Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mariana A. Alvidrez; Elsa Q. Villa, University of Texas, El Paso; Elaine Hampton; Mary K. Roy; Tomas Sandoval; Andrea Villagomez

Tagged Topics

Diversity

Tagged Divisions

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

Paper ID #36751Using Academic Controversy in a Computer Science UndergraduateLeadership Course: An Effective Approach to Examine Ethical Issues inComputer ScienceMariana A. AlvidrezDr. Elsa Q. Villa, University of Texas, El Paso Elsa Q. Villa, Ph.D., is a research assistant professor at The University of Texas at El Paso (UTEP) in the College of Education, and is Director of the Hopper-Dean Center of Excellence for K-12 Computer Science Education. Dr. Villa received her doctoral degree in curriculum and instruction from New Mexico State University; she received a Master of Science degree in Computer Science and a Master of

Conference Session

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ioulia Rytikova, George Mason University; Mihai Boicu, George Mason University

Tagged Topics

Diversity

Tagged Divisions

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

Paper ID #43435Anti-racism, Inclusion, Diversity and Equity in Database Curriculum ThroughGroup Research Projects on Historical, Social and Ethical Database RelatedTopicsDr. Ioulia Rytikova, George Mason University Ioulia Rytikova is a Professor and an Associate Chair for Graduate Studies in the Department of Information Sciences and Technology at George Mason University. She received a B.S./M.S. and Ph.D. degrees in Automated Control Systems Engineering and Information Processing. Her research interests lie at the intersection of Data Science and Big Data Analytics, Cognitive and Learning Sciences, Educational Data Mining

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

the expressway waswhere thousands of people lived. So, while the expressway achieved its goal of creating anefficient means to travel through the Bronx via automobile, it destroyed a community in theprocess. As a result, 5,000 residents were displaced from 1,500+ apartments, 113 streetsreworked, housing prices plummeted, and unemployment skyrocketed, to name a few of thenegative consequences. The alternative route suggested by engineers and community memberswould have displaced only a total of nineteen families—with the demolition of the Third Avenuetransport depot and six dilapidated tenement brownstones according to Journalist, Robert Caro.This goes beyond the efficiency of the design of the expressway and centers on ethical concerns.Civil

Conference Session

Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Monica Lynn Miles, University at Buffalo, The State University of New York; Alexandra Schindel, University at Buffalo, The State University of New York; Kate Haq, University at Buffalo, The State University of New York

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Diversity

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

EJE's relevance in addressing sustainability and social equity. By promotinginclusive pedagogical approaches and continuous reflection, we aim to equip students with theskills to design ethical engineering solutions. Through collective efforts, we aspire to contributeto a more sustainable and equitable future, fostering understanding and action in EnvironmentalJustice Education.Key words: Environmental Justice, Equity, Engineering Education IntroductionThe purpose of this Work in Progress research paper and ECSJ-DEED joint technical session isto highlight the crucial role of Environmental Justice Education (EJE) in bridging the gapbetween educators and students, particularly in the context of engineering

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

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Diversity

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

applicationexploration/storytelling.Conclusion: Through the use of examples, personal interactions, and application or classroomcontext-based anecdotes, faculty are already creating authentic microcosms of inclusiveclassrooms and are struggling to articulate how they do it to administrators and ABET. Wesuggest these resultant methods be used to create microinsertions of ethics and social impacts asone strategy for minimizing the technical/social dualism present in most curriculum [6], [7]which we hope will prove a rigorous strategy for the eventual full integration of sociotechnicalapproaches to problem solving in engineering education.IntroductionThere is a lack of consistency concerning integrating social impacts fully into technical lessons,modules, courses

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

, Objective 1 work has involved literature review and individual interviews withengineering educators. There is more literature on equitable pedagogy (e.g., [2], [5], [6], [10],[14], [22], [23], [25] - [28]) than on equity-centered engineering content (e.g., [7], [8], [11], [13],[17] - [21], [29] - [31]), though we argue that both are necessary in order to prepare students tobe equity-oriented in their engineering practice. Additionally, there are different approaches tocentering equity in engineering courses, e.g., sociotechnical content (e.g., [7], [9], [12]),Diversity, Equity, Inclusion, and Justice (DEIJ) curricula (e.g., [19], [31]), macro-ethics (e.g.,[18]), universal design (e.g., [17]), engineering for social justice (e.g., [8], [13], [15

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Claudia Mara Dias Wilson, New Mexico Institute of Mining and Technology; Thais Alves, San Diego State University; Corrie Walton-Macaulay, Saint Martin's University; Xiaomei Wang, Brigham Young University; Scott R Hamilton P.E., York College of Pennsylvania; Gloria Faraone; Nicholas Tymvios, Bucknell University; Moses Tefe, Norwich University

Tagged Topics

Diversity

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

towards JEDI in engineering practices. Particularly, students will learn about the historical temporal dimension of engineering and social justice through a series of case studies, recognizing that the impacts of engineering span multiple generations, irrespective of whether these effects are positive or negative. This realization will empower students with a sense of continuity and a need for collective efforts, it will enable them to break the barriers of individual accountability, micro-ethics, and direct causality commonly established in engineering practice [17]. This mindset shift acknowledges the need for continued social justice work beyond individual lifetimes, fostering a sense of interconnectedness and

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

Tagged Topics

Diversity

Tagged Divisions

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

inclusion, Asian American Studies, Critical Mixed Race Studies, engineering ethics, and pop culture.Dr. Qin Zhu, Virginia Tech Dr. Zhu is Associate Professor in the Department of Engineering Education and Affiliate Faculty in the Department of Science, Technology & Society and the Center for Human-Computer Interaction at Vir- ginia Tech. Dr. Zhu is also serving as Associate Editor for Science and Engineering Ethics, Associate Editor for Studies in Engineering Education, Editor for International Perspectives at the Online Ethics Center for Engineering and Science, and Executive Committee Member of the International Society for Ethics Across the Curriculum. Dr. Zhu’s research interests include engineering ethics

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ingrid Scheel, Oregon State University; Rachael E Cate, Oregon State University; Natasha Mallette, Oregon State University; Ean H Ng, Oregon State University; Stella Collier, Oregon State University; Christina Bianca Southwick, Oregon State University; Carly Hudson

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Diversity

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

degree-seeking years [13], to the inseparable impact of the state of the world onto the state of theclassroom (especially students who do not fit the tradition and dominant paradigm of white andmale-presenting) [14]. Microaggressions have been revealed to have an intense net-negativeeffect on people from marginalized communities working and studying in academic spacesperpetuated by systemic social structures that reinforce white-body supremacy [15]. Work tocounter legacy or traditional pedagogical practices where technical course topics are siloed fromhumanitarian efforts include the sociotechnical integration of human-centered design withengineering coursework [16], and discursive “micro-insertions” of ethics into technical coursesfor a

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michelle Choi Ausman, Virginia Polytechnic Institute and State University; Qin Zhu, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

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

; engineering ethics; and pop culture.Dr. Qin Zhu, Virginia Polytechnic Institute and State University Dr. Zhu is Associate Professor in the Department of Engineering Education and Affiliate Faculty in the Department of Science, Technology & Society and the Center for Human-Computer Interaction at Virginia Tech. Dr. Zhu is also an Affiliate Researcher at the Colorado School of Mines. Dr. Zhu is Editor for International Perspectives at the Online Ethics Center for Engineering and Science, Associate Editor for Engineering Studies, and Executive Committee Member of the International Society for Ethics Across the Curriculum. Dr. Zhu’s research interests include global and international engineering education, engineering

Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kiana Alexa Ramos; Isabella Stuopis, Boston College; Emanuel Joseph Louime; Peyton Elise Carter; Caitlyn Hancock; Avneet Hira, Boston College

Tagged Divisions

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

offer support for schools in which engineeringcourses can not be implemented thoroughly due to lack of engineering education professionals orresources [10, p. 21]. However, in this framework the relationship between engineering designand technology with societal impact is framed under the concept of professionalism, referring toengineering ethics. The framework goes so far to state that, “technology by itself is neutral anddoes not affect people or the environment. However, it is the way in which people develop anduse technology that determines if it is helpful or harmful” [10, p. 74]. Such a statement removesresponsibility of harm from the engineers by displacing impact onto the users. In this project, we are working to integrate youth

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jae Hoon Lim, University of North Carolina; Jerry Lynn Dahlberg Jr, University of Tennessee, Space Institute; Terry L. Miller, Alabama A&M University; Corion Jeremiah Holloman, Alabama A&M University; Luke Childrey V, Alabama A&M University; Mohamed Jamil Barrie, Alabama A&M University

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Diversity

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

research project teamsto enact a significant change in scientific knowledge and positively impact society. Beyond therhetoric of research productivity, facilitating diversity in engineering programs and professionswould help raise individuals’ ethical awareness and commitment to engineering ethics. Previousstudies confirm that individuals from diverse life experiences and cultural backgrounds offervaried perspectives and help create a fertile ground for deeper reflections and perspectivechanges [2]. Students of color tend to be more aware of ethics and moral principles based ontheir lived experiences with social prejudices and inequity (Thoman et al., 2015). Therefore, theywill likely develop a strong ethical stance that challenges the observed

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

Tagged Topics

Diversity

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

address both the ABET Student Outcomes and the “leakypipeline” issue, Penn State’s College of Engineering 2020-2025 Strategic Plan identified theintegration of ethics, inclusivity, and sustainability into undergraduate programs throughout thecollege as one of its primary unit objectives [11]. This emphasis updates and directlyimplements Penn State’s 2016-2020 University-wide Strategic Plan, which clearly highlightsdiversity as one of its core foundations [12]. In the Aerospace Engineering Department, seniorundergraduate capstone courses offer ideal conditions for exploring, learning about, andpracticing Diversity, Equity, Inclusion (DEI) skills that promote inclusive and collaborativeclimates since these classes are team-based experiential

Conference Session

Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Samuel J Bullard, University of Minnesota - Twin Cities; Keisha Varma, University of Minnesota - Twin Cities

Tagged Divisions

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

of socialjustice concerns in organ transplantation. This work will be based on two primary domainsrelevant to science teaching and learning: socioscientific issues and the scaffolded knowledgeintegration framework.Socioscientific issuesA growing segment of educational practitioners have amplified research focused on expandinglearners’ sociopolitical consciousness in relation to the material they are learning within theirscience classes [1], [2]. As a consequence, socioscientific issues have become a focal point forresearch attention by experts in argumentation, ethics, and science education more broadly; anunsurprising development given the area’s potential to not only improve the conceptualunderstanding but also transform learners

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

Tagged Topics

Diversity

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

. 4 I consider different disciplinary, environmental, local and global perspectives to understand natural and human systems. 5 I examine the influence of power structures Cultural Diversity in society to understand inequalities among different groups. 6 I ask questions without making judgments about people from other cultures Personal and Social 7 I discuss the importance of ethics and moral Responsibility

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Susan J. Ely, University of Southern Indiana; Andrew Jason Hill, University of Southern Indiana; Kelly Marie Sparks, University of Southern Indiana

Tagged Divisions

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

multi-year grant that supports thedevelopment of the curriculum, as well as the assessment of the student participants. Thispresentation will review the theoretical framework used for the curriculum and mixed-methodsresearch, as well as present the process of obtaining grant funding for this collaborative effort.The creation of the multidisciplinary advisory board and the program mechanisms for blendingengineering and non-engineering students will also be discussed.IntroductionThe professional formation of engineers has long included the social skills of teamwork,communication, and recognition of the ethical impact of engineering on society at large. Whenreviewing the history of formal evaluation of social competencies in engineering, a

Conference Session

Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kaylla Cantilina, Tufts University; Chelsea Joy Andrews, Tufts University; Fatima Rahman, Tufts Center for Engineering Education and Outreach

Tagged Divisions

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

for this focus, including to better prepare students for engineering practice, which isinherently sociotechnical [2]; to increase the sense of belonging of historically excluded students,who are more likely to be interested in the social aspects [3]; and to create better societaloutcomes that consider justice [4,5,6]. Attempts to disrupt the social/technical dualism and theapolitical nature of traditional engineering education have included revising stand-alone ethicscourses and adding sociotechnical components to traditional engineering courses, such as designcourses [7-10]. However, revising stand-alone ethics courses implicitly upholds the disconnectbetween the “technical” and “social,” and adding one or two modules to a traditional

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Minju Lee, University of Connecticut; Davis Chacon-Hurtado, University of Connecticut; Shareen Hertel, University of Connecticut; Sophia Fenn, University of Connecticut

Tagged Topics

Diversity

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

Engineering,University of Connecticut)sophia.fenn@uconn.edu 1 ASEE 2024Abstract: How does a Human Rights framework in engineering curriculum affectundergraduate students’ attitudes and opinions of sustainability and human rights? Deepeninginequality worldwide, aggravated by climate injustices and the effects of the COVID-19pandemic, has increased engineering scholars’ awareness of the necessity of developing a newengineering pedagogy and corresponding ethical framework to prepare an engineeringworkforce that can perform successfully and efficiently in multicultural and globalized settings.The University of Connecticut (UConn) has pioneered in developing a curriculum

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

undergraduateengineering student. They appear to develop a critical eye for the ethical dimensions of differentengineering professions and these are often in contrast and conflict with the values studentsconstruct while preparing to become an engineer.In this study, I aim to characterize the tensions engineering students experience when doingidentity work related to their future careers. The study is based on a thematic analysis of in-depthinterviews with 6 engineering students at a private university in New England. The interviewprotocol was developed to explore their identity work in engineering school. I seek to understandthe nature of engineering students’ identity work when they consider their career trajectories andoffer engineering schools recommendations

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jeffrey Halpern, University of New Hampshire; Mariah Arral, Carnegie Mellon University; Cassandra Michelle Lafleur, University of New Hampshire; Sarah Young; Elise Baribault, University of New Hampshire; Julianna Gesun, University of New Hampshire

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Diversity

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

given transparent The culture of the laboratory research expectations doing research is meaningful has strong morals and ethics 100 100 100 50 50 50 % % % 0 0 0 Overall ND NT Overall

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

Tagged Topics

Diversity

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

movement that theorizes that thewell-being of individuals is best advanced by institutional freedom, deregulation, privatization,and competition [6], [7]. Neoliberalism champions free market exchange. It values competitionand self-interest as the ethics that should be used to guide all human actions [8]. Embracingneoliberalism, the focus of higher education has shifted from the pursuit of knowledge to theproduction of revenue.A culture of productivity has been previously characterized as the pervasive attitude thatengenders the result of labor as a commodity and values labor efficiency over an individual’sneeds, preferences, and well-being [9], [10]. The STEM academic culture of productivityprioritizes output, efficiency, and competition [11], [12

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

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

unfamiliar (N2 = 181), using the same test toevaluate differences in perceived ease of access and use of these services.Ethical considerationsWe have adhered strictly to ethical principles in our research, which aims to understand theinteraction between the university’s services and the socio-cognitive aspects of sense ofbelonging and self-efficacy.Before data collection, all participants were provided with an informed consent form thatclearly described the purpose of their participation. This form ensured that students were fullyaware of their rights to abstain from answering the survey without any consequences to theiracademic standing or university services. We have ensured that participation was completelyvoluntary, respecting the autonomy of

Conference Session

Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sourojit Ghosh, University of Washington

Tagged Divisions

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

harmand taking extensive steps to mitigate such harms. Like other sectors, education has also not been immune to ChatGPT, as it has found itsway into classrooms at all levels. This usage has brought about a strong debate on whether itshould at all be permitted in classrooms, with some educators being of the opinion that ChatGPTbrings ethical concerns. One major concern is in the context of academic integrity andplagiarism, where students can ask assignment or homework questions of ChatGPT andcopy-paste the output while claiming it as original work (e.g., [37], [38]). ChatGPT usage canthus stunt student learning as it offers up the answers without demanding any intellectual labor,serving as a crutch that can be used across different courses

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

recuperate around. Similarly, Jenny and Warren appreciated being able tospend additional time with their families in times of celebration and religious/cultural holidays,and still be able to attend class. Such ‘informal’ accommodations also allowed them to avoidgoing through official channels and University services for getting accommodations, whichmight often be slow and backed up under high volumes of requests. These, combined with otherexperiences of students where the option of joining remotely meant that they could safely attendclass when they were unwell or did not have reliable travel options, speaks highly of the equityprovided by the HyFlex modality. Such a modality allowed us to practice ethics of care towardsstudents’ physical and

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

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

environmental justice–namely whereengineers attend to their position as carrying out and reinforcing practices that create orexacerbate environmental racism but holding engineering as neutral.Recently, scholars published an editorial in the Journal of Engineering Education titled, “Theclimate is changing. Engineering Education needs to change as well” (Martin et al., 2022). Thescholars bring attention to the changing climate to emphasize four points (1) connect climate andsustainability to engineering design, (2) value cross-disciplinary perspectives, (3) “understandthe ethics and justice dimensions of engineering” and (4) “listen to and collaborate with diversecommunities.” (Martin et al., 2022, p. 740). In the third points, the authors discuss

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

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

research intern with the Center for Health Equity Trans- formation working on engineering design methods for building with those closest to health injustices, a science policy fellow with the Federation of American Scientists (FAS) outlining policies to mitigate bias in medical technology development, testing, and market deployment, and write about engineering, ethics, and social justice in outlets like Scientific American. ©American Society for Engineering Education, 2023 Community-Driven, Participatory Engineering Design to Shape Just, Liberatory Health FuturesAbstractEngineering education regularly overlooks people it is supposed to serve, especially thosehistorically and

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kavitha Chintam, Northwestern University; Alexis N. Prybutok, University of Washington; Chloé M. Archuleta; Adrien Deberghes; Beth DiBiase; Ruihan Li; Jeffrey Richards; Linsey Seitz; Jennifer Cole, Northwestern University

Tagged Topics

Diversity

Tagged Divisions

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

highlight a small fraction of this new body ofwork, where students begin to engage in discussion of ARDEI concepts and ARDEI context istaught explicitly in engineering courses or is included in engineering problem solving.Some educators have begun adding context to show the connections between engineering andsociety to engineering examples, homework, and textbook problems that have traditionallyfocused on the technical aspects of engineering problem solving. Hirschfield and Mayes capturestudent interest in a chemical engineering kinetics course by using tangible examples of baking,antifreeze, and flame retardants, and asking students to reflect on the ethical considerationspresent in the design and use of these chemicals [14]. Riley’s

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

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Diversity

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

-year students in the Summer 2023 offering ofENSC 406 - Engineering Law and Ethics at SFU, which is one of the few mandatory fourth-yearcourses all students must complete as part of their degree requirements. Although the timing of thecourse offering was a pragmatic reason for starting with these students, they were also our desiredstarting point given their time and experience in an engineering program.The survey was formulated to ask questions that did not focus on program-specific issues such asduration of study, academic expectations, and course difficulty. The survey, comprising a total of 41close- and open-ended questions, covered a range topics inspired by current literature, such as identity[8] - [10] (e.g., “In what ways does your

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

students. 4. Demonstrating the values of diversity, equity, inclusion, social responsibility and ethical engineering practice more meaningfully in CoP activities, processes and documentation. This may include efforts to hold more social justice-focused events and activities of all students to participate in and to bring more diverse URM and women in as presenters as well as broader institutional efforts to change the culture of our engineering program at all levels so that dominant faculty and students are more aware. 5. Facilitating better mentorship connection opportunities with faculty, industry partners, and/or peers that include ways for underrepresented students to connect with diverse mentors who

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

significance of semantics: Person-first language: Why it matters,” Autistic Hoya, 2011.[8] L. Clouder, M. Karakus, A. Cinotti, M. V. Ferreyra, G. A. Fierros, and P. Rojo, “Neurodiversity in higher education: a narrative synthesis,” Higher Education, vol. 80, no. 4, pp. 757–778, Oct. 2020.[9] T. Armstrong, “The Myth of the Normal Brain: Embracing Neurodiversity,” AMA Journal f Ethics, vol. 17, no. 5, pp. 348–352, 2015.[10] J. den Houting, “Neurodiversity: An insider’s perspective,” Autism, vol. 23, no. 2, pp. 271–273, Feb. 2019.[11] N. Walker, Neuroqueer Heresies: Notes on the Neurodiversity Paradigm, Autistic Empowerment, and Postnormal Possibilities. Autonomous Press, 2021.[12] S. Beart, “‘I won’t think of meself as a learning