Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kiana Alexa Ramos; Isabella Stuopis, Boston College; Emanuel Joseph Louime; Peyton Elise Carter; Caitlyn Hancock; Avneet Hira, Boston College

Tagged Divisions

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

for participation, and instructsthe youth to clean up the space before leaving the room. Discussion. The final group presentations reflected the group dynamics in the designingand the building of the bridge. Vermillion of Graphite's group takes full ownership of thephysical design and harm reduction planning of the bridge. This was the only group that did notproperly build the bridge across the water, as the group's final decision of the park and thefactory stayed on the east side of the river. Additionally following Graphite's laid-backleadership style, his understanding of how their decision may reduce harm showed no greaterunderstanding than Vermillion's despite an age gap of approximately five years. In Charteruse'sgroup

Conference Session

Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kaylla Cantilina, Tufts University; Chelsea Joy Andrews, Tufts University; Fatima Rahman, Tufts Center for Engineering Education and Outreach

Tagged Divisions

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

readings and activities, 2) students’ familiarity with thetopic based on prior knowledge and experiences, and 3) the nature of our reflection prompts.Based on these findings and the three aforementioned explanations, we are currently makingadjustments to the course to better meet our learning goals: students learning the importance andnecessity of sociotechnical justice analyses in engineering and data science. After our analysis,the findings identified offshore wind as a topic and set of resources that were not helpingstudents conceptualize bias, differential impacts, and cause of societal outcomes as richly as wehoped. As a response, we plan to replace offshore wind with a different topic. To contend withthe issues of student lack of familiarity

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Brianna N. Griffith, University of Arkansas; Eric Specking, University of Arkansas; Jena Shafai Asgarpoor, University of Nebraska, Lincoln; Stephanie G. Adams, University of Texas, Dallas; Meagan C. Pollock, Engineer Inclusion; Adrienne Minerick, Michigan Technological University; Patrice Nicole Storey

Tagged Topics

Diversity

Tagged Divisions

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

] • Lack of clarity on tenure/promotion [7], [14] • Higher expectations and less networking [7] • Tenure system structure [19] •Personal concerns 3 Family issues (parental status, childcare, caregiving, household responsibilities, family planning) [5], [14] • Low self-confidence [12]Not specified

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Meagan C Pollock, Engineer Inclusion; Hoda Ehsan, The Hill School ; Sreyoshi Bhaduri, ThatStatsGirl; Lauren Thomas Quigley, IBM Research

Tagged Topics

Diversity

Tagged Divisions

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

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Meagan Eleanor Ita, Arvinas; Monica Farmer Cox, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

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

hearing all voices prior to decision-making takes time. Dr. Cox was leading this project with several of the “antidotes” to urgency described by Okun, including a commitment to equity and a work plan based on the experience of the people involved [33]. This Dialogue with Dr. Cox completely reshaped my idea of what true collaboration means and forced me to reflect on how often “urgency” got in the way of inclusive collaboration in my past work. I have grown to recognize my impatience when decision-making is taking a “long time” and to challenge the root of that impatience.Embracing differences through Dialogue can help develop accomplice behavior [11]. Workingwith Dr. Cox has challenged Dr. Ita to move

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anne M. McAlister, The State University of New York, Buffalo; Sarah Catherine Lilly, California State University, Channel Islands

Tagged Topics

Diversity

Tagged Divisions

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

engineering in undergraduate engineering through asocial justice lens. Future work needs to continue to investigate the challenges and benefits tosuch integration from the perspectives of the students and the instructors, which we plan topursue through future empirical work. The papers that we focused on in this review containthorough descriptions of the development and implementation of curriculum that integrate socialand technical aspects of engineering through a social justice lens, which is an essential first stepin working towards this goal. For example, Mejia et al. [23] describe in detail the developmentand implementation of two courses, and Hendricks and Flores’ [34] described in detail thecurricular materials that they used. While Mejia et

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tagged Topics

Diversity

Tagged Divisions

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

Paper ID #37635Examining the Impact of Introductory Mathematics Courses onUndergraduate Students’ Desire to Pursue a STEM MajorSydney Hunt, Duke University Sydney Hunt is a Reginaldo Howard Memorial Scholar at Duke University (Class of 2023). She is ma- joring in Electrical/Computer Engineering and Computer Science with a concentration in Artificial Intel- ligence and Machine Learning. She is also minoring in Gender, Sexuality, and Feminist Studies. Syd- ney plans to pursue a Ph.D. in Electrical/Biomedical Engineering post-graduation while continuing to be heavily involved in organizations dedicated to mentoring and

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Harpreet Auby, Tufts University; Milo Koretsky, Tufts University

Tagged Topics

Diversity

Tagged Divisions

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

Halston’suse of “praise” equalizes the voice and input of a lower-status student relative to a higher-statusstudent. Deliberate use of praise to boost self-esteem requires much thought on an LA's partbecause they need to be attentive to the motivations they bring into their instructional moves andmake sure that they recognize specific competencies in assigning praise (as opposed to generic,effusive praise).Understanding how LAs construct and understand what status-based inequalities look like withinthe classroom and how they plan to navigate them has important implications for interpretingtheir role as potential status interventionists. LAs are mediators in various aspects of a student’slearning, and their roles as agents within the classroom activity

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

Tagged Topics

Diversity

Tagged Divisions

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

changes. The iteration aims to ground our work in praxis [12] and transform thecurriculum through reflective action.Conceptualizing the engineering curriculumWe would like to start by clarifying what we mean by a curriculum because the definitions ofa curriculum range from everything that happens in a course [13] to a plan for learning [14]to the materials used for teaching [15], [16]. The word curriculum is often not even defined inthe literature, assuming a shared understanding of this word. However, it is crucial to definecurricula since they are not ahistorical or apolitical. Like knowledge, curricula are sociallyconstructed and reflect the ideologies of those in power [15]–[18]. Dei [18] insists that thecurriculum is “a social construction

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ingrid Scheel, Oregon State University; Rachael E. Cate, Oregon State University; Devlin Montfort, Oregon State University

Tagged Topics

Diversity

Tagged Divisions

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

Paper ID #37342Talking Tech: How Language Variety in Engineering Curriculum InstructionCan Ease Delivery and Engage StudentsIngrid Scheel, Oregon State University Ingrid Scheel is a Project Instructor at Oregon State University. She works to teach from an integrated sociotechnical perspective in engineering science and design courses. Her focus is systems engineering and program management. Scheel has experience in small business strategic planning and risk assessment, designing and deploying fiber optic sensors and sensing systems, prototype development, instrumentation, data acquisition and analysis, and reporting

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nagash Antoine Clarke, University of Michigan; Joi-Lynn Mondisa, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

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

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

Tagged Topics

Diversity

Tagged Divisions

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

this valuable space by supportingproductive and synergetic cross-institutional collaborations between PWIs and MSIs/HBCUs.Not surprisingly, the quality of such PWI-MSI/HBCU collaboration depends on the shared goalsand objectives, as well as mutual respect and egalitarian relationships established among thestakeholders from both institutions. In particular, it is a must to have a solid plan to understand,recognize, and capitalize on each institution’s strengths, not only the intellectual merits but alsothe cultural assets brought by the members of the collaborating MSI/HBCUs. This should be oneof the major criteria against which the quality of multi-institutional collaboration that includesMSI/HBCUs should be evaluated. By doing so, this multi

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

Tagged Topics

Diversity

Tagged Divisions

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

, “Engineers, figuring it out: Collaborative learning in cultural worlds,” J. Eng. Educ., vol. 113, no. 1, pp. 164–194, Jan. 2024, doi: 10.1002/jee.20576.[11] Kern Family Foundation, “KEEN Engineering Unleashed.” 2019. Accessed: Feb. 01, 2019. [Online]. Available: https://engineeringunleashed.com/[12] D. M. Riley, “Employing Liberative Pedagogies in Engineering Education,” J. Women Minor. Sci. Eng., vol. 9, no. 2, pp. 30–32, 2003.[13] L. L. Bucciarelli and D. E. Drew, “Liberal studies in engineering – a design plan,” Eng Stud., vol. 7, no. 2–3, pp. 103–122, 2015.[14] E. A. Cech, “Culture of Disengagement in Engineering Education?,” Sci. Technol. Hum. Values, vol. 39, no. 1, pp. 42–72, 2014, doi: 10.1177

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Motahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus; Jennifer M Bekki, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

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