Displaying results 91 - 120 of 160 in total
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10
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- 2023 ASEE Annual Conference & Exposition
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- Arielle Marie Rainey, Colorado School of Mines; Heather Renee Houlton, Colorado School of Mines
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
-9304- 92. K. S. McClain and A. Perry (2017) "Where Did They Go: Retention Rates for Students of Color at Predominantly White Institutions," College Student Affairs Leadership: Vol. 4: Iss. 1, Article 3.3. F. A. Freitas & L. J. Leonard (2011). “Maslow's hierarchy of needs and student academic success.” Teaching and Learning in Nursing, 6(1), 9–13. https://doi.org/10.1016/j.teln.2010.07.0044. T. L. Strayhorn (2019). College students' sense of belonging: A key to educational success for all students. Routledge, an imprint of the Taylor & Francis Group, pg. 4.5. S. Al-Qudah, J. Davishahl, E. Davishahl & M. Greiner (n.d.). “Investigation of sense of belonging to engineering in undergraduate
- Conference Session
- Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Qualla Jo Ketchum, Cal Poly Humboldt
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
University." HumboldtJournal of Social Relations 1 (45): 34-51. DOI: https://doi.org/10.55671/0160-4341.1219[6] Cal Poly Humboldt. Vision. Strategic Plan. 2023. https://strategicplan.humboldt.edu/[7] Brayboy, B. M. K. J. (2005). Toward a Tribal Critical Race Theory in education. Urban Review, 37(5),425–446. https://doi.org/10.1007/s11256-005-0018-y[8] Laurier Students’ Public Interest Research Group (LSPIRG). (2015). Know the Land TerritoriesCampaign. Retrieved from http://www.lspirg.org/knowtheland[9] Personal communication, Mark Parman, 2022[10] Archibald, J.A. (2008). Indigenous storywork: Educating the heart, mind, body, and spirit.Vancouver: UBC Press.[11] Wilson, S. (2008). What Is an Indigenous Research Methodology? Canadian Journal of
- Conference Session
- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Sarah Hug, Colorado Evaluation and Research Consulting; Raena Cota, New Mexico State University; Ruth Constansa Torres Castillo, New Mexico State University; Enrico Pontelli, New Mexico State University; Adan Maximiliano Delval, New Mexico State University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
the introductory course, inwhich the faculty member was energetic and showed interest in supporting student learning.Since that first course, Ernesto noted a change in faculty support–in fact, in CS1 Ernesto was toldto find help outside of class because the faculty member was not able to assist in his learningbeyond class time. Ernesto described finding friends as a source of support based on his experience in the S-STEM program–this sense of community flourished in his third year as a student at theuniversity. He considers his own introverted nature and his self-consciousness about his Englishas possible factors that impacted his sociability in the department early in his schooling. Ernestoviews the department as one that can, at
- 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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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
the needs of those who are negativelyimpacted. The CPI can also function on a micro level as a pedagogical tool, aiding individuals inbetter understanding their privilege. Unpacking the "invisible knapsacks" of advantages anddisadvantages in computing is an essential step toward dismantling oppressive practices andprogressing equity in the field.References[1] J. Margolis, Stuck in the shallow end: education, race, and computing. Cambridge, MA: MIT Press, 2008.[2] S. B. Daily et al., “Alternate Pathways to Careers in Computing: Recruiting and Retaining Women Students,” presented at the 2013 ASEE Annual Conference & Exposition, Jun. 2013, p. 23.144.1-23.144.11. Accessed: May 14, 2022. [Online]. Available: https
- 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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- 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
education,” Journal of Engineering Education, vol. 108, no. 1,pp. 13–31, 2019.[11] S. Niles, S. Roudbari and S. Contreras, “Integrating Social Justice and Political Engagementinto Engineering,” International Journal of Engineering, Social Justice and Peace, vol. 7, no. 1,pp. 57-69, 2020.[12] National Academy of Engineers, “NAE Grand Challenges for Engineering”, EngineeringChallenges, 2022. [Online]. Available: http://www.engineeringchallenges.org/challenges.aspx[Accessed: October 27, 2022].[13] R. Roscoe, D. Becker, R. Branaghan, E. Chiou, R. Gray, S. Craig, R. Gutzwiller and N.Cooke, “Bridging Psychology and Engineering to Make Technology Work for People,”American Psychologist. vol. 74, no. 3, pp. 394-406, 2019.[14] B. Altay, “User-centered design
- 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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- Culture & Social Justice in Education Division (EQUITY), Equity
integral for teacher evaluations assessing or promoting inclusive − Change needs to be implemented teaching − Hearing students’ voices is inclusivityAttention to Social Dimensions of LearningOur first theme, Attention to Social Dimensions of Learning, addresses beliefs related tointerpersonal connections between students and faculty and the importance of student s feelingcared for by their instructors. Both students and faculty believe that when there is some kind ofmeaningful personal connection, learning
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5
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- 2023 ASEE Annual Conference & Exposition
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- Nivedita Kumar, Florida International University; Stephen Secules, Florida International University
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- Culture & Social Justice in Education Division (EQUITY), Equity
generalizability.Data Collection and ContextRachel is a Hispanic woman pursuing an undergraduate degree in Computer Science atSoutheastern Public University (SPU), a Hispanic Serving Institution in the Southeastern UnitedStates. She is one of the participants admitted into a Scholarship and Support Program (SSP), anNSF S-STEM [18] program at SPU, launched in September 2021 as a collaborative scholarshipand educational research effort at three public research universities in the Southeast UnitedStates. The program is designed to support lower-income students pursuing a degree in acomputing field, including computer science, information technology, cybersecurity, andcomputer engineering, through scholarship and a variety of co-curricular activities, including
- Conference Session
- Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education
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- 2024 ASEE Annual Conference & Exposition
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- Joel Alejandro Mejia, The University of Texas at San Antonio; M. Sidury Christiansen, The University of Texas at San Antonio
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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 2
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- 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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experiences, they can further perpetuate achievement differences betweengroups of students.AcknowledgementsSpecial thanks and appreciation to Brian Self for meeting with us and sharing data from the DCIand Hillary Merzdorf for her contributions on the research team. Funding is from the NationalScience Foundation, EEC2047420. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation.References[1] K. A. Douglas, A. Rynearson, S. Purzer, and J. Strobel, “Reliability, validity, and fairness: a content analysis of assessment development publications in major engineering education journals,” The International journal of
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
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- 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
,” American Sociological Review, April 2009.[3] Hunt, V.; Layton, D.; and Prince, S., Diversity Matters [Public Report, McKinsey & Company, Online], Feb. 2, 2015. Available: https://www.mckinsey.com/~/media/mckinsey/business functions/people and organizational performance/our insights/why diversity matters/diversity matters.pdf. [Accessed Aug. 5 2021].[4] Noland, M.; Moran, T.; and Kotschwar, B., “Is Gender Diversity Profitable? Evidence from a Global Survey,” [Peterson Institute for International Economics, Working Paper Series, WP 16-3], February, 2016. Available: https://www.piie.com/sites/default/files/documents/wp16-3.pdf. [Accessed Aug. 5, 2021.][5] Watson, W.E. ; Johnson, L.; Zgourides, G.D., “The
- Conference Session
- Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education
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- 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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- Culture & Social Justice in Education Division (EQUITY), Equity
, facilitating the sharing ofinformation between faculty, and for bringing the authors together to work on this project.References[1] K. L. Sanford, P. J. Parker, M. W. Roberts, C. M. D. Wilson, M. R. Penn, R. Valdes- Vasquez and F. Paige, "Infrastructure Education in Unprecedented Times: Strengthening a Community of Practice," American Society for Engineering Education Annual Conference, 2021.[2] J. Lucena, Ed., Engineering Education for Social Justice: Critical Explorations and Opportunities, Springer Netherlands, 2013.[3] P. Hancock and S. Turner, "Actioning social justice into the engineering curriculum," International Journal of Engineering, Social Justice, and Peace, vol. 9, no. 2, pp. 1-37, 22 August 2023.[4] ABET
- 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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- Anne M. McAlister, The State University of New York, Buffalo; Sarah Catherine Lilly, California State University, Channel Islands
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- Culture & Social Justice in Education Division (EQUITY), Equity
itself more just and diverse.Additionally, the integration of social and technical aspects of engineering creates a shift towardsmaking engineering more interdisciplinary through the consideration of societal, cultural,historical, political, economic, and environmental implications of design. Engineering alonecannot solve large sociotechnical problems but can contribute towards solutions [8], [31].Similarly, the integration of social and technical aspects of engineering may lead to a shifttowards a more justice-oriented mindset of what it means to be an engineer. Namely, engineeringis not just about solving problems of efficiency for profit but is about solving problems forpeople in ways that bring about equity and improve quality of life.[1] S
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4
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- 2023 ASEE Annual Conference & Exposition
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- Rebecca Zarch, SageFox Consulting Group; Sarah T. Dunton; Jayce R. Warner, University of Texas, Austin; Jeffrey Xavier; Joshua Childs, University of Texas, Austin; Alan Peterfreund, SAGE
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
filter is set to “2020–21,” each state is included in thegraph except for State_1, which was only able to provide data for the 2018–19 school year.Changing the school year to “2018–19” then causes State_1’s data to show up in the graph whilealso causing State_5’s data to disappear since they did not provide data for that year.Figure 4: Example visual from the data dashboardOther differences in the data between states are more problematic and not as easily resolved. Forexample, one state originally provided us with data on students’ race and ethnicity usingcategories that were not mutually exclusive, which we had to exclude entirely from thedashboard until they were able to recompile their data and provide us with mutually exclusivecounts. Other
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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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- Victoria Beth Sellers, University of Florida; R. Jamaal Downey, University of Florida; Idalis Villanueva Alarcón, University of Florida
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- Culture & Social Justice in Education Division (EQUITY), Equity
/FIE.2017.8190515.[12] I. Villanueva, M. di Stefano, L. Gelles, K. Youmans, and A. Hunt, “Development and assessment of a vignette survey instrument to identify responses due to hidden curriculum among engineering students and faculty,” International Journal of Engineering Education, vol. 36, no. 5, pp. 1– 21, 2020.[13] F. D. Kentli, “Comparison of hidden curriculum theories,” European Journal of Engineering Education, vol. 1, no. 2, pp. 83–88, 2009.[14] S. Nieto, Affirming diversity: the sociopolitical context of multicultural education. Longman, 1992. [Online]. Available: http://lp.hscl.ufl.edu/login?url=https://search.ebscohost.com/login.aspx?direct =true&AuthType=ip,uid&db
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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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- Janet Y. Tsai, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder
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- Culture & Social Justice in Education Division (EQUITY), Equity
, science, and technology to include new forms of communication and problem solving for emerging grand challenges. A second vein of Janet’s research seeks to identify the social and cultural impacts of technological choices made by engineers in the process of designing and creating new devices and systems. Her work considers the intentional and unintentional consequences of durable struc- tures, products, architectures, and standards in engineering education, to pinpoint areas for transformative change.Dr. Daniel Knight, University of Colorado, Boulder Daniel W. Knight is the Program Assessment and Research Associate at Design Center (DC) Colorado in CUˆa C™s Department of Mechanical Engineering at the College of
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5
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- 2023 ASEE Annual Conference & Exposition
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- Joey Valle, Purdue University; Nafissa Aïda Maïga; Roshan Krishnan; Jessica Ng; John Mulrow
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- Culture & Social Justice in Education Division (EQUITY), Equity
or implied, of NSF, or the U.S. Government.References 1. Táíwò, O. O. (2022) Reconsidering Reparations. Oxford University Press 2. Steffen, W., Richardson, K., Rockström, J., Cornell, S. E., Fetzer, I., Bennett, E. M., ... & Sörlin, S. (2015). Planetary boundaries: Guiding human development on a changing planet. Science, 347(6223), 1259855. 3. Wynter, S. (2003). Unsettling the coloniality of being/power/truth/freedom: Towards the human, after man, its overrepresentation—An argument. CR: The new centennial review, 3(3), 257-337. 4. Wynter, S., & McKittrick, K. (2015). Unparalleled catastrophe for our species? Or, to give humanness a different future: Conversations. In Sylvia Wynter (pp. 9-89). Duke
- Conference Session
- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Udayan Das, Saint Mary's College of California; Christopher Isaac Fulton
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- Culture & Social Justice in Education Division (EQUITY), Equity
.2017.189.[5] G. Bui, N. Sibia, A. Zavaleta Bernuy, M. Liut, and A. Petersen, “Prior Programming Experience: A Persistent Performance Gap in CS1 and CS2,” in Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1, Toronto ON Canada: ACM, Mar. 2023, pp. 889– 895. doi: 10.1145/3545945.3569752.[6] C. Chen, J. M. Kang, G. Sonnert, and P. M. Sadler, “High School Calculus and Computer Science Course Taking as Predictors of Success in Introductory College Computer Science,” ACM Trans. Comput. Educ., vol. 21, no. 1, pp. 1–21, Mar. 2021, doi: 10.1145/3433169.[7] M. Doyle, D. Kasturiratna, B. D. Richardson, and S. W. Soled, “Computer Science and Computer Information Technology majors together: Analyzing factors
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- Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth
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- 2024 ASEE Annual Conference & Exposition
- Authors
- 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
- Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education
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- 2024 ASEE Annual Conference & Exposition
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- Raul Mishael Sedas, Caltech; LIGO
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- Culture & Social Justice in Education Division (EQUITY), Equity
. Rodriguez Bua, “El cubano, el rey del invento – MEMORIAS DE UN CUBANO.” Accessed: Feb. 23, 2022. [Online]. Available: http://carlosbua.com/el-cubano-el-rey-del- invento/[11] N. Radjou, J. Prabhu, and S. Ahuj, “Jugaad: A New Growth Formula for Corporate America,” Harvard Business Review, Jan. 25, 2010. Accessed: Dec. 09, 2020. [Online]. Available: https://hbr.org/2010/01/jugaad-a-new-growth-formula-fo[12] G. Verma, “Jugaad Thinking: Contextualized Innovative Thinking in India Through Science, Technology, Engineering, and Mathematics (STEM) Education?,” in Science Education in India: Philosophical, Historical, and Contemporary Conversations, R. Koul, G. Verma, and V. Nargund-Joshi, Eds., Singapore: Springer, 2019, pp. 209
- Conference Session
- Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education
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- 2024 ASEE Annual Conference & Exposition
- Authors
- D. C. Beardmore, University of Colorado Boulder; Angela R Bielefeldt, University of Colorado Boulder
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- Culture & Social Justice in Education Division (EQUITY), Equity
Phase 2 to collect data fromfive additional dis/abled STEM graduate students. After inductive analysis of the interviewtranscripts, a comparison with prior theoretical framings of dis/ability found that no single theorycaptured the experiences of the participants. Therefore the prior theoretical frameworks wereamalgamated into the paint bucket theory of dis/ability. In this paper the authors deductively mapselect conceptualizations of the participants' experiences in STEM disciplines to the paint bucketframework.The participantsThe seven participants were seeking master’s and/or doctoral degree(s) (or had previously soughta degree within one year of their interview) in STEM disciplines at institutions in the UnitedStates of America with varying
- 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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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
particularly thosewho participated in follow-up interviews. We believe your input will help mitigate barriers impedingequitable access to, and success within, engineering education for all students.REFERENCES[1] V. E. Díaz, S. McKeown, C. Peña, “The Collection and Use of Student Data on Race, Ethnicity, and Ancestry”, BCCAT e-publications. Available: https://www.bccat.ca/publication/reastudentdata/ [Available as of 23 Jan.2024][2] C. Verschelden, Bandwidth Recovery, Stylus Publishing, 2017[3] K.J. Cross, S. Farrell, B. Hughes (editors), Queering STEM Culture in US Higher Education, Routledge, 2022[4] J. Chen, J. M. Widmann, B.P. Self, “Intelligence Is Overrated: The Influence of Noncognitive and Affective Factors on Student Performance
- 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
T. K. K. B. Morgan, “Mechanisms by Which Indigenous Students Achieved a Sense of Belonging and Identity in Engineering Education,” presented at the 2017 ASEE Annual Conference & Exposition, Jun. 2017. Accessed: Aug. 26, 2021. [Online]. Available: https://peer.asee.org/mechanisms-by-which-indigenous-students-achieved-a-sense-of-b Elonging-and-identity-in-engineering-education[8] M. D. Johnson, A. E. Sprowles, K. R. Goldenberg, S. T. Margell, and L. Castellino, “Effect of a Place-Based Learning Community on Belonging, Persistence, and Equity Gaps for First-Year STEM Students,” Innov High Educ, vol. 45, no. 6, pp. 509–531, Dec. 2020, doi: 10.1007/s10755-020-09519-5.[9] T. L. Strayhorn
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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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- Nicole Delgado, New Mexico State University; Hilda Cecilia Contreras Aguirre, New Mexico State University; Luis Rodolfo Garcia Carrillo
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- Culture & Social Justice in Education Division (EQUITY), Equity
: 2017 Update,” U.S. Department of Commerce Economicsand Statistics Administration Office of the Chief Economist, 2017. Accessed: Feb. 09, 2023.[Online]. Available: https://files.eric.ed.gov/fulltext/ED590906.pdf]9] N. Mamaril and K. Royal, “Women and Minorities in STEM,” in Midwestern EducationalResearch Association, 2008, pp. 1–28.[10] S. Carbajal and R. I. Toro, “Filial responsibility, bicultural competence, and socioemotionalwell-being among Latina college students.,” Cultural Diversity and Ethnic Minority Psychology,Jul. 2021, doi: https://doi.org/10.1037/cdp0000467.[11] C. Gonzalez-Gonzalez, A. Garcia-Hidalgo, and A. de los Angeles, “Gender andengineering: Developing actions to encourage women in tech,” in 2018 IEEE global
- Conference Session
- 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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- Culture & Social Justice in Education Division (EQUITY), Equity
used here the term ‘system map’ refers to a simplified graphical representation of how acomplex human-social-technical system behaves. ‘System’ derives from the Greek root systemameaning an organized whole compounded of parts. The positivist scientific revolution with itslogical chains of inference that engineering derives from sought to reduce problems into simpleparts, and as a result focused less on the whole. Initial work on systems arose in biology sincelife could not be well described by positivist methods. From its origins in organismal biologysystem science arose as a synthetic and interdisciplinary field in the 1960’s stimulated byadvances in computational methods. Since then the ideas of system science have beengeneralized to
- Conference Session
- Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Jessica Baldis, University of California, San Diego; Alex M. Phan, University of California, San Diego
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- Culture & Social Justice in Education Division (EQUITY), Equity
andexplore additional themes that emerge. While 40% of the GEAR-SR cohort participated ininterviews, additional interviews may be conducted to ensure a broader representation ofparticipant backgrounds and experiences. Investigating the specific elements of the GEARprogram that most significantly contribute to student outcomes will inform programenhancements and exploring the differential impacts of the GEAR program on students fromdiverse backgrounds, including those traditionally marginalized in engineering, could providevaluable insights.References[1] Alvarado, C., Villazon, S., & Tamer, B. (2019). Evaluating a Scalable Program for Undergraduate CS Research. Proceedings of the 2019 ACM Conference on International Computing Education
- Conference Session
- Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Sydni Alexa Cobb, University of Texas at Austin; Ariel Chasen, University of Texas at Austin; Chandel Burgess, University of Texas at Austin
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- Culture & Social Justice in Education Division (EQUITY), Equity
shaped the narrative surrounding successin engineering careers. By foregrounding the experiences of women of color with disabilities, weseek to unveil the nuanced and often overlooked challenges and successes within this intersectionalcohort.References:[1] S. B. Coleman, "A Case Study on the Life Trajectories of Women with Sensory and MobilityDisabilities in Stem Careers," Ed.D. dissertation, Dept. Edu., Drake University, Des Moines, IA,2017.[2] M. E. Sanchez, L. I. Hypolite, C. B. Newman, and D. G. Cole, "Black women in STEM: Theneed for intersectional supports in professional conference spaces," Journal of Negro Education,vol. 88, no. 3, pp. 297-310, 2019.[3] E. da Silva Cardoso, B. N. Phillips, K. Thompson, D. Ruiz, T. N. Tansey, and F. Chan
- Conference Session
- Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education
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- 2024 ASEE Annual Conference & Exposition
- Authors
- 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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change. The next steps of this project will be to work with faculty fromeach institution to begin implementing changes and identifying ways to evaluate theseinterventions.Reference List[1] D. Witteveen and P. Attewell, “Delayed time-to-degree and post-college earnings,” Research in Higher Education, vol. 62, pp. 230–257, 2021.[2] B. J. Lobo and L. A. Burke-Smalley, “An empirical investigation of the financial value of a college degree,” Education Economics, vol. 26, no. 1, pp. 78–92, 2018.[3] M. Kurlaender, J. Jackson, J. S. Howell, and E. Grodsky, “College course scarcity and time to degree,” Economics of Education Review, vol. 41, pp. 24–39, 2014.[4] L. Falcon, “Breaking down barriers: First-generation college students and college
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
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- 2023 ASEE Annual Conference & Exposition
- Authors
- Brooke Charae Coley, Arizona State University, Polytechnic Campus; Jennifer M. Bekki, Arizona State University, Polytechnic Campus; Kerrie G. Wilkins-Yel, University of Massachusetts, Boston; Fantasi Nicole, Arizona State University, Polytechnic Campus; Debalina Maitra, Arizona State University, Polytechnic Campus; Juan David Gutierrez; Motahareh Darvishpour Ahandani; Michelle Campbell
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- Culture & Social Justice in Education Division (EQUITY), Equity
-constructors who identified as Black and enrolled in a STEM doctoral programwithin the United States at the time of data collection were eligible for the study. We created arecruitment flier that invited Black doctoral students in STEM to work with our research team toshare their experiences within the culture of their doctoral program, their relationship with theiradvisor, and how those things impact their mental health and career trajectory decisions. The flierprovided a link to sign up for the study and provided information about compensation. Wedistributed it through related social media outlets and email listservs.Table 1: Co-constructor demographic information. In the final column of the table, the number of “+s” following“Black” indicates the
- Conference Session
- Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Lindsay Harley, Dartmouth College; Vicki V. May P.E., Dartmouth College; Rebecca Holcombe
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- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
of the tests were open notes, or things like that, or you could drop all your worst grades. We were just scraping by. Whereas if I was in an actual, legitimate math and science class, I perhaps would've tried a little harder and learned more.” [student]As a result, the first student mentioned above focused on high grades in her Web Workassignments, not on actually learning the material. The assessment system captured whether ornot she inputted the correct answer, not whether or not she actually understood the material. Theother student described not trying as hard or learning as much in classes because of open notetests and being able to drop her worst grade(s). In both instances, students were most concernedwith the
- Conference Session
- Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- 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