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

assignedfemale at birth. Commonly this refers to the sex that was assigned to them on their original birthcertificate. This sex may or may not represent their biological sex [13].productivity. Participants were in various stages of their careers and served in various roles attheir institutions as students, employees, educators, and researchers. The participants describedhaving a variety of less apparent or invisible dis/abilities. These included anxiety, attentiondeficit hyperactivity disorder (ADHD), depression, dyslexia, environmental allergies, hearingloss, Irritable Bowel Syndrome (IBS), migraines, panic disorder, polycystic ovary syndrome(PCOS)4, post-traumatic stress disorder (PTSD), scent sensitivity, temporary partial vision loss,and traumatic

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Isabel Miller, University of Michigan; Karin Jensen, University of Michigan

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Diversity

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

mental health and wellness, engineering student career pathways, and engagement of engineering faculty in engineering education research. ©American Society for Engineering Education, 2024Experiences of Engineering Students with Disabilities in the Accommodations ProcessBackground and MotivationStudents with disabilities attend higher education institutions, but the exact number is not clear.In the 2019-2020 academic school year, 21% percent of undergraduate students reported havinga disability, of which eight percent were formally registered as having a disability with theirinstitution (Postsecondary National Policy Institute (PNPI), 2022). These numbers are anunderestimation. Disabled students may not be

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cecilé Sadler, Massachusetts Institute of Technology; Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University

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Diversity

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

currently the director of the Cultural Competence in Computing (3C) Fellows program and the NSF-funded Alliance for Identity-Inclusive Computing Education (AiiCE). She also serves as senior personnel for the NSF-funded Athena Institute for Artificial Intelligence (AI). Her career in higher education began at Howard University as the first Black female faculty member in the Department of Computer Science. Her professional experience also includes Winthrop University, The Aerospace Corporation, and IBM. She is a graduate of Johnson C. Smith University (B.S., ’00) and North Carolina State University (M.S., ’02; Ph.D., ’05), becoming the first Black woman to earn a Ph.D. in computer science at the university and 2019

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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Diversity

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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

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Crystal E. Peoples, Duke University; Alicia Nicki Washington, Ph.D., Duke University; Shaundra Bryant Daily, Duke University

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Diversity

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

Artificial Intelligence (AI). Her career in higher education began at Howard University as the first Black female fac- ulty member in the Department of Computer Science. Her professional experience also includes Winthrop University, The Aerospace Corporation, and IBM. She is a graduate of Johnson C. Smith University (B.S., ’00) and North Carolina State University (M.S., ’02; Ph.D., ’05), becoming the first Black woman to earn a Ph.D. in computer science at the university and 2019 Computer Science Hall of Fame Inductee.Shaundra Bryant Daily, Duke University Shaundra B. Daily is a professor of practice in Electrical and Computer Engineering & Computer Sci- ence at Duke University and Levitan Faculty Fellow, Special

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Meaghan Pearson, University of Michigan; Prateek Shekhar, New Jersey Institute of Technology; Jacqueline Handley, University of Michigan; Joi-Lynn Mondisa, University of Michigan

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Diversity

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

useful, compared to what they see and think when it's a male and a white male technology.”It should be noted that one of the participants did not report encountering exclusionary orharmful day to day practices in academia and entrepreneurial spaces. Dr. S explained how shebenefitted intellectually and career-wise from being situated in environments that recognized theimportance of diversity. She commented, “There are things that were different from when I came from my PhD, like I said, is that it was a much more diverse and highly interdisciplinary environment. So, I had to just develop new skills, especially in terms of how to work with people and people with different personalities, much larger groups.”This

Conference Session

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Udayan Das, Saint Mary's College of California; Christopher Isaac Fulton

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

expect that there is more value added in additional upperdivision electives than adding the CS0 course into our respective programs.4.1 Instructor 1 Re�lection I began working at Loyola in January 2018 and continued until the end of June 2021. I was incharge of teaching coursework and overseeing programs in the continuing studies school. Therewas a BA Information Technology which was an applied CS degree as well as a CS certi�icate. Thestudent population at this continuing studies school is primarily adult learners looking to completecollege as well as those seeking career change and upskilling. My experiences running a non-pro�ittraining program for underserved individuals prior to starting my position at Loyola had taught methat those

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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Diversity

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

less prevalent instudents in first year RedShirt programs that enroll women, ethnic minorities, students from lowsocioeconomic status families, and students who would be the first generation in their family to attendcollege (Ennis et al., 2011). To the extent that they are constructed as counterspaces, RedShirt programscan help with the development of engineering identity through forming a strong cohort amongparticipants, helping integrate an engineering and cultural identity and facilitating discussions aboutengineering as a career that includes diversity, equity and inclusion practices (Knight et al., 2021).From a research perspective, less is known about what happens to RedShirt students as they transitioninto their major during the middle

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cassandra Puletapuai, Colorado State University; Daniel Birmingham, Colorado State University

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Diversity

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

competency in STEMclassrooms germinated from the best ambitions but proved hollow [5]. These intentions oftenlacked the depth of multicultural sensitivity as the efforts and outlooks suffer from simplicity [5]. Previous research literature germane to students of Colors’ university experiences inSTEM stipples vexatious challenges that impede full participation and a sense of belonging [6].These include but are not limited to; a negative campus climate shaped by microaggressiveoccurrences [7]; dominant culture reinforcement in STEM classrooms that serve to excludestudents of Color [2], deficient social networking for career advancement opportunities [1],absence in the perception of the community [6], and racists stereotypes, tokenism

Conference Session

Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jacquelynn Ann Horsey, University of Arkansas; Alyssandra P Navarro, University of Arkansas; Timothy J. Muldoon, University of Arkansas; Mostafa Elsaadany, University of Arkansas

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Diversity

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

-identification[2] M. Kotche, “Clinical Immersion Internship Introduces Students to Needs Assessment,” presented at the 2016 ASEE Annual Conference & Exposition, Jun. 2016. Accessed: Jan. 18, 2024. [Online]. Available: https://peer.asee.org/clinical-immersion-internship-introduces- students-to-needs-assessment[3] M. Ong, J. M. Smith, and L. T. Ko, “Counterspaces for women of color in STEM higher education: Marginal and central spaces for persistence and success,” J. Res. Sci. Teach., vol. 55, no. 2, pp. 206–245, 2018, doi: 10.1002/tea.21417.[4] K. C. Thiem and N. Dasgupta, “From Precollege to Career: Barriers Facing Historically Marginalized Students and Evidence-Based Solutions,” Soc. Issues Policy Rev., vol. 16, no. 1, pp. 212

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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Diversity

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

for academic careers; the Department of Education’s (DoE) STEMGROW Program to encourage students Latino(a) students and students with disabilities to pursue STEM careers; ©American Society for Engineering Education, 2023 Paper ID #38753 and DoE’s Program YES SHE CAN that provides support and mentoring to female pre-college students. She is also a member of two advisory committees to the UTEP’s President: The Diversity, Equity, and Inclusion committee and of the Women’s Advisory Council, in which she served five years as Chair. She is also Co-PI in the NSF Engineering Research Center for Advancing

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

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

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Allison Murray, Marquette University; Lisa Chase, Marquette University

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Diversity

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

create a standalone reference for students entering the workforce asearly career engineers. Each week, the students added an additional page to their manual basedupon the module for the prior week. Students were encouraged to include design frameworks,examples of positive and negative designs, and external resources. Every other week the studentsreceived feedback from a peer. On alternate weeks, the students received feedback from theinstructor. Students were expected to iterate on prior week’s submissions based upon thefeedback received. An excerpt from a representative handbook is provided in Figure 2.2.4.2 Design ProjectsStudents completed a semester long project in groups of two. The project was broken into twosummative evaluations focused

Conference Session

Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brean Elizabeth Prefontaine, Duke University; Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University; Brianna Blaser, University of Washington; Joanna Goode, University of Oregon; Valerie B. Barr, Union College

Tagged Divisions

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

Artificial Intelligence (AI). Her career in higher education began at Howard University as the first Black female faculty member in the Department of Computer Science. Her professional experience also includes Winthrop University, The Aerospace Corporation, and IBM. She is a graduate of Johnson C. Smith University (B.S., ’00) and North Carolina State University (M.S., ’02; Ph.D., ’05), becoming the first Black woman to earn a Ph.D. in computer science at the university and 2019 Computer Science Hall of Fame Inductee.Shaundra Bryant Daily, Duke University Shaundra B. Daily is a Cue Family professor of practice in Electrical and Computer Engineering & Computer Science at Duke University and Levitan Faculty Fellow

Conference Session

Breaking barriers, building futures: Narratives of equity and inclusion in STEM education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel Funk, University of Nebraska, Lincoln; Leilani Marie Pai, Denison University; Johan Benedict Cristobal, University of Nebraska, Lincoln

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Diversity

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

changes. Since these stories were potentially sensitive or identifying innature, we explicitly invited participants to share any discomfort they felt, so that we couldremove or aggregate stories as needed.Preliminary FindingsDeveloping an Interest in ComputingRecognition from instructors was a key factor in spurring participants’ interest and identificationwith computing. For Diana, a high school Photoshop instructor first recognized her potentialaffinity for computing and encouraged her to take computing courses. For Kalani and Leyla,community college instructors were pivotal in developing their initial interest. Kalani’s highschool did not offer many computing courses—when she asked about majors and careers inSTEM, she was encouraged to “just

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

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Diversity

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

helping students engage indiscussions of engineering research’s impact on society. However, we have yet to find anexample of an introductory level course that discusses these topics geared toward theprofessional development of graduate engineering students within a broad range of career andresearch interests. Thus, we sought to develop a course that would help graduate studentresearchers understand the terminology around inequities and justice; interrogate well-knowncases of engineering research across a range of applications, technology, and higher educationbias and discrimination; reflect and discuss how their own research areas impact society; andform a plan for how they may address or actively prevent potential injustices. The course

Conference Session

Breaking barriers, building futures: Narratives of equity and inclusion in STEM education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bailey Bond-Trittipo, Florida International University; Stephen Secules, Florida International University; Jocelyn Garcia; Maria Oralia Tinoco Alegre, Florida International University; Malak Elaouinate, Florida International University; Andrew Green, Florida International University; Andres TREMANTE

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Diversity

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

), Garcia, Elaouinate, and Tinoco. There were three other projectsled by JEDIs who did not participate in this study, and a handful of projects that Garcia,Elaouinate, and Tinoco explored but never saw through due to their limited capacity or shifts intheir interests.6.4.1. STEM Field Day Outreach InitiativeAll JEDIs, including the two who did not take part in this study, demonstrated excitement aboutK-12 outreach during the training process. So, when Garcia proposed hosting STEM field dayevents at local K-12 schools and community centers to engage students in fun STEM activitystations and expose them to STEM career pathways, everyone decided to take part. Garciaoriginally had this idea when they were outreach chair for SHPE at FIU, but they were

Conference Session

Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rajita Singh, University of Oklahoma; Javeed Kittur, University of Oklahoma

Tagged Divisions

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

to Spread Inclusivity, which was particularly helpful for students whohad disabilities, those unfamiliar with the language courses were taught in, or the ones whosuffered from anxiety. Third theme: Including Student Interests in Engineering, helpful for allstudents and students who were unfamiliar engineering material. Fourth theme: Active LearningSkill Development for Marginalized Students, where underrepresented students had a way toengage more comfortably and learn career skills. Fifth theme: Inclusivity Pitfalls and Future, whichrevealed existing problems in engineering pedagogy framework and described places where itfailed underrepresented students. These findings are relevant and timely as engineering educationis growing and witnessing

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jemal Bedane Halkiyo, Arizona State University, Polytechnic Campus; Madeleine Jennings, Arizona State University, Polytechnic Campus; Sultan Bedane Halkiyu, Bule Hora University, Ethiopia; Nadia N. Kellam, Arizona State University, Polytechnic Campus

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Diversity

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

of Factors Affecting Women Participation in Managerial Positions in Selected Public Organizations in Jimma Zone, Oromia, Ethiopia,” 2015.[15] S. Cheryan, E. J. Lombard, L. Hudson, K. Louis, V. C. Plaut, and M. C. Murphy, “Double isolation: Identity expression threat predicts greater gender disparities in computer science,” Self Identity, vol. 19, no. 4, pp. 412–434, May 2020, doi: 10.1080/15298868.2019.1609576.[16] C. M. Jagacinski, “Engineering Careers: Women in a Male-Dominated Field,” Psychol. Women Q., vol. 11, no. 1, pp. 97–110, Mar. 1987, doi: https://doi.org/10.1111/j.1471- 6402.1987.tb00777.x.[17] B. A. Karanian, A. Parlier, V. Taajamaa, and G. Monaghan, “Engineering Emotion : Students tell Stories about

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Selen Güler, University of Washington; Elizabeth Litzler, University of Washington; Cara Margherio, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology

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

withinmovement building, an emergent line of research has turned to social movement schools (SMSs):organizational sites designed to bring together, educate, train and mentor individuals to beeffective and committed movement actors [6]. These intentional spaces empower theirparticipants to enact change [4], impact participants’ subsequent careers [7] and lead to thediffusion of a movement praxis across generations [5]. However, this literature has so faroverlooked the resource mobilization processes through which participants build the capacity forchange-making. This gap is important, because accessing, producing, and distributing resourcesare key to the survival and success of social movements [8], [9].Resource mobilization theory emphasizes the

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva Alarcón, University of Florida; Homero Murzi, Virginia Tech; Marisela Martinez-Cola

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Diversity

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

Graduate Academy for Teaching Excellence Fellow, a Global Perspectives Fellow, a Diversity Scholar, a Fulbright Scholar, a recipient of the NSF CAREER award, and was inducted into the Bouchet Honor Society. Homero serves as the American Society for Engineering Education (ASEE) Chair for the Commission on Diversity, Equity, and Inclusion (CDEI), the Program Chair for the ASEE Faculty Development Division, and the Vice Chair for the Research in Engineering Education Network (REEN).Marisela Martinez-Cola ©American Society for Engineering Education, 2023 Work-in-Progress: Towards advancing grassroots transformative advocacy strategies for work justice of BIPOCx contingent

Conference Session

Breaking barriers, building futures: Narratives of equity and inclusion in STEM education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elahe Vahidi, University of Cincinnati; Mark Okoth Onyango, University of Cincinnati; Kaitlyn Anne Thomas, University of Nevada, Reno; Kelly J Cross, Georgia Institute of Technology; Whitney Gaskins, University of Cincinnati

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Diversity

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

advance solutions on broadeningparticipation in engineering spaces, both in college and the workplace.Kaitlyn Thomas: I am a heterosexual, white woman raised by two working-class parents in adouble-income household. Both parents are first-generation college graduates from the Midwest,and they raised me and my two siblings in Orange County, California. I graduated from a private,teaching-focused university in Texas with bachelor’s and master’s degrees in civil engineeringwith an emphasis on structural engineering. I also worked for three years as a structural engineerbefore going back to school and pursuing engineering education. My education and career inengineering took place in predominantly white, male settings. Because of the privilege

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jennifer Ackerman, Texas A&M University; América Soto-Arzat, Texas A&M University; Christine A Stanley, Texas A&M University; Reuben A Buford May, University of Illinois at Urbana - Champaign

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Diversity

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

Education, 2023Intersectionality Between Race and Gender in LSAMP-NSF STEM Program MentorshipAbstractRace and gender disparities exist in Science, Technology, Engineering, and Mathematics (STEM)fields, where their intersectionality promotes the greatest achievement gap. Minority students andfaculty are less represented in these fields. In engineering, especially, a hostile climate develops ifyou are a person with disabilities and/or non-cisgender and/or non-White man; and it is highlylikely that you will be part of a minority in the field. This can lead to stress, anxiety, and feelingsof isolation and hopelessness in a person’s academic and career pursuits. We researched if raceand gender affect the relationship

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Meagan Eleanor Ita, Arvinas; Monica Farmer Cox, The Ohio State University

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Diversity

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

Paper ID #39250Unexpected Accomplices: Effective Mentoring between a Black and WhiteWoman Despite Historical Issues of Privilege, Power, and PositionalityDr. Meagan Eleanor Ita, Arvinas Dr. Meagan Ita is a Research Scientist at Arvinas working to develop disease modifying therapies for neu- rodegenerative diseases. Her career passion is to develop novel biotechnologies and therapeutics to better understand human physiology with the goal of equitably extending healthspan, ideally at the intersection of healthcare and STEM education. Meagan has experience as a Postdoctoral Scholar in Engineering Education from The Ohio State

Conference Session

Breaking barriers, building futures: Narratives of equity and inclusion in STEM education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alan Cheville, Bucknell University; Stewart Thomas, Bucknell University; Rebecca Thomas, Bucknell University

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Diversity

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

to better preparestudents for their future engineering careers, partly because of conflicting beliefs about thepurposes and methods of education [9]. For those who believe that current methods are mostlysuccessful, technical preparation takes precedence over contextualizing engineering knowledgein societal contexts. Learning to work within larger social issues occurs on the job and later inone’s career. Such prioritization of disciplinary knowledge in the curriculum is, however, oftenbased on a zero-sum calculus that assumes the time spent on societal context is time taken awayfrom core engineering knowledge. There is evidence this perspective is not fully correct [10].Other perspectives emphasize the need for more professional or

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kenya Z Mejia, University of Washington; Hailee Kenney, University of Washington; Tiffany Dewitt, University of Washington; Jennifer A Turns, University of Washington

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Diversity

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

University of Washington. Engineering education is her primary area of scholarship, and has been throughout her career. In her work, she currently focuses on the role of reflection in engineering student learning and the relationship of research and practice in engineering education. In recent years, she has been the co-director of the Consortium to Promote Reflection in Engineering Education (CPREE, funded by the Helmsley Charitable Trust), a member of the governing board for the International Research in Engineering Education Network, and an Associate Editor for the Journal of Engineering Education. Dr. Turns has published over 175 journal and conference papers on topics related to engineering education

Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

R. Jamaal Downey, University of San Diego; Joel Alejandro Mejia, The University of Texas at San Antonio; Diana A. Chen, University of San Diego; Gordon D Hoople, University of San Diego

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Diversity

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

increased dropout rates in engineering—all of whichare affected by institutional and systemic pressures and not solely individual failures. The sixmain factors they found were: (1) race and gender, (2) high school preparation, (3) self-efficacyand self-confidence, (4) academic and classroom climate, (5) grades and conceptualunderstanding, and (6) interest and career goals. As they state so directly: It is also true that a significant proportion of engineering students leave because the engineering educational system has failed to show them that the engineering endeavor is profoundly human, has failed to make relevant the key scientific, mathematical, and engineering principles needed for mastery of engineering, has

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

Paper ID #41946Bridging the Equity Gap: Environmental Justice Education in K–16 for EngineeringTeaching and LearningDr. Monica Lynn Miles, University at Buffalo, The State University of New York Monica L. Miles, Ph.D. is an early career Assistant Professor of Engineering Education at the University at Buffalo in the School of Engineering and applied sciences. Dr. Miles considers herself a scholar-mother-activist-entrepreneur where all her identities work in harmony as she reshapes her community. She is a critical scholar who seeks transformative solutions to cultivate liberated and environmentally just environments for Black

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

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Diversity

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

., Proctor, D., and Plough, A. (2017). What is health equity? and what difference does a definition make?Buse, K., Bilimoria, D., and Perelli, S. (2013). Why they stay: Women persisting in us engineering careers. Career Development International.Center for Instructional Excellence (2023). Global Learning. Accessed on February 11, 2023.Cho, J. Y. and Lee, E.-H. (2014). Reducing confusion about grounded theory and qualitative content analysis: Similarities and differences. Qualitative Report, 19(32).Farrell, S., Godwin, A., and Riley, D. M. (2021). A sociocultural learning framework for inclusive pedagogy in engineering. Chemical Engineering Education, 55(4):192–204.Fong, H. and Harris, E. (2015). Technology, innovation and health equity.Friedman

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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Diversity

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

multiracialstudents to feel like they may not fit in with one racial identity, it is unknown whether multiracialstudents are fully immersed with their other racial identity(ies). Therefore, it is important tounderstand how multiracial student identity is formed, shaped, and enacted by various actorsthroughout a student’s engineering career. If faculty and administrators are unable to supportstudents holistically, including their identity development, they may be disservicing the studentsmeant to be served.Research on minority serving institutions and racial organizations have highlighted the benefitsfor providing resources to underserved students in engineering [36], [37], [38], [39]. Students ofmixed-race backgrounds may face difficulty in finding