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

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

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Diversity

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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

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Diversity

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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

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

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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

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Diversity

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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

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Diversity

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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

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Diversity

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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

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Diversity

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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

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Diversity

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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

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Diversity

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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

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Diversity

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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

Conference Session

Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Monica Lynn Miles, University at Buffalo, The State University of New York; Corey T Schimpf, University at Buffalo, The State University of New York; Nicole Lowman, University at Buffalo, The State University of New York; Kate Haq, University at Buffalo, The State University of New York

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

complexity of navigating racialidentity and how societal perceptions can impact individuals both positively and negatively.Our study of environmental nonprofit websites in Buffalo seeks to explore how the intricatelayers of racial and ethnic identification manifest within organizations’ public representations ofthemselves. Utilizing the Fitzpatrick skin type scale in this [25] study, we classified individualsas people of color (darker than olive) or not. However, we recognize individuals may bemiscategorized due to the inability to self-identify as people of color in our study. Self-identification is the most accurate and ethical method of racial and ethnic classification [24]. Asan equity-focused and racially diverse research team committed to

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Raghu Pucha, Georgia Institute of Technology; Shivani Kundalia, Georgia Institute of Technology; Vijay Sreenivasan, Georgia Institute of Technology

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Diversity

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

combining them into brand marketing, developing them into fineboutique products. This idea-to-3D print project tasks the student designer with leaning into theirown culture to design home décor items inspired by their personal background. Students areencouraged to embrace cultural traits in their design, such as nationality, family structures,community, aesthetics (art, architecture, music, dance), cuisine, mythology, ethics, manners,festivals and holidays, and fashion. Cultural aspects should be meticulously used to influence thedesign, usage, and purpose of the product from the conceptual stage of design, rather than assuperficial or last-minute additions. This individual project consists of three parts (creativeideation and sketching, 3D CAD

Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nrupaja Bhide, Purdue University; Yash Ajay Garje, Purdue University; Siddhant Sanjay Joshi, Purdue University

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Diversity

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

Knowledge creation and synthesis are the core of research. How we engage in research orknowledge creation is deeply intertwined with our experiences and the language we use to makesense of the world around us. For us, the co-authors of this paper, the triad concept of Kaya(Body), Vacha (Speech), and Manas (Mind) in the Indian philosophy of ethics and spiritualitypoints to the interdependence of experience, language, and knowledge. Lakoff and Johnson [1]present the same idea as the core motivation for their germinal book Metaphors We Live By; theysuggest that dominant views on meaning-making in Western philosophy and linguistics areinadequate for the way we understand our world and ourselves. They propose that our languageshapes the way we think

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fatima Glovena Fairfax, Duke University; Jabari Kwesi, Duke University; Elyse McFalls, Duke University; Reagan Lenora Razon, Duke University; Alexandra Thursland, Duke University; Crystal E. Peoples, Duke University; Shaundra Bryant Daily, Duke University; Alicia Nicki Washington, Duke University; Eduardo Bonilla-Silva, Duke University; Brean Elizabeth Prefontaine, Duke University

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Diversity

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

] “Culturally Responsive-Sustaining Computer Science Education: A Framework,” Kapor Center. Accessed: Jan. 12, 2024. [Online]. Available: https://www.kaporcenter.org/culturally- responsive-sustaining-computer-science-education-a-framework/[19] A. N. Washington, “Designed to Disrupt: A Novel Course for Improving the Cultural Competence of Undergraduate Computing Students,” presented at the 2022 American Society of Engineering Education Annual Conference & Exposition, [Online]. Available: (manuscript pending)[20] E. O. McGee, “Addressing systemic racism as the cancer of Black people: equity ethic- driven research,” Nat. Rev. Cancer, vol. 21, no. 8, Art. no. 8, Aug. 2021, doi: 10.1038/s41568-021-00368-8.[21] E. O. McGee and D. O

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Erin Scanlon, University of Connecticut; Connie Syharat, University of Connecticut; Arash Esmaili Zaghi, P.E., University of Connecticut; Maria Chrysochoou, University of Connecticut; Rachael Gabriel, University of Connecticut

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Diversity

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

. Stud., vol. 21, pp. 166-194, 2022.[24] J. N. Lester, H. Dostal, and R. Gabriel, “Policing neurodiversity in higher education: A discourse analysis of the talk surrounding accommodations for university students,” Ethics and Neuro., pp. 52-66, 2013.[25] A. Guzman, and F. E. Balcazar, “Disability services’ standards and worldviews guiding their implementation,” J. Post. Educ. & Dis., vol. 33, pp. 48-62, 2010.[26] S. M. Acevedo, and E. A. Nusbaum, “Autism, neurodiversity, and inclusive education,” In Oxford Research Encyclopedia of Education. doi: 10.1093/acrefore/9780190264093.013.1260[27] R. Chapman, “Neurodiversity and the social ecology of mental functions,” Pers. Psychol. Sci., vol. 16, pp. 1360

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

women students’ sense of belonging in engineering. In addition to hiringmore women faculty, Ethiopian universities may want to infuse professional development effortsthat enhance ethics, professionalism, and democratic culture (especially for men students andmen faculty), this implies creating a harassment-free culture. Thus, the engineering college, theuniversity, and the government of Ethiopia may listen to the women students’ advice andrecommendations to improve women students’ sense of belonging to make engineering a saferand more inclusive space for all students.AcknowledgmentsMany thanks to the faculty: Drs. Brooke Coley, Debalina Maitra, and a graduate student, BalaVignesh Sundaram for insightful feedback that helps us to improve the

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rebecca Campbell-Montalvo, University of Connecticut; Hannah Cooke, University of Connecticut; Chrystal Smith, National Science Foundation; Ellen Puccia, Beta Research Associates, Inc.; Michelle Hughes Miller, University of South Florida; John Skvoretz, University of South Florida; Hesborn Wao

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Diversity

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

, Dr. Hughes Miller works to improve diversity in STEM, analyzes the problem of gendered violence, and deconstructs policy representations of bad mothers. She has pub- lished three co-edited books: Addressing Violence Against Women on College Campuses (Temple, 2017), Bad Mothers: Representations, Regulations and Resistance (Demeter, 2017), and Alliances for Advanc- ing Academic Women: Guidelines for Collaborating in STEM (Sense, 2014). Her current collaborative project is to learn more about the development of STEM students’ ethical identities (NSF, PI=Centeno and Reeves). ©American Society for Engineering Education, 2023

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joey Valle, Purdue University; Nafissa Aïda Maïga; Roshan Krishnan; Jessica Ng; John Mulrow

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Diversity

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

process named life-cycle assessment. Sylvia Wynter’s articulation and historicaltracing of Man as homo oeconomicus, the overrepresented white Western Bourgeois man fixated onmaterial accumulation, as the present dominant and referent construction (genus) of human being inGlobal Racial Empire gives insight into these death-making distortions [3, 4]. LCAs are highly valued inhomo oeconomicus social infrastructures owing to symbolic life being understood as materialaccumulation. This representation is legitimized through quantification of energy and material flows in LCA.Quantification is used as a data interpretation strategy to remove an emphasis on ethical thinking andfocus on the correctness of a measurement, see Figure 1a. Figure 1a

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

focused on developing higher reliability Technical Language Models (TLMs) which are essentially knowledge-graph backed LLMs that can pinpoint where information was drawn from within a complex information environment. He also works toward improving CS education, broadening participation in computing, and incorporating ethics into CS education.Christopher Isaac Fulton ©American Society for Engineering Education, 2024 An Experience Report on Reducing Barriers by Removing Prerequisites for a CS 1 Introductory Programming Course Udayan Das† Chris Fulton Mathematics and Computer Science School of Continuing and Professional

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

YaXuan Wen, Sino-Danish College, University of Chinese Academy of Sciences; Yanru Xu; Ji’an Liu

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important to fully appreciateits effects within China’s stratified educational system.References[1] J. L. Hess, A. Lin, A. Whitehead, and A. Katz, "How do ethics and diversity, equity, and inclusion relate in engineering? A systematic review," J. Eng. Educ., pp. 1-21, 2023.[2] J. Salmi. (2020). Higher Education and Inclusion, Background paper prepared for the 2020 Global Education Monitoring Report Inclusion and Education: All Means All. UNESCO [Online]. Available: https://unesdoc.unesco.org/ark:/48223/pf0000373689.[3] J. Salmi and A. D’Addio, "Policies for achieving inclusion in higher education," Policy Reviews in Higher Education, vol. 5, no. 1, pp. 47-72, 2021.[4] S. Marginson, "Equity, status and freedom: a

Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nyna Jaye DeWitt, University of Georgia; Animesh Paul, University of Georgia; Racheida S. Lewis, University of Georgia

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Diversity

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

athriving individual in 2004, there is much more to consider amidst a global pandemic. Studentresponses detailed what thriving might look like during more difficult times.There was a large occurrence of students whose stories resonated with the dimension of “InternalAlignment” which Tobias defines as; “Is internally aligned, personally integrated, genuine,authentic, transparent; has a well-developed and well-articulated self-concept and value systemthat are consistent with feelings and behavior; stands for something; has a unifying philosophy andsense of purpose/mission; has vitality, zest/appreciation for life; has integrity and an ethical sense;is self-aware, insightful; is able to resolve internal conflicts; has humility and self-esteem

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; Monica McGill, CSEdResearch.org

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Diversity

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

Conference Session

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

.2005.11.036.[12] G. Downey and J. Lucena, “When students resist: ethnography of a senior design experience in engineering education,” Int. J. Eng. Educ., vol. 19, no. 1, pp. 168–176, 2003.[13] J. A. Leydens, K. E. Johnson, and B. M. Moskal, “Engineering student perceptions of social justice in a feedback control systems course,” J. Eng. Educ., Jul. 2021, doi: 10.1002/jee.20412.[14] C. P. McClure and A. L. Lucius, “Implementing and evaluating a chemistry course in chemical ethics and civic responsibility,” J. Chem. Educ., vol. 87, no. 11, pp. 1171–1175, Nov. 2010, doi: 10.1021/ed1005135.[15] C. Baillie, A. L. Pawley, and D. Riley, Engineering and Social Justice in the University and Beyond. West Lafayette, IN: Purdue University

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

thesubject matter [33]. Disagreements regarding the coding or data analysis were addressed andresolved by consensus. This resulted in multiple iterations of the coding process with evolvingdialogue regarding the data to ensure that the analysis process maintained credibility andtrustworthiness in the substantive validation process [33]. We continually engaged in self-reflection and conversations regarding our positionality to reinforce ethical validation. Throughthese conversations, we evaluated how our positionality influenced our data analysis and tooksteps to ensure the participants' voices were centered in our minds.Table 3. Finalized list of codes organized based on the processes detailed in expectation statestheory. Theme

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nrupaja Bhide, Purdue University, West Lafayette ; Yağmur Önder, Purdue University, West Lafayette ; Sydney Free, Purdue University, West Lafayette ; Michael Dunham, Purdue University, West Lafayette ; Dhinesh Balaji Radhakrishnan, Purdue University, West Lafayette ; Jennifer Deboer, Purdue University, West Lafayette

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, no. 2, pp. 187–219, 2012, doi: 10.1002/j.2168-9830.2012.tb00048.x.[25] National Academy of Engineering, “Engineering the future,” Annual Report, 2004.[26] Engineers’ Council for Professional Development, “Canons of ethics for engineers,” New York, 1947.[27] M. Elshakry, “When science became western: Historiographical reflections,” Isis, vol. 101, no. 1, pp. 98–109, 2010, doi: 10.1086/652691.[28] R. Eglash, M. Lachney, W. Babbitt, A. Bennett, M. Reinhardt, and J. Davis, “Decolonizing education with Anishinaabe arcs: Generative STEM as a path to Indigenous futurity,” Educ. Technol. Res. Dev., vol. 68, no. 3, pp. 1569–1593, Jun. 2020, doi: 10.1007/s11423-019-09728-6.[29] R. Eglash, A. Bennett, C

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jerry Austin Yang, Stanford University; Anthony Lising Antonio; Sheri D. Sheppard, Stanford University

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

/sunday/the- asian-advantage.html[2] D. E. Naphan-Kingery, M. Miles, A. Brockman, R. McKane, P. Botchway, and E. McGee, “Investigation of an equity ethic in engineering and computing doctoral students,” Journal of Engineering Education, vol. 108, no. 3, pp. 337–354, 2019, doi: 10.1002/jee.20284.[3] National Science Board, “The State of US Science and Engineering 2022,” National Science Foundation, Alexandria, VA, 2022. Accessed: Dec. 02, 2022. [Online]. Available: https://ncses.nsf.gov/indicators[4] L. D. Patton and S. Bondi, “Nice white men or social justice allies?: using critical race theory to examine how white male faculty and administrators engage in ally work,” Race Ethnicity and Education, vol. 18, no. 4, pp. 488–514

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nagash Antoine Clarke, University of Michigan; Joi-Lynn Mondisa, University of Michigan

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

Conference Session

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

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