Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Candice Wicker Bolding (CJ), Clemson University; Robert M O'Hara, Clemson University

Tagged Topics

Diversity

Tagged Divisions

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

likely to switchout of engineering (Benson et al., 2019; Marra et al., 2012; Seymour & Hewitt, 1997), and showdecreased interest in pursuing engineering careers (Good et al., 2012; Lichtenstein et al., 2014). Developing a sense of belonging in engineering learning environments can beparticularly difficult for women, students of color, and students with disabilities because of theracism, sexism, and ableism they encounter throughout their postsecondary journey, however,students experiencing marginalization have also been known to resist systemic factors thatmarginalize them (Espinosa, 2011; Reinholz & Ridgway, 2021; Rodriguez & Blaney, 2021). Interestingly, much of the literature that focuses on the sense of belonging

Conference Session

Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Monica Lynn Miles, University at Buffalo, The State University of New York; Corey T Schimpf, University at Buffalo, The State University of New York; Nicole Lowman, University at Buffalo, The State University of New York; Kate Haq, University at Buffalo, The State University of New York

Tagged Divisions

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

Paper ID #41951Websites as Gateways to Inclusive Partnerships: Examining Diversity Representationfor Environmental Nonprofits and Engineering Programs in Buffalo, NewYorkDr. Monica Lynn Miles, University at Buffalo, The State University of New York Monica L. Miles, Ph.D. is an early career Assistant Professor of Engineering Education at the University at Buffalo in the School of Engineering and applied sciences. Dr. Miles considers herself a scholar-mother-activist-entrepreneur where all her identities work in harmony as she reshapes her community. She is a critical scholar who seeks transformative solutions to cultivate

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Laura A. H. Wood, University of Michigan; Angie Kim, University of Michigan; Amber N Williams, University of Michigan; Berenice A. Cabrera, University of Michigan; Hayley N. Nielsen, University of Michigan; Lu Zhou, University of Michigan; Grenmarie Agresar, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan; Joi-Lynn Mondisa, University of Michigan; Erika A Mosyjowski, University of Michigan; Steve J. Skerlos, University of Michigan

Tagged Divisions

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

engaging in equity-focused curricular and instructional change efforts, as well as theimpact of newly designed courses on students’ and instructors’ experiences and learning. Thiscomprehensive effort will be needed to support refinement of the framework before we engageadditional partners beyond our home institution to further study and refine the framework indifferent institutional and disciplinary contexts.References[1] E. McGee & L. Bentley. The Equity Ethic: Black and Latinx College Students ReengineeringTheir STEM Careers toward Justice. American Journal of Education (Vol. 124): 1-36, 2017.[2] R. Hughes, J. Schellinger, B. Billington, B. Britsch, & A. Santiago. A Summary of EffectiveGender Equitable Teaching Practices in Informal STEM

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fatima Glovena Fairfax, Duke University; Jabari Kwesi, Duke University; Elyse McFalls, Duke University; Reagan Lenora Razon, Duke University; Alexandra Thursland, Duke University; Crystal E. Peoples, Duke University; Shaundra Bryant Daily, Duke University; Alicia Nicki Washington, Duke University; Eduardo Bonilla-Silva, Duke University; Brean Elizabeth Prefontaine, Duke University

Tagged Topics

Diversity

Tagged Divisions

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

Athena Institute for Artificial Intelligence (AI). Her career in higher education began at Howard University as the first Black female faculty member in the Department of Computer Science. Her professional experience also includes Winthrop University, The Aerospace Corporation, and IBM. She is a graduate of Johnson C. ©American Society for Engineering Education, 2024 Paper ID #43790 Smith University (B.S., ’00) and North Carolina State University (M.S., ’02; Ph.D., ’05), becoming the first Black woman to earn a Ph.D. in computer science at the university and 2019 Computer Science Hall of Fame

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

Tagged Topics

Diversity

Tagged Divisions

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

.i3.20.[61] L. Kekelis and J. Wei, “Role models matter: Promoting career exploration in after-school programs: Or, if it’s worth doing, it’s worth doing right,” 2010. [Online]. Available: https://stelar.edc.org/sites/stelar.edc.org/files/ITESTAfterschoolConvening- WhitePapers.pdf[62] C. Lachapelle et al., “Engineering is Elementary: An evaluation of years 4 through 6 field testing,” Boston, 2011. [Online]. Available: http://d7.eie.org/sites/default/files/research_article/research_file/imd_yrs_4- 6_report_final.pdf[63] C. Tomko, “Components of inclusive education,” 2006.[64] N. Kunc, “The need of belong. Rediscovering Maslows hierarchy of needs,” in

Conference Session

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

Collection

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

Tagged Topics

Diversity

Tagged Divisions

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Selyna Perez Beverly, University of Wisconsin-Madison; Donald L. Gillian-Daniel

Tagged Topics

Diversity

Tagged Divisions

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

. Riegle-Crumb et al. [30], in a survey of 229 Asian and White women attwo universities in chemistry and chemical engineering, measured women’s future commitmentto working in STEM, perceptions of agentic (being able to use skills to do enjoying work) andcommunal opportunities in STEM fields, and faculty/student interactions. They found thatagentic occupational affordances were a strong predictor of students committing to pursuing aSTEM career. They also found that White women who had higher satisfaction with facultyinteractions had higher commitment to pursuing STEM. Instructors may also have a role in the development of a sense of belonging, eitherpositive or negative, through their interactions with students. Sense of belonging, or

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Karen Dinora Martinez Soto, Virginia Tech; Homero Murzi, Virginia Tech; Jazmin Jurkiewicz, Virginia Tech; Rene Alberto Hernandez, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

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

inclusive learning environments and mentorship practices. Homero has been recognized as a Diggs Teaching Scholar, a Graduate Academy for Teaching Excellence Fellow, a Global Perspectives Fellow, a Diversity Scholar, a Fulbright Scholar, a recipient of the NSF CAREER award, and was inducted into the Bouchet Honor Society. Homero serves as the American Society for Engineering Education (ASEE) Chair for the Commission on Diversity, Equity, and Inclusion (CDEI), the Program Chair for the ASEE Faculty Development Division, and the Vice Chair for the Research in Engineering Education Network (REEN).Ms. Jazmin Jurkiewicz, Virginia Tech Jazmin Jurkiewicz (she/they) is a fourth-year PhD candidate in Engineering Education at

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Theo Sorg, Purdue University

Tagged Topics

Diversity

Tagged Divisions

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

/0038038520904918.Appendix[A1] T. L. Ross and L. Romkey, “Post-secondary Work Integrated Learning Through STEM Outreach,” presented at the 2021 ASEE Virtual Annual Conference, ASEE Conferences, Jul. 2021.[A2] A. T. Stephan, E. A. Stephan, L. Whisler, and A. I. Neptune, “Peer Sharing Presentations in a First-Year Engineering Learning Strategies Course,” presented at the 2020 ASEE Virtual Annual Conference, ASEE Conferences, Jun. 2020. doi: 10.18260/1-2--35047.[A3] A. Godwin et al., “CAREER: Learning from Students’ Identity Trajectories to Actualize Latent Diversity,” presented at the 2021 ASEE Virtual Annual Conference, ASEE Conferences, Jul. 2021.[A4] S. R. Ross, “Supporting your neurodiverse student population with the Universal

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sage Maul, Purdue University; Kirsten A. Davis, Purdue University; Senay Purzer, Purdue University; Ruth Wertz, Purdue University

Tagged Topics

Diversity

Tagged Divisions

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

, “Americans with Disabilities Act of 1990, as amended,” ADA.gov. [Online]. Available: https://www.ada.gov/law-and-regs/ada/. [Accessed: 01-Feb-2023].[18] G. Mamboleo, S. Dong, and C. Fais, “Factors associated with disability self-disclosure to their professors among college students with disabilities,” Career Dev. Transit. Except. Individ., vol. 43, no. 2, pp. 78–88, May 2020.[19] M. A. Sukhai, “Minding the Gap: Perspectives on Graduate Education for Students with Disabilities,” in Preparing Students for Life and Work, Brill, 2019, pp. 64–77.[20] L. Barnard-Brak, T. Sulak, A. Tate, and D. Lechtenberger, “Measuring College Students’ Attitudes Toward Requesting Accommodations: A National Multi-Institutional Study,” Assess

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

Tagged Topics

Diversity

Tagged Divisions

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

engineering education,” J. Eng. Educ., vol. 107, no. 4, pp. 583–610, Oct. 2018.[20] A. Lee, “A comparison of postsecondary Science, Technology, Engineering, and Mathematics (STEM) enrollment for students with and without disabilities,” Career Dev. Except. Individ., vol. 34, no. 2, pp. 72–82, Aug. 2011.[21] C. J. Groen-McCall, L. D. McNair, M. C. Paretti, A. Shew, and D. R. Simmons, “Exploring professional identity formation in undergraduate civil engineering students who experience disabilities: Establishing definitions of self,” presented at the American Society for Engineering Education [ASEE] Annual Conference & Exposition, 2019.[22] A. Crabtree, K. Neikirk, A. Marshall, T. Barongan, H. K. Beasley, E. G. Lopez, D

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

Tagged Divisions

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

" artifacts crafted from unconventional resources, can be integrated into asset-based pedagogies like Connected Learning to reimagine engineering education. Participants include Mexican American middle and high school-aged youth in Southern California, USA, alongside Mexican American adult mentors and researchers. Study participants collaboratively designed a prototype workshop targeting future youth who may not consider engineering as a career, utilizing speculative fiction (e.g., Latinofuturism) to ignite interest while tapping into existing creativity, collaboration, and resourcefulness inherent in everyday engineering problem-solving. This holistic approach aims to render engineering more relevant

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

Tagged Topics

Diversity

Tagged Divisions

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

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Muhammad Asghar, University of Cincinnati; Angela Minichiello, Utah State University; Oenardi Lawanto, Utah State University; Daniel Kane, Utah State University

Tagged Divisions

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

engagement and motivation, and self-regulation.Dr. Angela Minichiello, Utah State University Angela (Angie) Minichiello is a military veteran, licensed mechanical engineer, and associate professor in the Department of Engineering Education at Utah State University. Her research examines issues of access, equity, and identity in the formation of engineers and a diverse, transdisciplinary 21st century engineering workforce. Angie received an NSF CAREER award in 2021 for her work with student veterans and service members in engineering.Dr. Oenardi Lawanto, Utah State University Dr. Oenardi Lawanto is a professor in the Department of Engineering Education at Utah State University, USA. He received his B.S.E.E. from Iowa

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

Tagged Topics

Diversity

Tagged Divisions

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

qualitativecomments about each other at 4 points during the term. We tracked patterns of coded languageuse [27] amongst selected teams, and did a deep analysis of how coded language increased inintensity across the term. We also assessed how minoritized teammates indicated warnings oftheir marginalization. We have reported some analysis from these data elsewhere [27], [28], [31].Finally, we conducted a diary study during spring 2022, much delayed from our originaltimeline. We conducted in-person initial interviews with diary participants who were recruitedbased on their self-indicated identities as someone from a historically excluded group inengineering, using the device of a career journey map to structure the conversation. We thenasked them to reflect on