ASEE PEER - Search Results

Displaying results 61 - 90 of 145 in total

Exploring Self-Efficacy and Sense of Belonging in Engineering: The Role of Institutional Support

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

foster a sense of belonging withintheir chosen disciplines and the wider academic community [1-3]. Empirical studies byHanauer [4], Kaufman et al. [5], and Whitcomb et al. [6] have established that strong self-efficacy and a profound sense of belonging significantly enhance students' persistence in theirchosen career trajectories. This relationship is especially evident in Science, Technology,Engineering, and Mathematics (STEM), where a heightened sense of belonging and elevatedself-efficacy are linked to superior academic achievements [7-8].Educators play a pivotal role in this dynamic, employing student-centered pedagogicalapproaches that include group work, reflective exercises, peer discussions, and constructivefeedback. These methods, as

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Overrepresented ≠ Not-Marginalized: Unpacking the Racialization of Asians and Asian-Americans in Engineering Education

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
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

idealized STEM/engineering laborforce, as discussed above. 9Due to their consistent invisibilization, Asian(Americans) are not necessarily acknowledged orcredited for their scientific and intellectual contributions to technological advancements withinthe United States [6]. Chen and Buell note that Asian(Americans) likely account for much of thescientific and intellectual advancements leading to and during the Technological Revolution overthe past century. In particular, Chen and Buell discuss how Asian(American) immigrant womenformed the backbone of the semiconductor industry by working in Silicon Valley-basedfactories, and Asian(American) men

Relevance Score: 0.24508542

Meritocracy and Colorblindness: The Perpetuation of Whiteness in Engineering Education Through False Narratives

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
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

engineers design technologies or solveproblems. Take for example the problematic use of face recognition technologies for policing ofcommunities of color [44]. These technologies are claimed to be race-neutral when they are, infact, aimed at defining what safety and security mean under the premise of benevolence but witha clear racial animus [44]. Adding to the list of colorblind ideologies in engineering spaces is that of enacting certainpractices in engineering classrooms in the name of pedagogical benefit or benevolence withoutquestioning racial bias. Some examples include placement of emergent bilinguals into LimitedEnglish Proficiency (LEP) programs where STEM education is seen as tangential from languageinstruction [45] rather than

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Narratives of Identity Coherence and Separation in the Figured Worlds of Undergraduate Engineering Education

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Gabriel Van Dyke, Utah State University; Cassandra McCall, Utah State University; Maimuna Begum Kali, Florida International University; Stephen Secules, Florida International University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Computing Education program at the School of Universal Computing, Construction, and Engineering Education (SUCCEED) at Florida Inter- national University (FIU). She earned her B.Sc. in Computer Science and Engineering from Bangladesh University of Engineering and Technology (BUET). Kali’s research interests center on exploring the ex- periences of marginalized engineering students, with a particular focus on their hidden identity, mental health, and wellbeing. Her work aims to enhance inclusivity and diversity in engineering education, con- tributing to the larger body of research in the field.Dr. Stephen Secules, Florida International University Stephen is an Assistant Professor Engineering and Computing Education at

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Not for the Poor: Impacts of COVID-19 on Engineering Students from Lower Socioeconomic Backgrounds

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
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

revealedthat they struggle with internalizing the stigma of “deficient preparation and competence that theysensed was held by other students and by sometimes faculty, as well.” [20]. We feel that this mayprovide reasoning for why many students were reluctant to seek out help, struggled withengagement, and empathized with students who shared similar experiences.To address the need for support of low-income students in engineering, it is essential to firstunderstand how financial challenges can impact learning and engagement. Peña et al. compiled alist of ten rules for supporting low-income students in STEM (science, technology, engineering,and mathematics) [21]. In this context, the rules that would be beneficial given the patterns in thedata are

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Bridging the Equity Gap: Environmental Justice Education in K–16 for Engineering Teaching and Learning

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
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

these five features by conceptually grounding our ownpractices in alignment with the EJ principles and movement.Our conceptualization of EJE prioritizes: Commitment to Social Justice: Engineering educators can demonstrate their commitment to social justice by integrating discussions on principles such as equity, diversity, and inclusion into engineering ethics courses and professional development workshops. They can also design engineering projects that specifically address social disparities in access to technology and infrastructure, focusing on solutions that benefit underserved communities. Moreover, advocating for diversity and inclusion within the engineering profession is essential, requiring

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Influences on Displaced Engineering Student Professional Identity Development: A Scoping Literature Review Across Forced Migration Contexts

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Margaret E.B. Webb, Virginia Tech ; Marie C. Paretti, Virginia Tech
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #37075Influences on Displaced Engineering Student Professional IdentityDevelopment: A Scoping Literature Review Across Forced Migration Con-textsMargaret E.B. Webb, Virginia Tech Margaret (Maggie) Webb is a master’s and Ph.D. student in sustainable land development (civil engi- neering) and engineering education, respectively, at Virginia Tech. She graduated with her mechanical engineering degree from Rice University and worked for ExxonMobil as a subsea engineer and as a high school STEM teacher in a Houston charter school before starting grad school. Her research interests in- clude supporting the needs of

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Examining the Unique Experiences of Transgender and Gender Nonconforming Students in a Pre-College Engineering Course

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Rachel Figard, Arizona State University; Sabina Anne Schill, Florida International University ; Medha Dalal, Arizona State University; Adam R Carberry, Arizona State University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Westminster College in Salt Lake City, UT, and her PhD in Environmental Engineering from the University of Colorado Boulder. Sabina has research interests in the areas of K-12 engineering education, mentoring, and identity development.Dr. Medha Dalal, Arizona State University Dr. Medha Dalal is an associate director of scholarly initiatives and an assistant research professor in the Fulton Schools of Engineering at Arizona State University. She holds a PhD from Arizona State University in Learning, Literacies and Technologies with a focus on engineering education. Her research interests span four related areas: democratization of engineering education, ways of thinking, engineering curiosity among pre-college students, and

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Work-in-Progress: Exploring Students’ Perception of Engineering Classrooms with bell hook’s Engaged Pedagogy

Conference Session: Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Kai Jun Chew, Embry-Riddle Aeronautical University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Conference.Bates, N., Chin, M., & Becker, T. (2022). Measuring sex, gender identity, and sexual orientation. In Measuring Sex, Gender Identity, and Sexual Orientation. National Academies Press. https://doi.org/10.17226/26424Butterfield, A. E., McCormick, A., & Farrell, S. (2018). Building LGBTQ-inclusive chemical engineering classrooms and departments. Chemical Engineering Education, 52(2), 107– 113. http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=eric&AN=EJ11 74630&site=ehost-live%0Ahttp://journals.fcla.edu/cee/article/view/105856Cech, E. A. (2014). Culture of disengagement in engineering education? Science, Technology, & Human Values, 39(1), 42–72. https://doi.org/10.1177

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Integrating Technical and Social Issues in Engineering Education: A Justice Oriented Mindset

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
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

, Virtual Conference, Jul. 2021. doi: 10.18260/1-2- -36531.[9] G. Downey, “Are engineers losing control of technology? From ‘problem solving’ to ‘problem definition and solution’ in engineering education,” Chem. Eng. Res. Des., vol. 83, no. 6, pp. 583–595, Jun. 2005, doi: 10.1205/cherd.05095.[10] R. Stevens, A. Johri, and K. O’Connor, “Professional Engineering Work,” in Cambridge Handbook of Engineering Education Research, A. Johri and B. M. Olds, Eds. New York: Cambridge University Press, 2014, pp. 119–138. doi: 10.1017/CBO9781139013451.010.[11] L. Kamp, “Engineering education in sustainable development at Delft University of Technology,” J. Clean. Prod., vol. 14, no. 9–11, pp. 928–931, Jan. 2006, doi: 10.1016/j.jclepro

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WIP Unseen: Examining the Link Between Disability Status and Students’ Sense of Belonging in Undergraduate Engineering

Conference Session: Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Candice Wicker Bolding (CJ), Clemson University; Robert M O'Hara, Clemson University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

abachelor’s degree or higher (National Center of Science and Engineering Statistics (NCSES),2023). Further, due to self-reporting of disability status in postsecondary education, it is possiblethat the number of students with disabilities attending two- and four-year schools, and thoseenrolled in science, technology, engineering, and mathematics (STEM) programs areunderreported (Wolanin & Steele, 2004). Even taking non-disclosure into account, numberspresented here indicate that students with disabilities are indeed enrolling in postsecondaryeducation and are choosing to pursue an education in STEM fields. Unfortunately, thepersistence and retention rates of students with disabilities are lower than their non-disabledpeers (Coghill, 2020; Fleming

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Examining Professional Engineering Societies’ Systemic Inclusion of Transgender, Nonbinary, and Sexual Minoritized Undergraduates

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
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

amongst oSTEM (Out in Science, Technology, Engineering, and Mathematics)participants were that GM members less often reported experiencing community (56%) andsocial networking (6%) than gender majority members did (74%; 22%). Both groups similarlyreported benefitting from professional resources, leadership skills, and academic resources. Forreducing isolation, GM students slightly more frequently reported a reduction in the isolation ofan unspecified identity (38%), though this was similarly reported amongst gender majoritystudents (29%). oSTEM was generally not reported as reducing isolation of other identities foreither group. In terms of the impact of oSTEM on participants, nearly a third of GM studentssaid it had not impacted their progress

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A Liberatory Co-Curricular Program for Engineering Students: Investigating Impacts and Limitations Through Alumni Perspectives

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
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Biomedical Engineering and the dean’s office as program director for strategic initiatives. He earned his master’s degree in business administration from FIU and he’s currently enrolled in the higher education doctoral degree program.Andres TREMANTE ©American Society for Engineering Education, 2024 A liberatory co-curricular program for engineering students: Investigating impacts and limitations through alumni perspectives1. IntroductionIdentifying and addressing the inequities marginalized groups face in undergraduate science,technology, engineering, and mathematics (STEM) education is commonly in the hands offaculty and staff rather than the students who experience them firsthand. Seeking to shift

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Exploring Department Readiness for Equity-Work and Inclusive Practices in Engineering PhD Programs: A Competing Values Approach

Conference Session: Institutional inclusion: Advancing equity and belongingness in engineering education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Teirra K Holloman, Virginia Tech Department of Engineering Education; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Natali Huggins; Walter C. Lee, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

, VA, 2021. Accessed: Jul. 08, 2022. [Online]. Available: https://ncses.nsf.gov/pubs/nsf21321[2] U.S. Census Bureau, “QuickFacts,” United States Census Bureau. Accessed: Feb. 08, 2024. [Online]. Available: https://www.census.gov/quickfacts/fact/table/US/LFE046222[3] American Society for Engineering Education, “Engineering and Engineering Technology by the Numbers 2022,” Washington, DC, 2023. [Online]. Available: https://ira.asee.org/wp-content/uploads/2024/03/Engineering-and-Engineering-Technology- by-the-Numbers-cover-combined.pdf[4] R. S. Michel, V. Belur, B. Naemi, and H. J. Kell, “Graduate Admissions Practices: A Targeted Review of the Literature,” ETS Res. Rep. Ser., vol. 2019, no. 1, pp. 1–18, 2019, doi

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DEI Task Force Accomplishments: The DEI Scholars Program and its DEI Elective Option

Conference Session: Institutional inclusion: Advancing equity and belongingness in engineering education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Dustyn Roberts, University of Pennsylvania; William Schlatterer, University of Pennsylvania; Seon Woo Lee, University of Pennsylvania; Jonathan Singleton, University of Pennsylvania; Byron Lee, University of Pennsylvania; Michelle Jillian Johnson, University of Pennsylvania; Robert W Carpick, University of Pennsylvania
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

buildDEI topics into students’ existing curriculum requirements. As an “Option,” this project alsoallows the department to assess need and student interest before advocating for creating a moreformal certificate or minor program. Here, we will expand on this project, which has involvedmany layers of stakeholders: students, faculty, staff, and school administration.Case Study: DEI Elective OptionThe DEI Elective Option allows Mechanical Engineering undergraduate students to dedicate aportion of their existing degree requirements towards learning about identities and experiencesdifferent from their own, the impact of technology on all people, and how supporting DEI lookson a local, national, and global scale. The goal is to mold graduates who will

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Recentering the User: How an Inclusive Design Class Pushes Students to See Beyond Their Own Experiences

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

was the 1 Human Centered Design framework for which subsequent 2,3 Inclusive Design (Universal Design) course topics were presented. The 4 Sustainability students were often pushed to 5 Adaptive Technologies understand existing engineering 6 User Experience Design designs through the lens of a human- 9 Algorithmic Bias centered approach. For example, 10 Medical Devices during week 11, the students 11 Infrastructure partnered with transportation

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Work in Progress: Developing and Measuring the Adoption of Identity-Inclusive Computing Tenets

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

, Special Assistant to the Vice Provosts. Prior to joining Duke, she was an associate professor with tenure at the University of Florida in the Department of Computer & Information Science & Engineering. She also served as an associate professor and interim co-chair in the School of Computing at Clemson University. Her research focuses on the design, implementation, and evaluation of technologies, programs, and curricula to support diversity, equity, and inclusion in STEM fields. Currently, through this work, she is the Backbone Director for the Alliance for Identity-Inclusive Computing Education as well as Education and Workforce Director for the Athena AI Institute. Having garnered over $40M in funding from

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Websites as Gateways to Inclusive Partnerships: Examining Diversity Representation for Environmental Nonprofits and Engineering Programs in Buffalo, New York

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

liberated and environmentally just environments for Black people, and other minoritized individuals. She believes in fostering racial solidarity and finding her own path in the movement.Dr. Corey T Schimpf, University at Buffalo, The State University of New York Corey Schimpf is an assistant professor in the Department of Engineering Education at University at Buffalo. He is the Division Chair for the Design in Engineering Education Division (DEED) for the American Society of Engineering Education 2024 annual conference. His research interests include engineering and human-centered design, advancing research methods, and technology innovations to support learning in complex domains. He has a PhD from Purdue University in

Relevance Score: 0.21285276

Tuition Equity: A Study of the Disparate Impacts of Block Tuition

Conference Session: Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education
Collection: 2024 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

Paper ID #44145Tuition Equity: A Study of the Disparate Impacts of Block TuitionDr. Nicholas A Baine P.E., Grand Valley State University Nicholas Baine, Ph.D., P.E. is an Associate Professor in the School of Engineering. His expertise is in the design of electrical control systems and sensor data fusion techniques. As an instructor, he specializes in first-year engineering course development as well as control system courses. He is actively involved as a member of the board of the North Central Section of ASEE and is a Program Evaluator for ABET.Dr. Karl Brakora, Grand Valley State University Karl Brakora and affiliate

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Examining STEMM Mentorship within Student Organizations in Higher Education through a Critical Lens

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

Organizations in Higher Education through a Critical LensAbstractIn this critical theory review paper, the researcher seeks to 1) reveal the current landscape of theresearch literature on science, technology, engineering, mathematics, and medicine (STEMM)mentorship that occurs within student organizations at institutions of higher education, 2)determine if the mentorship described in these articles exemplify critical mentorship as defined inthe literature, and 3) determine if the addition of critical mentorship components adds value,defined here as a synergistic effect, for STEMM students who serve as mentors or mentees throughtheir student organizations. As the intersection of STEMM mentorship and student organizationsat institutions

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WIP: The Role of Classroom Teaching Practices on the Academic Success of Engineering College Students with ADHD

Conference Session: Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Nolgie O. Oquendo-Colón, University of Michigan; Xiaping Li, University of Michigan; Cynthia J. Finelli, University of Michigan
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

condition that affects asmany as 25% of college students with disabilities. Students with ADHD experience bothstrengths (e.g., creativity, divergent thinking, high energy levels, and the ability to hyper-focuson tasks of interest) and challenges (e.g., executive functioning, time management, organization,and study skills). Many of these challenges might be due to deficit-focused mindset common insome higher education environments. Some scholars have proposed that the teaching methodsemployed in college classrooms can significantly impact the academic achievement of collegestudents with ADHD. Few studies, however, have investigated how students with specificneurodisabilities are influenced by particular science, technology, engineering, and math

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Queer Ties: A Work in Progress LGBTQ+ Graduate Student Mentorship Program

Conference Session: Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Brandon Bakka, University of Texas at Austin; Elisa Koolman, University of Texas at Austin
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

. J. Waidzunas, “Systemic inequalities for LGBTQ professionals in STEM,” Sci. Adv., vol. 7, no. 3, p. eabe0933, 2021, doi: 10.1126/sciadv.abe0933.[5] R. A. Miller, A. Vaccaro, E. W. Kimball, and R. Forester, “‘It’s dude culture’: Students with minoritized identities of sexuality and/or gender navigating STEM majors.,” J. Divers. High. Educ., Jan. 2020, doi: 10.1037/dhe0000171.[6] E. A. Cech and W. R. Rothwell, “LGBTQ Inequality in Engineering Education,” J. Eng. Educ., vol. 107, no. 4, pp. 583–610, Oct. 2018, doi: 10.1002/jee.20239.[7] J. B. Yoder and A. Mattheis, “Queer in STEM: Workplace Experiences Reported in a National Survey of LGBTQA Individuals in Science, Technology, Engineering, and Mathematics Careers,” J

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Report on a Student Community of Practice Program's Impact on Career Preparedness and Sense of Belonging Among Underserved Undergraduate Students in the Electrical & Computer Engineering Major

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

Paper ID #43745Report on a Student Community of Practice Program’s Impact on CareerPreparedness and Sense of Belonging Among Underserved UndergraduateStudents in the Electrical & Computer Engineering MajorDr. Rachael E Cate, Oregon State University Rachael Cate received her M.A.in rhetoric and composition from Oregon State University in 2011 and her Ph.D. in higher education leadership and research from Oregon State University in 2016. She joined the School of Electrical Engineering and Computer Science at Oregon State University as a member of the professional faculty in 2016. In this role, she provides engineering

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Work in Progress: Engineering Health Equity: Perspective and Pedagogy of Interdisciplinary Teaching and Learning and Impact on Learners’ Social Identity

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
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #38563Work in Progress: Engineering Health Equity: Perspective and Pedagogy ofInterdisciplinary Teaching and Learning and Impact on Learners’ SocialIdentityDr. Mayari I. Serrano, Purdue University, West Lafayette Mayari Serrano Anazco is a visiting clinical assistant professor at the College of Engineering and John Martinson Honors College at Purdue University. She earned her Bachelor’s degree in Biotechnology En- gineering at Ecuador’s Army Polytechnic School and her Master’s and Ph.D. degrees in Computer and Information Technology from Purdue University. After obtaining her Ph.D., she was appointed as the first

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Designing, Codifying, and Implementing Social Justice Content in a Required Course on Engineering and Research Skills for First-Year Graduate Students

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

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

Relevance Score: 0.19895105

Asset-Based Approaches to Transformative Learning: Community and Culture in an Undergraduate Engineering Research Program at a Hispanic Serving Institution

Conference Session: Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Hilda Cecilia Contreras Aguirre, New Mexico State University; Patricia Nicole Delgado, New Mexico State University; Luis Rodolfo Garcia Carrillo, New Mexico State University
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

their decisions to enter into graduate studies or the professional worldLuis Rodolfo Garcia Carrillo, New Mexico State University Luis Rodolfo GARCIA CARRILLO received the PhD. degree in Control Systems from the University of Technology of Compi`egne, France. He was a Postdoctoral Researcher at the Center of Control, Dynamical systems and Computation at UC Santa Barbara, USA. He currently holds an Assistant Professor position with the Klipsch School of Electrical and Computer Engineering at New Mexico State University, USA. ©American Society for Engineering Education, 2024 Asset-Based Approaches to Transformative Learning: Community and Culture in an Undergraduate Engineering Research Program at a

Relevance Score: 0.19794567

Board 115: Examining Engineering Students’ Gender and Racial Effects in College Course Team Peer Assessment: A Quantitative Intersectional Approach

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Xiaping Li, University of Michigan; Robin Fowler, University of Michigan; Mark Mills, University of Michigan
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Robin Fowler is a Technical Communication lecturer and a Engineering Education researcher at the University of Michigan. Her teaching is primarily in team-based engineering courses, and her research focuses on equity in communication and collaboration as well as in group design decision making (judgment) under uncertainty. She is especially interested in how power relationships and rhetorical strategies affect group judgment in engineering design; one goal of this work is to to understand factors that inhibit full participation of students who identify with historically marginalized groups and investigate evidence-based strategies for mitigating these inequities. In addition, she is interested in technology and how

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Board 118: Mixing it Up: A Pilot Study on the Experiences of Mixed-Race Asian-American Students in Engineering

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Michelle Choi Ausman, Virginia Polytechnic Institute and State University; Qin Zhu, Virginia Polytechnic Institute and State University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #43443Board 118: Mixing it Up: A Pilot Study on the Experiences of Mixed-RaceAsian-American Students in EngineeringMs. Michelle Choi Ausman, Virginia Polytechnic Institute and State University Michelle Choi Ausman is a second-year PhD student in Engineering Education at Virginia Tech. She received a BS in Liberal Arts and Engineering Studies from Cal Poly, San Luis Obispo, and an MS in Science and Technology Studies from Rensselaer Polytechnic Institute. Her research interests include engineering identity; inclusion, diversity, equity, and accessibility; Asian American Studies; Critical Mixed Race Studies

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Engineering Education in Human Rights and Sustainability: Exploring Students’ Motivations and the Learning Outcomes from an Undergraduate Class at the University of Connecticut

Conference Session: Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Minju Lee, University of Connecticut; Davis Chacon-Hurtado, University of Connecticut; Shareen Hertel, University of Connecticut; Sophia Fenn, University of Connecticut
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

ofnew engineering pedagogy focused on Human Rights. We then explain the methodologyemployed for our survey and introduce our preliminary results. The paper concludes withlessons learned, derived from our survey responses and course evaluations, and future plans.1 The University of Connecticut’s broader Engineering for Human Rights Initiative (EHRI) is “a collaborativeventure between UConn’s College of Engineering and the Gladstein Family Human Rights Institute that addresseshuman rights implications of the most significant challenges in engineering and technology.” Seehttps://engineeringforhumanrights.initiative.UConn.edu/ 3 ASEE 2024HUMAN RIGHTS