Displaying results 181 - 210 of 218 in total
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- Culture, Agency, and Responsibility through Curriculum (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 5)
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- 2025 ASEE Annual Conference & Exposition
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- Kelsey McLendon, University of Michigan; Katie Snyder, University of Michigan
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Engineering. ©American Society for Engineering Education, 2025 Using student-led case studies in engineering to build cultural awareness, self-knowledge, and ethical engagementAbstractThe purpose of this practice paper is to share initial reflections and several samples of studentwork from a newly developed activity sequence for engineering courses in which sociotechnicalcase study development is student-led. Case study engagement is a valuable way to groundengineering technologies in real-life contexts so students can examine the social implications ofengineering work [1]. Currently, the integration of case studies in engineering classrooms isalmost entirely teacher-led, where a prepared study is given to the
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- Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)
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- 2025 ASEE Annual Conference & Exposition
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- Lucy Arellano Jr., University of California, Santa Barbara; Margarita Rodriguez, University of California, Santa Barbara
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environments and how institutional agency influences student success. This research spans three different spheres of influence including 1) student experiences, 2) higher education institutions, and 3) societal contexts. Her most recent research considers the intersection of Latinx identity and STEM identity at Hispanic Serving Institutions that are also community colleges.Margarita Rodriguez, University of California, Santa Barbara ©American Society for Engineering Education, 2025 1 Bridging Pathways: Empowering Latinx STEM Students Through Belonging, Support, and
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- Supporting Students and Faculty in Computing (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 7)
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- 2025 ASEE Annual Conference & Exposition
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- Jabari Kwesi, Duke University; Morgan bernstein, Duke University; Reagan Lenora Razon, Duke University; Andre Luis Barajas, Duke University; Brean Elizabeth Prefontaine, Duke University; Victoria E. Callais, Duke University; Shaundra Bryant Daily, Massachusetts Institute of Technology; Alicia Nicki Washington, Duke University
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Paper ID #46099Student Understandings of Race and Racial Bias in Computing EnvironmentsJabari Kwesi, Duke UniversityMorgan bernstein, Duke UniversityReagan Lenora Razon, Duke UniversityAndre Luis Barajas, Duke UniversityDr. 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
- Conference Session
- Understanding Concealable Stigmatized Identities (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 10)
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- 2025 ASEE Annual Conference & Exposition
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- Cole Thompson, Purdue University at West Lafayette (COE); Stephanie Masta, Purdue University at West Lafayette (PPI)
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. ©American Society for Engineering Education, 2025 How we talk about trans people: A content analysisIntroduction and BackgroundTransgender, nonbinary, and gender nonconforming (TNBGNC) individuals stand at theintersection of resilience and systemic oppression in STEM higher education, revealing urgentgaps in how research methodologies we utilize capture and represent their experiences. Theidentities of TNBGNC individuals have been subject to systemic marginalization, often fueled bypoliticized rhetoric and harmful media narratives [1], [2], [3]. This discourse frequentlyperpetuates the stigmatization and devaluation of TNBGNC lives and experiences, framing themin opposition to the societal norms. Such framing not only erases the
- Conference Session
- Supporting Students and Faculty in Computing (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 7)
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- 2025 ASEE Annual Conference & Exposition
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- Sophie Marie Martyrossian, California Polytechnic State University, San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Gabriel Medina-Kim, Rensselaer Polytechnic Institute; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Lynne A Slivovsky, California Polytechnic State University, San Luis Obispo
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Architecture), and additional emphasis on CPU performance. ● “Microcontrollers & Embedded Applications” is an introductory class in microcontrollers and how they are used in embedded devices. The course includes projects that demonstrate the relationship between hardware and software using the C programming language.By examining these course syllabi, this paper seeks to uncover differences in pedagogicalchoices through the lens of an inclusive learning environment.ASEE reports show that women earned 13.3% of CPE bachelor’s degrees in 2018, rising to14.9% in 2023, compared to 21.9% and 24.6% across all engineering fields, respectively [1, 2].While CPE has lower representation of women than national averages, the
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- An ECSJ Art Show - Equity and Justice through Art (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 6)
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- 2025 ASEE Annual Conference & Exposition
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- Jeremy A. Magruder Waisome, University of Florida; Jerrod A Henderson, University of Houston William A. Brookshire Department of Chemical & Biomolecular Engineering
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alignment with its mission,several pillars point to the need for introspection of constituents and how they engage with thesesystems to acknowledge, explore, and share how we contribute to the enactment of equity,culture, and social justice. Participatory action research (PAR) emphasizes the involvement ofstakeholders throughout the research process to ensure both accuracy and relevance. By focusingon context-specific action, PAR provides a valuable way to elevate participants’ voices duringresearch and intervention development [1]. It also helps ensure that the perspectives of thosedirectly engaged in the work are included in the analysis [1].In this arts-based research paper, we explore the experiences of engineering student researchersthrough
- Conference Session
- Interrogating Race, Caste, and Power (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 4)
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- 2025 ASEE Annual Conference & Exposition
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- Stephen Secules, Florida International University; Atota Bedane Halkiyo, Florida International University; Maimuna Begum Kali, Florida International University; Nivedita Kumar, Florida International University
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perpetuate caste inequities despite an apparent caste-blind environment. They also explore gender diversity in computing education, particularly addressing the leaky pipeline issue affecting women’s participation in STEM fields. ©American Society for Engineering Education, 2025 “I can’t see race here”: Pragmatic, theoretical, epistemological, and communicativechallenges researchers and instructors have with observing race in engineering classrooms1. Introduction:Engineering has historical origins in white supremacy, patriarchy, and classism [1], [2], [3].Despite efforts to diversify the profession, these systems of power and inequity have largely beenperpetuated. While many research efforts document the
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- Disability in Engineering Programs (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 3)
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- 2025 ASEE Annual Conference & Exposition
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- Bridget M. Smyser, Northeastern University
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with Disability Act [1] requires educational institutions to provideaccommodations to students with diagnosed physical, mental, and psychological disabilities.Accommodations for students with physical disabilities may include braille texts, accessibleclassrooms, or transcripts. Mental disabilities such as learning disabilities, ADHD, or autism mayhave accommodations such as extended time for tests and assignments, reduced distractions, andnote-taking services. More excused absences, extended time, and a reduced course load mayaccommodate psychological disabilities such as depression, anxiety, and bipolar disorder. [2]Accessing accommodations in higher education is not straightforward. Many students remainunaware of available resources and
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- Institutional Support and Training (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 12)
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- 2025 ASEE Annual Conference & Exposition
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- David C. Mays, University of Colorado Denver; Tom Altman; Maryam Darbeheshti, University of Colorado Denver; Priscilla Hwang, Virginia Commonwealth University; Cassandra J McCall, Utah State University; Stephen Secules, Florida International University; Maribel Vazquez, Rutgers, The State University of New Jersey; Kelsey Watts, University of Virginia
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, explaining that the initially silent think step is deliberately included toencourage participation by quieter participants. Through two cycles of think-pair-share, thegroups considered two questions: • Question 1: What do new engineering faculty need to know about inclusive teaching at your institution? • Question 2: How can a welcome academy convey this content actively, compellingly, and effectively?Participant responses were recorded by the facilitator on flipcharts provided by the meetingorganizers, and have been reproduced verbatim in Boxes 1-2, then sorted to list the notes in alogical order for presentation. During this brief workshop, participants generated a preliminary syllabus (Box 1) and
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- Engineering Education in Colonial and Local Contexts (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 8)
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- 2025 ASEE Annual Conference & Exposition
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- Alexandra DakotaTomi Brunson, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Elizabeth A. Reddy, Colorado School of Mines
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Colorado School of Mines. She is a social scientist, holding a PhD in cultural anthropology from the University of California at Irvine. ©American Society for Engineering Education, 2025 Grounding Change: Exploring Ambiguity in Geophysical Methods to Foster Decolonized Thinking in EngineeringIntroductionCalls for decolonizing curricula have underscored the need for integrating diverse ways ofknowing into educational approaches [1], [2], [3], [4], [5], [6]. However, more research isnecessary regarding how to cultivate critical consciousness and shift entrenched mindsets amongstudents to make decolonizing engineering possible [7][8]. Efforts to expand students’ criticalconsciousness in
- Conference Session
- Culture, Agency, and Responsibility through Curriculum (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 5)
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- 2025 ASEE Annual Conference & Exposition
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- Clausell Mathis II, Michigan State University
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. IntroductionHistorically, our educational system has primarily benefited students from higher socioeconomicbackgrounds while disadvantaging those from marginalized communities [1]. This lack of inclusivity hasbeen a significant factor in the disconnect many students from diverse backgrounds feel towardstraditional pedagogical approaches, such as didactic instruction [2,3]. Traditionally, physics has beentaught didactically, where teachers present content in a lecture format, expecting students to absorb asmuch information as possible [4]. However, research indicates that this method has resulted in minimalpositive outcomes in students’ understanding and engagement with physics [5]. Because of this, there hasbeen a shift towards more interactive and student
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- Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)
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- 2025 ASEE Annual Conference & Exposition
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- Nidia Banuelos, University of Wisconsin - Madison; Ross J. Benbow, University of Wisconsin - Madison; Benjamin C. Flores, University of Texas at El Paso
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receiving supportfrom religious or spiritual communities. In turn, this spirituality and faith can inculcate a positiveworldview, a sense of purpose, and compassion for others (Park et al., 2020),. We also measure FictiveFamilial Capital, which includes connections with people who are not related to students by birth oradoption, but who may feel like family away from home because of a shared identity or experience(Duran & Pérez, 2019). Table 1, available in the Appendix, offers more information on our scale itemsand their origins. Before describing our data and methods in more detail, it is important to note that the CCWframework has increased in popularity among STEM educators and researchers. Indeed, twenty-twopapers have been
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- Institutional Support and Training (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 12)
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- 2025 ASEE Annual Conference & Exposition
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- Danni Lopez-Rogina, Colorado School of Mines; Stacey Roland, Colorado School of Mines; Jessica Mary Smith, Colorado School of Mines; Heather Thiry
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activities can bring more individuals into a safe space tolearn about the different lived experiences of their peers and future coworkers. Additionally, thesocial alienation that occurs in these trainings at the detriment of the numerically smallminoritized populations in STEM makes the spaces feel even more exclusionary, creating anissue that needs to be addressed. These topics will be elaborated on further in the coming paper.Throughout this paper, the focus will be on discussing the 1) development of accessibleassessments, 2) safety in DEIA program building to protect minoritized students in majoritywhite (and specific Asian ethnicities) male training spaces, 3) creation of accessible trainings, 4)adjustment of methods moving forward, and 5
- Conference Session
- Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)
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- 2025 ASEE Annual Conference & Exposition
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- Renata A Revelo, The University of Illinois at Chicago; Melissa Espindola, University of Illinois Chicago; Betul Bilgin, University of Illinois Chicago; Houshang Darabi, University of Illinois Chicago
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: How do first-year studentsreflect on their engineering/computing identity in light of other social identities?Literature ReviewIn the last 10 years, engineering identity has become a vastly researched construct in theengineering education community, with much of its foundation rooted in the science identitymodel [1]. Research on this topic has drawn from various disciplines, including psychology andsociology. Reviews of literature on engineering identity have examined engineering identity as aunilateral framework, with relatively few studies examining its intersections with otherdimensions of identity [2]. This growing understanding of engineering identity provides aframework for examining the experience of marginalized identities, including
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- Transformative and Just Futures in Engineering (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 11)
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- 2025 ASEE Annual Conference & Exposition
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- Jennifer Ramos-Chavez, University of Texas at El Paso; Jennifer L. Taylor, University of Colorado Boulder; Ivonne Santiago, University of Texas at El Paso
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Engineering at the University of Texas at El Paso (UTEP) and the Co-Director of the NSF Engineering Research Center for Advancing Sustainability through Powered Infrastructure for Roadway Electrification (ASPIRE). She is deeply committed to advancing equity, particularly in providing access to safe drinking water and promoting clean transportation solutions as catalysts for social mobility. Through her work, she actively advocates for these causes and engages her students in hands-on learning experiences at local, regional, and international levels. Dr. Santiago’s expertise spans four key areas: 1. Equity and Environmental Impacts of Clean Transportation and Electrified Infrastructure: Dr. Santiago ensures that the voices
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- An ECSJ Art Show - Equity and Justice through Art (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 6)
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- 2025 ASEE Annual Conference & Exposition
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- Robyn Mae Paul, University of Calgary; Laleh Behjat, University of Calgary
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entwined relationship between engineering and societal structures, which bell hooks coined as “imperialist, white supremacists, capitalist, patriarchy” [1]. However, engineering and engineers are not apolitical [2], [3]. The decisions engineers make—what to design, how to design it, and for whom—are deeply intertwined with societal
- Conference Session
- Understanding Concealable Stigmatized Identities (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 10)
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- 2025 ASEE Annual Conference & Exposition
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- Cole Thompson, Purdue University at West Lafayette (COE); Adrian Nat Gentry, Purdue University at West Lafayette (COE); Kerrie A Douglas, Purdue University – West Lafayette (College of Engineering); Julie P Martin, University of Georgia; Fio Bahr, Purdue University at West Lafayette (COE)
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., Virtual Community of Practice email listserv through the American Societyof Engineering Education). The research team found a large portion of participants wererecruited through snowball sampling, specifically snowball recruiting from local oSTEMorganizations at institutions across the U.S.The research team collected participant interest and demographic information through an interestsurvey that asked participants to self-identify their gender, race/ethnicity, geographic location,work setting, current employment and career stage. They specified their work setting as (1)academia or education, (2) nonprofit, (3) industry, (4) government or military, (5) none of theabove or (6) fill in the blank other. The team collected in-depth information on
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- Culture, Agency, and Responsibility through Curriculum (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 5)
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- 2025 ASEE Annual Conference & Exposition
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- Nagma Zerin, The Johns Hopkins University; Melo-Jean Yap, The Johns Hopkins University; Hexin Bi, The Johns Hopkins University
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considered under “Black, Latine, and Multi-racial”group. We assigned the non-Hispanic White and non-Hispanic Asian students to the “White andAsian” group. The non-first-generation students had at least one parent completing a collegeeducation, a bachelor’s degree, or any postgraduate degree (Master’s/Ph.D.). Out of the 20 participants, 6 students were sophomores, 13 students were juniors, and 1 was asenior student. In terms of demographic background, the distribution was as follows: 40% women(N=8), 60% men (N=12), 50% Black, Latine, and Multi-racial (N=10), 50% White and Asian(N=10), 15% first-generation (N=3), and 85% non-first-generation (N=17).Survey The undergraduate students enrolled in the Cell Biology for Engineers course were invited
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- Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
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- 2025 ASEE Annual Conference & Exposition
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- Elizabeth Ann Strehl, University of Michigan; Aaron W. Johnson, University of Michigan; Sarah Jane Bork, University of Georgia
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practices and support efforts to create more inclusive and equitable environments forfinancially disadvantaged students. The findings will guide future research and initiatives aimedat reducing institutional barriers and fostering the success and retention of low-SES students inengineering.IntroductionEngineering is often hailed as a pathway to innovation and social mobility, yet its accessibilityremains unevenly distributed, shaped by enduring systemic inequities. Wide-scale barriers rootedin social, cultural, and economic disparities have long shaped the field, disproportionatelymarginalizing women, racial and ethnic minorities, and many other underrepresented groups. [1].Despite efforts to diversify the engineering workforce, these populations
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- Engineering Education in Colonial and Local Contexts (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 8)
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- 2025 ASEE Annual Conference & Exposition
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- Austin Morgan Kainoa Peters, Purdue Engineering Education
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intentional as settlers designed settlercolonialism as a structure that make its own deployment as well as the deployment of otheroppressive social structures hidden by making oppressive processes and consequences seemunavoidable and natural [1, 2].This invisibility is seen in the Journal of Engineering Education (JEE), the American Society ofEngineering Education’s (ASEE) flagship research journal, with only one mention of settlercolonialism. Alice Pawley [3] talks about the settler colonial origins of American engineering inthe stealing of land and knowledge from the Haudenosaunee people to build the Erie Canal.Pawley describes further how the social structure of colonialism, along with other oppressivesocial structures, were and are the foundation
- Conference Session
- Interrogating Race, Caste, and Power (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 4)
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- 2025 ASEE Annual Conference & Exposition
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- Nivedita Kumar, Florida International University; Stephen Secules, Florida International University
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. STEM Education 1. IntroductionThe caste system is a rigid hierarchy that assigns individuals their status and opportunities basedon birth. With 5.4 million South Asians and 11% representing the graduate student population inthe U.S., caste-based oppression has infiltrated U.S. academic and professional spaces [1]. Inrecognition of the presence of caste oppression, cities like Seattle and Fresno made castediscrimination illegal in 2023, while many universities, including Brandeis, Brown, and Harvard,included castes in their Title IX protections, largely due to grassroots activism [2], [3]. However,in November 2023, California Governor Gavin Newsom vetoed the Caste Discrimination Bill SB403, arguing that protections against “ancestry
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- Supporting Students and Faculty in Computing (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 7)
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- 2025 ASEE Annual Conference & Exposition
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- Rebecca Zarch, SageFox Consulting Group; Stacey Sexton
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- Culture & Social Justice in Education Division (EQUITY), Equity
Education, 2025 “No one has asked me before”: Reflections on understanding compassion fatigue among computer science researchers, teachers and advocates (Work in Progress)Abstract:The purpose of this Work In Progress paper is twofold: 1) to share the story of the evolution ofour research to rehumanize our community of computing education researchers and educatorsand 2) to share our research findings examining the ways in which people are attending to theirown whole humanness as to continue showing up and working toward liberation day after day.What began as a focus on how teams use data to inform equitable programs, policies andpractices with a lens on intrateam power dynamics and representation, shifted to
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- Supporting Students and Faculty in Computing (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 7)
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- 2025 ASEE Annual Conference & Exposition
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- Heather Thiry, University of Colorado, Boulder ; Sarah Hug, Colorado Evaluation and Research Consulting; Anne-Marie Nunez
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educational environments, replacing themwith those focused on serving students and transforming institutions. Addressing disparities incomputing and engineering has been a sustained issue of national concern [1], however littleprogress has been made [2] [3]. Hispanic-Serving Institutions (HSIs)—defined by 25% or moreenrollment of Latinx students—can play an important role in increasing the participation ofLatinx and other minoritized populations since more than a third of the nation’s Latinx CSbaccalaureates are awarded by HSIs [3]. Despite constrained access to funding, HSIs alsoeducate a broad range of students from all racial/ethnic backgrounds, as well as first-generationcollege, and low-income students [4], [5]. Because the HSI
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- Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)
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- 2025 ASEE Annual Conference & Exposition
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- Fatemeh Khalkhal, San Francisco State University; Stephanie Claussen, San Francisco State University; Yiyi Wang, San Francisco State University; Xiaorong Zhang, San Francisco State University; Elysee Matembe Ekanga, San Francisco State University (SFSU)
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. Additionally, URM STEM students often report feeling invisible and culturallyirrelevant and experiencing negative classroom stereotypes, leading to self-isolation [1], dropout[2], and even higher levels of self-reported anxiety and stress. Such experiences are alsocorrelated with a reluctance to self-identify as an engineer [3].Study shows that belongingness and identifying as an engineer are strongly related [4]-[5].Engineering identity (EI) represents how strongly someone identifies with being an engineer andserves as an indicator for other key metrics like retention and persistence [6]. There are severalways of measuring EI. One of the most widely used in engineering education research is madeup of three interconnected constructs: performance
- Conference Session
- Institutional Support and Training (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 12)
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- 2025 ASEE Annual Conference & Exposition
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- Sylvia L. Mendez, University of Kentucky; Jennifer Tygret; Comas Lamar Haynes, Georgia Tech Research Institute; Canek Moises Luna Phillips, Rice University
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may identify pragmatic issues of concern and guide institutional efforts toimprove postdoctoral scholar experiences and carer trajectories. Data analysis findings revealedthree themes regarding postdoctoral affairs offices' implementation of best practices from theNPA: (1) firm commitment to utilizing NPA best practices; (2) insufficient staff and authority;and (3) overreliance on postdoctoral scholars to assist office efforts.FindingsTheme 1: Firm Commitment to Utilizing NPA Best Practices. All participants were wellaware of the NPA best practices and available resources. All had systematic ways tocommunicate with postdoctoral scholars through listservs, social media platforms, andnewsletters to share institutional policies, professional
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- Culture, Agency, and Responsibility through Curriculum (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 5)
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- 2025 ASEE Annual Conference & Exposition
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- Mobina Beheshti; Julia Wilder; Annick M Manseau; Sofia Ella Migon; Isabella Stuopis, Brown University; Avneet Hira, Boston College
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sustainability works towards theoverarching goal of encouraging students to think more critically about the impact humans have on the environmentand how individuals can contribute towards positive, sustainable change locally and develop long-termsustainability-oriented mental models.Keywords: sustainability education, student agency, k-12 minoritized students, informal learning environment,immersive technologiesIntroductionAs global environmental issues become increasingly pressing, education plays a critical role in fostering ageneration that understands and values sustainability. Sustainability education has emerged as a vitalcomponent of global initiatives aimed at addressing the escalating environmental crisis [1]. Across theglobe, there is a rising
- Conference Session
- Institutional Support and Training (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 12)
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- 2025 ASEE Annual Conference & Exposition
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- Benjamin Richmond, The University of Arizona; Gregory L. Heileman, The University of Arizona; Kian G. Alavy, University of Arizona
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project takes a structured approach toinstitutional transformation. By following Kotter’s eight steps, this effort drives momentum, andfosters change in engineering education. Using KCM ensures that each phase of the initiative,from planning to execution, is supported by strong leadership and clear communication, whichare critical for overcoming resistance and maintaining progress.The project is structured around three primary goals: (1) establish a sustainable network forcollaboration among faculty and institutions, (2) create a replicable model for interventions andlearning strategies to address multi-disciplinary academic preparation barriers to pursuingengineering degrees, and (3) improve the equitable attainment of engineering degrees
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- Engineering Education in Colonial and Local Contexts (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 8)
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- 2025 ASEE Annual Conference & Exposition
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- Paula Rodrigues Affonso Alves, University of Manitoba; Jillian Seniuk Cicek, University of Manitoba; Kari Zacharias, University of Manitoba; Renato Alan Bezerra Rodrigues, University of Manitoba
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technology development: an example of an engineering course developed in dialogue with residents of a rural encampment in Southeast BrazilIntroductionEngineering education in the American continent was founded in the late 18th century for militaryand/or colonial specific purposes and embedded in monarch and Christian values1, based on thedoctrine of discovery2, and these relationships continue [1]. Engineering has a clear historicaland political role, as engineers’ work is intrinsically related to the power of the technologies theyproduce, and the structures that re-build the environment around us [2]. Still today, engineeringis used as a vehicle for development and research and plays a key role in ensuring the growth
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- Engineering Education in Colonial and Local Contexts (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 8)
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- 2025 ASEE Annual Conference & Exposition
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- Ashish Agrawal, Rochester Institute of Technology (CET); Sarah Aileen Brownell, Rochester Institute of Technology (COE)
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they maintain over the course of the semester. Instructor experiences are capturedthrough the self-reflection of the authors and documentation of their perceptions of the successesand challenges in running this course. We feel that the course was well received by students andallowed them an opportunity to critically reflect on the role of engineers and their own educationas future professionals. 1. Introduction Discussions of social justice in engineering education have gained momentum over thepast few decades, notably resulting in the nascent Equity, Culture and Social Justice (ECSJ)division of the American Society of Engineering Education (ASEE). Changes to the ABEToutcomes required for accreditation since 2000 have also increased
- Conference Session
- Understanding Concealable Stigmatized Identities (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 10)
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- 2025 ASEE Annual Conference & Exposition
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- Darby Rose Riley, Rowan University; Heather Malino, Rowan University; Cara Mawson, Rowan University; Cassandra Sue Ellen Jamison, Rowan University
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disabilities(NADs), is an ongoing challenge in engineering education. NADs—such as autism, ADHD,learning disabilities, and anxiety disorders—can impact learning and mental health, while oftenremaining “invisible” to instructors and fellow classmates. Research shows thatstudent-professor interactions significantly affect the educational experiences of students withNADs [1]-[2]. However, while STEM faculty generally express a desire to support these students[2], there still exists a gap in understanding for these instructors which can exacerbate thechallenges faced by students with NADs [1]. Given that one in five students has at least onedisability [3], understanding and improving the educational experiences of disabled students inengineering is