Conference Session

Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kristin A. Bartlett, University of Kentucky

Tagged Topics

Diversity

Tagged Divisions

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

reconsider the role that spatial skills actuallyplay in training engineers. This paper argues that spatial skills testing and training interventionsare a misuse of the time and energy of people who want to help women and other historicallyexcluded students succeed in engineering. We must reframe our interventions withoutperpetuating deficit models about cognitive abilities like “spatial skills,” a construct which, inspite of its wide popularity in the STEM education community, has been very poorly formulated.References[1] S. G. Vandenberg and A. R. Kuse, “Mental rotations, a group test of three-dimensionalspatial visualization,” Percept Mot Skills, vol. 47, no. 2, pp. 599–604, Dec. 1978, doi:10.2466/pms.1978.47.2.599.[2] M. Peters, B. Laeng

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

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Diversity

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

Society for Engineering Education, 2024DISABILITY STATUS AND BELONGINGNESS 1 Unseen: Examining the Link between Disability Status and Students’ Sense of Belonging in Undergraduate Engineering ProgramsDISABILITY STATUS AND BELONGINGNESS 2 AbstractOver the past few decades there has been a growing interest in understanding theindividual and systemic factors that positively and/or negatively impact theeducational experiences and outcomes of underrepresented students in engineering.Students of color, women, and students with disabilities (SwD) often face barriersand

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Qualla Jo Ketchum, Cal Poly Humboldt

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Diversity

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

project. We also note that language is an important concern among Indigenousand Native communities. Although we use the terms Indigenous and Native interchangeably, we willhonor the language choices of the communities and individuals involved in this work. This practice ofintroducing ourselves first also mirrors calls for researchers and educators to be transparent in ourpositionalities and perspectives, especially when working with Indigenous communities [1]. It is in thatspirit and tradition that before we discuss our proposed work, we begin with our own stories andpositionalities as a team.Qualla Ketchum ᏏᏲ, ᏆᎳᏓᏩᏙᎥ. ᏥᏣᎳᎩ ᎾᏍᎩᎠᎨᏴ. I am Qualla ᏆᎳ (qua-la) Ketchum, and I am a citizenof the Cherokee Nation. I grew up within the Nation’s boundaries

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fatima Rahman, Tufts Center for Engineering Education and Outreach; Kristen B Wendell, Tufts University; Chelsea Joy Andrews, Tufts University

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Diversity

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

sociotechnical thinking into afirst-year engineering computing course. Redesigned components support students in identifyingand critiquing the social, political, and economic decisions in engineering from a social justicelens. In the course, students work on five major socio-technical coding projects. They are alsoprovided with readings and frameworks to question narratives of technological neutrality andcenter the differential impacts of technology. In this study, we consider classroom data from asingle small-group discussion held during the Water-Energy-Land modeling and optimizationproject. As part of this project, in one class students were asked to discuss and determine (1)positive and negative impacts from decisions about the use of water from

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

Tagged Divisions

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

,and prestige. Figure 1 shows these existing connections (solid lines) and invisible connections(dotted lines). Generally, in engineering education literature, the issue of institutional prestigehas been rendered invisible despite literature questioning the cultural impact of the engineeringmeritocracy on engineering education (Cech, 2013). Whether institutional prestige-seeking isplaying a more salient role in STEM student mental health remains a largely unexaminedquestion, especially from the perspective of STEM students. Figure 1: Visible and Invisible Connections between Institutional Prestige and StudentsTheory and MethodsThe original study from which this paper emerges occurred at a western U.S. engineering-focused public university

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

ispredominately white), prospective partners turn to an organization’s website as a primary sourcefor information, which shapes their perceptions and evaluations of the organization.Our study focuses on our shared desire to decode and analyze messages conveyed byenvironmental organizations in Buffalo, New York, a city that stands as the third poorest andseventh most segregated in the U.S., where systemic inequities disproportionately impact PoCand those with limited resources [1]. By examining their websites, we aim to understand how(and whether) these organizations present themselves as justice-oriented and inclusive. Researchon how prospective employees learn about a company’s culture and values uses signaling theory[2] to suggest that website users

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kelyn Rola, Southern Methodist University; Hannah Louis, Southern Methodist University; Alain Mota, Southern Methodist University; Kathy Michelle Hubbard, Southern Methodist University

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Diversity

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

their instructional practices. The proposed toolkitwill promote potential shifts in educational enacted practices grounded in evidence-basedstrategies and student narratives.Faculty classroom teaching preparation in STEM fields, particularly within engineering, is oftenseverely lacking [1]. Due to the research-emphasis within many doctoral programs, faculty havelimited training as it relates to high impact teaching practices and fostering inclusive learningenvironments [2]. Once in the professoriate, faculty reward structures often prioritize researchproductivity over teaching, leaving little incentive for faculty to hone their instructional skills[3]. While a lack of effective teaching practices is problematic for all undergraduates, there

Conference Session

Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brean Elizabeth Prefontaine, Duke University; Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University; Brianna Blaser, University of Washington; Joanna Goode, University of Oregon; Valerie B. Barr, Union College

Tagged Divisions

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

Paper ID #42517Work in Progress: Developing and Measuring the Adoption of Identity-InclusiveComputing TenetsDr. Brean Elizabeth Prefontaine, Duke University Dr. Brean Prefontaine is a postdoctoral researcher at Duke University working with the Alliance for Identity-Inclusive Computing Education (AiiCE). Her research currently focuses on (1) the policies and practices impacting computer science students from marginalized identities and (2) how informal STEM environments can provide a space for students to develop a physics identity, and STEM identity more broadly. She earned her B.S. in Physics from Drexel University and her

Conference Session

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

Collection

2024 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

assignments that can prove one’s readiness to move up the job ladder.In this study, we explore how early-career professionals experience and understand theseinformal developmental opportunities availed, or not availed, to them. Specifically, we probehow early-career professionals, especially those who historically have faced socio-structuralbarriers to attaining professional leadership positions, understand these unwritten rules ofadvancement at work. Drawing from an interview sample of predominantly women engineersand non-engineers two years after college graduation, coupled with a different open-endedsurvey dataset collected from early-career women engineers 1-3 years into the workforce, we usequalitative methods of analysis to examine their

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elahe Vahidi, University of Cincinnati; Mark Okoth Onyango, University of Cincinnati; Kaitlyn Anne Thomas, University of Nevada, Reno; Kelly J Cross, Georgia Institute of Technology; Whitney Gaskins, University of Cincinnati

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Diversity

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

environments undermine their learning process and echo thetraumatic historically raced or racialized experiences of those holding those identities. Theobjective erasure of identities or the false notion of meritocracy based on colorblindness intraditional engineering education contributes to the stress, distress, and trauma (SDT) of BLIstudents.The purpose of this literature review is to gather literature surrounding SDT within theexperiences of undergraduate engineering BLI students. This serves the greater purpose of thestudy: to make clear that traditional engineering education can serve as a stressor that issufficient to (1) cause/initiate distress and dysfunction or (2) maintain/make worse pre-existingstress reactions. To navigate the literature

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jennifer Ackerman, Texas A&M University; América Soto-Arzat, Texas A&M University; Christine A Stanley, Texas A&M University; Reuben A Buford May, University of Illinois at Urbana - Champaign

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Diversity

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

and minority protégés participating in the LouisStokes Alliance for Minority Participation (LSAMP) program in Science, Technology,Engineering, and Mathematics (STEM) across four different universities within a statewideuniversity system, in the United States of America, to learn the following regarding mentoringrelationships for minority STEM students: (1) how students respond to ideas and projects, (2)how students conquer challenges and respond to setbacks, (3) how students set and pursue theiracademic goals, (4) how students describe their undergraduate research mentoring relationshipwith peers and professors, (5) how students maintain their focus in a professional developmentprogram such as LSAMP, (6) how students characterize and describe

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rebecca Zarch, SageFox Consulting Group; Sarah T. Dunton; Jayce R. Warner, University of Texas, Austin; Jeffrey Xavier; Joshua Childs, University of Texas, Austin; Alan Peterfreund, SAGE

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Diversity

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

dataneeds to be clearly tied to equity driven questions and purpose; data cannot be examined in avoid and data systems should be revised according to equity needs. States are often using datasystems outside of the intended design and face limitations when trying to surface inequity forpopulations based on gender, disability, ethnicity and race, which are exacerbated when lookingintersectionally. Across states, teams are now asking deeper and more complex questions aboutpathways, policy, and purpose.IntroductionBuilding off prior efforts to understand the evolution of measurement approaches in the K–12broadening participation in computing (BPC) movement [1], this work provides a detailed lookinto collaborative processes for examining state-based

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kenya Z Mejia, University of Washington; Hailee Kenney, University of Washington; Tiffany Dewitt, University of Washington; Jennifer A Turns, University of Washington

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Diversity

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

. ©American Society for Engineering Education, 2023Exploring Undergraduate Engineering Students’ Understanding of PowerDynamicsIntroductionEngineering education in the United States has grappled with the issue of representation from itsinception, but in the last few decades, there has been a grand effort to improve diversity, equity,and inclusion in the field of engineering [1], in particular for minoritized students, or studentsfrom racial minority backgrounds. The goal of representation has been to have the demographicsof students in our field be representative of the demographics of our nation. Yet, even though wehave seen numbers fluctuate for different minoritized groups, either decreasing or slightlyincreasing, participation rates remain the

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kian G. Alavy, The University of Arizona; Matthieu Bloch, Georgia Institute of Technology; Gregory L. Heileman, The University of Arizona; Benjamin Richmond, The University of Arizona; Ahmad Slim, The University of Arizona; Mitchell L R Walker II, Georgia Institute of Technology; David Ruiter, University of California, San Diego

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Diversity

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

Teaching and Learning Commons at the University of California San Diego. He is also Associate Professor of Theatre and Dance. ©American Society for Engineering Education, 2024 Equitable Attainment of Engineering Degrees: A Tri-University Study and Improvement Effort (Work in Progress)AbstractIn this paper we describe a work in progress tri-university study that focuses on increasing theequitable attainment of engineering degrees and improving four-year graduation rates in fiveengineering disciplines; a challenge that is increasingly difficult at four-year institutions. UsingKotter’s Change Model to guide this study, we (1) evaluate how various engineering disciplinesdiffer regarding

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brandon Bakka, University of Texas at Austin; Elisa Koolman, University of Texas at Austin

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Diversity

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

this program had on both a student’sidentity as a research scientist, and their overall perception of the climate in the engineering schoolat a large southern research institution.Introduction This mentorship program aims to combat some of the troubling trends demonstrated amongLGBTQ+ respondents on the recent Cockrell School of Engineering climate survey, administeredin 2021[1]. The survey found that LGBTQ+ graduate students felt the engineering school was lessaccepting (p < 0.05), that they were rewarded less for their work (p < 0.05), and were less trustingof the engineering school administration (p < 0.005) than their straight counterpart. Theseresponses suggest action is needed to both build trust in the administration and

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Noelle K Comolli, Villanova University; David Jamison, Villanova University

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Diversity

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

to theengineering design process. In order to be an effective engineer, design cannot be done alone, soteamwork and skills on effective teamwork are also important in this class. The design centers onthe Augustinian value of Caritas (love of community), shown in Figure 1.Figure 1. Caritas Centered Design model used in this freshman engineering course.The students are also introduced to each discipline (Civil & Environmental, Chemical &Biological, Electrical, Computer, Sustainable and Mechanical Engineering), how it’s unique andhow they can work together. This is done by taking a step in the design process each week andusing case studies and examples from a different discipline to evaluate that step. This is done asshown in Table 1

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachael E Cate, Oregon State University; Jacob Field, Oregon State University; Sierra Kai Sverdrup, Oregon State University

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Diversity

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

programdevelopment.Keywords: communities of practice, transformative learning, sense of belonging, careerpreparedness, undergraduate education, capstone design, URM students, women inengineering, first-generation, underrepresented racial minority students, underserved studentcommunities, marginalized students, case study, program development research, developernarratives, longitudinal study, educational action research 1. IntroductionThis report describes the most recent full year (2022-2023) of the Oregon State UniversitySchool of Electrical Engineering and Computer Science Design Student Community of PracticeProgram. The program development details and the research process, data collection, andimplementation methodology

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jorge Andrés Cristancho, Purdue Engineering Education; Leonardo Pollettini Marcos, Purdue University; eugene leo draine mahmoud, Mt. San Antonio Community College and Purdue University

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

the STEM classroom: How do STEM instructors relate to the impact of their engineering work before and after a critical pedagogy intervention?IntroductionDue to the impacts of the engineering profession, social and environmental justice are growingconcerns within current engineering practice and education. The engineering profession,although considered neutral by many, is closely associated with impacts on society and theenvironment due to its strong ties with the corporate world [1]. Leydens and Lucena [2] arguethat social justice dimensions are inherent to engineering but are made invisible by the status quoof the profession. The social impacts relate to the dislocation of local communities, landdispossession, the

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Raghu Pucha, Georgia Institute of Technology; Shivani Kundalia, Georgia Institute of Technology; Vijay Sreenivasan, Georgia Institute of Technology

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Diversity

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

of Technology. ©American Society for Engineering Education, 2024 Socio-technical and culture-inspired projects in freshman engineering design course bring context and emotion to learningAbstractLearning is not an unemotional consideration of facts but emotion is integrally woven into theexperience of learning [1]. Situated cognition model [2] is a theoretical approach to learning thatsupports the idea that learning takes place when an individual is interactively doing somethingthrough situated activity that has social, cultural, and physical contexts. This paper presents post-activity reflections in student design projects with socio-technical and socio-culturalinterventions in a freshman design

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Meghan Williams, Elizabethtown College; Mark Brinton, Elizabethtown College; Kurt M Degoede, Elizabethtown College; Elizabeth Dolin Dalton

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Diversity

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

CourseIntroductionAlmost 1/3rd (31%) of U.S. adults will experience an anxiety disorder at some point in theirlives; with females affected more than males (about 1.5:1) [1]. In 2017, 61% of college studentsseeking counseling services listed anxiety as the most frequent issue they were facing, and about23% said it was the problem causing them the most concern (Center for College Mental Health atPenn State [2]). Anxiety can impact physical, cognitive and emotional health, impacting howstudents perform in their classes and consequently in their careers.For college students, anxiety is frequently manifested in relation to exams—it is estimated that10-40% of students are affected by test anxiety. Test anxiety can impact motivation andacademic achievement and lead to

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yume Menghe Xu, Tufts Center for Engineering Education and Outreach

Tagged Divisions

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

where I'm like, wow I... like really hate. ” [Ross, 4th-year Mechanical Engineering student]Undergraduate engineering schools aim to prepare their students to join the engineeringworkforce and to see themselves as engineers [1], [2], [3]. In engineering schools, students notonly acquire the knowledge and skills necessary for the workforce but they also beginparticipating in the engineering culture [4], [5], [6]. Students do “identity work” to position andreposition themselves as a certain kind of person in engineering by taking action and formingrelationships [7]. Figuring out what kind of career trajectories they want to pursue afteruniversity is an important part of their identity work as future engineers. Career considerationsrequire

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

backgrounds. However, if assessment practices have a negativeimpact on confidence in engineering, and if those assessment practices don’t representsubstantive differences in mastery of engineering principles and skills, the cost may be indiminished persistence by otherwise qualified students, especially underrepresented students.Thus, this research can inform assessment decisions in ways that support better outcomes forunderrepresented students.IntroductionIn the United States, there is a significant gap between underrepresented groups in engineeringand their percentage in the total workforce population [2]. The truth is, engineering has a“diversity” problem [1], and this problem must be addressed for the U.S. to compete effectivelyin the global

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

into accessible forms. Tactile graphics translate visual images into physical, three-dimensional models that aBLV person can feel, similar to braille [1]. For pedagogical content, these are usually slightlyraised graphics on a paper medium for practicality and portability ([2], [3]). Translating visualcontent into a tactile graphic requires reducing the content into just the most important features,and often requires sighted subject matter expertise ([4]–[6]). Other work has explored usinglarger, higher fidelity three-dimensional models ([7], [8]). Additionally, few tools exist for BLVpeople to create their own visual content, and most tactile graphic systems require a sightedperson’s assistance ([9]–[11]). These methods also have

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dylan Oliver Scheller, Colorado State University; Julia Schimmels, Colorado State University; Jordan Jarrett, Colorado State University

Tagged Divisions

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

backgrounds were encouraged to attend events to provideopportunities to work with others of diverse backgrounds and experiences. Since a strong factorthat kindles students' initial interest in STEM is extracurricular activities, STEM 4 Kids sought toprovide an opportunity for the local community [1]. The events were held on CSU’s campuswhere parents drop-off and pick-up their students.The program separated from ASME, and in spring of 2022, it became its own registered studentorganization. This stemmed from the realization that running an outreach program required moresupport from faculty and student volunteers than could be given as a small section of a largerorganization. STEM 4 Kids remains active and continues to provide middle school students

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Seth Polsley, University of Nebraska, Lincoln; Amanda Kate Lacy; Samantha Ray, Texas A&M University; Tracy Anne Hammond, Texas A&M University

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Diversity

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

instructorsof technical courses that are traditionally visually-based to consider possible ways to enhance theaccessibility of their curriculum.IntroductionIn 2013, the Royal National Institute for the Blind published a study highlighting several keyissues for blind individuals in regards to access to information, including inaccessible technicalnotation and visual resources, as well as teaching methods that can rely too heavily on visualconcepts [1]. These challenges can be especially difficult to overcome in highly technical fieldslike Science, Technology, Engineering, and Mathematics (STEM). While research has longindicated that blind students are interested in participating in STEM [2], recent analyses haveshown there are still notable gaps in

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

contributions. As part of a larger project about MHW of engineering undergraduates, qualitative data was collected from 105 participants through an online open-ended survey at a Western lang-grant institution of higher education in the Spring of 2022. The engineering undergraduate study participants were asked about the different ways in which financial support from different sources enabled them to be academically efficacious. Thematic analysis involving categorization and theming was carried out with two researchers participating in this process. Findings from the thematic analysis of the data revealed that financial support contributed to engineering undergraduate students’ academic efficacy as it: 1) afforded them more time

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rajita Singh, University of Oklahoma; Javeed Kittur, University of Oklahoma

Tagged Divisions

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

keyword in our searches. The SLRprocess and structure/format used in this paper was referred from several existing SLR studies(Borrego, Foster, & Froyd, 2014; Kittur & Islam, 2021; Kittur et al., 2024).Figure 1 shows the Identification and Screening process, where a total of 2055 papers were initiallyidentified, and after screening for duplicates, 1197 papers were identified by screening. Theseexclusion criteria were applied to the papers: papers written in a language other than English,papers where the focus was not on the engineering field or courses that would be studied byengineers, and papers where the focus was not on inclusive pedagogy practices. Our inclusioncriteria were that the papers must be written in English, must focus on

Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

R. Jamaal Downey, University of San Diego; Joel Alejandro Mejia, The University of Texas at San Antonio; Diana A. Chen, University of San Diego; Gordon D Hoople, University of San Diego

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Diversity

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

individualism andexceptionalism through the interdisciplinary and theoretical lens of Critical Race Theory andCritical Whiteness Studies has highlighted the ways Whiteness has flourished, particularly inengineering, and helped support these two pillars of Whiteness. Thus, through a historicallycontextualized interdisciplinary analysis, we seek to shift the conversation to focus onquestioning the ways Whiteness affects pedagogy and research conducted in engineeringeducation research.Introduction White supremacy has a firm grip on engineering and engineering education research.However, in order to show “The Enduring, Invisible, and Ubiquitous Centrality of Whiteness,”[1], we will provide a funneled context that will demonstrate to the reader how

Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nrupaja Bhide, Purdue University; Yash Ajay Garje, Purdue University; Siddhant Sanjay Joshi, Purdue University

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Diversity

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

Knowledge creation and synthesis are the core of research. How we engage in research orknowledge creation is deeply intertwined with our experiences and the language we use to makesense of the world around us. For us, the co-authors of this paper, the triad concept of Kaya(Body), Vacha (Speech), and Manas (Mind) in the Indian philosophy of ethics and spiritualitypoints to the interdependence of experience, language, and knowledge. Lakoff and Johnson [1]present the same idea as the core motivation for their germinal book Metaphors We Live By; theysuggest that dominant views on meaning-making in Western philosophy and linguistics areinadequate for the way we understand our world and ourselves. They propose that our languageshapes the way we think

Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jingfeng Wu, University of Michigan; Clay Walker, University of Michigan

Tagged Divisions

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

purpose of this practice paper is to suggest a mechanical engineering reasoning diagram(MERD) for equitable teaching in writing-intensive engineering labs 1. Reasoning diagrams aredesigned to describe concepts and the relationships among these concepts in a structured andvisual way. In order to facilitate engineering thinking among undergraduates, a MERD wasdeveloped in this study to capture engineer experts' narratives about their projects and the logicof key Mechanical Engineering (ME) concepts. The model of engineering thinking would alsodemonstrate rhetorical moves of the technical writing process of engineering; this mentalmodeling relates metacognitive knowledge to disciplinary writing. A more explicit way ofteaching lab writing might have