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

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Diversity

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

Paper ID #42655(WIP) Persistence in an S-STEM project: Understanding the IntersectionalExperiences and Identities of Women in ComputingDr. Rachel Funk, University of Nebraska, Lincoln Dr. Funk has served as a research scientist with the Center for Science, Mathematics, and Computer Education at the University of Nebraska-Lincoln (UNL) since 2021. She specializes in research about student experiences. Dr. Funk currently serves as the project coordinator and lead researcher of a S-STEM grant seeking to better understand factors that influence the persistence of students in STEM.Leilani Marie Pai, Denison University Dr. Pai is

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

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

. He identifies with the pronouns ”He/They” and is known for his creativity, positivity, and outgoing personality.Dr. Racheida S. Lewis, University of Georgia Racheida S. Lewis, Ph.D. is an Assistant Professor at the University of Georgia in the Engineering Education Transformations Institute (EETI) and the Department of Electrical and Computer Engineering. Dr. Lewis believes in creating a diverse engineering field and strives to do so through connecting with teaching, and mentoring future engineers. She has devoted her life to this mission through her leadership and lifetime membership in the National Society of Black Engineers. Ultimately, Dr. Lewis aspires to bridge together research and pedagogy within the

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Motahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus; Jennifer M Bekki, Arizona State University

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

capture the nuanced experiences of this group, as well as anacademic culture that inadvertently maintains exclusions. Future work will look to identify andamplify these root causes so that they can be attended to, in turn supporting the development ofeffective mental health interventions for all graduate students.ReferencesArksey, H., & O'Malley, L. (2005). Scoping studies: towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19-32. https://doi.org/10.1080/1364557032000119616Anandavalli, S., Borders, L. D., & Kniffin, L. E. (2021). "Because Here, White is Right": Mental Health Experiences of International Graduate Students of Color from a

Conference Session

Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kristin A. Bartlett, University of Kentucky

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Diversity

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Carol Elizabeth Marchetti, Rochester Institute of Technology ; Margaret B. Bailey, P.E., Rochester Institute of Technology ; Caroline Solomon; Elizabeth Litzler, University of Washington; Sara Schley, Rochester Institute of Technology ; Iris V. Rivero; Gloria L. Blackwell; Jessica Bennett

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

opinions, findings, and conclusions orrecommendations expressed in this material are those of the author(s) and do not necessarilyreflect the views of the National Science Foundation.References[1] Bailey, M., Baum, S., Mason, S., Mozrall, J., & Valentine, M. (2009, October). RIT EFFORT_Career_Life_Survey. Establishing the Foundation for Future Organizational Reform and Transformation: ADVANCE EFFORT@RIT. https://www.rit.edu/nsfadvance/sites/rit.edu.nsfadvance/files/docs/faculty%20career%20life %20survey.pdf[2] Bailey, M., Marchetti, C., DeBartolo, E., Mozrall, J., Williams, G., Mason, S., Valentine, M., Baum, S., & LaLonde, S. (2011). Establishing the foundation for future organizational reform and transformation at a

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bahar Memarian, University at Buffalo, The State University of New York

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

is a paradox of knowingwhat exactly wholly “Scientific” and “Non-Scientific” is and where everyone’s teaching,learning, and research practices lie on this spectrum. Deciding on important technological andpedagogical/philosophical underpinnings for “Indigenizing the curriculum” may help situate therole of AI more transparently and equitably. Using AI programs to thematize the perspectivesand experiences of individuals, groups, and organizations, and using them as a starting point toaddress Indigenous-related concerns in the curriculum may also be useful.References[1] M. Fee, “The Truth and Reconciliation Commission of Canada. Canadian Literature,” 2012.[2] M. Belarde-Lewis, S. Cote-Meek, M. Parkhurst, N. A. D., Duarte, M. Dutta

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

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up disproportionate space 6 (0.42%) *Not coded as either inclusive or 967 (68.39%) marginalizing Inclusive Moves(1) Encouraging sharing. One way students increased the participation of other students was by encouraging sharing, which we define as proactively putting out an open-ended call for others’ input. To be coded as an encouraging sharing move, a student’s utterance had to go beyond simply asking for affirmation or refutation of an idea they themselves had stated. For example, when working on a problem about a firefighting hose, S made an encouraging sharing move when they put out a call for a peer’s idea: S: Yeah. What do you think Abe? What should we do?(2) Acknowledging

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hyun Kyoung Ro, University of North Texas; Shirley Anderson, University of North Texas

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

, University of North Texas Shirley Anderson is a Ph.D. student in Higher Education at the University of North Texas. She is also the Assistant Director of the Health Professions Advising Center at UT Dallas. Her research interests surround the topic of Marginalized Students in Healthcare. ©American Society for Engineering Education, 2024 Culturally Relevant Practices at Hispanic Serving Institutions: A Systematic Review of Engineering Student Experiences AbstractOur study is rooted in Garcia et al.'s (2019) framework, which emphasizes Culturally RelevantPrograms (CRP) as crucial components of Hispanic-Serving Institutions (HSIs). These programstailor

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Erin Scanlon, University of Connecticut; Connie Syharat, University of Connecticut; Arash Esmaili Zaghi, P.E., University of Connecticut; Maria Chrysochoou, University of Connecticut; Rachael Gabriel, University of Connecticut

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

“effectivelydisrupt the systematic categorization of alternative neurological and cognitiveembodiment(s)”and “offers an emancipatory lens for representing and embodying neurologicaldifferences beyond traditional special education’s deficit-based discourses and practices.”C. INCLUDE ProjectThe INCLUDE project funded by the Revolutionizing Engineering Departments program of theNational Science Foundation has been established to transform department-wide practices andcreate an inclusive learning environment that empowers the diversity of learners present ininstitutions of higher education. This project aims to develop and refine a range of interventionstargeted towards multiple aspects of academic life, from recruitment to career development. TheINCLUDE team

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hwangbo Bae, University of Florida; Denise Rutledge Simmons, P.E., University of Florida

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

Asian women in 2013, whereas approximately8% were Asian men [19]. Moreover, a recent report by the U. S. Bureau of Labor Statisticsindicated that the number of Asian women professionals were four times fewer than the numberof Asian men in the construction industry in 2022 [20]. Although the two industries are slightlydifferent, these statistics imply that Asian women's experiences cannot be understood simply asinheriting Asian’s privileges. Asian women face a number of challenges when completing their engineering programs.There are few female leaders in civil engineering [21] and even fewer Asian women leaders.Since there are so few Asian women leaders in civil engineering, it is difficult for prospectivecivil engineering students and

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Isabel Miller, University of Michigan; Karin Jensen, University of Michigan

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Diversity

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

in the accommodations processStudents were asked about positive and negative experiences, and supportive or unsupportiveactions. Participants then had the opportunity to describe these experiences. Around 140 studentsresponded to questions about their experiences. 40 students described having a positiveexperience, while 67 students reported not having positive experiences in the accommodationsprocess. 22 students reported having negative experiences, while 104 students reported nothaving negative experiences in the accommodations process. These results are summarized intables 2-3.Table 2. Student positive experience(s) Theme n Example comments Emotional 23 “[Saying] I am there for you, take

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mariana A. Alvidrez; Elsa Q. Villa, University of Texas, El Paso; Elaine Hampton; Mary K. Roy; Tomas Sandoval; Andrea Villagomez

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

N. Beard. "What do we teach when we teach tech ethics?: A syllabi analysis," in Proc. 51st ACM Tech. Symp. Comp. Sci. Educ. Portland, OR, USA, 2020, pp. 289-295.[2] B. C. Stahl, J. Timmermans, and B. D. Mittelstadt, "The ethics of computing: A survey of the computing-oriented literature," ACM Comp. Surv. (CSUR), vol. 48, no. 4, pp. 1- 38, 2016.[3] S. R. Komives, N. Lucas, and T. R. McMahon, Exploring Leadership: For College Students Who Want to Make a Difference, 3rd ed., San Francisco, CA, USA: John Wiley & Sons, 2009.[4] M. J. Quinn, “On teaching computer ethics within a computer science department,” Sci. and Eng. Ethics, vol. 12, pp. 335-343, 2006.[5] R. T. Johnson, D. R. Johnson

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

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,findings could inform guidelines and professional development for faculty and administrators onfacilitating constructive race dialogues among student populations. Outreach targeting familiesand communities may also be warranted to align messaging across spaces. Future work can delvedeeper into student backgrounds including where students spend their formative years and thetype of college they currently attend.References[1] K. Lajtha and S. Saini, “Biogeochemistry statement on #ShutDownSTEM and Black Lives Matter,” Biogeochemistry, vol. 149, no. 3, pp. 237–237, Jul. 2020, doi: 10.1007/s10533-020- 00682-7.[2] N. Subbaraman, “How #BlackInTheIvory put a spotlight on racism in academia,” Nature, vol. 582, no. 7812, Art. no. 7812, Jun. 2020

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Crystal E. Peoples, Duke University; Alicia Nicki Washington, Ph.D., Duke University; Shaundra Bryant Daily, Duke University

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Diversity

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

expressed in this material are those of the author(s) and donot necessarily reflect the views of the National Science Foundation.REFERENCES[1] E. O. McGee, “Interrogating Structural Racism in STEM Higher Education,” EducationalResearcher, vol. 49, no. 9, pp. 633–644, Dec. 2020, doi: 10.3102/0013189X20972718.[2] Y. A. Rankin, J. O. Thomas, and S. Erete, “Real Talk: Saturated Sites of Violence in CSEducation,” in Proceedings of the 52nd ACM Technical Symposium on Computer ScienceEducation, Virtual Event USA: ACM, Mar. 2021, pp. 802–808. doi: 10.1145/3408877.3432432.[3] E. W. Huff et al., “Going Through a Process of Whitening: Student Experiences WithinComputer Science Education,” in Proceedings of the 52nd ACM Technical Symposium onComputer

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sage Maul, Purdue University; Rachel Figard, Arizona State University

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Diversity

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

fiveundergraduates identify as disabled [11]. Yet, in engineering such substantive data is almostentirely unavailable. The National Science Foundation (NSF)’s 2023 Diversity and STEM:Women, Minorities, and Persons with Disabilities report states, “compared with data for othergroups, data on postsecondary degrees earned by persons with disabilities are limited” [1] and assuch, provides no data on disabled engineering undergraduate students and diminutive data ondisabled engineering doctoral students. Whether it be funding, available statistics, access, orsupport, the lack of care toward disabled students in engineering is apparent and intentional [12]–[16].This paper explores the availability of data for disabled students in postsecondary engineeringprograms

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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+ stress OR Latin* student + stress OR Indigenous student + stress”, “Black student + distress OR Latin* student + distress OR Indigenous student + distress”, “Black student + trauma OR Latin* student + trauma OR Indigenous student + trauma.”To appropriately scope the literature review, we used multiple exclusion criteria. First, anyliterature focusing on faculty, graduate students, or postdoctoral students was omitted. Second,literature published before the year 2000 was excluded as much has changed in the field oftrauma studies since the 1990’s. Lastly, any guest editorials or conference proceedings that didnot include a paper were excluded from the literature review.After an initial search through the journal databases, we screened the

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gabriel Van Dyke, Utah State University; Cassandra McCall, Utah State University; Maimuna Begum Kali, Florida International University; Stephen Secules, Florida International University

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

., examining the nuance in January and Srihari’s disability identities whenconsidering engineering and US cultural stigma regarding mental health disabilities). Bydeveloping a greater understanding of the ways student narratives intersect with their culturalformation as engineers, we can contribute to an engineering education culture that not onlyaccepts, but invites students to freely and simultaneously construct their personal andprofessional identities.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under AwardNumbers 2114241 and 2114242. Any opinions, findings, and conclusions, or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rachel Figard, Arizona State University; Sabina Anne Schill, Florida International University ; Medha Dalal, Arizona State University; Adam R Carberry, Arizona State University

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

past chair of the Research in Engineering Education Network (REEN) and a deputy editor for the Journal of Engineering Education (JEE). Prior to joining ASU he was a graduate research assistant at the Tufts’ Center for Engineering Education and Outreach. ©American Society for Engineering Education, 2023 Examining the Unique Experiences of Transgender and Gender Nonconforming Students in a Pre-College Engineering CourseIntroduction Very little research on transgender and gender nonconforming (TGNC) students inengineering has been undertaken to better understand the experiences of this underrepresentedand largely ignored population. Pawley et al. 's [1] review of published articles in

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

D. C. Beardmore, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder

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interactions. After analyzingthe results of Phase 2, we have been constructing a series of narratives to present findings fromboth Phases related to pertinent themes.The participants in this study included seven individuals who were enrolled in STEM programsseeking a master’s and/or doctoral degree(s) at universities with varying levels of research2 Multidimensionality is an analytical framework for understanding how the interdependentsystems of oppression and privilege interconnect, compound, conflict, and overlap in a person’sexperience afforded by the convergence and divergence of the individuals’ socio-culturalcategorizations, capital, and community cultural wealth.3 AFAB is an acronym used in the queer community to describe people who were

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; Monica McGill, CSEdResearch.org

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Diversity

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

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Selyna Perez Beverly, University of Wisconsin-Madison; Donald L. Gillian-Daniel

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Diversity

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

Engineering Statistics (NCSES), “Diversity and STEM: Women, minorities, and persons with disabilities 2023,” National Science Foundation, Special Report NSF 23- 315, Alexandria, VA, 2023.[4] E. A. Cech and T. J. Waidzunas, “Navigating the heteronormativity of engineering: The experiences of lesbian, gay, and bisexual students,” Engineering Studies, vol. 3, no. 1, pp. 1-24, 2011.[5] E. Cech, “The (mis)framing of social justice: Why ideologies and meritocracy hinder engineers’ ability to think about social justice,” in Engineering Education for Social Justice: Critical Explorations and Opportunities, J. Lucena, Ed. Dordrecht: Springer, 2013, pp. 67 – 84.[6] S. Farrell, A. Godwin, and D. M. Riley, “A

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Meaghan Pearson, University of Michigan; Prateek Shekhar, New Jersey Institute of Technology; Jacqueline Handley, University of Michigan; Joi-Lynn Mondisa, University of Michigan

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

askedparticipants to describe ways to improve entrepreneurship education programs, with specificattention to women faculty experiences.Table 1. Description of Participants Participant Race and Gender Discipline STEM Entrepreneurship Positionality Education Programming Participation Status (Yes/No) Dr. J Black woman (she/her) Engineering No Dr. Sh Black woman Engineering No (she/they) Dr. C Black woman (she/her) Engineering No Dr. W Black woman (she/her) Engineering Yes Dr. S Black

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sage Maul, Purdue University; Kirsten A. Davis, Purdue University; Senay Purzer, Purdue University; Ruth Wertz, Purdue University

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

and professional identity: navigating sociocultural expectations in U.S. undergraduate civil engineering programs,” Australas. J. Eng. Educ., vol. 25, no. 1, pp. 79– 89, Jan. 2020.[3] M. J. Grant and A. Booth, “A typology of reviews: an analysis of 14 review types and associated methodologies,” Health Inf. Libr. J., vol. 26, no. 2, pp. 91–108, 2009.[4] B. Fraser, Cognitive disability aesthetics: Visual culture, disability representations, and the (in)visibility of cognitive difference. University of Toronto Press, 2018.[5] S. Wendell, “Unhealthy disabled: Treating chronic illnesses as disabilities,” Hypatia, vol. 16, no. 4, pp. 17–33, 2001.[6] O. Barden and T. Cook, “Learning difficulties: Histories and cultures,” J. Lit

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mayari I. Serrano, Purdue University, West Lafayette ; Natalia M. Rodriguez; Daniel Guberman; Jacqueline Callihan Linnes, Purdue University, West Lafayette

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assessments will be needed to validate these initial findings.Future WorkThe authors plan to deliver a second iteration of the class with updated curricula based onstudents’ recommendations and instructors’ experiences.ReferencesAbr`amoff, M. D., Roehrenbeck, C., Trujillo, S., Goldstein, J., Graves, A. S., Repka, M. X., and Silva III, E. [U+FFFD]2022). A reimbursement framework for artificial intelligence in healthcare. NPJ digital medicine, 5(1):72.American Association of Colleges and Universities (2022). Value rubrics - global learning.Bielefeldt, A. R. and Canney, N. E. (2016). Changes in the social responsibility attitudes of engineering students over time. Science and engineering ethics, 22:1535–1551.Braveman, P., Arkin, E., Orleans, T

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Adrian Rodriguez, zyBooks, a Wiley brand; Lauren Fogg, zyBooks, a Wiley Brand; Alicia Clark, zyBooks, A Wiley Brand; Jennifer L. Welter, Wiley; Gergely Sirokman, zyBooks, A Wiley Brand; Ryan Barlow, zyBooks, A Wiley Brand

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Batanero etal.’s platform [13]. A different approach towards circuit diagrams is the work by Zapirain et al.[19], which presents an open source algorithm integrated in a tool compatible with Open Office.This algorithm applies digital image processing and computer vision techniques to any schematiccircuit included in the document. The algorithm also provides an intelligent and automatictextual description of both the sequence of electronic components and their position in theschematic in order to make it accessible to students with BVI. The work was done for electronicsengineering, but this device could be used for any engineering student taking a circuits course.Graphs are an essential part of computer science and materials science education. A

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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2011 ASEE Annual Conference & Exposition, Jun. 2011, p. 22.684.1-22.684.21. Accessed: May 07, 2023. [Online]. Available: https://peer.asee.org/exploding-pipelines-mythological- metaphors-structuring-diversity-oriented-engineering-education-research-agendas[4] S. M. Lord, M. W. Ohland, R. A. Layton, and M. M. Camacho, “Beyond pipeline and pathways: Ecosystem metrics,” Journal of Engineering Education, vol. 108, no. 1, pp. 32– 56, 2019, doi: 10.1002/jee.20250.[5] S. Lancaster, Connect! Blink Publishing, 2022.[6] A. L. Pawley, “Universalized Narratives: Patterns in How Faculty Members Define ‘Engineering,’” Journal of Engineering Education, vol. 98, no. 4, pp. 309–319, 2009, doi: 10.1002/j.2168-9830.2009.tb01029.x

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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, or stretch, assignments are critical levers of mobility [1].Organizations and managers curate and allocate these types of assignments informally, usingthem as a means to develop leadership skills, identify people ready for promotion and the “fasttrack”, and build succession plans [2], [3]. Software engineering managers in Tobias Neely etal.’s [1] case flagged that stretch assignments need to have an element of building new skills andcapacities (stretches were routinely described as “getting out of your comfort zone”) and anelement of visibility in the organization and to managers and leaders. Career advancement forthese engineers, in other words, revolved around proving competence in novel areas that hadstrategic importance to the business

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Marissa A Tsugawa, Utah State University; Theo Sorg, Purdue University; Hector Enrique Rodríguez-Simmonds, Boston College; Sage Maul, Purdue University; Nadia N. Kellam, Arizona State University; Alice L. Pawley, Purdue University; Taylor V. Williams, Harding University

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to help practitioners navigate their careers, help practitioners betterunderstand their students and colleagues, and help administrators/mentors develop an asset-basedand systemic-based understanding of neurodivergence.References[1] H. B. Rosqvist, N. Chown, and A. Stenning, Neurodiversity Studies: A New Critical Paradigm. Taylor & Francis Group, 2020.[2] A. Cuellar, B. Webster, S. Solanki, C. Spence, and M. A. Tsugawa, “Examination of Ableist Educational Systems and Structures that Limit Access to Engineering Education through Narratives,” presented at the 2022 ASEE Annual Conference & Exposition, American Society for Engineering Education, 2022.[3] T. Sorg, “Where are We, and Where to Next? ‘Neurodiversity’ in

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eleazar Marquez, The University of Texas, Rio Grande Valley; Samuel Garcia, The University of Texas, Rio Grande Valley

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in class greatly improved their ability to comprehend course material. Moreover, thestudents gained a stronger understanding of engineering in general, while developing self-confidence needed to excel in engineering related fields. Others felt valued by being treated asstudents in top tier institutions, while a few mentioned the rigor of the course is needed to ensurethe quality of education. These results were also reflected in student responses from the tier-oneinstitution.REFERENCES[1] Alon, S., 2007. The influence of financial aid in leveling group differences in graduating fromElite institutions. Economics of Education Review 26, (3), in press.[2] Bidwell, C. E., & Kasarda, J. D. (1980). Conceptualizing and measuring the effects of

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Grace Wickerson, Northwestern University

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Diversity

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

Encyclopedia of Communication Research Methods. pp 1-11. 10.1002/9781118901731.iecrm0011[2] Bajwa, M. (2014). Emerging 21(st) Century Medical Technologies. Pakistan journal of medical sciences, 30(3), 649-655. https://doi.org/10.12669/pjms.303.5211[3] Costanza-Chock, S. (2020). Design Justice: Community-Led Practices to Build the Worlds We Need. MIT Press.[4] Oudshoorn, N., Rommes, E., & Stienstra, M. (2004, 2004/01/01). Configuring the User as Everybody: Gender and Design Cultures in Information and Communication Technologies. Science, Technology, & Human Values, 29(1), 30-63. https://doi.org/10.1177/0162243903259190[5] Cutting, K., & Hedenborg, E. (2019). Can Personas Speak? Biopolitics in Design