Displaying results 211 - 218 of 218 in total
- Conference Session
- Interrogating Race, Caste, and Power (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 4)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Motahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus; Precious Njeck, Arizona State University, Polytechnic Campus; Ogochukwu Nwabueze Okoani, Arizona State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
dimension has at least two authors’ experiences.Dimension 1: Emotional wellnessThis dimension highlights the authors’ accounts of how immigration policies force them to makedifficult decisions that negatively impact their emotional well-being. One author explains: I am married to the best husband in the whole wide world, and I have two beautiful kids aged 7 and 5 ( I call them my jewels). Coming to study here meant separation from my family for only God knows how long. This is by far the most difficult, bravest, and scariest decision I have made in my life ( I hope and pray by God that I don’t regret it). I wake up some mornings, missing them like crazy.She
- 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
- Nadia N. Kellam, Arizona State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
neurodivergent faculty,offering tailored guidance and support. The third narrative involves a speculative design exercisewhere faculty engaged in equity-centered institutional change used AI to create “dark futures”narratives and envisioned emancipatory interventions to prevent those futures from becomingreality. Together, these narratives illustrate how AI, far from being solely a technical tool, can bea relational and transformative force in engineering education.In many current conversations about AI in engineering education, AI is framed as a purelytechnical tool, often divorced from its social and ethical implications [1], [2]. AI can perpetuateoppression, domination, and control when designed and deployed without critical reflection.Furthermore
- Conference Session
- Interrogating Race, Caste, and Power (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 4)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- R. Jamaal Downey, University of San Diego; Joel Alejandro Mejia, University of Cincinnati; Diana A. Chen, University of San Diego; Gordon D Hoople, University of San Diego
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
which are perpetuated by Whiteness. Personal and social identities and theirintersections such as race, gender, ethnicity, and socioeconomic status, mold how people engagewith the curriculum, each other, and perceive their place within the engineering discipline basedon power differentials [1], [2]. Whiteness in engineering is not simply about the demographicmakeup of the profession; it encompasses the underlying assumptions, values, and practices thatdefine what is considered "normal" and "acceptable" in engineering spaces [3]. These normsinfluence hiring practices, workplace culture, educational curricula, and even the way problemsare framed and solved [1], [4]-[8].It is without question that predominantly white institutions and corporations
- Conference Session
- Disability in Engineering Programs (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 3)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Alec Jon Bauer, Clemson University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
cognitive styles and learning needs. Research demonstrates that neurodivergentlearners contribute unique strengths to STEM fields, including innovative problem-solving, exceptionalattention to detail, and advanced pattern recognition capabilities [1]. Despite these strengths, neurodivergentstudents encounter barriers in conventional educational settings. These include sensory overload, challengeswith time management, and limited access to tailored accommodations, often leading to frustration, isolation,and academic underperformance. For instance, the sensory demands of large lecture halls or the unstructurednature of group work can overwhelm students with ASD or ADHD [2]. These challenges highlightlong-standing structural barriers in STEM education
- 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
- Elisa Bravo, University of Michigan; Clay Walker, University of Michigan
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
water was causing lead leaching. Additionally, Dr. Mona Hanna-Attisha'sresearch identified elevated blood-lead levels in Flint's children. These findings were disclosed inSeptember 2015, leading Michigan’s Department of Health and Human Services to declare apublic health emergency on October 1, 2015, advising residents not to consume the water. By 3late October, Flint reconnected to the DWSD water source, yet the risk of lead leachingremained, prompting the city to recommend lead filters or bottled water for residents.Much of the responsibility or blame was placed on Michigan’s Department of EnvironmentalQuality, as their minimal approach to
- Conference Session
- An ECSJ Art Show - Equity and Justice through Art (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 6)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- D. C. Beardmore, University of Colorado Boulder; Angela R Bielefeldt P.E., University of Colorado Boulder
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
. Research advisors often control a graduate student’sfunding, research topic, and acceptance to their graduate program [1]. Faculty often have significantinfluence over a student’s career prospects [2]. Additionally, the one-on-one pedagogical approach toPh.D. and research-based master’s programs can leave students vulnerable to faculty harassment andabuse [2]. Graduate students are often under a high level of emotional, physical, and psychological stress[3], [4], [5]. Interpersonal abuse is one of the most common sources of graduate student stress [5].Understanding the power differential between graduate students and faculty offers the STEM communitymultiple opportunities to positively impact the academic journey, professional advancement, health
- 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
- Corin L. Bowen, California State University, Los Angeles; Joseph Valle, Purdue University – West Lafayette (College of Engineering); Shannon M Clancy, Elizabethtown College; Kaylla Cantilina, Northeastern University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
diverse students. However, the study also offers insightinto potential approaches for power-building amongst marginalized students, who are the bestexperts in their own experiences.IntroductionThis study takes place at a research-intensive, highly-selective public university in theMidwestern United States. This institution, and its engineering college, serves primarily whitestudents from highly affluent financial backgrounds [1], a similar educational context to eliteinstitutions throughout the United States and the Global North. Despite its legal status as a“public” institution, a previous study of engineering undergraduate student outcomes at thisinstitution found that two-thirds of the undergraduate engineering students came fromhouseholds
- Conference Session
- Understanding Concealable Stigmatized Identities (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 10)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Wanpeng Xu, Arizona State University, Polytechnic Campus; Nadia N. Kellam, Arizona State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
of Asian LGBTQIA+students.By focusing on this group, my study aims to address the gaps in current literature andprovide new insights into how engineering education can become more inclusive.This research contributes to ongoing discussions about equity in engineering,advocating for more supportive environments that account for the needs of studentswith intersecting marginalized identities.Proposed Research DesignThis study examines how Asian LGBTQIA+ engineering students experience mentalhealth challenges and perceive support within their programs. As such, my researchquestions are as follows: 1. What kinds of mental health challenges and supports are Asian LGBTQIA+ Students in engineering programs experiencing? 2. How do Asian