Displaying results 61 - 90 of 142 in total
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Amy Slaton, Drexel University; Kayla R. Maxey, Purdue University, West Lafayette ; Monica McGill, CSEdResearch.org; Jordan Williamson
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
groups in our faculty.[6]The program utilizes a hierarchical “badging” (recognition) system (e.g., bronze and silver) to rec-ognize degrees of dedication toward increasing diversity in engineering. These badges are intendedto acknowledge institutions that pledge themselves to ADRP’s goals of continuous improvementin engineering diversity and inclusion projects. The purpose of ADRP is to promote DEI by re-viewing DEI commitments from engineering colleges as well as their goals and progress overtime. Reviews are conducted by Deans who are active in ASEE and all institutions accepted intothe program. The program utilizes “badges” to recognize degrees of dedication toward increas-ing diversity in engineering. These badges are intended to acknowledge
- 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
student strengths.The realityBefore the first year of the project began, 1301 was added to the university’s core curriculum andmade available to all first-year engineering students. Students from civil engineering, computerscience, electrical engineering, engineering innovation and leadership, industrial engineering,metallurgical and materials engineering, and mechanical engineering enrolled in 1301 andparticipated in the program. Additionally, three sections (approximately 80 students) of 1301were offered during the fall semester. During the spring semester, one section of 1301 and onesection of 1402 (approximately 62 students combined) were offered. Enrollment in 1402 wasonly available to students whose declared major was in the piloting
- 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
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
metacognitive processes.Bielefeldt (2014) emphasizes that female students’ reflective essays have significantlyimpacted students’ own perception of engineering and the profession’s role within society. A second strand of scholarly work emphasizes the role of experiential learning throughsummer programs (Groppi & Tappero, 2015), student exchange programs (Fox et al., 2018),mentored grant-funded research projects (Espiritu et al., 2021; Perez & Plumlee, 2022), andinternships (National Academies, 2017). Groppi and Tappero (2015) analyze a team-basedsummer program on renewable energy (culminating in service-based learning projects) whichthey find serves to increase the retention rate of students from underrepresented minoritygroups as well
- Conference Session
- Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Kaylla Cantilina, Tufts University; Chelsea Joy Andrews, Tufts University; Fatima Rahman, Tufts Center for Engineering Education and Outreach
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- Culture & Social Justice in Education Division (EQUITY), Equity
technicalengineering course can be perceived as an additional load or “tack on'' by both instructors andstudents. Furthermore, in addition to these structural barriers, sociotechnical content does not bydefault include a justice perspective. As such, an intentional focus on justice is necessary whendesigning pedagogical changes toward more holistic engineering education.In response to these challenges and needs, we were funded by the NSF to conduct a research andpedagogical project in which we are integrating justice components throughout a first-yearcomputing for engineers course. Instead of revising an ethics course or tacking on sociotechnicalcontent to a traditional course, we chose to embed justice into our redesign of the “technical”class as much as
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
- Collection
- 2023 ASEE Annual Conference & Exposition
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- 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
-changing digital landscape are needed. Workforce development and shortages are significantwith needs for talent at all levels. For engineers in particular, workers need to be able utilize andadvance technology, excel in the interdisciplinary nature of complex engineering problems,within interconnected digital spaces, make decisions, and be versed in ‘soft skills’ required forcollaboration and communication.Traditionally, undergraduate and graduate engineering education has been siloed according todisciplinary departments. Students navigate their education through a series of courses intendedto prepare them via methods and tools that define the discipline. This approach is based largelyon 20th-century needs. While team-based and project-based
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Sunni Haag Newton, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology ; Meltem Alemdar, Georgia Institute of Technology; Joycelyn Wilson, Georgia Institute of Technology; Sabrina Grossman, Georgia Institute of Technology
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- Culture & Social Justice in Education Division (EQUITY), Equity
hop-inspired pedagogics and its intersection with design thinking, computational media- making, and integrative curriculum design.Sabrina Grossman, Georgia Institute of Technology I am currently a Program Director in Science Education at Georgia Tech’s Center for Education Integrat- ing Science, Mathematics, and Computing (CEISMC), which is a K-12 STEM outreach center for the university. I am working on several exciting projects inc ©American Society for Engineering Education, 2023 Music, Coding, and Equity: An exploration of student and teacher experiences in decoding messaging and discussing equity with the Your Voice is Power curriculum
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 6
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Maria L. Espino, University of South Carolina; Brian Le, University of California, Los Angeles; Spencer Platt, University of South Carolina; Henry Tran, University of South Carolina
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a research affiliate on multiple NSF-funded projects surrounding equity in STEM. Brian’s research interests are college access, retention, marginalized students, community colleges, first-generation, STEM education, STEM identity development and engineering education.Dr. Spencer Platt, University of South CarolinaDr. Henry Tran, University of South Carolina Henry Tran is an Associate Professor at the University of South Carolina’s Department of Educational Leadership and Policies who studies issues related to education human resources (HR). He has published extensively on the topic, and holds two national HR certifications. He is also the co-lead editor of the book How did we get here?: The decay of the teaching
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
- Collection
- 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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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #42860Board 114: Amplifying Resilience and Becoming Critical Advocates: ThreeBlack Engineering Students’ Experiences in a Multi-Institutional SummerCamp CollaborationDr. Jae Hoon Lim, University of North Carolina Dr. Jae Hoon Lim is a Professor of Educational Research at the University of North Carolina at Charlotte. Her research explores the dialogical process of identity construction among students of color and examines the impact of sociocultural factors on their academic experiences. She has served as a co-PI for multiple federal grant projects, including a 1.6 million grant from the National Science Foundation
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Sara E. Lego, Pennsylvania State University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
implicit bias or a pattern of microaggresive tendenciestowards underrepresented groups within the company. In addition, students are presented withfurther scenario details possibly indicating that project task and professional developmentopportunities are distributed inequitably based on gender and race.Initial discussion within this exercise is team-based, and teams are asked to determine the degreeto which DEI issues appear to be present, what actions the Sam character might take based on thetechniques they have learned, and whether or not the comments Sam is hearing from hissupervisor warrant action at all since they occur outside of the physical workplace at lunch.Following role playing and subsequent discussion within this first scenario
- Conference Session
- Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education
- Collection
- 2024 ASEE Annual Conference & Exposition
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- Nolgie O. Oquendo-Colón, University of Michigan; Xiaping Li, University of Michigan; Cynthia J. Finelli, University of Michigan
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
salient factors: precollege characteristics andexperiences (i.e., sociodemographic traits, prior academic preparation and performance, andstudent dispositions) and the three other factors comprising the student college experience:organizational context, the peer student environment, and the individual student experience(including curricular, classroom, and out-of-class experiences) [19]. For our study, we includedneurodiversity in pre-college characteristics and experiences and introduced other factors thatmay be particularly relevant for students with ADHD, such as creativity, having close friends,having short-term motivation, time management, and study skills (Figure 1) [20].In our project, we focus specifically on the individual student
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Bahar Memarian, University at Buffalo, The State University of New York
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #38699Indigenizing the Artificial Intelligence (AI) Programmed EngineeringEducation Curriculum, Challenges and Future PotentialsDr. Bahar Memarian, University at Buffalo, The State University of New York Dr. Bahar Memarian is an interdisciplinary researcher and educator with more than 10 years of research and teaching experience at the intersection of applied and social sciences. She has designed and executed research projects as both a team leader and a member. She has also developed and delivered learning modules and courses in the areas of STEM, design, and engineering education at the secondary and
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Rachel Figard, Arizona State University; Sabina Anne Schill, Florida International University ; Medha Dalal, Arizona State University; Adam R Carberry, Arizona State University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
quantitative studies, have focused on TGNC undergraduates because this populationis small. Those who have presented findings share a common theme of students reporting aheteronormative, exclusionary environment in engineering [17 – 20]. Haverkamp et al. [19]utilized collaborative autoethnographic methods to explore the experiences of two TGNCundergraduate engineering students who expressed an engineering environment withexclusionary social dynamics. Group projects and interactions, which are common toengineering, were identified as “a particular hurdle towards engineering peers being part of theirsocial support network” [16]. The ability to function effectively on a team is listed as a studentoutcome for ABET-accredited engineering programs [21
- Conference Session
- Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education
- Collection
- 2024 ASEE Annual Conference & Exposition
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- Hyun Kyoung Ro, University of North Texas; Shirley Anderson, University of North Texas
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
, implementation, and evaluation ofculturally relevant practices and programs in multiple areas for engineering students.Specifically, we sought to gather insights about culturally relevant practices experienced byvarious stakeholders, including students, faculty, and administrators, from the published articles.Our study addresses two central research questions: • What are the key characteristics of the existing literature on culturally relevant practices for Latinx students in the field of engineering and computing at HSIs? • How are culturally relevant practices aligned with the servingness of HSIs in existing literature? Conceptual frameworkFor this project, we utilized Garcia et al.'s [8
- Conference Session
- Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Austin Morgan Kainoa Peters, Purdue University; Alice L. Pawley, Purdue University; Stephanie Masta, Purdue University; Darryl Dickerson, Florida International University; Matthew W. Ohland, Purdue University
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- Culture & Social Justice in Education Division (EQUITY), Equity
Environmental and Ecological Engineering and the Women’s Gender and Sexuality Studies Program at Purdue University. She is the winner of numerous awards, including best paper awards, leadership awards, and a PECASE in 2012. She is strongly involved in Purdue’s chapter of the American Association of University Professors. Her research group’s diverse projects and group members are described at pawleyresearch.org. Email: apawley@purdue.eduStephanie Masta, Purdue University Member of the Sault Ste Marie Tribe of Chippewa Indians and educational researcher focused on issues of equity in Black and Brown education in the United States.Dr. Darryl Dickerson, Florida International University Dr. Darryl Athos Dickerson is currently an
Work in Progress: Experiences of Uncertainty in Sociotechnical Small-Group Undergraduate Discussions
- Conference Session
- Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Fatima Rahman, Tufts Center for Engineering Education and Outreach; Kristen B Wendell, Tufts University; Chelsea Joy Andrews, Tufts University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
engineering.Maintaining epistemological uncertainty in engineering work is an inherent part of expansivethinking. As students make space for including social, political, and economic aspects inengineering work, they question what is valuable (what should be foregrounded) and how theycan include these aspects. By maintaining uncertainty, they explore new sociotechnicalimaginaries of what designs are possible, especially from the standpoint of equity and socialjustice. These uncertainties are not static and are not necessarily shared between all members inone group. At any given moment, students’ uncertainty may be raised, dismissed, ignored, oracknowledged (Jordan & McDaniel, 2014).MethodsThis study is part of a larger NSF-funded project to integrate
- Conference Session
- Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
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- Noelle K Comolli, Villanova University; David Jamison, Villanova University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
concepts (so any school could implement)Table 1. Engineering Design Steps introduced by different discipline specific examples.The students were also asked to complete a team design project that addresses a need on campusand is larger than one day in class design experience. This design project was done in collaborationwith the Office of Disability Services (ODS). The director of ODS asked the students to rethinkthe design of a freshman dorm for a student with a physical disability (this could be hearing orsight impairment, or physical disability). The students were given information from potentialclients (current disabled students on campus) and also feedback on their initial prototypes fromODS
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Hwangbo Bae, University of Florida; Denise Rutledge Simmons, P.E., University of Florida
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- Culture & Social Justice in Education Division (EQUITY), Equity
- force demographics, technology, and organizational structures. As director of the Simmons Research Lab, she researches competency development via education and training; interactions between humans and technology; and conceptualization of leadership in engineering. Supported by more than $7.5M in federal funding and with results disseminated across more than 100 refereed publications, her research aims to develop and sustain an effective engineering workforce with specific emphasis on inclusion. She has over ten years of construction and civil engineering experience working for energy companies and as a project management consultant; nearly 20 years of experience in academia; and extensive experience leading and
- Conference Session
- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- 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
undergraduate research in STEM. She also collaborates with the local Community College to improve graduation and transfer rates. Lastly, she is currently the Principal Investigator of the Research-Oriented Learning Experiences Engineering program and the Latinidad STEM Mentoring Program, both funded by the National Science Foundation.Patricia Nicole Delgado, New Mexico State University I am a first-year Ph.D. student at New Mexico State University in the department of Curriculum and Instruction. I currently work on a sponsored project that supports Latinx undergraduate sophomore, junior, and senior-level students in developing research, technical, interpersonal, academic, and professional skills that are transferable in
- 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
Paper ID #41866Teaching Strategies that Incorporate Social Impacts in Technical Courses andEase Accreditation Metric CreationMs. Ingrid Scheel, Oregon State University Ingrid Scheel is a Project Instructor at Oregon State University in Electrical Engineering and Computer Science. She teaches Electrical and Computer Engineering fundamentals and design courses, and as a graduate student in Education is focused on curriculum design. Scheel’s industry experience includes prototype development, test article instrumentation, data acquisition, data analysis, and reporting. She contributes to the International Society for Optics
- Conference Session
- Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education
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- 2024 ASEE Annual Conference & Exposition
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- Brian Dick, Vancouver Island University; Kodi Rivera, Simon Fraser University; Michael Sjoerdsma, Simon Fraser University
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- Culture & Social Justice in Education Division (EQUITY), Equity
understanding the characteristics of thosestudents who persist within their studies through graduation.The next stage of this project is to expand the use of the survey instrument to other PSIs within the BCTransfer System, including both those hosting engineering schools and those from which studentstransfer to engineering schools after their first year of studies. It is expected that the instrument willcontinue to evolve, and support work to develop resources for engineering programs that enhanceequity, allyship, and representation. Additionally, these tailored resources provide opportunities forlike-minded students to establish support systems, fostering a sense of belonging that produces aunified, resilient, and persistent student body.1.0
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9
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- 2023 ASEE Annual Conference & Exposition
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- Jennifer Ackerman, Texas A&M University; América Soto-Arzat, Texas A&M University; Christine A Stanley, Texas A&M University; Reuben A Buford May, University of Illinois at Urbana - Champaign
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
and minority protégés participating in the LouisStokes Alliance for Minority Participation (LSAMP) program in Science, Technology,Engineering, and Mathematics (STEM) across four different universities within a statewideuniversity system, in the United States of America, to learn the following regarding mentoringrelationships for minority STEM students: (1) how students respond to ideas and projects, (2)how students conquer challenges and respond to setbacks, (3) how students set and pursue theiracademic goals, (4) how students describe their undergraduate research mentoring relationshipwith peers and professors, (5) how students maintain their focus in a professional developmentprogram such as LSAMP, (6) how students characterize and describe
- 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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- Meagan Eleanor Ita, Arvinas; Monica Farmer Cox, The Ohio State University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
emerged when our relationship flowed seamlessly. Dr. Meagan Ita is awhite woman postdoctoral associate from the Midwest. Dr. Ita was an undergraduate at theuniversity where she was hired to work on a project under the supervision of Dr. Monica Cox, aBlack tenured professor from the South. Given workplace issues and the racial trauma precedingand following the murder of George Floyd in 2020, Dr. Cox wasn’t involved in the immediatehiring of Dr. Ita for the project. Our supervisee/supervisory relationship could have beendisastrous given our backgrounds, remote working, and the rocky racial history of the unit wherewe work, but it wasn’t.We completed our assigned work tasks for an entrepreneurial engineering project with ease butsoon recognized that
- Conference Session
- Institutional inclusion: Advancing equity and belongingness in engineering education
- Collection
- 2024 ASEE Annual Conference & Exposition
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- 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
that canuncover cultural opportunities and challenges for advancing equity-related work, and how thisapproach to understanding an organization can be replicated at other institutions. We will discussthe first three drafts of the survey, the feedback process for each draft, and how this process hasinformed how we see the utility of this survey in our context. 1.2. Overview of Larger Project This work is one part of a larger collaborative NSF-funded project (Award # 2217640).The goal of the larger project is to establish a Center for Equity in Engineering (CEE) focused onorganizational transformation for graduate education at a single predominately-white institution.To this end, a team of practitioners and researchers have been
- 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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- Grace Wickerson, Northwestern University
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- Culture & Social Justice in Education Division (EQUITY), Equity
condition and can nowimagine ways of “fixing” the perceived problem, but they project a set of solutions thatmedicalize the condition versus understanding social, cultural, and political forces that shapeindividual’s lives. If these are the paradigms under which we are designing new medicaltechnologies, we must ask: who receives high quality care?Analyzing a series of regularly experienced medical technologies, I argue from my position as abiomedical engineer, materials scientist, and a chronically ill person that historicallymarginalized populations are receiving worse care because of technology and how it has beenand continues to be designed.Suffering from COVID-19? If you are darker-skinned, pulse oximeter devices will be three timesless
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Shauna N. Adams, Purdue University, West Lafayette ; Kerrie A. Douglas, Purdue University, West Lafayette ; Philip Goldberg, Purdue University, West Lafayette
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- Culture & Social Justice in Education Division (EQUITY), Equity
than $40million in NSF engineering education research projects (https://www.nsf.gov/awardsearch/). CIshave been developed and deployed in engineering education environments using variousvalidation methods [2], [3], [7], [10]. These methods however do not mention efforts to look atquestion context when developing the concept inventories. In addition, because CI developerswrite the questions specifically to assess students’ conceptual understanding of the topic in a‘real-world’ context, there is potential that not all students would have the same exposure orrelatability to the context [11]–[13]. Thus, the questions have the potential to perpetuatecontextual bias through sociocultural norms[11], [12], [14]. National organizations that
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4
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- 2023 ASEE Annual Conference & Exposition
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- 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
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- Culture & Social Justice in Education Division (EQUITY), Equity
-0805) Mechanical/Mechanical EngineeringTechnology/Technician, which is defined as, “A program that prepares individuals to apply basic engineering principles and technical skills in support of engineers engaged in the design and development phases of a wide variety of projects involving mechanical systems. Includes instruction in principles of mechanics, applications to specific engineering systems, design testing procedures, prototype and operational testing and inspection procedures, manufacturing system-testing procedures, test equipment operation and maintenance, and report preparation.” [8].This CIP is related in the CIP-SOC Crosswalk [9] to the SOC (17-3027) MechanicalEngineering
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
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- 2023 ASEE Annual Conference & Exposition
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- Jemal Bedane Halkiyo, Arizona State University, Polytechnic Campus; Madeleine Jennings, Arizona State University, Polytechnic Campus; Sultan Bedane Halkiyu, Bule Hora University, Ethiopia; Nadia N. Kellam, Arizona State University, Polytechnic Campus
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- Culture & Social Justice in Education Division (EQUITY), Equity
similar meaning into categories toform themes. For example, the three preliminary codes mentioned earlier in this paragraph werecombined into a theme of a sense of belonging to Engineering. For more examples refer tocolumn three in Table 2. To enhance the quality and trustworthiness of the study planning, datacollection, analysis, interpretations, and reporting, we solicited feedback from the research teamon all steps of the study. This included but was not limited to revising the interview protocol andcodebook, piloting interviews, and soliciting feedback from co-authors and other colleagues ascoding and analysis progressed through the project [25].Table 2. Example analytic process for data excerptsInterview excerpts [1
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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
consistent, engaging and hands-on experience for first-year students, hoping to excite and inspire them in the first step of their journey. There is a strong team, continuously improving on project-based curriculum for the first-year and beyond. Sudan Freeman is also the Associate Dean, Undergraduate Education. ©American Society for Engineering Education, 2023 Student Definitions of DEI in First-Year Engineering and Capstone DesignLike many universities, Northeastern University has several initiatives to improve diversity,equity, and inclusion (DEI) in its various programs. The authors have received an internal grantto develop the “New Engineering Toolbox”, which will be a resource to help
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
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- 2023 ASEE Annual Conference & Exposition
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- 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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Paper ID #38106Narratives of Identity Coherence and Separation in the Figured Worlds ofUndergraduate Engineering EducationGabriel Van Dyke, Utah State University Gabriel Van Dyke is a Graduate Student and Research Assistant in the Engineering Education Department at Utah State University. His current research interests are engineering culture and applying cognitive load theory in the engineering classroom. He is currently working on an NSF project attempting to improve dissemination of student narratives using innovative audio approaches. Gabe has a bachelor’s degree in Mechanical Engineering from Utah State University
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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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- 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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- Culture & Social Justice in Education Division (EQUITY), Equity
. Her research interests include critical, antiracist science teaching that works to dismantle systems of oppression. Currently, she is a research assistant on the DRK12 project COVID Connects Us: Nurturing Novice Teachers’ Justice Science Teaching Identities, which uses design-based research to develop justice-centered ambitious science teaching practices with in-service science teachers. She also works on NSF projects that aim to improve equity in undergraduate STEM education, especially for students with LGBTQ+ identities. In addition, she is working in the Education Leadership department exploring student activism around issues of racial equity. Her former role as a high school science teacher and facilitator of