Displaying results 31 - 60 of 160 in total
- Conference Session
- Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education
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- 2024 ASEE Annual Conference & Exposition
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- Nrupaja Bhide, Purdue University; Yash Ajay Garje, Purdue University; Siddhant Sanjay Joshi, Purdue University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
2011 ASEE Annual Conference & Exposition, Jun. 2011, p. 22.684.1-22.684.21. Accessed: May 07, 2023. [Online]. Available: https://peer.asee.org/exploding-pipelines-mythological- metaphors-structuring-diversity-oriented-engineering-education-research-agendas[4] S. M. Lord, M. W. Ohland, R. A. Layton, and M. M. Camacho, “Beyond pipeline and pathways: Ecosystem metrics,” Journal of Engineering Education, vol. 108, no. 1, pp. 32– 56, 2019, doi: 10.1002/jee.20250.[5] S. Lancaster, Connect! Blink Publishing, 2022.[6] A. L. Pawley, “Universalized Narratives: Patterns in How Faculty Members Define ‘Engineering,’” Journal of Engineering Education, vol. 98, no. 4, pp. 309–319, 2009, doi: 10.1002/j.2168-9830.2009.tb01029.x
- Conference Session
- Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth
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- 2024 ASEE Annual Conference & Exposition
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- Shannon Katherine Gilmartin, Stanford University; Sara Jordan-Bloch, Stanford University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
, or stretch, assignments are critical levers of mobility [1].Organizations and managers curate and allocate these types of assignments informally, usingthem as a means to develop leadership skills, identify people ready for promotion and the “fasttrack”, and build succession plans [2], [3]. Software engineering managers in Tobias Neely etal.’s [1] case flagged that stretch assignments need to have an element of building new skills andcapacities (stretches were routinely described as “getting out of your comfort zone”) and anelement of visibility in the organization and to managers and leaders. Career advancement forthese engineers, in other words, revolved around proving competence in novel areas that hadstrategic importance to the business
- Conference Session
- Institutional inclusion: Advancing equity and belongingness in engineering education
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- 2024 ASEE Annual Conference & Exposition
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- Teirra K Holloman, Virginia Tech Department of Engineering Education; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Natali Huggins; Walter C. Lee, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University
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- Culture & Social Justice in Education Division (EQUITY), Equity
members play an integral part in creating organizational change in graduateeducation; thus, their readiness for change can greatly impact the success of the change initiative.Change readiness can be defined as an individual’s or organization’s ability and willingness tosuccessfully undertake and adapt to change [39], [40]. Change readiness has been studied at boththe individual and organizational level [41]. According to Rafferty et al.’s [40]MultilevelFramework of the Antecedents and Consequences of Readiness for Change, individuals areready for organizational change if they believe that 1) change is needed, 2) the individual ororganization can undertake the change, and 3) there will be positive outcomes from the change.Most literature is
- Conference Session
- Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education
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- 2024 ASEE Annual Conference & Exposition
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- 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
to help practitioners navigate their careers, help practitioners betterunderstand their students and colleagues, and help administrators/mentors develop an asset-basedand systemic-based understanding of neurodivergence.References[1] H. B. Rosqvist, N. Chown, and A. Stenning, Neurodiversity Studies: A New Critical Paradigm. Taylor & Francis Group, 2020.[2] A. Cuellar, B. Webster, S. Solanki, C. Spence, and M. A. Tsugawa, “Examination of Ableist Educational Systems and Structures that Limit Access to Engineering Education through Narratives,” presented at the 2022 ASEE Annual Conference & Exposition, American Society for Engineering Education, 2022.[3] T. Sorg, “Where are We, and Where to Next? ‘Neurodiversity’ in
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3
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- 2023 ASEE Annual Conference & Exposition
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- Eleazar Marquez, The University of Texas, Rio Grande Valley; Samuel Garcia, The University of Texas, Rio Grande Valley
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
in class greatly improved their ability to comprehend course material. Moreover, thestudents gained a stronger understanding of engineering in general, while developing self-confidence needed to excel in engineering related fields. Others felt valued by being treated asstudents in top tier institutions, while a few mentioned the rigor of the course is needed to ensurethe quality of education. These results were also reflected in student responses from the tier-oneinstitution.REFERENCES[1] Alon, S., 2007. The influence of financial aid in leveling group differences in graduating fromElite institutions. Economics of Education Review 26, (3), in press.[2] Bidwell, C. E., & Kasarda, J. D. (1980). Conceptualizing and measuring the effects of
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8
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- 2023 ASEE Annual Conference & Exposition
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- Grace Wickerson, Northwestern University
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Encyclopedia of Communication Research Methods. pp 1-11. 10.1002/9781118901731.iecrm0011[2] Bajwa, M. (2014). Emerging 21(st) Century Medical Technologies. Pakistan journal of medical sciences, 30(3), 649-655. https://doi.org/10.12669/pjms.303.5211[3] Costanza-Chock, S. (2020). Design Justice: Community-Led Practices to Build the Worlds We Need. MIT Press.[4] Oudshoorn, N., Rommes, E., & Stienstra, M. (2004, 2004/01/01). Configuring the User as Everybody: Gender and Design Cultures in Information and Communication Technologies. Science, Technology, & Human Values, 29(1), 30-63. https://doi.org/10.1177/0162243903259190[5] Cutting, K., & Hedenborg, E. (2019). Can Personas Speak? Biopolitics in Design
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
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- 2023 ASEE Annual Conference & Exposition
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- Yume Menghe Xu, Tufts University; Brian Gravel, Tufts University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
domain. We captured how marginalizing narrativescan hinder one’s developing a strong practice-linked identity. We plan to make furthercontributions by suggesting how the design of learning environments can facilitate students’(re)negotiation with their practice-linked identities.References [1] National Academy of Engineering, Diversity in Engineering: Managing the Workforce of the Future. Washington, DC: The National Academies Press, 2002. [2] S. Secules, “Making the familiar strange: An ethnographic scholarship of integration contextualizing engineering educational culture as masculine and competitive,” Engineering Studies, vol. 11, no. 3, pp. 196–216, 2019. [3] J. Trevelyan, “Reconstructing engineering from practice,” Engineering
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9
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- 2023 ASEE Annual Conference & Exposition
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- Cole Hatfield Joslyn, Northern Arizona University; Peter Golding, University of Texas, El Paso
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- Culture & Social Justice in Education Division (EQUITY), Equity
academic major. Further research is necessary to determine ifreceiving social support while reporting a lower sense of belonging is enough to improvestudents’ persistence and graduation rates in engineering programs, particularly for HLX+students.References[1] National Science Board, “Science and Engineering Indicators 2012,” National Science Foundation (NSB 12-01), Arlington, VA, 2012.[2] S. Cheryan, V. C. Plaut, P. G. Davies, and C. M. Steele, “Ambient belonging: How stereotypical cues impact gender participation in computer science,” J. Pers. Soc. Psychol., vol. 97, no. 6, pp. 1045–1060, Dec. 2009, doi: 10.1037/a0016239.[3] C. Good, A. Rattan, and C. S. Dweck, “Why do women opt out? Sense of belonging and women’s representation in
- Conference Session
- Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth
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- 2024 ASEE Annual Conference & Exposition
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- Rajita Singh, University of Oklahoma; Javeed Kittur, University of Oklahoma
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- Culture & Social Justice in Education Division (EQUITY), Equity
space to choose whether to revealtheir identities or a safe space to interact with their identities, such as having their cameras off inonline spaces or discussing identities in a supportive manner (Mohammed, T. F. et al., 2021; vonVacano, C. et al., 2022). One paper discussed how underrepresented students connect better witha human centered approach to engineering problems (Rodriguez, S. L. et. al., 2020). Three papersdiscussed the importance of focusing learning on the skills groups of students need to acquirebased on the content (Nasri, N. et al., 2021; Scutt, H.I. et al., 2013; Furner, J. M., & Duffy, M. L,2022). In general, the papers cover the importance of focusing teaching the students present asopposed to a general body of students
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
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- 2023 ASEE Annual Conference & Exposition
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- Harpreet Auby, Tufts University; Milo Koretsky, Tufts University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
, and what you think a more positive interaction might have looked like.Participants in this study were LAs who consented to have their responses used as part of thisanalysis. Table 2 details the participants involved in this study. Fifty responses were analyzed.Table 2. Participant information. Private Public Number of LAs 24 26 Discipline(s) Chemistry, Biology, Chemical, Biological, and Chemical and Biological Environmental Engineering Engineering, Mechanical
- Conference Session
- Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education
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- 2024 ASEE Annual Conference & Exposition
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- Kelyn Rola, Southern Methodist University; Hannah Louis, Southern Methodist University; Alain Mota, Southern Methodist University; Kathy Michelle Hubbard, Southern Methodist University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
generate anawareness among faculty of the power they possess and the impact of their work, not only inresearch settings, but in the classroom, too.References[1] S. Ambrose and M. Norman, “Preparing engineering faculty as educators.,” Natl. Acad. Eng., vol. 36, no. 2, p. 25, 2006.[2] S. Baum and M. McPherson, “Improving teaching: Strengthening the college learning experience,” Daedalus, vol. 148, no. 4, pp. 5–13, Oct. 2019, doi: 10.1162/daed_e_01757.[3] D. M. Riley, V. Henry, and L. C. Leighton, “What makes faculty adopt or resist change in engineering education?,” presented at the 2013 ASEE Annual Conference & Exposition, Jun. 2013, p. 23.1367.1-23.1367.20. Accessed: Jan. 16, 2024. [Online]. Available: https://peer.asee.org
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9
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- 2023 ASEE Annual Conference & Exposition
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- Raheleh Miralami, Mississippi State University; Saeed Rokooei, Mississippi State University; Tonya W. Stone, Mississippi State University; George D Ford, P.E., Mississippi State University
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- Culture & Social Justice in Education Division (EQUITY), Equity
Director of Mississippi Stateˆa C™s Building Construction Science (BCS) program. Dr. Ford has 15 years of industrial experience including corporate work, and 16 years of teaching experience at the post-secondary level. ©American Society for Engineering Education, 2023 Teamwork Perception in Engineering Programs through the Lens of Gender and Race Raheleh Miralami, Saeed Rokooei, Tonya Stone, George FordAbstract Teamwork skills are increasingly gaining importance in graduates’ qualifications in engineering programs. The interconnected systems of the workflow of engineering products and projects necessitate certain technical and managerial
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
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- 2023 ASEE Annual Conference & Exposition
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- Shannon Katherine Gilmartin, Stanford University; Sara Jordan-Bloch, Stanford University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
and undergraduates. Webrainstorm how engineering educators can build deeper understanding of these organizationalprocesses into everyday classes and programs. We consider the need for more research onworkplace practices that frame and stratify early-career engineers’ experiences, and moretranslation of those findings to day-to-day “toolkits” for new engineers.1. IntroductionEngineering students, especially those without internship, co-op, or industry job experience buteven those with that experience, may have limited knowledge about workplace procedureinvolving management, reporting, and advancement. Brunhaver et al.’s [1] findings suggest thatfew recent engineering graduates report having knowledge of organizational practices at thepoint of
- Conference Session
- Reimagining Pathways: Nurturing Diversity and Identity in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Yume Menghe Xu, Tufts Center for Engineering Education and Outreach
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- Culture & Social Justice in Education Division (EQUITY), Equity
. Values, vol. 39, no. 1, pp. 42–72, 2014.[4] C. McCall, L. D. McNair, and D. R. Simmons, “Advancing from outsider to insider: A grounded theory of professional identity negotiation in undergraduate engineering,” J. Eng. Educ., vol. 110, no. 2, pp. 393–413, 2021.[5] K. L. Meyers, M. W. Ohland, A. L. Pawley, S. E. Silliman, and K. A. Smith, “Factors relating to engineering identity,” Glob. J. Eng. Educ., vol. 14, no. 1, 2012.[6] Y. M. Xu and B. Gravel, “A case study: Making facilitates an engineering student’s (re)negotiation with her disciplinary relationships,” in 2023 ASEE Annual Conference & Exposition, Baltimore, Maryland, 2023.[7] A. Calabrese Barton, H. Kang, E. Tan, T. B. O’Neill, J. Bautista-Guerra, and C. Brecklin
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- Equity, Culture & Social Justice Technical Session
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- 2023 ASEE Annual Conference & Exposition
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- 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
- Conference Session
- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
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- 2024 ASEE Annual Conference & Exposition
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- 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
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4
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- 2023 ASEE Annual Conference & Exposition
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- Stephanie Masta, Purdue University, West Lafayette ; Janelle Grant, University of Illinois, Urbana-Champaign; Cara Margherio, University of Washington; Darryl Dickerson, Florida International University; Matthew W. Ohland, Purdue University, West Lafayette ; Alice L. Pawley, Purdue University, West Lafayette
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10
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- 2023 ASEE Annual Conference & Exposition
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- Jerry Austin Yang, Stanford University; Anthony Lising Antonio; Sheri D. Sheppard, Stanford University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
/sunday/the- asian-advantage.html[2] D. E. Naphan-Kingery, M. Miles, A. Brockman, R. McKane, P. Botchway, and E. McGee, “Investigation of an equity ethic in engineering and computing doctoral students,” Journal of Engineering Education, vol. 108, no. 3, pp. 337–354, 2019, doi: 10.1002/jee.20284.[3] National Science Board, “The State of US Science and Engineering 2022,” National Science Foundation, Alexandria, VA, 2022. Accessed: Dec. 02, 2022. [Online]. Available: https://ncses.nsf.gov/indicators[4] L. D. Patton and S. Bondi, “Nice white men or social justice allies?: using critical race theory to examine how white male faculty and administrators engage in ally work,” Race Ethnicity and Education, vol. 18, no. 4, pp. 488–514
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- Equity, Culture & Social Justice Technical Session
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- 2023 ASEE Annual Conference & Exposition
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- Sara Al Humidi; Alena Sloan; Andrea Atkins, University of Waterloo; Rania Al-Hammoud, University of Waterloo
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
, interest, and capability of faculty to teach a course.That said, even when a more diverse instructional team is assigned to teach a course, there arechallenges to be overcome which may prohibit instructors from trying new teaching methods orcourse structures.The first challenge to changing teaching methods and course structures is a two-pronged issue:there is an expectation and momentum towards keeping things the same as years past, as well asthe large amount of work to overturn the traditional teaching methods. In each of the examplesthat were given in this paper, the instructor(s) invested no small amount of effort in revising thecourse(s) to suit their designs. The time and energy required to do these revisions is not alwaysavailable to faculty
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- Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education
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- 2024 ASEE Annual Conference & Exposition
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- 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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- Culture & Social Justice in Education Division (EQUITY), Equity
strategies must be based in thecontext of these strategies, a one-size-fits-all approach would decontextualize the curriculum andwork against successful incorporation of social impacts into technical courses. Concurrentdevelopment of curriculum and accreditation assessment assignments will decrease overhead forcourse design and improve quality. This may be done during initial course design or at any stageof revision or improvement. Limitations to this work include a small sample size of facultyparticipants and continued program rollout.References[1] E. O. McGee, Black, Brown, bruised: How racialized Stem education stifles innovation.Harvard Education Press, 2020.[2] Y.-J. Chang, T.-Y. Wang, S.-F. Chen, and R.-H. Liao, “Student Engineers as Agents
- Conference Session
- Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success
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- 2024 ASEE Annual Conference & Exposition
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- Sourojit Ghosh, University of Washington
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- Culture & Social Justice in Education Division (EQUITY), Equity
they had and some points they wanted to focus on. They were mostly satisfiedwith ChatGPT’s generated outlines, though they both decided to finetune them on their own.ChatGPT as a Tool for Equitable Access Based on the aforementioned case studies, I believe that I successfully presentedevidence of ChatGPT being leveraged by students to gain more equitable access to courses. Allof these case studies contained evidence of instructors observing how students used ChatGPT toimprove their individual learning and course experiences. Although this is true mostly forinternational students, I also gathered evidence of domestic students using ChatGPT to gainstronger access to course materials and succeed in classes. I draw upon Lalueza et al.’s [42
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- Equity, Culture & Social Justice Technical Session
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- 2023 ASEE Annual Conference & Exposition
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- Heather Beem, Ashesi University; Charity Obaa Afi Ampomah, Ashesi University; Jeremiah Paul Konadu Takyi; Gordon Adomdza
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- Culture & Social Justice in Education Division (EQUITY), Equity
timepoints: beginning of Batch 1’s firstsemester (September 2022), end of Batch 1’s first semester (December 2022), and start of Batch2’s first semester (January 2023). They will be referred to as pre-survey (2022), post-survey(2022), and pre-survey (2023) in this paper, respectively. Note that the data from Batch 1includes both Engineering and Non-Engineering students, as all students were required to takethe Principles of Design course, whereas data from Batch 2 only includes Engineering students,as their survey was administered as part of the Introduction to Engineering course. Based on anintention to not overburden the students, each construct was captured using a set of three to sixquestions, hence a total of nine to thirteen Likert scale
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9
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- 2023 ASEE Annual Conference & Exposition
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- Michelle Choi Ausman, Virginia Tech; Qin Zhu, Virginia Tech
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
).[3] U.S. Department of Education, Office of Planning, Evaluation and Policy Development andOffice of the Under Secretary, “Advancing Diversity and Inclusion In Higher Education,” 2016.[4] American Society for Engineering Education, “Profiles of Engineering and EngineeringTechnology,” American Society of Engineering Education, Washington, DC, 2021.[5] Q. Ketchum, “Indigenizing ASABE: Why We Should, and How We Can,” ResourceMagazine, vol. 28, no. 4, pp. 19–22, 2021.[6] G. S. May and D. E. Chubin, “A Retrospective on Undergraduate Engineering Success forUnderrepresented Minority Students,” Journal of Engineering Education, vol. 92, no. 1, pp.27–39, 2003, doi: 10.1002/j.2168-9830.2003.tb00735.x.[7] A. Rattan, K. Savani, M. Komarraju, M. M
- Conference Session
- Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education
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- 2024 ASEE Annual Conference & Exposition
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- Nolgie O. Oquendo-Colón, University of Michigan; Xiaping Li, University of Michigan; Cynthia J. Finelli, University of Michigan
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
to cater to diverse learning needs better. The findings of this study can informpolicies and practices aimed at fostering inclusive educational environments, supporting STEMstudents with ADHD, and enhancing educational outcomes.AcknowledgementsWe would like to acknowledge Cooperative Institutional Research Program (CIRP), the HigherEducation Research Institute (HERI), and the University of California, Los Angeles (UCLA). Inaddition, this research is supported by the U.S. National Science Foundation (2043430). Anyopinions, findings, and conclusions, or recommendations expressed in this material are those ofthe author(s) and do not necessarily reflect the views of the National Science Foundation.References[1] “NIMH » Attention-Deficit
- Conference Session
- Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education
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- 2024 ASEE Annual Conference & Exposition
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- Monica Lynn Miles, University at Buffalo, The State University of New York; Corey T Schimpf, University at Buffalo, The State University of New York; Nicole Lowman, University at Buffalo, The State University of New York; Kate Haq, University at Buffalo, The State University of New York
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- Culture & Social Justice in Education Division (EQUITY), Equity
with Mention(s) of Words with the Root "Just" in Bold The Clean Air Coalition builds power by developing grassroots leaders who organize their Clean Air communities to run and win environmental justice and public health campaigns in Western Coalition New York. GJEP explores and exposes the intertwined root causes of social injustice, ecological Global Justice destruction, and economic domination. GJEP envisions a world in which all societies are Ecology Project justly and equitably governed with full participation by an engaged and informed populace living in harmony with the natural world and one another. We specialize in
- Conference Session
- Reimagining Pathways: Nurturing Diversity and Identity in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Raghu Pucha, Georgia Institute of Technology; Shivani Kundalia, Georgia Institute of Technology; Vijay Sreenivasan, Georgia Institute of Technology
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
of student experiences.References[1] S. R. Cavanagh, The spark of learning: Energizing the college classroom with the science of emotion. West Virginia University Press, 2016.[2] S. Brown, A. Collins, and P. Duguid, “Situated Cognition and the Culture of Learning”,” Educational Researcher, vol. 18, no. 1, pp. 32–42, 1989.[3] J. Choi and M. Hannafin, “Situated cognition and learning environments: roles, structures, and implications for design”,” Journal of Educational Technology Research and Development, vol. 43, no. 2, pp. 53–69, 1995.[4] R. Khotimah and M. Masduki, “Improving teaching quality and problem solving ability through contextual teaching and learning in differential equations: a lesson study approach
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- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Ioulia Rytikova, George Mason University; Mihai Boicu, George Mason University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
better overall participation in the course. Wehope to observe an impact on DFW rate and to reduce differential success.References [1] ASEE, SEFI Joint Statement on Diversity, Equity and Inclusion https://diversity.asee.org/wp-content/uploads/2020/05/ASEE-SEFI_DEIStatement.pdf . [2] National Academies of Sciences, Engineering, and Medicine. (2023). Advancing antiracism, diversity, equity, and inclusion in STEMM organizations: Beyond broadening participation. [3] Wilson, J., Towsend, T., Hargraves, R. H., Butler, S., & Allison, K. (2022). Anti- Racism, Equity, and Inclusion at Urban Institutions: An Introduction to the Special Topic Issue. Metropolitan Universities, 33(2), i-xiii. [4] Blonder, B., Bowles
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- Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education
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- 2024 ASEE Annual Conference & Exposition
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- Delanie Robertson, Clemson University; Leila Elizabeth Williams; Kylie Nicole Avitabile, Clemson University; D. Matthew Boyer, Clemson University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
/symptoms/23154-neurodivergent[2] F. Farrant, E. Owen, F. Hunkins-Beckford, and M. Jacksa, “Celebrating neurodiversity inHigher Education,” The Psychologist, May 09, 2022.https://www.bps.org.uk/psychologist/celebrating-neurodiversity-higher-education (accessed Feb.08, 2024).[3] E. L. Dolan, “Course-based undergraduate research experiences: Current knowledge andfuture directions.” Natl Res Counc Comm Pap, 1, 1-34. 2016.[ 4] E. Burns and S. Bell, “Voices of teachers with dyslexia in Finnish and English further and higher educational settings,” Teachers and Teaching, vol. 16, no. 5, pp. 529–543, Sep. 2010, doi: https://doi.org/10.1080/13540602.2010.507964.[5] K. Acton and D. Huijg, “Relaxed Pedagogy: Relaxing Teaching and Learning in
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- Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education
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- 2024 ASEE Annual Conference & Exposition
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- Kai Jun Chew, Embry-Riddle Aeronautical University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Conference.Bates, N., Chin, M., & Becker, T. (2022). Measuring sex, gender identity, and sexual orientation. In Measuring Sex, Gender Identity, and Sexual Orientation. National Academies Press. https://doi.org/10.17226/26424Butterfield, A. E., McCormick, A., & Farrell, S. (2018). Building LGBTQ-inclusive chemical engineering classrooms and departments. Chemical Engineering Education, 52(2), 107– 113. http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=eric&AN=EJ11 74630&site=ehost-live%0Ahttp://journals.fcla.edu/cee/article/view/105856Cech, E. A. (2014). Culture of disengagement in engineering education? Science, Technology, & Human Values, 39(1), 42–72. https://doi.org/10.1177
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
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- 2023 ASEE Annual Conference & Exposition
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- Sarah Hug, Colorado Evaluation & Research Consulting; Wendy Chi, University of Colorado, Boulder
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- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
individual interview transcripts that occurred following the Qsortactivity, and individual interview transcripts (when applicable) that occurred as part of the annualresearch data collection for the NSF program. Participants from this study participate as S-STEMscholars in a collaborative National Science Foundation (NSF) grant serving students from twofour-year institutions in the same state. One institution (Institution A) is described on theCarnegie classification structure as a “Four-Year, Full-Time, Selective, Lower Transfer-In”institution. The institution is predominantly male (more than 70% male) and white, though itsinstitutional enrollment of Hispanics reach approximately 30%. The enrollment diversity of thecomputer science department is