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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 6
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- 2023 ASEE Annual Conference & Exposition
- Authors
- Meaghan Pearson, University of Michigan; Prateek Shekhar, New Jersey Institute of Technology; Jacqueline Handley, University of Michigan; Joi-Lynn Mondisa, University of Michigan
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
/pceea.v0i0.12977.[24] C. Morton, A. Huang-Saad, and J. Libarkin, “Entrepreneurship Education for Women in Engineering: A Systematic Review of Entrepreneurship Assessment Literature with a Focus on Gender,” in 2016 ASEE Annual Conference & Exposition Proceedings, New Orleans, Louisiana: ASEE Conferences, Jun. 2016, p. 26725. doi: 10.18260/p.26725.[25] M. Benitez Jr., “Resituating culture centers within a social justice framework,” in Culture centers in higher education: Perspectives on identity, theory, and practice, Sterling, Virginia: Stylus Publishing, LLC, 2010, pp. 119–134.[26] J. Jackson, M. Pearson, A. Huang-Saad, and J.-L. Mondisa, “Innovating Innovation: Advancing Racial Equity in STEM Entrepreneurship Programming,” J
- Conference Session
- Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education
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- 2024 ASEE Annual Conference & Exposition
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- Rachael E Cate, Oregon State University; Jacob Field, Oregon State University; Sierra Kai Sverdrup, Oregon State University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
as a programmaticmeans to promote social justice in engineering education.References[1] Wenger, E., McDermott, R., & Snyder, W. Cultivating Communities of Practice, Harvard Business Review Press, 2002.[2] R. E. Cate and D. Heer, “Literature Review and Methods Paper: Identifying Influencers That Contribute to Transformative Learning in an Electrical and Computer Engineering Undergraduate Capstone Design Project and Selecting Action Research Methods to Frame a Study,” presented at the 2018 ASEE Annual Conference & Exposition, Jun. 2018. Accessed: Aug. 16, 2018. [Online]. Available: https://peer.asee.org/literature-review-and-methods-paper-identifying-influencers-that-co ntribute-to
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- Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education
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- 2024 ASEE Annual Conference & Exposition
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- Laura A. H. Wood, University of Michigan; Angie Kim, University of Michigan; Amber N Williams, University of Michigan; Berenice A. Cabrera, University of Michigan; Hayley N. Nielsen, University of Michigan; Lu Zhou, University of Michigan; Grenmarie Agresar, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan; Joi-Lynn Mondisa, University of Michigan; Erika A Mosyjowski, University of Michigan; Steve J. Skerlos, University of Michigan
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- Culture & Social Justice in Education Division (EQUITY), Equity
CoreCurriculum: An Interdisciplinary Engineering Studies Degree Program. Paper presented at 2020ASEE Virtual Annual Conference Content Access, Virtual Online, 2020. 10.18260/1-2--35373.[10] S. Farrell, A. Godwin, & D. M. Riley. A Sociocultural Learning Framework for InclusivePedagogy in Engineering. Chemical Engineering Education, 55(4), 2021.https://doi.org/10.18260/2-1-370.660-128660[11] D. S. Claussen, J. Y. Tsai, A. M. Boll, J. Blacklock, & K. Johnson. Pain and Gain: Barriersand Opportunities for Integrating Sociotechnical Thinking into Diverse Engineering Courses.Paper presented at 2019 ASEE Annual Conference, 2019.[12] M. Azizi, M. Imad, S. M. Foote, J. Caulkins, & B. Wuetherick. Humanizing STEMeducation: an exploratory study of
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
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- 2023 ASEE Annual Conference & Exposition
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- Selen Güler, University of Washington; Elizabeth Litzler, University of Washington; Cara Margherio, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology
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- Culture & Social Justice in Education Division (EQUITY), Equity
Evaluation and Re- search for STEM Equity (UW CERSE) and an affiliate assistant professor of sociology. She has been at UW working on STEM Equity issues for more than 17 years. Dr. Litzler is a member of ASEE, 2020-2021 chair of the ASEE Commission on Diversity, Equity, and Inclusion, and a former board member of the Women in Engineering ProActive Network (WEPAN). Her research interests include the educational cli- mate for students, faculty, and staff in science and engineering, assets based approaches to STEM equity, and gender and race stratification in education and the workforce. She was awarded the 2020 WEPAN Founders Award.Dr. Cara Margherio, University of Washington Cara Margherio is the Manager of Qualitative
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3
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- 2023 ASEE Annual Conference & Exposition
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- Eleazar Marquez, The University of Texas, Rio Grande Valley; Samuel Garcia, The University of Texas, Rio Grande Valley
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. Prairie View, TX. Paper ID: 35739.[21] Marquez, E., Garcia Jr., S. Teaching Engineering Virtually: A Rapid Response to Address theAcademic Challenges Generated by COVID-19. 2021 ASEE Gulf-Southwest Annual Conference.March 24-26, Baylor University. Waco, Texas. Paper ID: 35065.[22] Marquez, E., Garcia Jr., S., Molina, S. Implementation of Visual Supplements to StrengthenPedagogical Practices and Enhance the Physical Understanding of Fundamental Concepts inEngineering Mechanics. 2019 ASEE Annual Conference & Exposition. June 16-19, Tampa, Fl.Paper ID: 24780[23] Murnane, R. J. (1975). The impact of school resources on the learning of inner-city children.Cambridge, MA: Ballinger Publishing.[24] Summers, A. A., & Wolfe, B. L. (1977). Do
- Conference Session
- Equity, Culture & Social Justice Technical Session
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- 2023 ASEE Annual Conference & Exposition
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- Tomeka Carroll, University of Virginia; Diana Marcela Franco Duran, University of Virginia; Lindsay Ivey Burden
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- Culture & Social Justice in Education Division (EQUITY), Equity
American Society of Engineering Education (ASEE) provides a platform for engineers topresent findings that describe the importance of DEIJ in engineering education. In particularArmanios [19] and his colleagues outline the efforts of the Civil and Environmental Engineeringdepartment at Carnegie Mellon to incorporate diversity, equity and inclusion within theengineering curriculum. Carnegie Mellon’s work in DEI builds upon Baillie [20] and Riley’swork [5] as they present the connection between engineering and social justice in their respectivebooks. Specific examples of how this incorporation was carried out will be presented in asubsequent section. As Bucciarelli [1] mentions, to solve many of the world’s problems, thereneeds to be a more
- Conference Session
- Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth
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- 2024 ASEE Annual Conference & Exposition
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- Claudia Calle Müller, Florida International University; Mais Kayyali, Florida International University; Mohamed ElZomor P.E., Florida International University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
- Conference Session
- Institutional inclusion: Advancing equity and belongingness in engineering education
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- 2024 ASEE Annual Conference & Exposition
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- Keith Fouch, California Polytechnic State University, San Luis Obispo; Zoey Camarillo, California Polytechnic State University, San Luis Obispo; Ben Lutz, California Polytechnic State University, San Luis Obispo
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need for moreinclusive teaching approaches in engineering education. While there are numerous efforts toencourage and promote inclusive teaching in engineering (some within ASEE), relatively littleremains known about faculty and student beliefs and experiences surrounding inclusive teaching.The purpose of this paper is to examine faculty and student beliefs surrounding inclusive teachingand to draw out themes that emerge across these groups. To accomplish this goal, we present apreliminary analysis of a subset of engineering student and faculty interviews.In the following sections, we will introduce some relevant literature on inclusive teaching in STEMand engineering education, including current efforts and challenges. We then provide an
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- Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
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- 2024 ASEE Annual Conference & Exposition
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- Michelle Choi Ausman, Virginia Polytechnic Institute and State University; Qin Zhu, Virginia Polytechnic Institute and State University
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- Culture & Social Justice in Education Division (EQUITY), Equity
the waves: the usefulness of a pilot in qualitative research,”Qualitative Research, vol. 4, no. 3, pp. 383–402, Dec. 2004.[3] J. C. Harris, “Toward a critical multiracial theory in education,” International Journal ofQualitative Studies in Education, vol. 29, no. 6, pp. 795–813, Jul. 2016.[4] M. C. Ausman and Q. Zhu, “Mixed in Engineering: Introducing Critical Multiracial Theoryto Engineering Education Research,” presented at the 2023 ASEE Annual Conference &Exposition, Jun. 2023. Accessed: Feb. 08, 2024. [Online].[5] S. D. Museus, R. T. Palmer, R. J. Davis, and D. C. Maramba, “Racial and Ethnic MinorityStudents’ Success in STEM Education,” ASHE Higher Education Report, vol. 36, no. 6, pp. 1–140, Jan. 2011.[6] K. A. Renn, “Patterns of
- Conference Session
- Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education
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- 2024 ASEE Annual Conference & Exposition
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- 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
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- Culture & Social Justice in Education Division (EQUITY), Equity
, 2018, doi: 10.15585/mmwr.mm6732a3.[2] S. K. Kapp, Autistic Community and the Neurodiversity Movement. Singapore: Springer Singapore, 2020. doi: 10.1007/978-981-13-8437-0.[3] J. Halpern, M. Arral, and J. Gesun, “Work-in-Progress: Inclusive Mentoring Strategies for Neurodivergent Undergraduate Researchers in STEM,” in 2022 ASEE Annual Conference \& Exposition, 2022.[4] M. L. Arral, “10 Tips to Make Your Course More Accessible and Inclusive to Disabled Students,” in American Society for Engineering Education, 2022, Aug. 2022. Accessed: Apr. 15, 2023. [Online]. Available: www.slayte.com[5] “Women, Minorities, and Persons with Disabilities in Science and Engineering: 2019 | NSF - National Science Foundation.” Accessed: Jan. 27
- Conference Session
- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
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- 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
- Conference Session
- Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education
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- 2024 ASEE Annual Conference & Exposition
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- Kian G. Alavy, The University of Arizona; Matthieu Bloch, Georgia Institute of Technology; Gregory L. Heileman, The University of Arizona; Benjamin Richmond, The University of Arizona; Ahmad Slim, The University of Arizona; Mitchell L R Walker II, Georgia Institute of Technology; David Ruiter, University of California, San Diego
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- Culture & Social Justice in Education Division (EQUITY), Equity
success,” Innovation Showcase, vol. 10, no. 6, 2015.[5] V. Bocsi et al., “The discovery of the possible reasons for delayed graduation and dropout in the light of a qualitative research study,” Journal of Adult Learning, Knowledge and Innovation, vol. 3, no. 1, pp. 27–38, 2019.[6] E. J. Whitt, J. H. Schuh, J. Kinzie, and G. D. Kuh, Student success in college: Creating conditions that matter. Jossey-Bass, 2013.[7] V. Tinto, “Leaving college: Rethinking the causes and cures of student attrition University of Chicago Press, 5801 S Ellis Avenue,” Chicago, IL, vol. 60637, 1987.[8] G. L. Heileman, M. Hickman, A. Slim, and C. T. Abdallah, “Characterizing the complexity of curricular patterns in engineering programs,” in 2017 ASEE
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
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- 2023 ASEE Annual Conference & Exposition
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- Margaret E.B. Webb, Virginia Tech ; Marie C. Paretti, Virginia Tech
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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
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- 2023 ASEE Annual Conference & Exposition
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- Mayari I. Serrano, Purdue University, West Lafayette ; Natalia M. Rodriguez; Daniel Guberman; Jacqueline Callihan Linnes, Purdue University, West Lafayette
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
students at RutgersUniversity (Riley, 2022), and health equity-focused machine learning algorithms introduced intointroductory biomedical engineering courses at John’s Hopkins University (Storm et al., 2022).Further, systems approaches to health equity are critical components of human factors andsystems engineering (Roscoe et al., 2019). To date, however, the investigation into globalself-awareness, perspective-taking, understanding, and application of global systems and contexthave not been investigated in these implementations.Global mindsets and intercultural awareness are critical to understanding and designing for,diversity and equitable technology outcomes (Lee et al., 2012). While they are most associatedwith study abroad opportunities
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
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- 2023 ASEE Annual Conference & Exposition
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- Jerry Austin Yang, Stanford University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
power,privilege, oppression and ruling relations within engineering education. A forthcoming scopingreview will include more in-depth analysis and discussion of the full 372-paper dataset andimplications and recommendations for equity-focused engineering education researchers andscholars.AcknowledgementsI am supported by the National Science Foundation Graduate Research Fellowship. I would liketo thank Dr. Kristen Moore, Dr. Subini Ancy Annamma, Neida Ahmad, Dr. Sheri Sheppard, andthe Designing Education Lab for their valuable discussions. In addition, I would like to thank theanonymous reviewers and ASEE ECSJ Program Chair Dr. Robin Fowler for their insightfulcomments on the draft during the review process.References[1] K. Crenshaw
- Conference Session
- Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education
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- 2024 ASEE Annual Conference & Exposition
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- Ingrid Scheel, Oregon State University; Rachael E Cate, Oregon State University; Natasha Mallette, Oregon State University; Ean H Ng, Oregon State University; Stella Collier, Oregon State University; Christina Bianca Southwick, Oregon State University; Carly Hudson
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- Culture & Social Justice in Education Division (EQUITY), Equity
ofChange: Combining Social Inclusion in the Professional Development of Electrical andComputer Engineering Students,” Systemic Practice & Action Research, vol. 24, no. 3, pp. 237–245, Jun. 2011, doi: 10.1007/s11213-010-9183-3.[3] ABET, “Criteria for Accrediting Engineering Programs, 2021 - 2022,” Accreditation Boardfor Engineering and Technology. Accessed: Jan. 29, 2024. [Online]. Available:https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2021-2022/[4] M. Cote and A. Branzan Albu, “Teaching socio-cultural impacts of technology in advancedtechnical courses: a case study,” European Journal of Engineering Education, vol. 44, no. 5, pp.688–701, Sep. 2019, doi: 10.1080/03043797.2018.1551329.[5
- Conference Session
- Institutional inclusion: Advancing equity and belongingness in engineering education
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- 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
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- Culture & Social Justice in Education Division (EQUITY), Equity
Completion Project,” Council of Graduate Schools, 2008. Accessed: Feb. 08, 2024. [Online]. Available: https://legacy.cgsnet.org/phd-completion-and-attrition-analysis-baseline-demographic-data- phd-completion-project-0[20] E. A. Cech, “The (Mis)Framing of Social Justice: Why Ideologies of Depoliticization and Meritocracy Hinder Engineers’ Ability to Think About Social Injustices,” in Engineering Education for Social Justice: Critical Explorations and Opportunities, J. Lucena, Ed., Dordrecht: Springer Netherlands, 2013, pp. 67–84. doi: 10.1007/978-94-007-6350-0_4.[21] E. Cech and H. Sherick, “Depoliticization as a Mechanism of Gender Inequality among Engineering Faculty,” in 2019 ASEE Annual Conference
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- Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Jae Hoon Lim, University of North Carolina; Jerry Lynn Dahlberg Jr, University of Tennessee, Space Institute; Terry L. Miller, Alabama A&M University; Corion Jeremiah Holloman, Alabama A&M University; Luke Childrey V, Alabama A&M University; Mohamed Jamil Barrie, Alabama A&M University
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. Her research has been published in several premier journals, including the Journal of Educational Psychology, Journal of Higher Education, and Race, Ethnicity, and Education. She is a contributing author to several books published by Oxford University Press and University of California Press. She served as President for the Korean American Educational Researchers Association, including President in 2013-2014, and Chair of the KAERA Board of Directors in 2019-2020.Dr. Jerry Lynn Dahlberg Jr, University of Tennessee, Space Institute Jerry Dahlberg is the Director of Research at the University of Tennessee Space Institute. Prior to joining UTSI, he was an Assistant Teaching Professor and Senior Design Committee Chair
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- Equity, Culture & Social Justice Technical Session
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- 2023 ASEE Annual Conference & Exposition
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- Ingrid Scheel, Oregon State University; Rachael E. Cate, Oregon State University; Devlin Montfort, Oregon State University
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- Culture & Social Justice in Education Division (EQUITY), Equity
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
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- 2023 ASEE Annual Conference & Exposition
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- Nagash Antoine Clarke, University of Michigan; Joi-Lynn Mondisa, University of Michigan
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- Culture & Social Justice in Education Division (EQUITY), Equity
Education Review, (2020), 8(1), 180-193.[4] M. G. Eastman, M. L. Miles, & R. Yerrick, Exploring the White and male culture: Investigating individual perspectives of equity and privilege in engineering education. Journal of Engineering Education, 2019, 108(4), 459-480.[5] E. O. McGee, Interrogating structural racism in STEM higher education. Educational Researcher, (2020), 49(9), 633-644.[6] D. H. Nguyen & L. Ward, A colorblind discourse analysis of higher education race-conscious admissions in a post-racial society. NDL Rev., (2016), 92, 551.[7] A. E. Martin & T. R. Fisher‐Ari, “If We Don't Have Diversity, There's No Future to See”: High‐school students' perceptions of race and gender representation in STEM. Science
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
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- 2023 ASEE Annual Conference & Exposition
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- Kenya Z Mejia, University of Washington; Hailee Kenney, University of Washington; Tiffany Dewitt, University of Washington; Jennifer A Turns, University of Washington
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
- Conference Session
- Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education
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- 2024 ASEE Annual Conference & Exposition
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- 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
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- Culture & Social Justice in Education Division (EQUITY), Equity
Artificial Intelligence (AI). Her career in higher education began at Howard University as the first Black female faculty member in the Department of Computer Science. Her professional experience also includes Winthrop University, The Aerospace Corporation, and IBM. She is a graduate of Johnson C. Smith University (B.S., ’00) and North Carolina State University (M.S., ’02; Ph.D., ’05), becoming the first Black woman to earn a Ph.D. in computer science at the university and 2019 Computer Science Hall of Fame Inductee.Shaundra Bryant Daily, Duke University Shaundra B. Daily is a Cue Family professor of practice in Electrical and Computer Engineering & Computer Science at Duke University and Levitan Faculty Fellow
- Conference Session
- Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education
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- 2024 ASEE Annual Conference & Exposition
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- Jorge Andrés Cristancho, Purdue Engineering Education; Leonardo Pollettini Marcos, Purdue University; eugene leo draine mahmoud, Mt. San Antonio Community College and Purdue University
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- Culture & Social Justice in Education Division (EQUITY), Equity
, Engineering and Social Justice. in Synthesis Lectures on Engineers, Technology, &Society. Cham: Springer International Publishing, 2008. doi: 10.1007/978-3-031-79940-2.[2] J. A. Leydens and J. C. Lucena, Eds., “Social Justice is Often Invisible in EngineeringEducation and Practice,” in Engineering Justice: Transforming Engineering Education andPractice, Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017, pp. 45–66. doi:10.1002/9781118757369.ch1.[3] A. Moreton-Robinson, The White Possessive: Property, Power, and Indigenous Sovereignty.Minneapolis, MN: University of Minnesota Press, 2015.[4] Benjamin, R. (2019). Race after technology: Abolitionist tools for the new Jim Code. PolityPress.[5] Bielefeldt, A. R., & Silverstein, J. (2021
- Conference Session
- Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education
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- 2024 ASEE Annual Conference & Exposition
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- Cecilé Sadler, Massachusetts Institute of Technology; Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University
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currently the director of the Cultural Competence in Computing (3C) Fellows program and the NSF-funded Alliance for Identity-Inclusive Computing Education (AiiCE). She also serves as senior personnel for the NSF-funded Athena Institute for Artificial Intelligence (AI). Her career in higher education began at Howard University as the first Black female faculty member in the Department of Computer Science. Her professional experience also includes Winthrop University, The Aerospace Corporation, and IBM. She is a graduate of Johnson C. Smith University (B.S., ’00) and North Carolina State University (M.S., ’02; Ph.D., ’05), becoming the first Black woman to earn a Ph.D. in computer science at the university and 2019
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
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- 2023 ASEE Annual Conference & Exposition
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- Bridget M. Smyser, Northeastern University; Susan F. Freeman, Northeastern University
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- Culture & Social Justice in Education Division (EQUITY), Equity
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- Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
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- 2024 ASEE Annual Conference & Exposition
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- YaXuan Wen, Sino-Danish College, University of Chinese Academy of Sciences; Yanru Xu; Ji’an Liu
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., & Rong, Y. (2023, June), Tracing the policy shift to new engineering education in China: An analytical lens of historical institutionalism Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. https://peer.asee.org/44512Yanru Xu Dr Yanru Xu is a postdoctoral research fellow in University of Chinese Academy of Sciences. Her research interests focus on research-teaching-study nexus in higher engineering education, higher education management, and the sociology of higher education.Ji’an Liu ©American Society for Engineering Education, 2024 How could a New Educational Design Broaden Inclusion of Higher
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- Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth
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- 2024 ASEE Annual Conference & Exposition
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- Shannon Katherine Gilmartin, Stanford University; Sara Jordan-Bloch, Stanford University
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- Culture & Social Justice in Education Division (EQUITY), Equity
them to positive careeroutcomes.Building from synergistic resources we developed and presented at the ASEE annual meeting in2023, we seek to connect these findings to continued resource development for engineeringstudents and faculty. With tools and worksheets created on the basis of this and related research,our aim is to equip soon-to-be-professionals, and their mentors and teachers, with insights toadvocate for better and more equitable workplace practice.2.0 Background of the Study2.1 Stretch assignments: Definition and dimensionsIn a larger employment context where workers, especially technical knowledge workers, areexpected to manage their own ‘portfolio careers’ and are increasingly commodified as the sum oftheir projects, developmental
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- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
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- 2024 ASEE Annual Conference & Exposition
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- Alan Cheville, Bucknell University; Stewart Thomas, Bucknell University; Rebecca Thomas, Bucknell University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
of the National Science Foundation.Bibliography[1] A. Akera, “Setting the Standards for Engineering Education: A History [Scanning Our Past],” Proc. IEEE, vol. 105, no. 9, pp. 1834–1843, Sep. 2017, doi: 10.1109/JPROC.2017.2729406.[2] B. Seely, “‘Patterns in the History of Engineering Education Reform: A Brief Essay,’” in Educating the engineer of 2020: Adapting engineering education to the new century, Washington D.C.: National Academcy Press, 2005, pp. 114–130.[3] R. A. Cheville, “A Century of Defining Engineering Education,” in 2014 ASEE Annual Conference & Exposition, Indianapolis, 2014.[4] C. R. Mann and M. Press, “A Study of Engineering Education,” Carnegie Foundation for the Advancement of
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- Equity, Culture & Social Justice Technical Session
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- 2023 ASEE Annual Conference & Exposition
- Authors
- Sara Al Humidi; Alena Sloan; Andrea Atkins, University of Waterloo; Rania Al-Hammoud, University of Waterloo
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- Culture & Social Justice in Education Division (EQUITY), Equity
.[6] C. R. Østergaard, B. Timmermans and K. Kristinsson, "Does a different view create something new? The effect of employee diversity on innovation," Elsevier, vol. 40, no. 3, pp. 500-509, 2010.[7] S. A. R. Vakil, "The racial politics of STEM education in the USA: interrogations and explorations," Race Ethnicity and Education, vol. 22, no. 4, pp. 449-458, 2019.[8] L. L. Martins and F. J. Milliken, "Searching for Common Threads: Understanding the Multiple Effects of Diversity in Organizational Groups," The Academy of Management, vol. 21, no. 2, p. 402433, 1996.[9] Engineering, National Academy of, Educating the Engineer of 2020: Adapting engineering Education to the New Century, Washington, DC: The National Academies Press
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
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- 2023 ASEE Annual Conference & Exposition
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- Danielle Vegas Lewis, SUNY Fredonia
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
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