Displaying results 151 - 180 of 218 in total
- Conference Session
- Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Nyna Jaye DeWitt, University of Georgia; Animesh Paul, University of Georgia; Racheida S. Lewis, University of Georgia
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
academy to improve engineering education within the field and across disciplines. ©American Society for Engineering Education, 2024 Not for the Poor: Impacts of COVID-19 on Engineering Students from Lower Socioeconomic BackgroundsIntroductionLike many other fields, engineering is working to become more diverse. Part of this effort includessupporting students pursuing a field who do not fit the traditional archetype of an engineer [1].This outlier population is heavily composed of students who have an intersection of identities, oneof these identities being a member of a low-income household [1]. The COVID-19 pandemicevoked major changes in the lives of many individuals and
- 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
adeeply introspective lens through which we can understand broader social phenomena. Inspiredby the work of Guyotte & Sochacka (2016) and Blalock & Akehi (2017), we expand upontraditional autoethnography and emphasize the synergistic effects of our diverse backgrounds,academic and non-academic training, and worldviews. Collaborative autoethnography enhancesthe trustworthiness and transparency of our research, providing a comprehensive and inclusiveperspective on the experiences of non-academic engineering educators.Collaborative autoethnography is effective for three reasons: 1) Personal and ContextualInsights: This method enables authors, as research subjects, to draw upon their experiences,offering a nuanced understanding of the
- 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
Hira, Boston College Dr. Avneet Hira is an Assistant Professor in the Human-Centered Engineering Program and the Department of Teaching, Curriculum and Society (by courtesy) at Boston College. ©American Society for Engineering Education, 2024 Work In Progress: Promoting Belonging in Engineering through the Creation of Youth-centered Technology-Rich SpacesIntroduction In 2024, we are not offering a novel idea when we contend that the promise ofmakerspaces to achieve inclusion across contexts has not been met [1], [2]. While suchtechnology-rich spaces still have the potential to support youth from minoritized groups to createartifacts aligned with their interests and values [3], [4
- Conference Session
- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Rachel Funk, University of Nebraska, Lincoln; Leilani Marie Pai, Denison University; Johan Benedict Cristobal, University of Nebraska, Lincoln
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
work. We seek to answer the following research questions: How do various settings (e.g,home, university, computing courses, S-STEM projects) support or inhibit the developingcomputing identities of women who may experience multiple forms of marginalization due totheir racial or ethnic identities? How do these experiences influence their persistence?Research Problem & Theoretical FrameworkAlthough the proportion of women and underrepresented racial and ethnic minorities in theSTEM workforce is increasing, representation remains an issue in computing and engineering[1]; [2]. A key factor in persistence is STEM identity, and more broadly, the degree to whichstudents feel a sense of belonging at college and within their majors [3]-[6]. Women
- 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
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #41787ChatGPT as a Tool for Equitable Education in Engineering ClassesSourojit Ghosh, University of Washington ©American Society for Engineering Education, 2024 ChatGPT as a Tool for Equitable Education in Engineering Classes Sourojit Ghosh, University of Washington, SeattleIntroduction 2022 is set to go down in history as the year that the world met ChatGPT – a generativeAI tool designed to accept text-based input and perform a large variety of tasks such asanswering questions, writing text, summarizing content, generating code, and many more.Trained on the large language model GPT-3/3.5 [1
- 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
and Outreach STEM Education graduate student at Tufts University ©American Society for Engineering Education, 2024 1 Context Matters: Characterizing First-Year Engineering Students’ Shifting Perspectives when Reflecting on Different Sociotechnical and Justice TopicsIntroductionThis practice paper relates to the overall mission of ECSJ, specifically transformative learningtoward action. For well over a decade, there have been numerous critiques of the social/technicaldualism present in engineering education and calls to disrupt it [1]. Researchers have varyingmotivations
- Conference Session
- Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Jessica Baldis, University of California, San Diego; Alex M. Phan, University of California, San Diego
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
in research knowledge and skills, deeper relationships with mentors, and clarity andinsight into career paths. This work involves thematic analysis of interviews with GEAR-SRparticipants and highlights student voices, including those traditionally marginalized in STEM.The advantages of undergraduate research experiences (UREs) are widely recognized, leading tohigher student retention, a sense of belonging in their field, improved academic outcomes, and agreater likelihood of pursuing advanced degrees [1, 5, 6]. This positive effect can be even greaterfor traditionally minoritized students [7], including students who are Black/African American,Hispanic/Latino(a), American Indian, and Pacific Islander. However, finding and performingresearch
- Conference Session
- Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Stewart Thomas, Bucknell University; Sarah Appelhans, Lafayette College; Michael S Thompson, Bucknell University; Rebecca Thomas, Bucknell University; Philip Asare, University of Toronto; Alan Cheville, Bucknell University
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
Engineering Education, 2024 Work in Progress: Grading Through a Capability Lens1. AbstractThe purpose of this WIP research paper is to briefly consider the basis of higher education’scurrent grading system and to discuss an implemented grading structure based on a humandevelopment framework which was part of a departmental cultural shift. The letter-grademarking system is relatively new compared to the institution of higher education [1] and bringswith it a secondary effect of an “A” ranking conveying significant value and meaning to theinterpreter. Students (and faculty) bring their own interpretation of what it means to be an ‘A’student and connect this to their personal identity [2]. The shift to letter-based grades coincidedwith
- Conference Session
- Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Jeffrey Halpern, University of New Hampshire; Mariah Arral, Carnegie Mellon University; Cassandra Michelle Lafleur, University of New Hampshire; Sarah Young; Elise Baribault, University of New Hampshire; Julianna Gesun, University of New Hampshire
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
neurotypical. We havegenerated a preliminary assessment tool to understand the perspectives of neurodiverse studentsin undergraduate research, specifically their priorities in community, culture, and futureprospects. Our investigation reports a qualitative assessment of these categories betweenneurodivergent students in STEM research environments compared to their neurotypicalcounterparts. The survey was first improved after cognitive interviews, and then distributedamong STEM undergraduates. In this paper, we report the refinement process of the survey andthe initial quantitative survey results.IntroductionOver a quarter of the United States population identifies as having a disability [1]. The disabilitycommunity encompasses a diverse subset of
- Conference Session
- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Sarah Hug, Colorado Evaluation and Research Consulting; Raena Cota, New Mexico State University; Ruth Constansa Torres Castillo, New Mexico State University; Enrico Pontelli, New Mexico State University; Adan Maximiliano Delval, New Mexico State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
toward needed policyand practice change in the department and hope to gain feedback from the EQUITY communityregarding our efforts and next steps at Praxis, sharing these counternarratives in departmentalspaces to draw out faculty, staff, and student dialog toward change.IntroductionIn this work in progress (WIP) research paper, we examine pathways of post-secondaryengineering students who are first in their family to attend college in the U.S. navigate multipleobstacles on the way towards four-year degrees and graduate school pathways [1]. Literatureregarding students who are first in their family to attend college indicates that while the absenceof the legacy of college may serve as a logistical barrier to success in higher education
- Conference Session
- Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Sydni Alexa Cobb, University of Texas at Austin; Ariel Chasen, University of Texas at Austin; Chandel Burgess, University of Texas at Austin
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
those results to the overallaverages amongst each population. This article will analyze if the separation of race, sex, anddisability in this report is suppressing or erasing the negative implications for these marginalizedgroups in STEM.Introduction The purpose of this WIP research paper is to study the impact an intersectional analysis ofdisability, race/ethnicity, and sex has on the salary of Science, Technology, Engineering, andMathematics (STEM) professionals. For almost a century, the United States has made political,academic, and professional pushes to fill a decreasing STEM workforce. Laws have been passedand programs put in place to increase the number of STEM professionals in all areas of industryin the U.S. [1]. In parallel
- Conference Session
- Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Kai Jun Chew, Embry-Riddle Aeronautical University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
” that may marginalizequeer students from the perspective that engineering classrooms and pedagogies can bedehumanizing. I will have the students answer an informational questionnaire, which will includeprompts that may “provoke” them by comparing their current learning experiences with theexperiences that could occur with engaged pedagogy as the teaching philosophy. Thequestionnaire will primarily consist of open-ended questions, with each question being paired toask about their current experiences alongside hypothetical learning environments. This approachcan get them to reflect on their current experiences. Example questions are shown below.Think back to your time in the engineering courses you have taken so far: 1. Share a learning moment
- Conference Session
- Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Cecilé Sadler, Massachusetts Institute of Technology; Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
: Understanding Differential Experiences of Identity in Computing Environments Using a Computing Privilege InventoryIntroductionThe purpose of this work-in-progress research paper is to outline the development and initialassessment of a tool designed to measure privilege within academic and professional computingenvironments. The computing industry has grappled with diversity gaps and equity issues fordecades [1], [2], [3]. While some progress has been made, women, racial/ethnic minorities,LGBTQ+ people, those with disabilities, and working-class individuals remain underrepresented[4]. Peggy McIntosh’s conception of unseen privileges might provide insight into therepresentation disparities in computing. In her pivotal article “White Privilege
- Conference Session
- Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Samuel J Bullard, University of Minnesota - Twin Cities; Keisha Varma, University of Minnesota - Twin Cities
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #44375Developing a Social Justice Biomedical Engineering Curriculum UnitMr. Samuel J Bullard, University of Minnesota - Twin CitiesKeisha Varma, University of Minnesota - Twin Cities ©American Society for Engineering Education, 2024 Developing a Social Justice Biomedical Engineering Curriculum Unit Author 1, Author 2 AffiliationThe purpose of this WIP research paper is to outline the development of a K-12 curriculum unitintended to promote student learning about biomedical engineering through the lens
- Conference Session
- Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Monica Lynn Miles, University at Buffalo, The State University of New York; Alexandra Schindel, University at Buffalo, The State University of New York; Kate Haq, University at Buffalo, The State University of New York
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
education. Byexploring local environmental justice issues and emphasizing the necessity of integrating theseissues into the curriculum, we can prepare the next generation of engineers to address real-worldchallenges and engage in equitable problem-solving. Given the profound implications ofengineering solutions on both environmental sustainability and societal well-being, EJE stands asa pivotal bridge between educators and students, fostering meaningful connections by exploringlocal environmental justice issues. Many educators struggle to effectively incorporate environmental justice topics intoengineering education [1], [2]. K–16 education discourses and curricula frequently overlookenvironmental justice issues, neglecting to highlight the
- Conference Session
- Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Mina Zavary, University of Washington; Sourojit Ghosh, University of Washington
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
fourth year PhD Candidate at the University of Washington, Seattle in Human Centered Design and Engineering. ©American Society for Engineering Education, 2024 Co-Creating Inclusion: Designing a Living Inclusive Teaching ToolkitIntroductionOver the past few years, there has been a growing surge in (re)designing engineering curriculaand classroom policies to be more inclusive of students of all identities, especially thosehistorically marginalized within engineering education. However, the labor of this work canoften fall upon individual instructors in their own courses who lack the time, research, andresources necessary to determine a path toward stronger inclusive practices [1]. Toolkits are oneway to
- 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
Inductee.Eduardo Bonilla-Silva, Duke UniversityBrean 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 M.S. and Ph.D. in Physics from Michigan State University. Before starting at Duke, she worked for Horizon Research, Inc. as an external evaluator for STEM education
- Conference Session
- Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Tyrine Jamella Pangan, Tufts University; Kristen B Wendell, Tufts University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
the study. Participation in the study consisted of consenting (viasigned consent form) to have team homework sessions audio-recorded. The course instructorswere not made aware of which students consented and which did not. Consent to participate wasgranted by 43 students, 64% of course enrollment.Table 1. Groups and Participants Group Number* Number of Students 1 4 2 2 3 4 4 4 5 4 6 4 7 5 8
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Austin Morgan Kainoa Peters, Purdue University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
thread between the threethemes provides one answer for the research question. I propose spiritual knowledge as thebinding thread that connects the themes and (re)connects Indigenous knowledge and STEMeducation. Spirituality can become a theorizing space to help with the decolonizing ofengineering education by challenging the dominant knowledge types and bringing in other waysof knowing.Keywords: Culturally Relevant Education, Indigenous Knowledge, SpiritualityIntroductionThe United Nation’s (UN) Sustainable Development Goals (SDG) attempt to address theinequalities of our global society and tackle climate change, biodiversity, and nature restoration[1]. These complex issues affect our global community and require an approach that includes
- 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
work todevelop a framework to support the design and delivery of equity-centered engineeringcurriculum and instruction within undergraduate courses. This paper presents high-level learningfrom (1) our synthesis of relevant literature on how instructors teach equity-centered content –how they integrate equity considerations into engineering content – and (2) a summary ofinterviews with equity-oriented instructors. Our literature review and interviews aim to identifycourse design components that instructors and staff consider essential for equity-centeredengineering education, including pedagogy, content, and the interplay between them. For thisresearch, we defined equity-centered engineering curriculum and instruction as courses orsequences of
- Conference Session
- Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- George Zaccheus Sikazwe, University of the Incarnate Word; Stephanie Gray; Diane L Peters P.E., Kettering University; Michael Frye, University of the Incarnate Word
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
of Coding for the Future: A Case Study of the megaGEMS Coding AcademyAbstractGirls in Engineering, Mathematics, and Science (GEMS) is a free after-school club and summercamp for girls interested in exploring their career in various Science, Technology, Engineering,and Mathematics (STEM) fields. GEMS is the outreach program for the Autonomous VehicleSystems Research and Education Laboratories. GEMS programs are designed to educate youngwomen about STEM by providing hands-on experiential learning in robotics, programming, andresearch [1]. GEMS is divided into two main programs: miniGEMS for rising fifth througheighth-grade middle school students, and megaGEMS for rising ninth through twelfth-grade highschool students [2]. miniGEMS
- Conference Session
- Supporting Students and Faculty in Computing (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 7)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Alicia Nicki Washington, Duke University; Victoria E. Callais, Duke University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
disability status. However, a growing body of literature [1], [2], [3], [4], [5], [6],[7], [8] calls attention to departmental policies and practices that impact students’ sense ofbelonging and abilities to successfully navigate/complete CS majors.This work was motivated by two challenges with existing computing climate surveys. First,departments often develop/distribute organization-specific surveys [9], [10], [11]. These oftenhave no large-scale, cross-organization distribution, analysis, and comparison. Second, the most-used climate survey that provides cross-organization comparison, [the Data Buddies Survey,distributed by the Computing Research Association’s Center for Evaluating the ResearchPipeline (CERP) [1]] has a long completion time
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Lekshmi Sasidharan, University of Arkansas; Rajani Muraleedharan, Saginaw Valley State University; Tina Thomas
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
studies [1, 2] have examined the impact of academic accommodations on theacademic success of STEM students, revealing a rapid increase in the number of students withdisabilities attending post-secondary institutions in recent years. Educational equity is key tomeeting students’ needs while having access to all the resources, so one may effectively reachtheir full potential. One study [4] investigated the experiences of STEM students withdisabilities at a large research university in the United States. This study found that studentswho received academic accommodations, such as extended time on exams and access toassistive technology, were more likely to persist in their studies and achieve academic successthan those who did not receive
- Conference Session
- Marginalization, Identity, and Student Development (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 9)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Haiying Long, University of Kansas; Stephen Secules, Florida International University; Jingjing Liu, Florida International University; Julian Rodrigo Sosa-Molano, Florida International University; Joseph Ronald Sturgess, Florida International University; Bruk T Berhane, Florida International University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
statusstudents. While broadening participation often focuses on cultural marginalization of thesestudent groups, there are other broader structural issues and life circumstances that affect theireducational access and outcomes. In general, and in this study, we aim to further establish howBlack, Latinx, and lower socioeconomic status students are more likely to study part-time, beolder, be a parent, and support others while attending school—in short, they are more likely to be“post-traditional” students. While higher education literature has interrogated these post-traditional student categories more thoroughly, engineering education has done less to establishand interrogate this intersection.More specifically, in this study, we focus on 1) classifying
- Conference Session
- Disability in Engineering Programs (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 3)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Rachel Figard, University of Georgia
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
and Design from Arizona State University (ASU), an M.S. in User Experience from ASU, and a B.S. in Industrial Engineering from North Carolina State University. ©American Society for Engineering Education, 2025A Scoping Literature Review on Disabled Student Experiences in EngineeringUndergraduate Programs (WIP)Abstract This work-in-progress details the methods from a scoping literature review (ScLR)conducted to elucidate the current landscape, trends, and potential gaps in the literaturesurrounding the experiences of disabled students in engineering undergraduate programs. Thestudy was grounded in four central inclusion criteria: (1) disabled student, (2) engineeringeducation, (3) lived experience
- Conference Session
- Disability in Engineering Programs (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 3)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Ella Hedberg, University of Michigan; Caroline Louise Carter, University of Michigan; Xiaping Li, University of Michigan; Laura Hirshfield, University of California, Berkeley; Robin Fowler, University of Michigan; Prachi Shah, University of Michigan
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
’ ofneurodiversity argues that having a high level of diversity in how we process information isevolutionarily advantageous, and preferential in comparison to a population of people whoprocess information in the exact same way. [1]Previous research considering mental health and teamwork generally focuses on how teamworkcan be used to improve mental health [2] and learning outcomes in classes. However, there islimited research on how mental health is impacted by team-based learning, nor is there muchinformation on how neurodivergent students experience teamwork. Research also consistentlyshows that individuals with neurodivergent traits have a higher prevalence of mental healthconditions [3], which suggests that this potential comorbidity should be
- Conference Session
- Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Juan Sebastián Sánchez-Gómez, Universidad El Bosque; Maria Catalina Ramirez; Pedro Guillermo Feijóo-García, Georgia Institute of Technology; Fidel Mauricio Ramírez Aristizábal, Universidad el Bosque; Liliana Ahumada, Universidad el Bosque
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
, Liliana Ahumada1 y Fidel Ramirez1 1 Universidad El Bosque, Bogotá, Colombia 2 Universidad de los Andes, Bogotá, Colombia 3 Georgia Tech, Atlanta, United StatesAbstractSTEM (Science, Technology, Engineering, and Mathematics) is an interdisciplinaryeducational approach developed by the U.S. National Science Foundation to foster research,innovation, and learning. By integrating these fields, STEM education aims to developtheoretical understanding and practical application in real-world contexts. Despite itswidespread adoption in developed countries, some initiatives
- Conference Session
- Transformative and Just Futures in Engineering (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 11)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Roneisha Wynette Worthy, Kennesaw State University; Preethi Titu, Kennesaw State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
integrated equity and sustainability into engineeringpractices. Faculty outcomes highlighted shifts toward justice-oriented teachingstrategies and identified opportunities for institutional support to sustain theseefforts. This study underscores the transformative potential of embeddingsustainability and social responsibility into engineering education, even amidpolitical resistance to DEI initiatives. By framing the classroom as a terrain ofstruggle and a site of possibility, the EOP framework advances the goal of preparing engineers to lead with equity and sustainability at the forefront of their work.I. IntroductionA. Background and Rationale(1) Importance of Embedding Social Responsibility in Engineering EducationEngineering
- Conference Session
- Marginalization, Identity, and Student Development (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 9)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Vanessa Svihla, University of New Mexico; Donna M Riley, University of New Mexico; Ruben D. Lopez-Parra, Universidad del Norte; Susannah C. Davis, University of New Mexico; Eva Chi, University of New Mexico
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
modeling. Resultsindicate that design-focused interventions significantly enhanced students’ sense of belonging,identity, and perceptions of cultural compatibility within engineering, compared to scaffolding-focused interventions. These findings underscore the importance of design-focused pedagogyand inform faculty interventions to support equity-centered teaching practices.Introduction and research purposeMuch faculty development work positions faculty as “resistant” to change [1, 2]. We argue thatthis is a problematic and unproductive stance when seeking to promote asset-oriented,emancipatory teaching approaches. While it is understandable that faculty developers and changeleaders might experience frustration in the face of pushback, treating
- Conference Session
- Transformative and Just Futures in Engineering (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 11)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Jacob Pleasants, University of Oklahoma; Moses Olayemi, The University of Oklahoma; Brandon Scot Abbott, University of Oklahoma; Jacqueline M. Vadjunec PhD, University of Oklahoma
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
1Engineering Just Futures: Preparing Engineers to Integrate Technical, Sociocultural, and Environmental Perspectives [Work in Progress]Engineers of the future need to not only be technically skilled but also able to address complexproblems that include social, cultural, ethical, and environmental dimensions. Undergraduateengineering education therefore needs to prioritize the diverse skills needed for complex problem-solving practice [1]-[3]. Traditionally, undergraduate engineering education programs havefocused on technical training in the engineering sciences, to the exclusion of broader concerns [4]-[6]. There are, however, a growing number of programs that aim to expand engagement withsocial, cultural, and environmental