Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yume Menghe Xu, Tufts Center for Engineering Education and Outreach

Tagged Divisions

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

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

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

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

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

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

D. C. Beardmore, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

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

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

Conference Session

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Monica Quezada-Espinoza, Universidad Andres Bello, Chile; Maria Elena Truyol, Universidad Andres Bello, Chile

Tagged Topics

Diversity

Tagged Divisions

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

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

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sourojit Ghosh, University of Washington

Tagged Divisions

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

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

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sourojit Ghosh, University of Washington, Seattle; Sarah Marie Coppola, University of Washington, Seattle

Tagged Divisions

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

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

Conference Session

Belonging Across Engineering Environments (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 1)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shaundra Bryant Daily, Duke University; Jessica Sperling; Yerika A Jimenez, Duke University; Amy Arnold; Kelly Perri, Duke University; Victoria Lee, Duke University; Erin Haseley, Duke University

Tagged Topics

Diversity

Tagged Divisions

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

increasing numerical representation [3]. While demographic diversityis important, this approach fails to address deeper structural barriers and power dynamics thatcreate hostile environments for marginalized students. Recent work by Rankin et al. [6], [7], [8],[9] reveals how traditional engineering classrooms can become "saturated sites of violence"where multiple forms of oppression converge to create hostile environments, particularly forBlack women. These sites include traditional classrooms, predominantly white institutions, andprofessional spaces like internships - all contexts where seemingly neutral educational practicescan perpetuate exclusion through interconnected systems of power.Riley et al. [2] propose an "ethic of care" framework that

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

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

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

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Grace Wickerson, Northwestern University

Tagged Topics

Diversity

Tagged Divisions

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

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

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

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

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

Conference Session

Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brian Dick, Vancouver Island University; Kodi Rivera, Simon Fraser University; Michael Sjoerdsma, Simon Fraser University

Tagged Topics

Diversity

Tagged Divisions

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

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

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachael E Cate, Oregon State University; Jacob Field, Oregon State University; Sierra Kai Sverdrup, Oregon State University

Tagged Topics

Diversity

Tagged Divisions

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

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

Conference Session

An ECSJ Art Show - Equity and Justice through Art (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 6)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jeremy A. Magruder Waisome, University of Florida; Jerrod A Henderson, University of Houston William A. Brookshire Department of Chemical & Biomolecular Engineering

Tagged Topics

Diversity

Tagged Divisions

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

ensure that findings weregrounded in data, not our pre-established understanding of ECSJ or prior relationships withparticipants. Additionally, the participants had all completed their work on each project, withsome participants being 3 years removed from their photovoice research experience. Thus, thedata is post-reflective and may not capture their perspectives immediately following the researchexperience.QualityWe used Walther and colleagues’ (2013) Qualifying qualitative research quality (Q3) frameworkto embed quality through this project. In using this framework, we were attentive to theoretical,procedural, communicative, pragmatic, and ethical validation during “making” and “handling”data [27, 28]. For example, in making data, we leaned

Conference Session

Disability in Engineering Programs (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 3)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alec Jon Bauer, Clemson University

Tagged Topics

Diversity

Tagged Divisions

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

that my personal experiences do not introduce bias. I will follow all ethical guidelines and research protocols established by Clemson University to maintain academic integrity and ensure the validity of the findings.Dr. D. Matthew Boyer, Clemson University Dr. Boyer is a Research Associate Professor in the Department of Engineering and Science Education and an Educational Proposal Writer in the College of Engineering, Computing and Applied Sciences. ©American Society for Engineering Education, 2025 Examining the Experiences of Neurodivergent Learners in STEM Fields in Their Transition to and Engagement

Conference Session

Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Marissa A Tsugawa, Utah State University; Theo Sorg, Purdue University; Hector Enrique Rodríguez-Simmonds, Boston College; Sage Maul, Purdue University; Nadia N. Kellam, Arizona State University; Alice L. Pawley, Purdue University; Taylor V. Williams, Harding University

Tagged Topics

Diversity

Tagged Divisions

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

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

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

Tagged Topics

Diversity

Tagged Divisions

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

importance of mitigating designer biases. Objective 1 was achieved by anchoring thecourse in the human centered design and universal design frameworks. Objective 2 was achievedthrough diverse perspectives in the guest speaker and prep materials chosen, frequent immersiveactivities on exclusion in design, and many opportunities for student-led course discussions.The topics presented in this course, as detailed in Table 1, were centered in mechanicalengineering design due to the nature of the elective. However, there was an intentional emphasisto discuss relevant social issues in the context of engineering. Module 9 was focused onalgorithmic bias. The responsibility to ethically and equitably designing human-machineinteractions [21], facial

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fatima Rahman, Tufts Center for Engineering Education and Outreach; Kristen B Wendell, Tufts University; Chelsea Joy Andrews, Tufts University

Tagged Topics

Diversity

Tagged Divisions

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

: The Role of Peer Influence in Robotics Engineering Activity. The Journal of the Learning Sciences, 23(4), 490–536. http://www.jstor.org/stable/43828355McGowan, V. C., & Bell, P. (2020). Engineering Education as the Development of Critical Sociotechnical Literacy. Science & Education, 29(4), 981–1005.Philip, T. M., Gupta, A., Elby, A., & Turpen, C. (2018). Why ideology matters for learning: A case of ideological convergence in an engineering ethics classroom discussion on drone warfare. Journal of the Learning Sciences, 27(2), 183-223.Radoff, J., Abdurrahman, F., Turpen, C., Tomblin, D., Agrawal, A., Chen, D., & Chudamani, S. (2022, August). Examining the “narrow” and “expansive” socio

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

Division (EPPD); Engineering Ethics Division; Equity, Culture,and Social Justice in Education (ECSJ); Liberal Education/Engineering and Society Division(LEES); Minorities in Engineering Division (MIND); and Women in Engineering Division(WIED)]. Participants received information detailing the purpose, informed consent form, andsurvey link. A total of 212 participants completed the survey. Fifty-eight incomplete responses(i.e., completed less than 75%) were removed, and the remaining 154 responses were analyzed.Closed-ended data were processed using SPSS, and open-ended responses were coded in Excel.Quantitative analysis included obtaining frequencies and the disaggregation of data based onrespondent demographic information. Open-ended responses

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Noelle K Comolli, Villanova University; David Jamison, Villanova University

Tagged Topics

Diversity

Tagged Divisions

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

access by zip code – looking at which cities/states provided access to key gateway courses that are often required to enter engineering programs (high school physics, calculus, AP courses, etc.) • The use of AI in police surveillance, with a heated discussion on the interest in campus police pursuing this on our own campusIn all of these examples, students then had to take the further step of looking at methods forengineers to do better. They had to propose methods to increase STEM access in schools, how theASEE code of ethics requires us to challenge the NIMBY arguments (Not In My Back Yard) thatprivilege rich white neighborhoods, and what should be done to improve technology in policesurveillance. These examples were

Conference Session

Marginalization, Identity, and Student Development (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 9)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Corin L. Bowen, California State University, Los Angeles; Joseph Valle, Purdue University – West Lafayette (College of Engineering); Shannon M Clancy, Elizabethtown College; Kaylla Cantilina, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

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

(overwhelmingly negative) state of the students’ mental health in general. Workload wasidentified as a major contributor to poor mental health, but, perhaps more importantly, thestudents identified a toxic attitude within the engineering community with respect to workload.As a student shared on the visioning board, they wished for a future in which “[they] don’t feellike [they are] not doing enough if [they are] not extremely stressed out all the time.” This pointsto an existing environment in which students have come to identify poor mental health as asignifier of good work ethic and react to not experiencing mental health issues with guilt.There was a shared understanding amongst the participants that professors’ actions wereexacerbating issues

Conference Session

Understanding Concealable Stigmatized Identities (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 10)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wanpeng Xu, Arizona State University, Polytechnic Campus; Nadia N. Kellam, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

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

., & Jayasuriya, S. (2020, January). A review of the state of LGBTQIA+ student research in STEM and engineering education. In ASEE annual conference.Fricker, M. (2007). Epistemic injustice: Power and the ethics of knowing. Oxford University Press.Ng, J. C., Lee, S. S., & Pak, Y. K. (2007). Chapter 4 contesting the model minority and perpetual foreigner stereotypes: A critical review of literature on Asian Americans in education. Review of research in education, 31(1), 95-130.Garcia, J., Elaouinate, M., Bond-Trittipo, B., & Secules, S. (2023, February). Comparing the Narratives of Two LGBTQ+ Undergraduate Engineering Students at a Hispanic Serving Institution. In 2023 Collaborative

Conference Session

Supporting Students and Faculty in Computing (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 7)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rebecca Zarch, SageFox Consulting Group; Stacey Sexton

Tagged Topics

Diversity

Tagged Divisions

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

, thepeople that are core to the functioning of that system, that is violence. Our participants wereeager to talk about their practices, and were grateful to have been asked the question. It leads usto wonder just how much of the self is separated from the professional identity for theparticipants in our study? We understand and appreciate that people are complex and boundariesare important; however, in an industry that is clearly harming people as evidenced by the highrates of burnout, what is the ethical obligation to support and address this routine violence? In asociety that demands that we give so much of ourselves to a profession, we suggest that ourprofessional spaces should then be required to give something back to our humanity.While it is

Conference Session

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kassandra Fernandez, University of Florida; Krista Dulany Chisholm, University of Florida; Nancy Ruzycki, University of Florida

Tagged Topics

Diversity

Tagged Divisions

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

development. New York: Atherton, 1966.[31] A. W. Chickering, Education and identity. Jossey-Bass Publishers, 1969.[32] W. G. Perry, Forms of intellectual and ethical development in the college years: a scheme, 1. ed. in Jossey-Bass higher and adult education series. San Francisco, Calif: Jossey- Bass Publishers, 1999.[33] C. M. Beck, B. S. Crittenden, and E. Sullivan, Eds., Moral Education. University of Toronto Press, 1971. doi: 10.3138/9781442656758.[34] C. Pfund et al., “Training Mentors of Clinical and Translational Research Scholars: A Randomized Controlled Trial,” Academic Medicine, vol. 89, no. 5, pp. 774–782, May 2014, doi: 10.1097/ACM.0000000000000218.[35] C. Pfund, A. Byars-Winston, J. Branchaw, S. Hurtado, and K. Eagan

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Motahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus; Jennifer M Bekki, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

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

behavioral health translational research training program. Implementation Science, 12(1). Scopus. https://doi.org/10.1186/s13012-017-0621-9Bamonti, P. M., Keelan, C. M., Larson, N., Mentrikoski, J. M., Randall, C. L., Sly, S. K., Travers, R. M., & McNeil, D. W. (2014). Promoting ethical behavior by cultivating a culture of self-care during graduate training: A call to action. Training and Education in Professional Psychology, 8(4), 253– 260. Scopus. https://doi.org/10.1037/tep0000056Bang, K.-S., Lee, I., Kim, S., Lim, C. S., Joh, H.-K., Park, B.-J., & Song, M. K. (2017). The effects of a campus Forest-Walking program on undergraduate and graduate students’ physical and psychological health

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rebecca Zarch, SageFox Consulting Group; Sarah T. Dunton; Jayce R. Warner, University of Texas, Austin; Jeffrey Xavier; Joshua Childs, University of Texas, Austin; Alan Peterfreund, SAGE

Tagged Topics

Diversity

Tagged Divisions

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

understanding that our work could provide a framework fornational-level data efforts.Establishing values a prioriEstablishing the values guiding data work a priori ensures that data practices are ethical,responsible, and aligned with the goals and values of the group [25], [26]. ECEP centers equityin all BPC work across the Alliance. This is also an explicit goal of the CMP project, intended toensure that data is not collected for the sake of gathering numbers but for the purpose ofdiscovering which students do not have access to, or are engaging in, high quality computing.State teams are asked to establish their state’s BPC goals as a condition of membership in theECEP alliance; however, the CMP encourages teams to bring new people to the team

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mohammad Moin Uddin, P.E., East Tennessee State University; Keith V. Johnson, East Tennessee State University; M. Leah Adinolfi, East Tennessee State University; Deidra A. Rogers, East Tennessee State University

Tagged Topics

Diversity

Tagged Divisions

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

: • People come first, are treated with dignity and respect, and are encouraged to achieve their full potential • Relationships are built on honesty, integrity, and trust • Diversity of people and thought is respected • Excellence is achieved through teamwork, leadership, creativity, and a strong work ethic • Efficiency is achieved through wise use of human and financial resources and • Commitment to intellectual achievement is embraced.This section of our paper will discuss the planning process and key highlights of the student trackday from the conference proceedings. The process of the planning and executing a three-day event can be arduous. While there areothers whom one can reach out to for planning, acumen, and

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yume Menghe Xu, Tufts University; Brian Gravel, Tufts University

Tagged Topics

Diversity

Tagged Divisions

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

. Sheridan, “The maker movement in education.” Harvard Educational Review, vol. 84, pp. 495–504, 2014.[27] S. Vossoughi, P. K. Hooper, and M. Escud´e, “Making through the lens of culture and power: Toward transformative visions for educational equity,” Harvard Educational Review, vol. 86, no. 2, pp. 206–232, 2016.[28] D. J. Clandinin and F. M. Connelly, “Studying teachers’ knowledge of classrooms: Collaborative research, ethics, and the negotiation of narrative,” The Journal of Educational Thought (JET) / Revue de la Pens´ee ´ Educative, vol. 22, no. 2A, pp. 269–282, 1988.[29] A. Strauss and J. M. Corbin, Basics of qualitative research: Grounded theory procedures and techniques., ser. Basics of qualitative research: Grounded

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

Tagged Topics

Diversity

Tagged Divisions

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

student at Purdue University looking to pursue a degree in mechanical engineering. He is a part of the First Time Researcher program at Purdue, currently completing research in the School of Engineering Education and Science and Ethics of Educational Data lab under Dr. Kerrie Douglas. ©American Society for Engineering Education, 2023 Work In Progress: Evaluating the Cultural Context of Engineering and Engineering-Related Concept Inventory Assessment ItemsThere is very little understood about how the context of engineering assessment questions canserve to unnecessarily confuse, distract, or indirectly communicate who belongs (and who doesnot) in engineering classrooms. Globally concept

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

Tagged Topics

Diversity

Tagged Divisions

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

accreditation and first-year course design.Dr. Karl Brakora, Grand Valley State University Karl Brakora is an Assistant Professor in the area of electrical engineering at Grand Valley State Uni- versity. He previously worked for small companies and as an independent defense contractor to develop advanced ceramic materials, radar, and novel electronic fabrication methods applied to the development of guided munitions, electro-optic imaging systems, and medical devices. At GVSU he maintains electronic prototyping courses and co-created the School of Engineering’s professional ethics curriculum, which has become his primary academic focus. Karl received his Ph.D. in Applied Electromagnetics from the University of Michigan

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

Tagged Topics

Diversity

Tagged Divisions

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

inundergraduate engineering programs in North America. In Canada, the Canadian EngineeringAccreditation Board has been emphasizing that equity and ethics be embedded in the curriculumthrough their accreditation visits. This required several programs within our institution to work onmethods that can be included to make students more aware of equity issues and assess theirunderstanding on the above subjects.This paper discusses how courses were changed to include equity as part of the curriculum. Equitydiscussions were focused through the introduction of universal design as applied in buildingdesign- making students experience first-hand what the implications of design choices are on adiverse (age, physical / cognitive ability, race, gender) user group