Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shauna N. Adams, Purdue University, West Lafayette ; Kerrie A. Douglas, Purdue University, West Lafayette ; Philip Goldberg, Purdue University, West Lafayette

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Diversity

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

questions measure the constructs as intended by the authors. However, themajority of validation studies in engineering education do not look at how items function forsubgroups of learners, particularly different racial, ethnic, and cultural groups [1]. Evenframeworks designed to improve the validity evidence provided regarding an assessment’s score,still leave out evaluations of fairness [2]–[4]. To gain a better understanding of how wellengineering assessment contexts are reflective of the diverse experiences of engineering studentsin the U.S., this work-in-progress paper explores the contexts of concept inventories from asociocultural perspective. The purpose of this WIP paper is to identify contexts that are used in three

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

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

’ skillsin designing courses that are welcoming and effective for all students [1]. A definition ofdiversity from The Inclusive STEM Teaching Project course material is given as:“Individual differences (e.g., personality, prior knowledge, and life experiences) andgroup/social differences (e.g., race/ethnicity, class, gender, sexual orientation, country of origin,and ability as well as cultural, political, religious, or other affiliations).”This same source defines inclusion as:“The active, intentional, and ongoing engagement with diversity—in the curriculum, in the co-curricular, and in communities (intellectual, social, cultural, geographical) with whichindividuals might connect—in ways that increase awareness, content knowledge

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hwangbo Bae, University of Florida; Denise Rutledge Simmons, P.E., University of Florida

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

to contribute significantly to the increase of askilled workforce [1]. According to a previous estimate, about 315,000 civil engineeringpositions must be added by 2030 to meet the need for future civil engineering projects [1].Although the work of civil engineers is increasingly recognized by American society, where theyhave helped improve the sustainability of infrastructure and the quality of the environment [1],the supply of civil engineers is constrained by the steadily decreasing number of studentsenrolled in civil engineering programs. Statistics reveal that while full-time engineeringenrollments nearly doubled between 2010 and 2020, the number of undergraduate studentsstudying civil engineering declined by 3,145 [2], [3]. Although

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nicholas A. Baine. P.E., Grand Valley State University; Karl Brakora, Grand Valley State University

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

majors.IntroductionThere has been significant study associated with the equity of access to college and the collegeadmissions process [1] [2] [3]. There are also advocates who are drawing attention to the fact thatseemingly neutral policies such as requiring remedial courses and limited credit transfers fromassociate degree programs can have unintended consequences and contribute to structural racismin higher education [4]. However, there has been less study of policies regarding tuition and feesoutside of financial aid and assistance. The work recently done in [5], explores how tuition and feesystems in different countries support or inhibit participation of low-income students. While thereare numerous financial aid options in the form of grants and special

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

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

undergraduate studies, including computer science. Some 90% of thestudents in this project were Hispanic. The course was piloted over four semesters, whichallowed the instructional team to perfect the approaches that were most successful for studentsuccess. The leadership course integrated two primary approaches: 1) a relational model ofleadership used to examine complexities that arise when technology professionals encountermultiple perspectives and diverse ideas; and 2) cooperative learning approaches, includingconstructive academic controversy model, used to develop leadership skills whilecontextualizing the role of ethics in computing. The course culminated in an academiccontroversy exercise where student teams examined the Facebook /Whistleblower

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

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

. Morespecifically, women represent 14.2% of all full professors, 21.4% of all associate professors, and26.5% of all assistant professors in engineering [1]. This data suggests that even as women comeinto positions as tenured/tenure-track faculty members, their progress to higher ranks does notoccur at an equivalent rate to men. The National Center for Science and Engineering Statistics2019 Survey of Doctorate Recipients found that 35,900 people in the United States wereemployed by 4-year colleges in an engineering occupation and 5,950 (16.6%) were women; ofthose, 3,500 (9.7%) were white, 1,850 (5.2%) were Asian, 250 (0.7%) were Black or AfricanAmerican, 300 (0.8%) were Hispanic or Latino, and 100 (0.3%) were more than one race.Statistics on Indigenous

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

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Diversity

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

made a shift from a field primarily focused ondeveloping engineering curriculum to considering identity and experience as core aspects ofeducation [1]–[3]. Much of this work has focused on engineering identity, or professionalidentity, formation and highlighting the interplay between individual identity and engineeringculture [4]–[6]. While work in engineering identity has become a prominent area of engineeringeducation research, it can also be somewhat narrow. Implicitly, studies in engineering identitytend to position students’ formation of an engineering identity as a positive outcome thatpromotes retention in the field [7]–[9] and students’ lack of engineering identity formation as aproblem to solve. Instead, the formation of student

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bahar Memarian, University at Buffalo, The State University of New York

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

employed to facilitate teaching and learning. The Truth and ReconciliationCommission (TRC) of Canada is calling on individuals, groups, and organizations toacknowledge the hardships and challenges of Indigenous populations on this land in the past andpresent [1]. As a way of making amends, two streams of work have been done. First, attemptshave been made to acknowledge both the gloomy, that is the discrimination and hardships theIndigenous people experience(d), as well as the rich history of Indigenous persons in thecurriculum. Second, there are conversations and efforts to integrate Indigenous ways of knowingand practices into the curriculum, which has coined the term “Indigenizing the Curriculum”. Thepurpose of this paper is to take a closer

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Margaret E.B. Webb, Virginia Tech ; Marie C. Paretti, Virginia Tech

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

. ©American Society for Engineering Education, 2023 Influences on Displaced Engineering Student Professional Identity Development: A Scoping Literature Review Across Forced Migration ContextsIntroductionDisplaced students, forcibly uprooted because of major traumas like civil unrest, poverty, andrelated disasters, are unafforded opportunities to pursue engineering at alarming rates [1][2]. Forexample, as of 2022 only 5% of refugee students attended college compared to a 41% globalaverage. Additionally, despite increasing displacement rates from climate change and unrest,fragile contexts’ demands for engineering, and the known challenges of identity development inmigration, disparities in engineering are

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

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

only be counted in this field and not any of the race categories [1].Yet according to the National Science Foundation, “underrepresented minorities are defined to be“three racial or ethnic minority groups (Black or African Americans, Hispanics or Latinos, andAmerican Indians or Alaska Natives) whose representation in [science and engineering]education or employment is smaller than their representation in the US population” [2].However, in all cases, the multiracial category is lumped into an “Other” category, whichtypically includes American Indian/Alaska Native, two or more races, and nonresident aliens. Itis also interesting to note that the US Department of Education includes Native Hawaiian andPacific Islanders in the Aisan

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

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

significantmilestone occurred in 1997, when the national accrediting board for engineering programs, ABET(Accreditation Board for Engineering and Technology) created the Engineering Criteria 2000 (EC2000). These criteria, which have continued to evolve over the last 20+ years, documented specificlearning outcomes required of engineering educational programs to remain accredited, one of thetwo pathways for engineering graduates to pursue a Professional Engineering (PE) license [1 –3].The ABET Engineering Criteria required that future engineers demonstrate proficiencies inmultidisciplinary teams, engineering in a global context and an understanding of contemporaryissues [2], among other technical skills. This “a-k” (updated to 1-7 in 2019) criteria became

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Liliana Lozada-Medellin, University of Texas, El Paso; Ivonne Santiago, University of Texas, El Paso; Yuanrui Sang

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

Lozada-Medellin1, Ivonne Santiago2, Yuanrui Sang31 Department of Environmental Science and Engineering, University of Texas at El Paso2 Department of Civil Engineering, University of Texas at El Paso3 Department of Electrical and Computer Engineering, University of Texas at El PasoKeywords: Equity, Inclusion, Electric Vehicles (EVs), EVs Charging Stations, ElectrifiedRoadways, Transportation Infrastructure 1. AbstractAs the transportation and the automotive industries continue to grow, the impacts on theenvironment and human health remain a growing concern on the general public and policy-makers[6], [9]. Although Electric Vehicles (EVs) are entering the market as a green technology solutionto

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

necessary, important, and hard to do well.Existing research in engineering education typically has overlooked investigating harm thatteammates enact on each other, and instructors’ understanding of how to teach about teamworkor about their responsibility for providing all students a safe and supportive environment. Thereis ample evidence that teaming experienced by women in undergraduate engineering educationexperience regular and routine marginalization by their teammates, threatening their right tolearn in a safe and supportive environment in ways that their majority teammates don’texperience [1]–[4]. There is much less research on the experience of racially minoritized studentsprecisely because they are so much less represented, yet it is clear

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anne M. McAlister, The State University of New York, Buffalo; Sarah Catherine Lilly, California State University, Channel Islands

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

global, sociotechnical issues through engineering and to increaserepresentation and inclusion in engineering.IntroductionModern global issues (e.g., accessibility, climate change, health/pandemic, racism) are complex,systemic, sociotechnical problems, and the problem-solving skills of engineers are necessary toaddress these issues. Further, because engineering occurs within systems of social inequalities,politics, and social hierarchies, engineering students must have opportunities to consider thesesocial aspects of engineering [1]. Without exposure to unpacking inequalities, engineers mayperpetuate oppression, marginalization, and other forms of social inequalities [2]. Undergraduateengineering education then needs to train and empower

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Brooke Charae Coley, Arizona State University, Polytechnic Campus; Jennifer M. Bekki, Arizona State University, Polytechnic Campus; Kerrie G. Wilkins-Yel, University of Massachusetts, Boston; Fantasi Nicole, Arizona State University, Polytechnic Campus; Debalina Maitra, Arizona State University, Polytechnic Campus; Juan David Gutierrez; Motahareh Darvishpour Ahandani; Michelle Campbell

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

(Ray, 2019) and is situated throughthe conceptual lens of institutional betrayal (Smith & Freyd, 2014). The theory of racializedorganizations defines the following four major tenets explaining the manifestations of racism inorganizations: (1) racialized organizations enhance or diminish the agency of racial groups; (2)racialized organizations legitimate the unequal distribution of resources; (3) whiteness is acredential; and (4) the decoupling of formal rules from organizational practice is often racialized(Ray, 2019). Our work emphasizes the need to understand how organizations institutionalize racialinequities as a starting point for re-envisioning change efforts, structures, and models. For thiswork, we focus on institutions as

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rachel Figard, Arizona State University; Sabina Anne Schill, Florida International University ; Medha Dalal, Arizona State University; Adam R Carberry, Arizona State University

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Diversity

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

past chair of the Research in Engineering Education Network (REEN) and a deputy editor for the Journal of Engineering Education (JEE). Prior to joining ASU he was a graduate research assistant at the Tufts’ Center for Engineering Education and Outreach. ©American Society for Engineering Education, 2023 Examining the Unique Experiences of Transgender and Gender Nonconforming Students in a Pre-College Engineering CourseIntroduction Very little research on transgender and gender nonconforming (TGNC) students inengineering has been undertaken to better understand the experiences of this underrepresentedand largely ignored population. Pawley et al. 's [1] review of published articles in

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Adrian Rodriguez, zyBooks, a Wiley brand; Lauren Fogg, zyBooks, a Wiley Brand; Alicia Clark, zyBooks, A Wiley Brand; Jennifer L. Welter, Wiley; Gergely Sirokman, zyBooks, A Wiley Brand; Ryan Barlow, zyBooks, A Wiley Brand

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Diversity

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

National Federation of the Blind (NFB) defines a person to be blind "if their sight is badenough--even with corrective lenses--that they must use alternative methods to engage in anyactivity that people with normal vision would do using their eyes" [1]. While the NFB recognizesthat a generally accepted definition for "visually impaired," "low vision," or "vision loss" doesnot exist, the fact remains that people with any level of blindness/visual impairments (BVI) musthave a fair opportunity to understand the world with which they interact. This is especially truefor students with BVI given their need to interact with educational course materials that are ofteninaccessible. Students with BVI face a difficult path in education, where lack of

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

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

Harvard University. ©American Society for Engineering Education, 2023 Making a Case for HyFlex Learning in Design Engineering Classes Sourojit Ghosh and Sarah Coppola, University of Washington, SeattleIntroduction The onset of the still-ongoing Covid-19 pandemic resulted in a rapid switch to remotelearning, with passing months seeing the rise in popularity of HyFlex learning, a learning modelwhich supports synchronous in-person and remote class attendance [1], thus accommodatingstudents who want to attend class in-person while also providing attendance options for thosestudents who might otherwise miss class for health or personal reasons. However, over the pastyear or so, public perception of

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

aspirations and goals. Furthermore, the theory recognizes that social andenvironmental factors, such as family and cultural values, role models, and opportunities, impactcareer choices. The social cognitive career theory has broad implications for career counselingand development interventions. It highlights the importance of promoting self-efficacy beliefsand creating supportive environments for career exploration and decision-making.2.6 Time[1] investigated the factors that influence the development of students' calculus skills in CalculusI courses using a qualitative case study approach. They found that various factors affect thedevelopment of calculus skills, including instructor pedagogy, course structure, studentmotivation, and study habits

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Carol Elizabeth Marchetti, Rochester Institute of Technology ; Margaret B. Bailey, P.E., Rochester Institute of Technology ; Caroline Solomon; Elizabeth Litzler, University of Washington; Sara Schley, Rochester Institute of Technology ; Iris V. Rivero; Gloria L. Blackwell; Jessica Bennett

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

additional campuses:Villanova University, Drexel University, and Gallaudet University. While all of these sites areprivate universities, they each offer distinct contexts and circumstances.The LTM Project builds on two past NSF ADVANCE funded efforts at RIT going back fifteenyears. In 2008, RIT received an NSF ADVANCE Institutional Transformation Catalyst award,Establishing the Foundation for Future Organizational Reform at RIT (#0811076), orEFFORT@RIT which identified career advancement barriers for RIT women faculty andestablished how well the university addressed issues in the recruitment, retention, andadvancement of women faculty. Results of a faculty climate survey [1] conducted as part of theproject, in conjunction with objective data review

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Susan Garver Stirrup, University of Colorado, Denver

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

disciplines. Translating these grading practices to the STEMfields may draw concerns from many faculty that the academic rigor will be reduced. Yet, whenthe focus of assessment shifts toward proficiency with the content and skills being taught,learning can actually be enhanced, not diminished. With mastery grading, rather than earningpoints, the students are assessed on their level of mastery on a variety of content outcomes.Mastery grading allows for learning to be student-centered and focuses on the understanding ofcourse content on the student’s timeline. Mastery grading promotes the growth mindset [1] andhighlights the learning process as a continuum rather than focusing on fixed high-stakesassessments.Making the switch to a non-traditional

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

John L. Irwin, Michigan Technological University; Martin E. Gordon DFE P.E., Rochester Institute of Technology ; Clay Gloster Jr., North Carolina Agricultural and Technical State University; Barbara L. Christe, State University of New York, College of Technology at Farmingdale; Ronald E. Land, Pennsylvania State University, New Kensington; Lara L. Sharp, Springfield Technical Community College

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

treatedexactly the same in only 12 states, and each state has different policies. Currently, there 2are two states that are the most restrictive (Illinois and Kansas) that totally block 4-yearET grads, even if the individual has a PhD in Engineering from an institution that hasABET EAC accredited engineering programs. This prohibits 4-year ET grads from; 1)pursuing higher salary positions available that require professional licensure, and 2)owning their own engineering company.ET grads are forced to take the FE exam only in states that permit licensure of 4-year ETgrads. In the two “hell-no” states ET grads are not valued for their ability to protect thepublic

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Polly Parkinson, Utah State University; Fawn Groves, Utah State University; Emma Mecham; Amy Wilson-Lopez, National Science Foundation; Ivonne Santiago, University of Texas at El Paso; Jennifer Ramos-Chavez

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

- standing how student perceptions and behaviors are influenced by immersive environmental and engi- neering education programming. ©American Society for Engineering Education, 2023 1 Community Perceptions of Procedural and Distributive Justice in Engineered Systems: A Case Study of Community-Engaged Vehicular ElectrificationEngineered systems often reproduce injustices via infrastructures that result in harm to the healthand economic well-being of historically minoritized groups.1 As examples, ports of manykinds—including seaports, airports, and inland ports—are usually sited by Communities of Coloror low

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rania Al-Hammoud, University of Waterloo; Soukaina Jazouli; Andrea Atkins, University of Waterloo

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

. Three different first yearengineering groups were assessed in their knowledge of equity. Group 1 was the group that wereprompted with a presentation in class about the different aspects of requirements for buildingdesign to address mobility issues followed by an audio recording prompting the students to do atour on campus and experience first-hand these effects. The second group has done a campus tourwithout the audio and have been exposed to only the presentation in class. The third group is thecontrol group who has only done the campus tour with no prompts and did not have thepresentation. All three groups were assessed later in their knowledge of equity issues in buildingdesigns. This paper will share these findings and the details of what

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Grace Wickerson, Northwestern University

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

innovation. These five principles include 1) understand thesystem shaping inequity 2) realize your positioning and power, at the intersections of race,gender, sexual orientation, class, and (dis)ability 3) establish relationships with those closest tohealth disparities to root out root causes and stay accountable to potential harms 4) buildtechnologies that create value for all parties while remaining "safe to fail" and 5) connect theinnovation to a greater political strategy for achieving equity and liberation. Thiswork-in-progress paper ends with a call to action for engineers to choose a side: do we serve asarchitects of the visions of the powerful, or the visions of the public? As architects of medicaltechnology, our decisions shape who lives

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Pheather R. Harris, University of California, Irvine; Dianne G. Delima, University of California, Irvine

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

affairs administrator at Barnard College and as a Researcher and Administrative Coordinator for the Center for Understanding Race Education, under the direction of Professor Amy Stuart Wells. ©American Society for Engineering Education, 2023 An NSF-Funded Professional Development Series for Advancing Inclusion at a Hispanic-Serving Institution INTRODUCTION Higher education scholars have extensively detailed the factors that contribute to thewithdrawal of racially minoritized Black and Hispanic college students from the STEM (Science,Technology, Engineering, and Mathematics) field (see [1]-[3] for examples). These factorsinclude unwelcoming and

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder

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

researchquestions: ● Research Question 1: What are characteristics of physical and virtual spaces which enable RedShirt students to develop engineering identities? ● Research Question 2: How are spaces utilized by RedShirt students to form connections and identities in engineering? ● Research Question 3: How have the spaces in which engineering students live, study, work, socialize, and exist changed during the COVID-19 pandemic and after returning to in-person learning?MethodsData CollectionThe dataset this paper focuses on includes a total of six focus group sessions convened across threestudy sites, with each site having an initial focus group session of approximately 60 minutes to establisha baseline and provide

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Selyna Perez Beverly, University of Wisconsin-Madison; Donald L. Gillian-Daniel

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

Summer Institute Model for Engineering StakeholdersIntroduction There have been many initiatives to improve the experiences of underrepresentedstudents designed to increase their desire to pursue the field of engineering. Programs include K-12 outreach initiatives as well as STEM interventions to address issues related to interest, self-efficacy, and retention [1], [2]. However, despite these efforts, the number of underrepresentedpopulations in the engineering workforce indicates lingering disparities. For instance, within the2021 engineering workforce, women and underrepresented minorities (e.g., Black, Hispanic, andAmerican Indian/Alaskan Native) comprised only 16% of those in science and engineeringoccupations [3]. Engineering

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Harpreet Auby, Tufts University; Milo Koretsky, Tufts University

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

, labs, and discussion sections [1], [2]. LAs also attend a pedagogy seminar where theylearn about responsive teaching and active learning. Previous research has investigated LAs’impacts on improving undergraduate courses and student outcomes [3]. Studies related to LAsand their impacts on social justice have focused on applying quantitative critical race theory toevaluate the impact of LAs on reducing learning gaps between dominant and historicallymarginalized students [4] and on classroom equity [5]. A greater understanding of LAs’conceptions of status and how they navigate dismantling status differences in the classroomwould support this work.This study utilized thematic analysis [6] to characterize how LAs construct the idea of statuswithin

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

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

engineering education. ©American Society for Engineering Education, 2023 Analyzing the Needs of Engineering Teaching Assistants: Examining Hidden Deficit IdeasIntroductionThe lack of preparation of graduate students for the professoriate has been documented bydifferent scholars [1, 2]. It is well known that graduate education prepares students to pursuedifferent career paths [1], but a large majority of engineering graduate students will followprimarily corporate and industry positions while a small percentage will chase faculty careers[3]. According to Choe and Borrego [3], doctoral international engineering students are morelikely to pursue an academic career. Nonetheless, it