Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jerry Austin Yang, Stanford University

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Diversity

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

based on this criterion. 4. Situated within the United States if data was collected. Because intersectionality may be (re)interpreted in different national contexts outside the United States, I limit the scope of papers to work done within the United States (but could be published in an international or non-US venue). 5. Focuses specifically on engineering education and engineering education students and stakeholders, including K-12 students, faculty, and administrators. This criterion excludes studies on engineering professionals or the engineering workplace. 6. Must be labeled with “engineering,” not STEM or science/technology studies since disciplinary differences may be obscured under the STEM umbrella

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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Diversity

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

–1006, Apr. 2018, doi: https://doi.org/10.3102/0002831218763587.[10] American Society for Engineering Education, “Engineering and Engineering Technology by the Numbers 2019,” American Society for Engineering Education, Washington, DC, 2020. Accessed: Apr. 28, 2024. [Online]. Available: https://ira.asee.org/wp- content/uploads/2021/02/Engineering-by-the-Numbers-FINAL-2021.pdf[11] M. Gasman, T.-H. Nguyen, C. F. Conrad, T. Lundberg, and F. Commodore, “Black male success in STEM: A case study of Morehouse College.,” Journal of Diversity in Higher Education, vol. 10, no. 2, pp. 181–200, 2017, doi: https://doi.org/10.1037/dhe0000013.[12] J. A. Henderson et al., “Circle of success—An interpretative

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

Paper ID #42125Borderlands First-Generation-in-Engineering Experiences-Learning with andabout Students at the Nexus of Nation, Discipline, and Higher EducationDr. Sarah Hug, Colorado Evaluation and Research Consulting Dr. Sarah Hug is director of the Colorado Evaluation & Research Consulting. Dr. Hug earned her PhD in Educational Psychology at the University of Colorado, Boulder. Her research and evaluation efforts focus on learning science, technology, engineering. She leads a social science and evaluation organization that focuses on inclusive excellence, broadening participation, and democratizing science.Raena Cota, New

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

.52.6.613.[11] C. M. Steele and J. Aronson, “Stereotype threat and the intellectual test performance of African Americans,” J. Pers. Soc. Psychol., vol. 69, no. 5, pp. 797–811, Nov. 1995, doi: 10.1037/0022-3514.69.5.797.[12] D. B. Thoman, J. A. Arizaga, J. L. Smith, T. S. Story, and G. Soncuya, “The Grass Is Greener in Non-Science, Technology, Engineering, and Math Classes: Examining the Role of Competing Belonging to Undergraduate Women’s Vulnerability to Being Pulled Away From Science.,” Psychol. Women Q., vol. 38, no. 2, pp. 246–258, Jun. 2014, doi: 10.1177/0361684313499899.[13] R. M. Marra, K. A. Rodgers, D. Shen, and B. Bogue, “Leaving Engineering: A Multi-Year Single Institution Study,” J. Eng. Educ., vol. 101, no

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

YaXuan Wen, Sino-Danish College, University of Chinese Academy of Sciences; Yanru Xu; Ji’an Liu

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Diversity

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

Paper ID #41190Board 117: How Could a New Educational Design Broaden Inclusion of HigherEngineering Education in a Stratified System? Investigating the OIPI InitiativeMiss YaXuan Wen, Sino-Danish College, University of Chinese Academy of Sciences Yanru Xu, Ji’an Liu, Yaxuan Wen. (2023). From accessibility to participation: Broadening diversity and inclusion in higher engineering and computing education through an OOICCI model. 2023 IEEE Global Engineering Education Conference (EDUCON), Kuwait, Kuwait, 2023, pp. 1-6, doi: 10.1109/EDUCON54358.2023.10125233. Xu, Y., & Liu, J., & Wen, Y., & Wang, L., & Wei, Y

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

. L. (2005). Diversifying the Engineering Workforce.Journal of Engineering Education (Washington, D.C.), 94 (1), 73–86.https://doi.org/10.1002/j.2168-9830.2005.tb00830.x[2] Anderson, B., Burelli, J., Carlson, L., et. al. (2000). Land of plenty - Diversity as America’sCompetitive Edge in Science, Engineering and Technology. National Science Foundation.https://www.nsf.gov/pubs/2000/cawmset0409/cawmset_0409.pdf[3] Riegle-Crumb, C., King, B., and Irizarry, Y. (2019). Does STEM Stand Out? ExaminingRacial/ethnic Gaps in Persistence across Postsecondary fields. Educ. Res. 48 (3), 133–144.doi:10.3102/0013189x19831006[4] Amanda J. Koch, Paul R. Sackett, Nathan R. Kuncel, Jeffrey A. Dahlke, Adam S. Beatty.(2022). Why women STEM majors are less likely

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shannon Katherine Gilmartin, Stanford University; Sara Jordan-Bloch, Stanford University

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Diversity

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

bring this information into conversation with engineering students and faculty?3. Data3.1 SampleTo address our questions, we draw from five years (2013-2017) of personnel data for thesoftware engineering workforce at a large, U.S.-based, publicly traded technology company. Werefer to this company by a pseudonym, Tech, Inc. The dataset includes any person employed inTech, Inc.’s U.S.-based software engineering organization at any time during this five-yearperiod (amounting to over 5,000 employees and over 18,000 person-years of activeemployment). These personnel data were shared by the company as part of a CollaborativeResearch Agreement (CRA) with the research team to examine workforce processes andpractices that contributed to gender

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

Paper ID #41607Teaching Social Justice in Infrastructure: A Community of Practice Frameworkfor the use of Case StudiesDr. Claudia Mara Dias Wilson, New Mexico Institute of Mining and Technology Dr. Claudia Mara Dias Wilson is an Associate Professor in civil engineering at the New Mexico Institute of Mining and Technology (New Mexico Tech). She earned her B.S., M.S. and Ph.D. degrees from the Florida State University. Although she specialized in earthquake mitigation and the development of control algorithms for semi-active dampers to reduce seismic vibrations on buildings, her research interests are broad and include topics

Conference Session

Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth

Collection

2024 ASEE Annual Conference & Exposition

Authors

George Zaccheus Sikazwe, University of the Incarnate Word; Stephanie Weiss-Lopez; Diane L Peters P.E., Kettering University; Michael Frye, University of the Incarnate Word

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

of Coding for the Future: A Case Study of the megaGEMS Coding AcademyAbstractGirls in Engineering, Mathematics, and Science (GEMS) is a free after-school club and summercamp for girls interested in exploring their career in various Science, Technology, Engineering,and Mathematics (STEM) fields. GEMS is the outreach program for the Autonomous VehicleSystems Research and Education Laboratories. GEMS programs are designed to educate youngwomen about STEM by providing hands-on experiential learning in robotics, programming, andresearch [1]. GEMS is divided into two main programs: miniGEMS for rising fifth througheighth-grade middle school students, and megaGEMS for rising ninth through twelfth-grade highschool students [2]. miniGEMS

Conference Session

Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth

Collection

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

program at FIU. Her research interests are in graduate and postdoctoral education with a focus on mentorship and transitions as well as faculty development and the use of technology in engineering and computing education.Mr. Mohamed ElZomor P.E., Florida International University Dr. Mohamed ElZomor is an Assistant Professor at Florida International University (FIU), College of Engineering and Computing and teaches at the Moss School of Construction, Infrastructure and Sustainability. Dr. ElZomor completed his doctorate at Arizona ©American Society for Engineering Education, 2024 Factors Driving and Impeding STEM Student’s Motivation and Success

Conference Session

Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sage Maul, Purdue University; Rachel Figard, Arizona State University

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Diversity

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

students pursuing engineering education.Table 2An Overview of Data Sources that Excluded DisabilityQuestions Engineering and engineering Annual report Higher education The state of U.S. technology by the for The Spencer in science and science and numbers [6] Foundation [7] engineering [8] engineering [9](Q1) Is disability included as a No No No Nodemographic characteristic?(Q2) Use of language N/A N/A N/A N/A(Q3) Is a definition given for N/A N/A N/A

Conference Session

Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Katherine Robert, Colorado School of Mines; Jessica Deters, University of Nebraska - Lincoln; Jon A. Leydens, Colorado School of Mines

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

authority figures visiting campuses and creatingnarratives based on conversations. By the mid-20th century, as business practices that focused onquality and efficiency gained social and economic dominance in the U.S. and statistical analysisbecame the preferred methods of evaluation, these new, competition- and ranking-orientedapproaches fit with the increased enrollment in U.S. colleges and universities (Wilbers &Brankovic, 2023). Additionally, particularly in STEM education and research, a realization thatadvances in technology, science, and engineering were crucial to national Cold War effortsrequired schools to constantly be evaluated to receive federal funding for more sophisticated andexpensive laboratories (Apple, 2019; Seeley, 1999

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

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stewart Thomas, Bucknell University; Sarah Appelhans, Lafayette College; Michael S Thompson, Bucknell University; Rebecca Thomas, Bucknell University; Philip Asare, University of Toronto; Alan Cheville, Bucknell University

Tagged Divisions

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

Paper ID #43211Work in Progress: Grading through a Capability LensDr. Stewart Thomas, Bucknell University Stewart J. Thomas received the B.S. and M.Eng. in Electrical Engineering from the University of Louisville in Louisville, Kentucky in 2006 and 2008, respectively, and the Ph.D. in Electrical and Computer Engineering from Duke University in Durham, North Carolina in 2013. He has served on the organizing committee for the IEEE International Conference on RFID series since 2014, serving as the Executive Chair in 2022, with research interests in areas of low-power backscatter communications systems and IoT devices. He

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

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

Paper ID #39154Increasing Contextualized Social Awareness through MultidisciplinaryTeams in Global Service-Learning ProjectsDr. Susan J. Ely, University of Southern IndianaDr. Andrew Jason Hill, University of Southern Indiana Jason Hill is an associate professor of engineering and director of civil engineering at the University of Southern Indiana. He holds B.S., M.S., and Ph.D. degrees in civil engineering from Tennessee Technolog- ical University. His research interests include rainfall-runoff modeling, stream restoration, and wetland hydrology.Kelly Marie Sparks, University of Southern Indiana

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

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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Diversity

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

social justice. She is the Director of Engineering+, the College of Engineering’s first year program at Oregon State University. Engineering+ [link webpage] combines three foundational engineering courses, co-curricular opportunities, career and industry development skills to enhance the success of our first year and transfer students. In addition to her 10 years in higher education, she has over 6 years of work experience as a design, process and research engineer in nuclear energy, renewable technologies, and various manufacturing facilities. In 2020, she received the OSU Breaking Barriers in Education Award, which recognizes high impact in teaching, mentoring, and advancing gender equity in higher education. She is

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

completed the infographic assignment. Ten different medical topics wereincluded, including maternal mortality, infant mortality, reproductive health prosthetics, chronicrenal disease, ADHD, diabetes, asthma, and healthcare for native Americans. A large majority ofthe infographics focused on racial and ethnic disparities (9 of the 11).Most survey participants felt that engineers should learn how their designs and technologies impactsociety (91%) and that engineers have a role in informing the public about the impact of theirdesign and technologies on individuals and society (96%). An open-ended question askedparticipants why challenges in health disparities are important. A major theme that arose from theresponses was that equal access to healthcare

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Juan Sebastián Sánchez-Gómez, Universidad El Bosque; Maria Catalina Ramirez; Andrea Herrera, Universidad de los Andes, Columbia

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Diversity

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

Facultad de Ingeniería, Universidad El Bosque 2 Departamento de Ingeniería Industrial, Universidad de los Andes 3 Departamento de Ingeniería de Sistemas y Computación, Universidad de los AndesAbstractScience, Technology, Engineering, and Mathematics (STEM) is an approach that integrates scienceand mathematics education through the development of scientific practices, technology,engineering design, and mathematical analysis. Although governments in North American andEuropean countries have invested in promoting the study of STEM disciplines, educationalprograms for migrants have been offered for adults, and very few programs for children, which areinvisible, downplaying the

Conference Session

Breaking barriers, building futures: Narratives of equity and inclusion in STEM education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alan Cheville, Bucknell University; Stewart Thomas, Bucknell University; Rebecca Thomas, Bucknell University

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Diversity

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

firmly aligned engineering with industry, to theGrinter report of 1955 [5] which placed science as the fulcrum on which engineering wasbalanced, to more recent reports like the Engineer of 2020 [6] that paints a more nuanced pictureof a systemically connected engineer with a wide range of skills that cross management,technology, and science. Yet social justice has never been prominent in these reports. Howeverin the 21st Century a different picture is emerging. As one author wrote in a recent book [7]: “…students are increasingly recognizing that engineering has become the path to a comfortable life, but perhaps not necessarily the path to a good one. My quiet crisis about engineering education is not one of too few engineers

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

institutions that pledgethemselves to ADRP’s goals of “continuous improvement” in engineering diversity and inclusionprojects. The program has given these badges to over 130 public and private engineering schoolsand continues to accept applications for Bronze, Silver, and Direct to Silver Badges with plans fora Gold tier in the future. The Bronze badge requires that: • The institution is a member of the ASEE • The Dean has signed the Diversity Pledge and is a member of the Engineering Deans Council (EDC) or Engineering Technology Council (ETC) • There are academic support programs for underrepresented students in engineering. • The institution has at least one pipeline activity with a community college (or equivalent) or high

Conference Session

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephen Secules, Florida International University; Cassandra J McCall, Utah State University; Maimuna Begum Kali, Florida International University; Gabriel Van Dyke, Utah State University; Vanessa Tran, Utah State University

Tagged Topics

Diversity

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

Begum Kali is a Ph.D. candidate in the Engineering and Computing Education program at the School of Universal Computing, Construction, and Engineering Education (SUCCEED) at Florida International University (FIU). She earned her B.Sc. in Computer Science and Engineering from Bangladesh University of Engineering and Technology (BUET). Kali’s research interests center on exploring the experiences of marginalized engineering students, with a particular focus on their hidden identity, mental health, and wellbeing. Her work aims to enhance inclusivity and diversity in engineering education, contributing to the larger body of research in the field.Gabriel Van Dyke, Utah State University Gabriel Van Dyke is a Graduate

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

architect. During her time in UTEP graduate school, she conducted research for the civil engineering (CE) department on Unmanned Aerial Vehicles technology on construction-site workers safety. She also conducted joint research for the National Science Foundation’s ASPIRE (Advancing Sustainable through Powered Infrastructure for Roadway Electrification) Engineering Research Center and the US Department of Transportation’s CAR- TEEH (Center for Advancing Research in Transportation Emissions, Energy, and Health). She evaluated the environmental and social justice impacts of the electrified technologies (electric vehicles (EVs), EV charging stations, and electrified roadways) with a focus on underrepresented communities.Dr

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nrupaja Bhide, Purdue University, West Lafayette ; Yağmur Önder, Purdue University, West Lafayette ; Sydney Free, Purdue University, West Lafayette ; Michael Dunham, Purdue University, West Lafayette ; Dhinesh Balaji Radhakrishnan, Purdue University, West Lafayette ; Jennifer Deboer, Purdue University, West Lafayette

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Diversity

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

work has involved studying intersectional and spatial visualization devel- opment.Sydney Free, Purdue University, West Lafayette Sydney Free is a junior in mechanical engineering at Purdue University and has been working with the DeBoer Lab within the Purdue School of Engineering Education since the Spring semester of 2022. Her work involves developing adaptable learning technologies for displaced communities.Michael Dunham, Purdue University, West Lafayette Michael Dunham is an undergraduate at Purdue majoring in Mechanical Engineering, and has worked with the DeBoer Lab in Purdue’s school of Engineering Education Research since 2022. His work has focused on the use of educational tools in engineering curricula in

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sara E. Lego, Pennsylvania State University

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Diversity

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

Engineering from the Pennsylvania State University in 2001, and an M.S. in Astrodynamics from the University of Colorado at Boulder in 2004. Her research interests include conceptual design, trade space software development, system-of-systems modeling, geospatial situational awareness tools, and visual analytics. ©American Society for Engineering Education, 2023 Work In Progress: Implementation of a Skills Based Approach to Diversity, Equity, and Inclusion in Senior Undergraduate Aerospace CapstonesAbstractIn 2019, the Accreditation Board for Engineering and Technology (ABET) updated their studentoutcome accreditation standards to specifically address team collaboration, leadership, andinclusivity. While

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder

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Diversity

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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

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

Tagged Topics

Diversity

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

Paper ID #43435Anti-racism, Inclusion, Diversity and Equity in Database Curriculum ThroughGroup Research Projects on Historical, Social and Ethical Database RelatedTopicsDr. Ioulia Rytikova, George Mason University Ioulia Rytikova is a Professor and an Associate Chair for Graduate Studies in the Department of Information Sciences and Technology at George Mason University. She received a B.S./M.S. and Ph.D. degrees in Automated Control Systems Engineering and Information Processing. Her research interests lie at the intersection of Data Science and Big Data Analytics, Cognitive and Learning Sciences, Educational Data Mining

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva Alarcón, University of Florida; Homero Murzi, Virginia Tech; Marisela Martinez-Cola

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Diversity

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

, and mentoring in the white waters of academia. Sociology of Race and Ethnicity 3(1):1– 13.Cech, E.A. (2014). Culture of Disengagement in Engineering Education? Science, Technology, & Human Values, 39(1), 42-72. https://doi.org/10.1177/0162243913504305.Chang, R. S. 1993. “Toward an Asian American Legal Scholarship: Critical Race Theory, Post-structuralism, and Narrative Space.” California Law Review 81(5): 1241-1323.Chang, R. S. and N. Gotanda. 2007. “Afterword: The Race Question in LatCrit Theory and Asian American Jurisprudence.” Nevada Law Journal 7: 1012-1029.Contreras Aguirre, H.C., Gonzalez, E., & Banda, R. M. (2020). Latina college students’ experiences in STEM at Hispanic-Serving Institutions

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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

overlap in their courses and share the same learning outcomes in the first- and second-year mechanics courses. This paper shares in detail the methods in which the mechanics courseswere redesigned and the influence of a women teaching team on the students. End-of-termcourse evaluations were used to assess the success of the projects as well as enhance futurecourses. This paper aims to investigate and comment through multiple cases, the ways in whichthe diversification of a teaching team at the University of Waterloo in an undergraduateengineering classroom affects both the delivery of the course material and students’ perceptionof learning.BackgroundResearch has found that the lack of diversity in science, technology, engineering and math(STEM

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Stephanie Masta, Purdue University, West Lafayette ; Janelle Grant, University of Illinois, Urbana-Champaign; Cara Margherio, University of Washington; Darryl Dickerson, Florida International University; Matthew W. Ohland, Purdue University, West Lafayette ; Alice L. Pawley, Purdue University, West Lafayette

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Diversity

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

Purdue University, she assisted various research inDr. Cara Margherio, University of Washington Cara Margherio is the Manager of Qualitative Research at the SEIU 775 Benefits Group.Darryl Dickerson, Florida International University Dr. Darryl A. Dickerson is an Assistant Professor of Mechanical and Materials Engineering at Florida International University (FIU). Dr. Dickerson’s research focuses on transforming multiscale mechanobi- ological insights into biomanufacturing processes enabling the creation of personalized, fully functional engineered tissues. His research group, the Inclusive Complex Tissue Regeneration Lab (InCTRL), does this through multiscale characterization of complex tissues, fundamental studies on