Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jingfeng Wu, University of Michigan; Clay Walker, University of Michigan

Tagged Divisions

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

MERD draft in Figure 1, the final version of the MERD was expanded intoseven parts where the research design and findings box in the draft was split into two separateboxes named “knowledge” and “methods”. This change was made in order to show that a widevariety of knowledge, including both theoretical and practical knowledge, is required forprofessionals to design research methods and eventually solve ME problems. In addition, one ofthe participants mentioned that ME projects do not happen if the economics are not there. Thus,Figure 1. MERD initial draftFigure 2. Final version of the MERDwe added “economic” as a new application environment in the “context” box. Similarly, wespecified three aspects that the experts in ME might consider as the

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

John L. Irwin, Michigan Technological University; Martin E. Gordon DFE P.E., Rochester Institute of Technology ; Clay Gloster Jr., North Carolina Agricultural and Technical State University; Barbara L. Christe, State University of New York, College of Technology at Farmingdale; Ronald E. Land, Pennsylvania State University, New Kensington; Lara L. Sharp, Springfield Technical Community College

Tagged Topics

Diversity

Tagged Divisions

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

, 7 “Include design considerations appropriate to the discipline and degree level such as: industry and engineering standards and codes; public safety and health; and local and global impact of engineering solutions on individuals, organizations and society.” [18].NCEES recently passed a motion by a 45 to 20 margin to update their Position and PolicyStatement PS 35, Future Education Requirements for Engineering Licensure, to include4-yr ET graduates. The pathways to licensure are currently defined as: “A bachelor’s degree in engineering from a program accredited by EAC/ABET and a master’s or earned doctoral degree in engineering in the same technical area from an institution that offers EAC/ABET

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

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

an understanding of how current undergraduate engineering students andengineering faculty understand power and power dynamics, the research team developed a set ofworkshops for students and faculty to co-design inclusive practices while exploring their ownidentities with respect to power. Part of this study was exploring the possibility of consciousnessraising for students and faculty in their understanding of power.The participants were recruited from the College of Engineering at a large public university inthe Pacific Northwest. Recruitment emails were sent to various mailing lists and students wererecruited through large courses. The final set of participants included two faculty members, onegraduate student who had served as an

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Susan J. Ely, University of Southern Indiana; Andrew Jason Hill, University of Southern Indiana; Kelly Marie Sparks, University of Southern Indiana

Tagged Divisions

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

to help [23]. Students mustengage with the project from a perspective of blended boundaries that meaningfully engages withboth the facts and values of a project – values which must be considered from the perspectives ofall peoples. This view is not one traditionally held by engineering systems, which often embracetraditional power roles, making determinations on who is worthy of being served [8, 23-25].Best practices in curriculum design must include students questioning how different contexts andperspectives impact the boundaries of a system and its priorities [6, 7, 13, 14, 20, 22, 23, 25, 26].To evaluate these concepts properly, previous research has determined a significant gap adequatelycapturing students' attitudes [6, 7, 13, 14] and

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hwangbo Bae, University of Florida; Denise Rutledge Simmons, P.E., University of Florida

Tagged Topics

Diversity

Tagged Divisions

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

as not alwaysattentive to queries. Such a disparity in experience and support may dissuade female studentsfrom pursuing an engineering profession after graduation, given the crucial opportunityinternships provide for students to learn and practice key skills for their future employment [57]. The findings of this study also suggest that the role of female supervisors in the civilengineering workplace is critical for Asian women to share their concerns about difficulties andaspire to be like them. This study found that female supervisors were particularly helpful fordeveloping career interests. Previous research suggests that in order to be inspired by a rolemodel, one must be able to identify one's future self with that role model [33

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sara Al Humidi; Alena Sloan; Andrea Atkins, University of Waterloo; Rania Al-Hammoud, University of Waterloo

Tagged Topics

Diversity

Tagged Divisions

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

women will not pursue careers in STEM unless they had women mentorship during theirundergraduate and graduate experience [3]. The need to diversify engineering faculty to create aholistic “global engineer”, is best highlighted in the book Educating the Engineer of 2020 thatwas published in 2005: Student demographics, with greater diversity from the perspective of academic preparation, career aspirations, and ethnic background that require approaches to learning, teaching, and research designed intentionally to respect (and celebrate) this diversity [9].Based on the literature, when discussing the addition of women to faculty, the course designschanged to include interdisciplinary work and mentorship [3

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Karina Ivette Vielma, The University of Texas, San Antonio; Joel Alejandro Mejia, The University of Texas, San Antonio

Tagged Topics

Diversity

Tagged Divisions

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

primarily teachinginstitution of higher education – will require learning about pedagogical methods. Engineering,however, continues to be a field where research is the main focus among graduate studentsincluding an emphasis on recognition, performance, and competence [3], leaving aside theimportance of being a an effective educator. Addressing the impact on the cultures ofengineering, including the prevalence of deficit ideologies in engineering, on how futureeducators see themselves and how they see their own students is important for theimplementation of better teaching practices.In this work in progress, we seek to demonstrate how deficit ideologies manifest in the responsesof engineering graduate students as they receive professional

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

Tagged Topics

Diversity

Tagged Divisions

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

beach.Ms. Connie Syharat, University of Connecticut Constance M. Syharat is a Ph.D. student and Research Assistant at the University of Connecticut as a part of two neurodiversity-centered NSF-funded projects, Revolutionizing Engineering Departments (NSF:RED) ”Beyond Accommodation: Leveraging Neurodiversity for Engineering Innovation” and In- novations in Graduate Education (NSF:IGE) Encouraging the Participation of Neurodiverse Students in STEM Graduate Programs to Radically Enhance the Creativity of the Professional Workforce”. In her time at the University of Connecticut she has also has served as Program Assistant for an summer pro- gram in engineering for middle school students with ADHD. Previously, she spent

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

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

Paper ID #38679Renewed Hope: Utilizing Freirean Pedagogies to Enhance MulticulturalSTEM ClassroomsCassandra Puletapuai, Colorado State University Cassandra Puletapuai is a construction management graduate research assistant, graduate teaching assis- tant, a doctoral student at Colorado School University in the School of Education in Education, Equity, and Transformation focusing on Construction Management. Her research interests include sociocultural and participatory action research practices that connect both the individual’s and industry’s vision for beneficial and tangible outcomes and increasing multicultural

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eleazar Marquez, The University of Texas, Rio Grande Valley; Samuel Garcia, The University of Texas, Rio Grande Valley

Tagged Topics

Diversity

Tagged Divisions

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

student populated surveyed consisted of 68% male and 32%female, of which 95% are Hispanic/Latino. The authors employed a qualitative research design,and the primary method of data collection was a self-developed survey instrument consisting of atotal five open-ended questions. The process for developing the survey items consisted ofquestions that sought to examine instructional and pedagogical strategies implemented to teachstudents rigorous engineering concepts based on students’ experiences in the course. As such, thequestions provided students the opportunity to delineate, reflect, and share valuable insight andexperiences that can help develop and refine effective and equitable engineering pedagogy.The data analysis consisted of an open