Displaying results 91 - 120 of 218 in total
- Conference Session
- Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth
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- 2024 ASEE Annual Conference & Exposition
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- 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
institutions andstakeholders by providing them with strategies that could help motivate students and contributeto their academic success.Keywords: Academic Performance, Academic Success, Higher Education, Lack of Motivation,Retention, STEM Education, Students’ MotivationBackground and MotivationLow enrollment, inadequate academic performance, slow graduation rates, prolonged time-to-degree, poor retention rates, and high attrition among Science, Technology, Engineering, andMathematics (STEM) students are critical concerns for higher education institutions [1], [2], [3],[4], [5]. Furthermore, the need for STEM graduates is consistently rising at a relatively fast rate[6]. Consequently, promoting greater interest and engagement, fostering diversity
- Conference Session
- Institutional inclusion: Advancing equity and belongingness in engineering education
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Kassandra Fernandez, University of Florida; Krista Dulany Chisholm, University of Florida; Nancy Ruzycki, University of Florida
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Organizations in Higher Education through a Critical LensAbstractIn this critical theory review paper, the researcher seeks to 1) reveal the current landscape of theresearch literature on science, technology, engineering, mathematics, and medicine (STEMM)mentorship that occurs within student organizations at institutions of higher education, 2)determine if the mentorship described in these articles exemplify critical mentorship as defined inthe literature, and 3) determine if the addition of critical mentorship components adds value,defined here as a synergistic effect, for STEMM students who serve as mentors or mentees throughtheir student organizations. As the intersection of STEMM mentorship and student organizationsat institutions
- Conference Session
- Institutional inclusion: Advancing equity and belongingness in engineering education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- 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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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
interviewed faculty members,ensuring a diverse sample for interviews and facilitating a standardized comparison with facultyresponses. Gender and racial diversity were maximized in the student sample to ensure that theperspectives and voices of minoritized students were captured, as inclusive teaching is vital for alllearners and can be especially impactful for students who are not from a dominant background.Qualitative interviews were conducted to explore beliefs, practices, and perceptions surroundinginclusive teaching. The interviews were based on the following questions: 1. What lessons, actions, or activities have you provided/been provided to foster inclusivity in the engineering environment? 2. What are some characteristics of an
- 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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- Motahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus; Jennifer M Bekki, Arizona State University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
research to describe mental health. The researchmethods employed in these publications, populations that were under study in each article, and thenumber of publications written by a collaboration between STEM and Mental health experts.Next, we will report on the findings in each of these categories.Temporal trends in mental-health-related publications. Figure 1 illustrates the distribution ofthese publications across the years. It shows a small but steady increase in the number ofpublications each year prior to the COVID-19 global pandemic. Figure 1 further shows thatpublication rates surged dramatically during and after the COVID-19 pandemic, indicating anincreased interest within the research community concerning the mental health of
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
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- 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
, such as multi-layered and culturallyrelevant mentoring and support, in amplifying the participants’ resilience and personal andprofessional development. The three participants’ community-serving mindset and authenticreciprocity with high school students prompted them to become reflective and critical advocatesof the program’s original intent. As a result, they played a pivotal role in fulfilling the ultimategoal of institutional collaboration—diversifying the STEM workforce.IntroductionDiversity is widely recognized as a pivotal factor for innovation and ground-breakingtransformation in scientific research [1]. As a result, the National Science Foundation (NSF) andother federal funding agencies have long supported the creation of diverse
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Xiaping Li, University of Michigan; Robin Fowler, University of Michigan; Mark Mills, University of Michigan
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
importance ofconsidering gender and race in peer assessment design for evaluating team-based learningoutcomes. Moreover, we advocate for the inclusion of group diversity effects in terms of genderand race in future research examining team-based learning and related factors such as designedinterventions.IntroductionTeamwork is a fundamental skill for college students, and team-based learning has beenincorporated into engineering courses to effectively improve student academic achievements [1]- [3]. Peer assessment, a crucial method in evaluating students’ team performance, is utilized inmany team-based learning courses to provide valuable feedback on student learning andteamwork contributions [4], [5].Although previous studies have acknowledged that
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
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- 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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- 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, Culture & Social Justice in Education Division (EQUITY) Poster Session
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Michelle Choi Ausman, Virginia Polytechnic Institute and State University; Qin Zhu, Virginia Polytechnic Institute and State University
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- Culture & Social Justice in Education Division (EQUITY), Equity
ethics, engineering cultures, and ethics and policy of computing technologies and robotics. ©American Society for Engineering Education, 2024Mixing it Up: A Pilot Study on the Experiences of Mixed-Race Asian American Students in Engineering IntroductionEngineering Education Research (EER) has approached the category of mixed-race students as aprecarious population within engineering. Due to the various selections available in demographicdata, mixed-race students are often not counted in the numbers and resources available forstudents with minoritized identities [1]. Therefore, these students may be left behind or‘invisibilized’ within
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
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- 2024 ASEE Annual Conference & Exposition
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- Isabel Miller, University of Michigan; Karin Jensen, University of Michigan
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
accommodations or not should be up to the personal discretion of the student, not fear or thetemperament of faculty.Research QuestionsMy research questions are aimed at understanding the instructional and attitudinal influences onstudents requesting and using accommodations, with the intention that these findings can helpfaculty work to create a supportive classroom environment for students. 1. What are the experiences of engineering students with disabilities in the accommodations process? 2. What are the common ways engineering instructors speak about and engage with students about disability topics?PositionalityAs an engineering student with a disability who has participated in the accommodation processin my
Accommodations for Disabled Students in STEM Fields: Research Considerations and a Literature Review
- Conference Session
- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Sage Maul, Purdue University; Kirsten A. Davis, Purdue University; Senay Purzer, Purdue University; Ruth Wertz, Purdue University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
student accommodations thanfaculty in other fields [1]. Additionally, engineering students who share their disability status andaccommodations with faculty and peers experience questioning from them on whether thedisabled student’s accommodations are necessary [2]. Since students face many barriers togetting their accommodations met, many don’t request accommodations at all.Engineering education overviewAlthough engineering education does not have a large body of research on disabled students,several researchers are bringing the conversation about students with disabilities and/oraccommodations into the field. Recent journal papers include topics such as ableism inengineering, engineering identity for students with disabilities, and asset-based
- Conference Session
- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
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- 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
engineering students who have a better conception ofengineering as both technical and social endeavor than they did previously. In this regard thepaper is similar to a matryoshka doll where the core activity described in this paper is embeddedin larger curricular goals related to placing more emphasis on social justice in an engineeringdegree program. The use of system maps is described in relationship to these larger goals andstructures.Although the term ‘social justice’ was coined and used before the professionalization ofengineering in the United States, it has never been a priority for engineering education. Thebelief systems in engineering education as documented by policy reports [1], [2], [3] haveevolved from the Mann Report in 1918 [4] which
- 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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- Sage Maul, Purdue University; Rachel Figard, Arizona State University
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- Culture & Social Justice in Education Division (EQUITY), Equity
inform their research work.Ms. Rachel Figard, Arizona State University Rachel Figard is a Ph.D. candidate in Engineering Education and Systems Design at Arizona State University. She received her M.S. in User Experience from Arizona State University and B.S. in Industrial Engineering from North Carolina State University. ©American Society for Engineering Education, 2024Diminishing the Data Divide: Interrogating the State of Disability Data Collectionand ReportingAbstractThis research paper explored the availability of data for disabled students in postsecondaryengineering programs in the U.S (using [1]–[9]). The paper reviewed a variety of sources for thereporting of disability-related demographic
- 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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- 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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- Culture & Social Justice in Education Division (EQUITY), Equity
Engineering,University of Connecticut)sophia.fenn@uconn.edu 1 ASEE 2024Abstract: How does a Human Rights framework in engineering curriculum affectundergraduate students’ attitudes and opinions of sustainability and human rights? Deepeninginequality worldwide, aggravated by climate injustices and the effects of the COVID-19pandemic, has increased engineering scholars’ awareness of the necessity of developing a newengineering pedagogy and corresponding ethical framework to prepare an engineeringworkforce that can perform successfully and efficiently in multicultural and globalized settings.The University of Connecticut (UConn) has pioneered in developing a curriculum
- 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
and accessible to learners from marginalized populations.“The word ‘engineer’ derives … from the Latin root ingeniarius … someone who is ingenious insolving practical problems… In the words of Henry Petroski, ‘To engineer is human.’” — David Blockley [1]Unknown to many, Latine youth in Mexico and other Latin American countries are more likelyto study engineering than Latine and non-Latine youth in the United States, confirming systemicproblems with the pedagogical practices in the United States that deter youth from initiating andcompleting degrees in engineering [2]. The current engineering classrooms and workplaces aredominated by white males and burdened by Herculean
- 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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- Hyun Kyoung Ro, University of North Texas; Shirley Anderson, University of North Texas
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- Culture & Social Justice in Education Division (EQUITY), Equity
education [1].HSI scholars have emphasized the sense of communal or family orientation among Latinxstudents in engineering and computing, attributing it to their validated experiences and academicsuccess [2], [3]. However, research and policy reports suggest that STEM programs often fail toincorporate aspects of Latinx culture, such as representations of Latinx faculty, societal issuesrelevant to Latinx communities, Spanish language, Latinx music, or art [2], [4], [5], [6]. Inparticular, Núñez et al. [2] indicated that canfianza (interpersonal and community connections),respeto (moral integrity), and familismo (family connections in Hispanic culture) in computingare crucial for Latinx computing students' success in Computing Alliance of Hispanic
- Conference Session
- Institutional inclusion: Advancing equity and belongingness in engineering education
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- 2024 ASEE Annual Conference & Exposition
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- Dustyn Roberts, University of Pennsylvania; William Schlatterer, University of Pennsylvania; Seon Woo Lee, University of Pennsylvania; Jonathan Singleton, University of Pennsylvania; Byron Lee, University of Pennsylvania; Michelle Jillian Johnson, University of Pennsylvania; Robert W Carpick, University of Pennsylvania
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- Culture & Social Justice in Education Division (EQUITY), Equity
©American Society for Engineering Education, 2024 DEI Task Force Accomplishments: The DEI Scholars Program and its DEI Elective OptionMotivation and BackgroundThe purpose of this practice paper is to share new accomplishments made by our Diversity,Equity, and Inclusion (DEI) Task Force in the Mechanical Engineering and Applied Mechanics(MEAM) Department within the School of Engineering and Applied Sciences (SEAS) at theUniversity of Pennsylvania. This paper aims to enable others to implement similar changesadapted to their own contexts. Previously, we shared the process of forming a DEI Task Forcewithin a Mechanical Engineering Department [1], [2] and described initial efforts atprogramming and engaging students
- Conference Session
- Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education
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- 2024 ASEE Annual Conference & Exposition
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- Jacquelynn Ann Horsey, University of Arkansas; Alyssandra P Navarro, University of Arkansas; Timothy J. Muldoon, University of Arkansas; Mostafa Elsaadany, University of Arkansas
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
[1], [2]. We have developed a junior-level Clinical Observations andNeeds Finding course as a pre-requisite to the Senior Design course. Our course is designated asa service-learning course, as it requires students to complete immersive, clinical visits with localhealthcare and industry partners. In a previous study, the efficiency of this course was evaluatedthrough pre—and post—course surveys that utilized Likert scale and open-ended questions. Itwas determined that the course was successful in increasing students’ self-efficacy as it relates tothe engineering design process, their ability to make connections with customers, and theirunderstanding of value creation. The field of biomedical engineering manifests demographics that are
- Conference Session
- Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education
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- 2024 ASEE Annual Conference & Exposition
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- 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
assistant professor in the Department of Mechanical and Materials Engineering at Florida International University. Dr. Dickersonˆa C™s research agenda contains two interconnected strands: 1) systematic investigatiDr. Matthew W. Ohland, Purdue University Matthew W. Ohland is the Dale and Suzi Gallagher Professor and Associate Head of Engineering Education at Purdue University. He has degrees from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineering students and forming and managing teams has been supported by the National Science Foundation and the Sloan Foundation and his team received for the best paper published in the Journal of
- Conference Session
- Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education
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- 2024 ASEE Annual Conference & Exposition
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- Nicholas A Baine P.E., Grand Valley State University; Karl Brakora, Grand Valley State University
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- Culture & Social Justice in Education Division (EQUITY), Equity
, students of color, and Pell-eligible students are found to benefit the least from blocktuition, paying more per credit. This work explores the systemic inequality created by thispreviously unconsidered mechanism and will hopefully result in a much-needed conversationabout the disparate impacts of tuition structures.IntroductionEquality of access to college gets a lot of attention. The media, policy makers, and academicliterature often focus on the convoluted and secretive admissions process at elite schools andoverall college affordability [1] [2] [3]. Advocates also are drawing attention to the fact thatseemingly neutral policies such as requiring remedial courses and limiting credit transfers fromassociate degree programs can contribute to
- 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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- Culture & Social Justice in Education Division (EQUITY), Equity
, differentstudies have sought to describe the characteristics of an engineer and how these impactidentifying with engineering encompassing not only their mannerisms and modes of thinking butalso their attire and actions [1-5]. This research has also added to the scholarship on the factorscontributing to feelings of alienation experienced by historically marginalized and minoritizedstudents within engineering [4, 6-8]. In engineering, as in other disciplines, learning to becomepart of the group (i.e., becoming an engineer) is intertwined with identity formation because bothare shaped and constructed through interpersonal interactions and the discourses that emergefrom those interactions (i.e., ways of knowing, doing, and being, as well as the attitudes
- Conference Session
- Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education
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- 2024 ASEE Annual Conference & Exposition
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- Marissa A Tsugawa, Utah State University; Theo Sorg, Purdue University; Hector Enrique Rodríguez-Simmonds, Boston College; Sage Maul, Purdue University; Nadia N. Kellam, Arizona State University; Alice L. Pawley, Purdue University; Taylor V. Williams, Harding University
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- Culture & Social Justice in Education Division (EQUITY), Equity
diverge from the societal norm; neurodivergent people areoften considered to be disabled within current societal structures and systems [1]–[3]. Though‘neurodivergent’ is intentionally not a diagnostic term, diagnoses (whether formal or self-) canstill play an important role in neurodivergent individuals’ paths to finding neurodivergentcommunity [5], yet barriers to diagnosis (especially formal) are numerous (e.g. [31]).Undiagnosed neurodivergent people often experience social isolation without understanding why[4]. Even those with a diagnosis (or multiple) can still face isolation, as diagnoses are notroadmaps to the community, nor instructions on how to build one. With this in mind,, weinitiated our collaboration to fulfill that need for a
- Conference Session
- Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education
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- 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
(STEM)learning environments or teaching approaches. Gaining insight into the strengths and challengesexperienced by students with ADHD can help us understand how specific classroom teachingpractices either facilitate or obstruct their academic success. This paper presents the researchdesign of a qualitative interview-based study designed to understand the role of classroomteaching practices on the academic success of students with ADHD.IntroductionAccording to the National Institute of Mental Health [1], ADHD is a neurodevelopmentalcondition marked by an ongoing pattern of three specific types of symptoms: “inattention (notbeing able to keep focus), hyperactivity (excess movement that is not fitting to the setting), andimpulsivity (hasty acts
- Conference Session
- Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education
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- 2024 ASEE Annual Conference & Exposition
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- Delanie Robertson, Clemson University; Leila Elizabeth Williams; Kylie Nicole Avitabile, Clemson University; D. Matthew Boyer, Clemson University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Engineering Education, 2024 WIP: Understanding the Experiences of Neurodivergent Learners in Engineering and Computing MajorsIntroductionIn this Work-in-Progress paper, we present our student-driven research into the experiences ofneurodivergent learners in Engineering and Computing majors at an R1 institution in thesoutheastern United States. Neurodivergent people have differences in the brain’s functionalitythat can affect how their brain works and processes [1]. These differences can impact howneurodivergent individuals experience the world compared to neurotypical behavior and thoughtpatterns. However, more universities have recently become more aware and supportive ofneurodivergent individuals and significantly increased
- 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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- Clay Walker, University of Michigan
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- Culture & Social Justice in Education Division (EQUITY), Equity
bedestructive if only because it encourages understanding writing as afterthought rather than place-of-thought” (Irish, 83). This risk may be intensified by a technology that so easily obfuscates thelabor involved in writing.1 While I refer to the concept of engineering “disciplines,” I am also aware of the contingent and dialogical nature ofthis intellectual space as one that is in flux through the dialogical relationships between its practitioners over time.See Prior and Hengst (2010) for a full discussion of disciplinarity as a dialogic and contingent activity that escapesneo-Platonic concepts of the ideal. Considering these tensions that constitute a discipline may well become salient asGenAI pushes the boundaries of convention in education and
- 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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- Allison Murray, Marquette University; Lisa Chase, Marquette University
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- Culture & Social Justice in Education Division (EQUITY), Equity
hold an MA in history and an MA in education, they are obtaining an EdD from Hamline University. ©American Society for Engineering Education, 2024Recentering the User: How an Inclusive Design Class Pushes Students to See Beyond Their Own Experiences Allison K. Murray, Lisa A. Chase Opus College of Engineering, Marquette University, Milwaukee, WI, USAAbstractThe purpose of this ECSJ-DEED joint technical session practice paper is to disseminate thesuccesses and challenges of implementing an inclusive design mechanical engineering elective.Grounded in a human centered design framework, the inclusive engineering design coursefocused on (1) the value of a
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- Reimagining Pathways: Nurturing Diversity and Identity in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Robyn Mae Paul, University of Calgary
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of my thesisstory—a series of pedagogical implementations, ranging from small 15-minute mental wellnessmodules to a full 4-year sustainable systems engineering program.Figure 1. Early renditions of my thesis structure. 1a. The left photo showing the initial brainstorm and structure 1b. The right photo is from a conference presentation, showing a cohesive structure moving linearly from small to large cultural change in engineering.I began trying to write this story, but it felt “dispassionate, […] lacking in darkness, in surprisesand, above all, in ambiguity” (Kociatkiewicz & Kostera, 2023, p. 3). I struggled to take the workI had done—work that was full of complexities, pushing boundaries, redefining paradigms
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- 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
ease accreditation metric creationAbstractBackground: Research has shown that students from underserved groups are more likely topersist when they see the link between their coursework and improving society [1], [2].Simultaneously, human welfare and social impacts have become a part of accreditation protocolsfor engineering programs [2], [3], [4]. These two factors result in a need for faculty tostrategically create inclusive classrooms where students 1) are engaged in the field of studythrough application to their personal, social, and global knowledge contexts and 2) aredemonstrating proficiency on subject matter sufficient to demonstrate accreditation andprogrammatic requirements. In prior work the authors have shown strategies that exist
- 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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- 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
. It was created in 2013, through a National Science Foundation (NSF)grant that enabled faculty from different universities to attend six workshops where they startedto co-create material for an introductory infrastructure course. Since then, yearly workshops havebeen offered to introduce potential members to the community of practice, share materialsdeveloped over the years, assist new members in adapting existing material for their courses,network, and continue to develop new lessons. At this time, the community has developed 44peer-reviewed lessons that any faculty member can access and modify to fit their teaching needs.A survey was conducted in 2020 to determine CIT-E’s impact, as well as community members’interests [1]. Due to the large
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- 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
INTRODUCTIONEngineering has a considerable role in addressing many of the challenges facing society. Engineeringschools and the engineering professional bodies have increasingly recognized that for the engineeringdiscipline to reach its full potential, all segments of society must be included. Engineering mustactively engage and help promote the pursuit of engineering education and engineering careers withthose individuals who have been historically under-represented within the field. For example, femaleparticipation in the engineering profession is considerably below the proportion of females in societyat large (Figure 1). As a result of this differential, Engineers Canada launched the 30 by 30 EngineersCanada initiative which aims by 2030 to increase to 30
- Conference Session
- Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education
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- 2024 ASEE Annual Conference & Exposition
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- Ebony Omotola McGee, The Johns Hopkins University; Thema Monroe-White, Berry College; Shelly Engelman, Custom EduEval LLC
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- Culture & Social Justice in Education Division (EQUITY), Equity
Social Cognitive Career Theory (SCCT; Lent et al.,1994) and Critical Race Theory (CRT; Crenshaw et al., 1995), our study explores career pathwaysacross ME, EE, and CE, extending the inquiry to discern differences in career interests, mental andphysical health, and the experiences of minority stress and a commitment to racial justice—twopivotal aspects crucial among underrepresented racialized minority (URM) doctoral students inshaping their career interests (Monroe-White & McGee, 2023; McGee et al., in press).Statistics from the ASEE reveal that mechanical, computer and electrical engineering were amongthe top disciplines in 2020 in terms of the number of doctoral degrees awarded. Table 1 belowsummarizes these numbers. While the table below