engineering spacesAbstract In recent years there has been a movement to increase accessibility

Relevance Score: 0.29364112

Student Definitions of DEI in First-Year Engineering and Capstone Design

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
Tagged Topics: Diversity
Tagged Divisions: 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

Relevance Score: 0.2925749

Exploring Early-Career Professionals’ Conceptions of 'Stretch Assignments': A Qualitative Study of Recent Graduates from Engineering and Non-Engineering Fields

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
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Engineering Survey major/concurrent Participant Cohort Gender Race/ethnicity master's degree? 1 3 Woman Asian Yes 2 3 Woman Black Yes 3 2 Woman White Yes 4 2 Woman Asian Yes 5 2 Woman White Yes 6 2 Woman Asian Yes 7 2 Woman Latino/a Yes4.0 Research Findings4.1 Conceptions of stretch assignments (Research Question 1)Defining stretches. When asked what comes to mind when they think of the term “stretchassignments

Relevance Score: 0.2778527

Where Are We, and Where to Next? ‘Neurodiversity’ in Engineering Education Research

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Theo Sorg, Purdue University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #37108Where Are We, and Where to Next? ’Neurodiversity’ in EngineeringEducation ResearchTheo Sorg, Purdue University Theo Sorg (they/them) is a third-year PhD student and National Science Foundation Graduate Research Fellow in the School of Engineering Education at Purdue University. They received their Bachelor’s de- gree in Aeronautical and Astronautical Engineering at Purdue University. As an undergraduate, they also received a Cooperative Education Program certificate for their work as a Pathways Intern at NASA’s John- son Space Center. Their research interests focus on challenging problematic conceptions and

Relevance Score: 0.25718382

A Liberatory Co-Curricular Program for Engineering Students: Investigating Impacts and Limitations Through Alumni Perspectives

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
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

in mind of DEI, and it just blossomed into a really amazing friendship. . . . You guys have such a special place in my heart.Here, Garcia highlights the “sibling bond” they formed with Bond-Trittipo, Tinoco, andElaouinate despite Bond-Trittipo “technically” being a mentor. Additionally, they spotlight thatthe common goal the group shared around improving DEI issues enabled them to form “a reallyamazing friendship” despite holding different social identities. Later in their interview, Garciadescribes the friendship as “the best thing that came out of JEDI”.Prior research has highlighted that LGBTQ+ engineering students often experience a lack ofcommunity and support within their programs [16], [36]-[37], and the experiences shared

Relevance Score: 0.2521789

Implications of Financial Support for the Academic Efficacy and Mental Health and Wellbeing of Engineering Undergraduates

Conference Session: Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Muhammad Asghar, University of Cincinnati; Angela Minichiello, Utah State University; Oenardi Lawanto, Utah State University; Daniel Kane, Utah State University
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

psychological security and hence afforded them an emotional state where theycould focus more on academic goals and objectives rather than being engulfed by psychologicalproblems. Decrease in stress. Engineering education is characterized by stress. It is a tense field ofstudy where students might suffer from different mental health problems, including stress whichnegatively affects their ability to successfully and effectively complete their academic tasks andachieve their academic goals. In this study, many references were made to how the availability offinancial support helped reduce participants' stress and allowed them to focus more on their studieswith a clear mind. Apparently, working many hours was a source of stress that could be

Relevance Score: 0.2513387

Inclusive Teaching Practices in Engineering: A Systematic Review of Articles from 2018 to 2023

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

factors should be kept in mind: 1. Underrepresented students must see others with their identity in the role of an engineer to feel welcome in the STEM space. 2. Underrepresented students must have time and freedom to engage with their identities as engineers in the classroom to solidify their engineering identity. 3. Underrepresented students must have the choice to engage or not engage with instruction in class so they may feel safe and welcome in the space. 4. Underrepresented students must have their skill-development needs acknowledged and addressed so they may be at the same level as their overrepresented peers. 5. Underrepresented students must be given a human-centered approach to engineering problem

Relevance Score: 0.24979481

Overrepresented ≠ Not-Marginalized: Unpacking the Racialization of Asians and Asian-Americans in Engineering Education

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
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

value to people’s bodies and minds based on societally constructed ideas ofnormalcy, productivity, desirability, intelligence, excellence, and fitness…. You do not have tobe disabled to experience ableism” [61]. Ableism manifests in narratives of smartness andintellectual superiority in engineering by identifying which minds and bodies are privileged anduplifted in engineering: minds and bodies that “maximize outcomes while minimizing effort”and demonstrate technical superiority are privileged due to meritocratic ideologies [31], [62, p.575]. Through the model minority stereotype, smartness is used to racialize Asian(Americans) asabnormally intelligent, ruthlessly efficient, antisocial, and incapable of working with others [5].When combined

Relevance Score: 0.24949199

Exploring Self-Efficacy and Sense of Belonging in Engineering: The Role of Institutional Support

Conference Session: Institutional inclusion: Advancing equity and belongingness in engineering education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Monica Quezada-Espinoza, Universidad Andres Bello, Chile; Maria Elena Truyol, Universidad Andres Bello, Chile
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

. interactions If someone does not agree with my ideas, I can find ways and means to get them to (α=0.749) change their mind. When I interact with the professors at this university, I feel that they care about my performance. Sense of belonging- I see myself as part of the university community. general It has been easy for me to make friends at the School of Engineering. (α=0.827) I feel like I really belong in my college career. Self-efficacy I can always solve difficult problems if I try hard enough. (α=0.844) It is easy for me to stick to my objectives and achieve my goals. I can solve most problems if I put in the

Relevance Score: 0.24878803

WIP: In Search of Community: A Collaborative Inquiry Among Neurodivergent Engineering Education Researchers

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
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #42751WIP: In Search of Community: A Collaborative Inquiry Among NeurodivergentEngineering Education ResearchersDr. Marissa A Tsugawa, Utah State University Marissa Tsugawa is an assistant professor at Utah State University who leverages mixed-methods research to explore neurodiversity and identity and motivation in engineering. They completed their Ph.D. in Engineering Education where they focused on motivation and identity for engineering graduate students.Theo Sorg, Purdue University Theo Sorg (they/them) is a fifth-year PhD student and National Science Foundation Graduate Research Fellow in the School

Relevance Score: 0.24878803

Community-Driven, Participatory Engineering Design Frameworks to Shape Just, Liberatory Health Futures

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Grace Wickerson, Northwestern University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

engineering - and the health technologies eventually designed.Whose care? Understanding “unmarked users” in medical technology designAdoption of new medical technologies is happening at breakneck speed, from decision-makingalgorithms to electronic health records to personalized medicine [2]. Much of this developmentoccurs under a universalist framework that considers a device made for one patient will likelywork for all patients. This is what Constanza-Chock refers to as designing for the “unmarked”user, whose gender, race, class, and age are not specified [3]. Yet in the minds of the engineer,this user likely has a certain set of assumed normal characteristics: English language proficient,with access to broadband internet, literate, with a normally

Relevance Score: 0.2477976

Talking Tech: How Language Variety in Engineering Curriculum Instruction Can Ease Delivery and Engage Students

Conference Session: Equity, Culture & Social Justice Technical Session
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Ingrid Scheel, Oregon State University; Rachael E. Cate, Oregon State University; Devlin Montfort, Oregon State University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

. Engineering practice for me became as much about interaction withthose individuals and collaborators as the technology itself. Leydens and Lucena present aframework in their book Engineering Justice [5] that establishes methods for integrating criteriain courses such that the human factors rampant in engineering practice are present in engineeringeducation. This was the missing link for me when I was a student preparing to apply forinternships, jobs, and try to formulate an idea in my mind concerning how a career inengineering might materialize and be fulfilling.Research approach and rationaleThe focus of the field observations in this study was the creation of knowledge through themutual understanding of the instructional faculty and students within

Relevance Score: 0.2477976

A Case Study: Making Facilitates an Engineering Student’s (Re)Negotiation with Her Disciplinary Relationships

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Yume Menghe Xu, Tufts University; Brian Gravel, Tufts University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #38491A Case Study: Making Facilitates an Engineering Student’s(Re)Negotiation with Her Disciplinary RelationshipsMs. Yume Menghe Xu, Tufts University Menghe (Yume) is a PhD student in STEM Education at Tufts University and a research assistant at Tufts Center for Engineering Education and Outreach . She holds a bachelor’s and a master’s degree in Chemical System Engineering from the University of Tokyo, Japan. Prior to pursuing a PhD at Tufts, she designed and developed educational apps for children, and worked with students, teachers, and mak- erspace in Japan to host making workshops using various materials and

Relevance Score: 0.24772182

Narratives of Identity Coherence and Separation in the Figured Worlds of Undergraduate Engineering Education

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Gabriel Van Dyke, Utah State University; Cassandra McCall, Utah State University; Maimuna Begum Kali, Florida International University; Stephen Secules, Florida International University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

strong sense of connection to their disability identity that has continuedfrom high school and into college. And then when I got to college, I decided to just be very open about it and I'm very happy with that. I can't remember if I've mentioned it to all my teachers, but it's something I'm very comfortable being open about. Just saying like, okay, my mind works different[ly]. I need to be told very clearly what you expect from me.In this instance, January’s description also suggests that they began to develop as a self-advocateby explicitly telling their engineering instructors their needs to be academically successful (e.g.,articulating that they need clear expectations). Their advocacy was further highlighted in

Relevance Score: 0.24665563

Conceptualizing Social Justice in Civil Engineering and Professors’ Perspective: A Systematic Literature Review

Conference Session: Equity, Culture & Social Justice Technical Session
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Tomeka Carroll, University of Virginia; Diana Marcela Franco Duran, University of Virginia; Lindsay Ivey Burden
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #36778Conceptualizing Social Justice in Civil Engineering and Professors’Perspective: A Systematic Literature ReviewMs. Tomeka Carroll, University of Virginia Tomeka Carroll is a Ph.D. Fellow in the school of Engineering and Applied Science at the University of Virginia. She is also a Research Assistant with the Behavioral Research at Darden (BRAD Lab). Her research interest revolve around JEDI in engineering education, circular economy and behavior change, as well adaptive reuse and sustainability. Tomeka received her BA in Spanish from Spelman College and attended graduate school at McDonough School of Business