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

Tagged Topics

Diversity

Tagged Divisions

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

andthe R.O.S.E Research Group at the University of Cincinnati. Without your support and guidanceduring the writing process, this document would not be what it is. We are honored to be a part ofthese outstanding groups of scholars.This work is based on research supported by the National Science Foundation Grant Awardunder Grant No. 2212690. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation. References[1] K. J. Jensen and K. J. Cross, “Engineering stress culture: Relationships among mental health, engineering identity, and sense of inclusion,” J. Eng. Educ., vol

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

Tagged Topics

Diversity

Tagged Divisions

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

, College Station, Texas 77843; Telephone: 979-845-2716; email:cstanley@tamu.edu and Reuben May, University of Illinois, Urbana-Champaign, 3120 LincolnHall, Urbana, Illinois, 61801; email: rabm@illinois.edu, faculty, staff, and campus coordinatorsat every four universities for their assistance with this research. Any opinions andrecommendations expressed are those of the authors and do not necessarily reflect those of theNational Science Foundation (NSF). The authors thank correspondence concerning this articleshould be addressed to América Soto-Arzat, Texas A&M University, 4351 TAMU 2935Research Parkway, Suite #311 College Station TX 77843-4351; email: americaarzat@tamu.eduand/or Jennifer Ackerman, Texas A&M University, office address, and

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

problems to solve, defining the problem space, making design decisions toprioritize certain technical features over others, etc. - are always shaped by cultural norms. Theengineers' social and political beliefs are always reflected in their practices and their work [16],[17]. Engineering as a heterogeneous practice should be aware of its entangled social justiceissues and work with the communities when creating designs [11], [18], [19].Engineering education is moving towards perceiving engineering as a sociotechnical field notonly because of the shifting ideology described above but also because the movement can betterengage students’ identities, hence broadening participation in engineering [8], [20]. Becauseengineering has been heavily

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

. It represents a behavioral aspect of well-being and has beenrecognized as a significant predictor of various learning behaviors and achievement outcomes[11, 12]. According to Renshaw and Bolognino (2016) [6], academic efficacy encompasseselements of both cognitive and behavioral well-being. However, their analysis suggests that itpredominantly reflects behavioral well-being rather than cognitive well-being. This implies thatacademic efficacy is more closely associated with the persistent pursuit of goals anddetermination rather than solely cognitive abilities or beliefs about one's capabilities.3. METHODOLOGY3.1 Methods Both quantitative and qualitative data were collected concurrently for the concurrentmixed-methods study as

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Margaret E.B. Webb, Virginia Tech ; Marie C. Paretti, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

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

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

between modules within courses. The positivism createdand perpetuated by this silo in engineering education ultimately positions rightness as a hidden,structural, exclusionary force rather than something constructed by the people in the room. Theauthors conclude that students are working at a boundary condition created over years ofseparation between the physical and social sciences and this itself is another barrier. Studentsstruggle with their engineering identity when centering public welfare or justifying nontechnicalwork after experiencing partial integration of social impacts in technical courses, and “[this] kindof negotiation [reflects] the tensions and unsettled boundaries between what students [consider]to be inside or outside the scope

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

Tagged Topics

Diversity

Tagged Divisions

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

questionnaire refers to emotions you may experience as part of this class (EGR 210 - Electric Circuits). It is divided into three sections: (a) your emotions related specifically to testing in this course, (b) your emotions related to Circuits class in general, and (c) your experience as part of the larger Engineering program. Please reflect on your experiences during this semester as you answer the questions below.* Required Unique Identifier 1. Copy and paste the unique identifier you received in your email: *Emotions during Electric Circuits testing and examsAttending college classes can create different feelings. This part of the questionnaire refers specifically to emotionsyou may experience during exams in EGR 210 - Electric Circuits. Before

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Danielle Vegas Lewis, SUNY Fredonia

Tagged Topics

Diversity

Tagged Divisions

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

efforts. However, despite someparticipants either leading or being engaged in formal programs that coached men on how to beeffective allies, there remained an uncertainty around which strategies to focus on, how tosuccessfully implement them, and generally, how to best serve the women that they seek tosupport. The fear of not responding appropriately or discomfort that can arise from reflecting onone’s own role, as a member of the majority, in perpetuating oppression or challengingproblematic views espoused by colleagues should not deter men from engaging in gender equitywork. This self-doubt described by participants indicates that mentorship, further education, andengagement in formal ally training programs may be beneficial, as normalizing the