Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cole Hatfield Joslyn, Northern Arizona University; Peter Golding, University of Texas, El Paso

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Diversity

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

learned from year 1Abstract—An abundance of literature demonstrates that women’s and minorities’ sense ofbelonging, or lack thereof, influences their academic performance and persistence in STEMeducation and careers. To address this problem, we developed and piloted a holistic, socio-culturally responsive peer-mentoring program—with funding from the National ScienceFoundation—that provided a multidimensional (i.e., academic, institutional, and social) supportsystem for first-year engineering students, particularly Hispanic/LatinX/XicanX studentsinclusive of their intersectionalities (HLX+). The purpose of this pilot program, Promoviendo elÉxito Estudiantil a través de un Sistema de Apoyo (PromESA), is to increase HLX+ students’sense of belonging

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shannon D. Barker, University of Virginia; Kenya Crosson, University of Dayton; Victoria E Goodrich, University of Notre Dame; Jordan Jarrett, P.E., Colorado State University

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Diversity

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

Seattle, WA. Dr. Jarrett combines her practical experience and love of teaching to create welcoming classroom environments tailored to preparing stu- dents for their future careers and inspiring them to be lifelong learners. She is passionate about making engineering education and the engineering industry more innovative and more inclusive. ©American Society for Engineering Education, 2023 Creating Inclusive Classrooms: Work Developed during the ASEE Year of Impact on Racial Equity (YIRE)BackgroundThe ASEE Commission on Diversity, Equity, and Inclusion (CDEI) specified 2021–2022 as theYear of Impact on Racial Equity (YIRE). The inspiration and objectives for this work has

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Claudia Mara Dias Wilson, New Mexico Institute of Mining and Technology; Thais Alves, San Diego State University; Corrie Walton-Macaulay, Saint Martin's University; Xiaomei Wang, Brigham Young University; Scott R Hamilton P.E., York College of Pennsylvania; Gloria Faraone; Nicholas Tymvios, Bucknell University; Moses Tefe, Norwich University

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Diversity

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

sustainability, leveraging her expertise to address pressing challenges in the field.Dr. Scott R Hamilton P.E., York College of Pennsylvania Scott Hamilton is a Professor of Civil Engineering at York College of Pennsylvania. He is a registered Professional Engineer and has both a MS and PhD in civil engineering and a Masters in engineering management from Stanford University and a BS from the United States Military Academy, West Point. He is a retired US Army Corps of Engineers officer who has had assignments in the US, Germany, Korea, and Afghanistan. During his military career he spent over 10 years on the faculty at the US Military Academy at West Point teaching civil engineering. He also served as the Director, Graduate

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dylan Oliver Scheller, Colorado State University; Julia Schimmels, Colorado State University; Jordan Jarrett, Colorado State University

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

careers and inspiring them to be lifelong learners. She is passionate about enhancing diversity, equity, and inclusion in engineering. ©American Society for Engineering Education, 2024 STEM 4 Kids: Improving Gender Diversity in STEM through a Collegiate Student-led OrganizationAbstractGender diversity has always been a low statistic in science, technology, engineering, andmathematics (STEM) fields. To see change, improvements must be made at every age point -from the selection of children’s play toys, to the recruitment of students from historicallymarginalized groups to pursue STEM degrees, to the pay disparity in career fields today. STEM4 Kids, a student-led organization at Colorado State

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

, E. J., Harper, S., Cashion, T., Palacios-Abrantes, J., Blythe, J., Daly, J., Eger, S., Hoover, C., Talloni-Alvarez, N., Teh, L., Bennett, N., Epstein, G., Knott, C., Newell, S. L., & Whitney, C. K. (2020). Supporting early career researchers: Insights from interdisciplinary marine scientists. ICES Journal of Marine Science, 77(2), 476–485. Scopus. https://doi.org/10.1093/icesjms/fsz247Anna (Kia) Nobre. (2017). Neuron, 96(1), 11–13. https://doi.org/10.1016/j.neuron.2017.09.023Announcements11Announcements are published free of charge for members of The American Society of Human Genetics (ASHG). Please e-mail announcements to ajhg@ajhg.net. Submission must be received at least 7 weeks before the month of

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Danielle Vegas Lewis, SUNY Fredonia

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Diversity

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

. The authors found that white women, in particular, softened the negative impact ofsexism with white privilege, relying on their race to help them form closer relationships withfaculty. Conversely, undergraduate women of Color found that race served as a barrier torelationship building with professors, which hindered their ability to access career-relatedopportunities. However, the findings of Salazar et al. [11] also indicated that exposure toprofessors of Color facilitated relationships with racially underrepresented students, which thengave these students access to networks that supported their career goals in STEM. Finally, theauthors found that the effects of both racism and sexism were lessened when students wereengaged in research. The

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

different points in their career paths, including early-, mid-, and late-career experience. Thesefactors influence their perspectives and lens on collaborative work and CI partnerships, both ingeneral and related to this Alliance. Understanding the basic heterogeneity of members involvedin this Alliance is important for interpreting the nuances of the findings and wider Alliance insights.All are collectively working towards the broader goal of increasing the number of students fromhistorically marginalized groups that are graduating from post-secondary institutions, approachingthe work through different lenses and networks.This study is important since NSF-funded alliances are a significant award designed to supportorganizations that seek to

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Janis P. Terpenny, National Science Foundation; Tracee Gilbert, System Innovation

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Diversity

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

Large Universities," Proceedings of the American Society for Engineering Education, 2020.[32] "The 2018 Status Report on Engineering Education: A Snapshot of Diversity in Degrees Conferred in Engineering," The Association of Public and Land-grant Universities, 2018.[33] J. B. Main, L. Tan, M. F. Cox, E. O. McGee and A. Katz, "The correlation between undergraduate student diversity and the representation of women of color faculty in engineering," Journal of Engineering Education, vol. 109, no. 4, pp. 843-864, 2020.[34] M. Gray and K. D. Thomas, "Strategies for Increasing Diversity in Engineering Majors and Careers," Advances in Higher Education and Professional Development, 2017.[35] "ASEE Diversity & Inclusion

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Fatima Glovena Fairfax, Duke University; Elyse McFalls, Duke University; Alex Rogers, Duke University; Jabari Kwesi, Duke University; Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University; Crystal E. Peoples, Duke University; Helen Xiao, Duke University; Eduardo Bonilla-Silva

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Diversity

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

Pacific University in 2021.Jabari Kwesi, Duke UniversityAlicia Nicki Washington, Duke University Dr. Nicki Washington is a professor of the practice of computer science and gender, sexuality, and femi- nist studies at Duke University and the author of Unapologetically Dope: Lessons for Black Women and Girls on Surviving and Thriving in the Tech Field. She is currently the director of the Cultural Compe- tence 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 fac- ulty

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kiana Alexa Ramos; Julia Gardow; Emanuel Joseph Louime; Eunice Yujin Kang; Avneet Hira, Boston College

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Diversity

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

students exhibiting highermath/science self-efficacy and identity were more likely to pursue careers in science, technology,engineering, and math (STEM). Further there is a technological divide in underrepresentedcommunities driven by financial factors, school structures, traditional pedagogical practices, andpeer dynamics informed by gender, race, and socioeconomic factors [6], [7], [8]. Master andMeltzoff [9] propose the STEMO (STEreotypes, Motivation, and Outcomes) to understandcultural stereotypes and foster a sense of belonging in STEM to counteract gender gaps. Theyrecommend interventions to broaden stereotypes, strengthen belonging, and foster a growthmindset to counteract preexisting dynamics contributing to a lack of belonging among

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

“effectivelydisrupt the systematic categorization of alternative neurological and cognitiveembodiment(s)”and “offers an emancipatory lens for representing and embodying neurologicaldifferences beyond traditional special education’s deficit-based discourses and practices.”C. INCLUDE ProjectThe INCLUDE project funded by the Revolutionizing Engineering Departments program of theNational Science Foundation has been established to transform department-wide practices andcreate an inclusive learning environment that empowers the diversity of learners present ininstitutions of higher education. This project aims to develop and refine a range of interventionstargeted towards multiple aspects of academic life, from recruitment to career development. TheINCLUDE team

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

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Diversity

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

, Srihari must take thepath of least resistance to protect her mental and physical health by requesting accommodationsfor her and her group. This is not a choice she would make on her own volition, which is also atheme she experiences when making decisions regarding her engineering career path as aninternational student. And another big part with the international status is I started off as an aerospace major. And when I was trying to make connections, talking about how I would, you know, go get a co-op or an internship, I was told I probably wouldn't because most aerospace engineering jobs are defense based. And since I don't have like, a green card or something like that in the country, it would be very difficult

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

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

, user-centered design principles and multidisciplinaryteamwork. It is expected that students will increase in understanding about how social andemotional competencies impact user-centered design. With increased understanding, students willintegrate these principles into their class projects and other learning activities. It is also anticipatedthat students will positively reflect on the contributions of their team members and betterappreciate the impact of multidisciplinary teams on the design process. Students from bothengineering and non-engineering programs will correctly identify how these same principles canapply to their specific career field and in context of their communities, enriching the professionalformation not only of engineers

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Liliana Lozada-Medellin, University of Texas, El Paso; Ivonne Santiago, University of Texas, El Paso; Yuanrui Sang

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Diversity

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

Curitiba, Brazil; native communities in the Amazon in Villavicencio, Colombia; and underserved communities in Piura, Per´u. Dr. Santiago is passionate about providing experiential learning opportunities to both undergraduate and graduate students with a focus on Hispanic and female students. She is currently Co-PI of UTEP’s NSF-AGEP program focusing on foster- ing Hispanic doctoral students for academic careers; the Department of Education’s (DoE) STEMGROW Program to encourage students Latino(a) students and students with disabilities to pursue STEM careers; and DoE’s Program YES SHE CAN that provides support and mentoring to female pre-college students. She is also a member of two advisory committees to the UTEP’s

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Ebony McGee and Lydia Bentley The Equity Ethic: Black and Latinx College Students 2 reengineering their STEM careers toward Justice 8 Donna Riley Hidden in Plain View: Feminists Doing Engineering Ethics, 1,2,3* Engineering Doing Feminist Ethics 9 Cindy Rottman and Douglas Reeve Equity as Rebar: Bridging the Micro/Macro divide in 1,2,3 Engineering Education 10 Ramzi N. Nasser and Michael H. Social Justice and the Engineering Profession: Challenging 1,2 Romanowski

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

Connecticut. In addition, Campbell-Montalvo is Co-PI on a $500,000 NSF grant that seeks to improve inclusion in biology education and biology education research through the Inclusive Environments and Metrics in Biology Education and Research network. Prior to her current role, Dr. Campbell-Montalvo was the Program Assistant for the National Institute of Health’s Maximizing Access to Research Careers Undergraduate Student Training in Academic Research program in the Department of Chemical and Biomedical Engineering at the University of South Florida.Mrs. Hannah Cooke, University of Connecticut Hannah Cooke is a doctoral student in Curriculum and Instruction with a focus on Science Education at the University of Connecticut

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

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

with a deep knowledge of this borderland area as a localinhabitant, a first-generation student, and a Mexican American mixed-race person. My educationin history, anthropology, and technology education along with my professional experiences inSTEM focused on K-12 and higher education informs my approach to supporting undergraduatestudents in STEM. I know how to connect with students and enjoy interacting with them in myrole as a graduate research assistant.Author3. I am a Hispanic engineer eager to provide mentoring and guidance to minorityundergraduate students, interest them in scientific careers, and encourage them to pursuegraduate studies. I have experience in advising student organizations, such as the Society ofHispanic Professional

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Clay Walker, University of Michigan

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Diversity

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

“Writing is both a cognitive process and a deeply social process” (p. 583). Teaching engineeringstudents to write supports the development of their capacity to critically develop relationshipsbetween their communication purpose, intended audience, and the arguments, evidence, andreasons that will persuade their readers. Also, it supports their ability to build, test, and criticallyreflect on knowledge. Thus, Berdanier and Alley argue, “we do not think that outsourcing this[writing] process is good for the development of expertise, especially for early career[engineering] students” (p. 583). Engineering educators should thus attend to the when/howwriting is taught with/without GenAI. As Irish (1999) explains, “Careless use of writing may

Conference Session

Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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

INTRODUCTIONEngineering has a considerable role in addressing many of the challenges facing society. Engineeringschools and the engineering professional bodies have increasingly recognized that for the engineeringdiscipline to reach its full potential, all segments of society must be included. Engineering mustactively engage and help promote the pursuit of engineering education and engineering careers withthose individuals who have been historically under-represented within the field. For example, femaleparticipation in the engineering profession is considerably below the proportion of females in societyat large (Figure 1). As a result of this differential, Engineers Canada launched the 30 by 30 EngineersCanada initiative which aims by 2030 to increase to 30

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lindsay Harley, Dartmouth College; Vicki V. May P.E., Dartmouth College; Rebecca Holcombe

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Diversity

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

than men to persist in completing a STEMdegree: More than the individual. Personality and Individual Differences, Volume 190, 111532,ISSN 0191-8869, https://doi.org/10.1016/j.paid.2022.111532.[5] Tai, J., Ajjawi, R., Bearman, M., Boud, D., et al. (2023). Assessment For Inclusion:Rethinking contemporary strategies in assessment design. Higher Education Research andDevelopment, 42 (2), 483-497.https://doi.org/10.1080/07294360.2022.2057451[6] Brown, & Matusovich, H. M. (2016). Career Goals, self-efficacy and persistence inEngineering Students. 2016 IEEE Frontiers in Education Conference (FIE), 1–5.https://doi.org/10.1109/FIE.2016.7757465[7]Hamrick, Karen. (2019). Women, Minorities, and Persons with Disabilities in Science andEngineering: 2019

Conference Session

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ioulia Rytikova, George Mason University; Mihai Boicu, George Mason University

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Diversity

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

, which is very important for the students, the redesign teamincludes instructors with experience in academia (instructional, tenure line, instructional 2-yearcollege), industry, and government.Purpose of the StudyIn their recent report titled 'Advancing Antiracism, Diversity, and Equity Inclusion (DEI) inSTEMM Organizations: Beyond Broadening Participation,' the National Academies advocate forincreasing minority representation in science, technology, engineering, math, and medicine(STEMM) fields. They also highlight the need for systemic changes aimed at providing bettersupport for minority groups. The focus is on not only facilitating entry into STEMM educationbut also fostering environments that enable career advancement within universities

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Qualla Jo Ketchum, Cal Poly Humboldt

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Diversity

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

emphasis in Energy and Climate from Cal PolyHumboldt in 2023. As a graduate student in the Engineering and Community Practice Program I ampreparing for a career in service to our local tribal communities, in particular supporting their autonomyin the face of numerous climate change impacts.Natalie Mendez My name is Natalie, and I am a first-generation American whose family immigrated tothe United States from Sahuayo Michoacán. My hometown, Sahuayo (Nahuatl: Tzacuātlayotl), resides onP'urhépecha land, and its name translates to “turtle-shaped pot” in the Nahuatl language. I do not claimtribal affiliations, nor can I trace back my Indigenous roots, if any, to any particular people, but for aslong as my family has known, we have lived in this region

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kelyn Rola, Southern Methodist University; Hannah Louis, Southern Methodist University; Alain Mota, Southern Methodist University; Kathy Michelle Hubbard, Southern Methodist University

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Diversity

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

aredisproportionately negative impacts for traditionally underrepresented students (i.e., Black,Hispanic, and Native American and/or Alaska Native individuals [4]) who often experienceadditional challenges that threaten their persistence and completion of their engineering degree.Representation issues within STEM and the associated challenges for students of color are oftenfurther exacerbated within predominantly white institutions (PWIs) [5], [6].Despite the fact that faculty are often more invested in scholarship than teaching [7], qualityinstruction is critical for the successful transfer of knowledge and achievement of studentlearning outcomes, degree completion, and a career in the profession. While engineeringeducation scholarship offers numerous

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sourojit Ghosh, University of Washington; Kunal V Mehta, University of Washington; Maxwell Coppock, University of Washington; Sarah Marie Coppola, University of Washington

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Diversity

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

et al., ‘Assisting students with high-incidence disabilities to pursue careers in science, technology, engineering, and mathematics’, Interv. Sch. Clin., vol. 48, no. 1, pp. 47–54, 2012.[14] K. A. Mack et al., ‘Maintaining the Accessibility Ecosystem: a Multi-Stakeholder Analysis of Accessibility in Higher Education’, in Proceedings of the 25th International ACM SIGACCESS Conference on Computers and Accessibility, 2023, pp. 1–6.[15] A. Phillips et al., ‘Online disability accommodations: Faculty experiences at one public university.’, J. Postsecond. Educ. Disabil., vol. 25, no. 4, pp. 331–344, 2012.[16] M. Tamjeed et al., ‘Understanding disability services toward improving graduate student support’, in

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ingrid Scheel, Oregon State University; Rachael E. Cate, Oregon State University; Devlin Montfort, Oregon State University

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Diversity

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

. Engineering practice for me became as much about interaction withthose individuals and collaborators as the technology itself. Leydens and Lucena present aframework in their book Engineering Justice [5] that establishes methods for integrating criteriain courses such that the human factors rampant in engineering practice are present in engineeringeducation. This was the missing link for me when I was a student preparing to apply forinternships, jobs, and try to formulate an idea in my mind concerning how a career inengineering might materialize and be fulfilling.Research approach and rationaleThe focus of the field observations in this study was the creation of knowledge through themutual understanding of the instructional faculty and students within

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

STEM persistence for underrepresented minority students attending predominantly white institutions. Journal of Career Development, (2023), 50(1), 87-103.[12] D. Chakraverty, A cultural impostor? Native American experiences of impostor phenomenon in STEM. CBE—Life Sciences Education, 2022, 21(1), ar15.[13] E. O. McGee, P. K. Botchway, D. E. Naphan-Kingery, A. J. Brockman, S. Houston, & D. T. White, Racism camouflaged as impostorism and the impact on Black STEM doctoral students. Race Ethnicity and Education, (2022), 25(4), 487-507.[14] J. L. Mondisa, J. Millunchick, C. Davis & D. Koch, The University of Michigan's M-STEM academies program: Examining the social community of future engineers. In 2016 IEEE Frontiers in

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

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

10 Graduate School,” Equity Excell. Educ., vol. 47, no. 2, pp. 167–186, Apr. 2014, doi: 10.1080/10665684.2014.900394.[15] E. Ramirez, “Unequal socialization: Interrogating the Chicano/Latino(a) doctoral education experience,” J. Divers. High. Educ., vol. 10, no. 1, pp. 25–38, Mar. 2017, doi: 10.1037/dhe0000028.[16] R. Winkle-Wagner, D. L. McCoy, and J. Lee-Johnson, “Creating Porous Ivory Towers: Two-Way Socialization Processes that Embrace Black Students’ Identities in Academia,” in Socialization in Higher Education and the Early Career: Theory, Research and Application, J. C. Weidman and L. DeAngelo, Eds., in Knowledge Studies in Higher Education. , Cham: Springer International Publishing

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Meghan Williams, Elizabethtown College; Mark Brinton, Elizabethtown College; Kurt M Degoede, Elizabethtown College; Elizabeth Dolin Dalton

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Diversity

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

course.Implementation of Mastery-Based Learning (MBL):An MBL course prioritizes depth over breadth, so begin by viewing your course in terms of theskills you want your students to learn and demonstrate—the key skills and outcomes thatstudents need to be successful in their future courses and careers. While these outcomes can spanBloom’s Taxonomy [14], in practice there is a limit to the number of skills students can beassessed (and reassessed) on, so skills based on the apply, analyze, evaluate or create outcomelevels are generally more appropriate. The goal of this section is to describe the process throughwhich we transitioned our traditional assessment course (fall 2022, Circuit Analysis) to amastery-based course (fall 2023) with enough details and tips

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Pheather R. Harris, University of California, Irvine; Dianne G. Delima, University of California, Irvine

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

Paper ID #38354An NSF-Funded Professional Development Series for Advancing Inclusion ata Hispanic-Serving InstitutionDr. Pheather R. Harris, University of California Irvine Dr. Harris has worked in postsecondary education for over two decades in various capacities. She be- gan her career at Santa Monica College as a counseling aid at the Extended Opportunities Programs and Services office prior to her role as an Assistant Director of Admissions at the University of Southern California. She then moved to Cambridge, MA to pursue her Master’s Degree in Higher Education, with a focus on Risk and Prevention, and began working at

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Raheleh Miralami, Mississippi State University; Saeed Rokooei, Mississippi State University; Tonya W. Stone, Mississippi State University; George D Ford, P.E., Mississippi State University

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Diversity

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

method in engineering programs. While theteamwork notion is not new, its application and importance are in current interdisciplinaryprofessional engineering careers. Developing more effective teams in which gender and racialminorities can exhibit their potential and enhance their capabilities adds another layer to theimportance of the subject. Teamwork skills are generally developed in group activities, althoughtypically there is no formal training for that, and it is left to students to practice. The currentstudy explored different aspects of teamwork in engineering programs, especially with a focus onthe role of gender and race. For this purpose, participants were categorized based on their genderand race, and since the percentage of non-white