Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

John L. Irwin, Michigan Technological University; Martin E. Gordon DFE P.E., Rochester Institute of Technology ; Clay Gloster Jr., North Carolina Agricultural and Technical State University; Barbara L. Christe, State University of New York, College of Technology at Farmingdale; Ronald E. Land, Pennsylvania State University, New Kensington; Lara L. Sharp, Springfield Technical Community College

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Diversity

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

Paper ID #38539DEIB in Engineering Teaching programs in the USDr. John L. Irwin, Michigan Technological University As Professor for Mechanical Engineering Technology at Michigan Technological University, Dr. Irwin teaches courses in Product Design & Development, Parametric Modeling, and Senior Design. Research interests include STEM education in Manufacturing and CAD/CAM/CAE technical areas.Prof. Martin E. Gordon DFE P.E., Rochester Institute of Technology Martin E. Gordon, PE, DFE is Professor and Director of External Academic Relations in the College of Engineering Technology at the Rochester Institute of Technology

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

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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

Culture, Agency, and Responsibility through Curriculum (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 5)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mobina Beheshti; Julia Wilder; Annick M Manseau; Sofia Ella Migon; Isabella Stuopis, Brown University; Avneet Hira, Boston College

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Diversity

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

Paper ID #47557The impact of technology on minoritized students’ agency and environmentalresponsibilityMobina BeheshtiJulia WilderAnnick M ManseauSofia Ella MigonIsabella Stuopis, Brown University Lecturer in Engineering at Brown University. Former Postdoctoral Research Fellow at Boston College in Human Centered Engineering program under mentorship of Professor Avneet Hira. Earned PhD in Mechanical Engineering at Tufts University under mentorship of Kristen Wendell. Interests: undergraduate learning, learning outside of the classroom setting, collaboration in engineering, learning assistants, makerspaces, broadening

Conference Session

Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Clay Walker, University of Michigan

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Diversity

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

workplace communication contexts through translingual and linguistic justice frameworks. ©American Society for Engineering Education, 2024 Redefining Engineering Literacy with Generative AI: Impacts and Implications for Diverse Languages and Expertise in Engineering EducationIntroductionThis theoretical perspective paper considers the affordances and risks of writing with GenerativeAI (GenAI) technologies in engineering. Conversations around GenAI have largely focused onfaculty- and curricular-centered concerns with an emphasis on whether faculty up-skilling(D’Agostino, 2023) to learn the emergent technology would happen in time to win the higher edarms race (Bogost, 2023

Conference Session

Engineering Education in Colonial and Local Contexts (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 8)

Collection

2025 ASEE Annual Conference & Exposition

Authors

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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Diversity

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

Paper ID #47411Towards social, popular and local practices for technology development: anexample of an engineering course developed in dialogue with residents of arural encampment in Southeast BrazilPaula Rodrigues Affonso Alves, University of Manitoba Paula is a lesbian, Latin American engineer from Rio de Janeiro, Brazil. She has a master’s degree in Technology for Social Development and experience working with traditional communities and social movements through participatory methodologies to develop technology for solidarity. Paula moved to Winnipeg, Manitoba in 2022 to pursue a PhD in Engineering Education. Her research

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Raghu Pucha, Georgia Institute of Technology; Shivani Kundalia, Georgia Institute of Technology; Vijay Sreenivasan, Georgia Institute of Technology

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Diversity

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

Paper ID #42787Socio-technical and Culture-inspired Projects in Freshman Engineering DesignCourse Bring Context and Emotion to LearningDr. Raghu Pucha, Georgia Institute of Technology Dr. Raghu Pucha is a Principal Lecturer at the Woodruff School of Mechanical Engineering, Georgia Institute of Technology, in the area of CAD/CAE and Manufacturing. He teaches computer graphics, design, mechanics and manufacturing courses at Georgia Tech., and conducts research in the area of developing upfront computational tools for the design, analysis and manufacturing of advanced materials and systems. His current research includes

Conference Session

Engineering Education in Colonial and Local Contexts (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 8)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ashish Agrawal, Rochester Institute of Technology (CET); Sarah Aileen Brownell, Rochester Institute of Technology (COE)

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Diversity

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

Paper ID #47973Student and Instructor Experiences with a Seminar Course on Engineeringand Social JusticeDr. Ashish Agrawal, Rochester Institute of Technology (CET) Ashish Agrawal is an Assistant Professor in the College of Engineering Technology at Rochester Institute of Technology. His research interests include exploring the intricacies of STEM curricula, studying the influence of curricular features on students’ experiences, and designing equitable interventions and assessing their influence on student learning. He has taught several introductory engineering courses using student-centric approaches such as project-based

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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Diversity

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

Paper ID #43690Work in Progress: Toward an Analytical Framework for Inclusive and MarginalizingTalk Moves in Engineering Student Homework GroupsMs. Tyrine Jamella Pangan, Tufts University Tyrine Jamella Pangan is a STEM Education PhD student at Tufts University and a Graduate Research Assistant at the Tufts University Center for Engineering Education and Outreach (CEEO). She is interested in integrating social and emotional learning (SEL) in engineering, specifically within the elementary school context.Dr. Kristen B Wendell, Tufts University Dr. Kristen Wendell is Associate Professor in the department of Mechanical

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

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Diversity

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

Family Studies at the University of Illinois at Urbana-Champaign. Her prior work experiences include product management, consulting, tutoring, marketing, and information technology. ©American Society for Engineering Education, 2024 Work-in-Progress: Updated Progress towards Understanding Perspectives among Neurodiverse Undergraduate Researchers in STEMAbstractIn this work-in-progress research paper, we update the community on the assessment tool wehave been developing to assess Thriving in STEM undergraduate researchers acrossneurodiversity. Neurodivergent students are often marginalized and stigmatized to the point offeeling pressure to "normalize" or "camouflage" their behavior to appear

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

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Diversity

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

Computer Science Hall of Fame Inductee.Shaundra Bryant Daily, Duke University Shaundra B. Daily is a Cue Family professor of practice in Electrical and Computer Engineering & Computer Science at Duke University and Levitan Faculty Fellow, Special Assistant to the Vice Provosts. Prior to joining Duke, she was an associate professor with tenure at the University of Florida in the Department of Computer & Information Science & Engineering. She also served as an associate professor and interim co-chair in the School of Computing at Clemson University. Her research focuses on the design, implementation, and evaluation of technologies, programs, and curricula to support diversity, equity, and inclusion in STEM

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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Diversity

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

and racial inequality, social networks, higher education, and science and technology studies. Peoples received a B.S. in Mathematics from Longwood University in 2012, an M.S. in Sociology with graduate minors in Mathematics and Statistics from Iowa State University in 2015, and a Ph.D. in Sociology from Duke University in 2022.Shaundra Bryant Daily, Duke University Shaundra B. Daily is a Cue Family professor of practice in Electrical and Computer Engineering & Computer Science at Duke University and Levitan Faculty Fellow, Special Assistant to the Vice Provosts. Prior to joining Duke, she was an associate professor with tenure at the University of Florida in the Department of Computer & Information Science

Conference Session

Engineering Education in Colonial and Local Contexts (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 8)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Austin Morgan Kainoa Peters, Purdue Engineering Education

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Diversity

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

match their vision ofprogress, progress based in technological and economic advancement [22, 25] through and forprivate industries [39, 40]. In order to possess Hawaiian land and Native Hawaiian people,settlers continuously positioned themselves as the authority in the economy and the governmentthrough a false claim to indigeneity [22]. A Western vision of progress is seen in all the layers.The move to globalized trade and increasing sugar production both moved to progress Hawaiʻi toalign with a capitalistic global economy. At these times, the infrastructure and water diversionprojects represented technologically advanced engineering feats demonstrating how the Westernvision of progres continuously works to enable the settler colonial logic of

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kian G. Alavy, The University of Arizona; Matthieu Bloch, Georgia Institute of Technology; Gregory L. Heileman, The University of Arizona; Benjamin Richmond, The University of Arizona; Ahmad Slim, The University of Arizona; Mitchell L R Walker II, Georgia Institute of Technology; David Ruiter, University of California, San Diego

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Diversity

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

student recruitment, retention, and success metrics. Dr. Slim’s scholarly contributions include numerous articles on the application of data science in enhancing educational practices.Prof. Mitchell L R Walker II, Georgia Institute of Technology Mitchell L. R. Walker is a Professor of Aerospace Engineering and Associate Dean of Academic Affairs at the Georgia Institute of Technology. His primary research interests include experimental and theoretical studies of advanced plasma propulsion concepts for spacecraft. Dr. Walker received his Ph.D. in Aerospace ©American Society for Engineering Education, 2024

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yume Menghe Xu, Tufts Center for Engineering Education and Outreach

Tagged Divisions

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

students toinclude their lived experience and reframe engineering as a sociotechnical field.At the same time, the engineering industry projects itself to be more reluctant to shift to thisreframing [11], [12]. There is frequent news in the media about large technology companiesprioritizing benefits over the safety of minoritized users, the welfare of their employees, and thewell-being of the planet [35], [36], [37]. While the news does not represent the wholeengineering industry, it can influence how engineering students perceive what the industryvalues. This image of the engineering industry being built within a capitalist system [38] andbeing inattentive to social justice issues begs the question of how engineering students aremaking sense of

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Brianna N. Griffith, University of Arkansas; Eric Specking, University of Arkansas; Jena Shafai Asgarpoor, University of Nebraska, Lincoln; Stephanie G. Adams, University of Texas, Dallas; Meagan C. Pollock, Engineer Inclusion; Adrienne Minerick, Michigan Technological University; Patrice Nicole Storey

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Diversity

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

Engineering and Technology at Old Dominion University (2016–2019), Department Head and Professor of Engineering Education at Virginia Tech (2011–2016) and held faculty and administrative positions at Virginia Commonwealth University (2008–2011) and the University of Nebraska-Lincoln (1998–2008). Her research interests include: Broadening Participation, Faculty and Graduate Student Development, International/Global Education, Teamwork and Team Effectiveness, and Quality Control and Manage- ment. In 2003, she received the CAREER award from the Engineering Education and Centers Division of the National Science Foundation. Dr. Adams is a leader in the advancement and inclusion of all in science, technology, engineering

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sunni Haag Newton, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology ; Meltem Alemdar, Georgia Institute of Technology; Joycelyn Wilson, Georgia Institute of Technology; Sabrina Grossman, Georgia Institute of Technology

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Diversity

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

Paper ID #38914Music, Coding, and Equity: An Exploration of Student and TeacherExperiences in Decoding Messaging and Discussing Equity with the ”YourVoice Is Power” CurriculumDr. Sunni Haag Newton, Georgia Institute of Technology Sunni Newton is currently a Senior Research Scientist at the Georgia Institute of Technology in the Center for Education Integrating Science, Mathematics, and Computing (CEISMC). Her research focuses on assessing the implementation and outcomes of educatiRoxanne Moore, Georgia Institute of Technology Roxanne Moore is currently a Research Engineer at Georgia Tech with appointments in the school of

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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Diversity

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

Technology) from Moi University in Eldoret, Kenya. I am extremely passionate about teaching and public information dissemination. Creating a safe, friendly and productive environment for my target audience to learn is my top priority. With a strong background in electrical engineering, I am a meticulous python programming-based data analyst with vast experience working with a variety of synthetic aperture radar datasets, arising from my two years postgraduate research studies as a Master of Engineering student. A Critical thinker continuously looking at ways of improving teacher-student engagement processes, I am adept in organizing work flow, creating lesson plans, presenting ideas in a compelling way, interacting with

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Michelle Choi Ausman, Virginia Tech; Qin Zhu, Virginia Tech

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Diversity

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

Paper ID #38717Mixed in Engineering: Introducing Critical Multiracial Theory toEngineering Education ResearchMs. Michelle Choi Ausman, Virginia Tech Michelle Choi Ausman is a first-year PhD student in Engineering Education at Virginia Tech. She received a BS in Liberal Arts and Engineering Studies from Cal Poly, San Luis Obispo, and an MS in Science and Technology Studies from Rensselaer Polytechnic Institute. Her research focuses on exploring relation- ships between Asian American identity, multiracial identity, and belonging in engineering. Her research interests include engineering identity, diversity, equity, and

Conference Session

Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)

Collection

2025 ASEE Annual Conference & Exposition

Authors

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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Diversity

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

Francisco State University Stephanie Claussen is an Assistant Professor in the School of Engineering at San Francisco State University. She previously spent eight years as a Teaching Professor in the Engineering, Design, and Society Division and the Electrical Engineering Departments at the Colorado School of Mines. She holds a B.S. in electrical engineering from MIT and a M.S. and Ph.D in electrical engineering with a Ph.D. minor in education from Stanford University.Yiyi Wang, San Francisco State University Yiyi Wang is an assistant professor of civil engineering at San Francisco State University. In addition to engineering education, her research also focuses on the nexus between mapping, information technology

Conference Session

Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Noelle K Comolli, Villanova University; David Jamison, Villanova University

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Diversity

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

access by zip code – looking at which cities/states provided access to key gateway courses that are often required to enter engineering programs (high school physics, calculus, AP courses, etc.) • The use of AI in police surveillance, with a heated discussion on the interest in campus police pursuing this on our own campusIn all of these examples, students then had to take the further step of looking at methods forengineers to do better. They had to propose methods to increase STEM access in schools, how theASEE code of ethics requires us to challenge the NIMBY arguments (Not In My Back Yard) thatprivilege rich white neighborhoods, and what should be done to improve technology in policesurveillance. These examples were

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

: ● Technology is not inevitable and does not always improve society. Engineering and computing are subjective, require judgment, and require tolerating uncertainty – there is never one right solution or decision. ● Data, algorithms, and technology are neither neutral nor objective. Technology embodies the dominant values of society and the creators who design it, which tends to reproduce and/or exacerbate existing inequalities. 3 ● The effects of technology are unevenly felt across groups of people and more-than-human actors. Who/what benefits and who/what is harmed typically aligns with historical

Conference Session

Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fatima Rahman, Tufts Center for Engineering Education and Outreach; Kristen B Wendell, Tufts University; Chelsea Joy Andrews, Tufts University

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Diversity

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

which their design takes place and consider different sociotechnical possibilities(Cech, 2013; Riley 2008). They must engage in expansive thinking, which entails breaking freefrom “status quo narratives and attend[ing] to science and technology from a human-centered,systems-level perspective” (Radoff et al, 2022, p. 2). This breaking free requires engineeringstudents to rethink what socio-political and economic values and perspectives are being includedin engineering from the standpoint of social justice and equity. For students, opportunities toquestion dominant narratives and values prevalent in engineering design can prompt acutefeelings of uncertainty around the process and outcomes of engineering work (Baillie &Armstrong, 2013).In our

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

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Diversity

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

Bouchet Honor Society in 2017. Sreyoshi is passionate about improving belonging among women in Engineering. She serves as Senator at SWE (Society of Women Engineers) - the world’s largest advocate and catalyst for change for women in engineering and technology with over 42,000 global members. She also champions and serves as advisor at Sisters in STEM - a not-for-profit led by school students, aimed at increasing interest, engagement, and allyship in STEM. Learn more about her work at - www.ThatStatsGirl.com. This work was carried out independent of author’s current employment at Amazon. Views expressed in this paper are the author’s own and do not represent those of the organization she works at.Dr. Lauren Thomas

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

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Diversity

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

Paper ID #46695Engineering Just Futures: Preparing Undergraduate Engineers to IntegrateTechnical, Sociocultural, and Environmental Perspectives [Work-in-Progress]Dr. Jacob Pleasants, University of Oklahoma Jacob Pleasants is an Assistant Professor of Science Education at the University of Oklahoma, where he studies the intersection of science, technology, society, and the environment within the context of STEM education.Dr. Moses Olayemi, The University of Oklahoma Moses Olayemi is an Assistant Professor of Engineering Pathways at the University of Oklahoma. He is the Founding President of the African Engineering Education

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

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Diversity

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

) framework intoengineering classrooms to equip students with the tools to address systemicinequities and environmental challenges. Grounded in culturally sustaining and anti-deficit pedagogical practices, the EOP framework leverages tools such as theSTEEP framework (Social, Technological, Economic, Environmental, andPolitical) to foster systems-level thinking and engage students in criticaldiscussions about the intersection of engineering, equity, and justice. This paperexamines a case study where the EOP-aligned curriculum was implemented in acourse analyzing the Atlanta water main crisis. Faculty training, supported by theSTEEP framework and reflective practices inspired by Schön’s (1984) concepts of“Reflection-in-Action” and “Reflection-on-Action

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shauna N. Adams, Purdue University, West Lafayette ; Kerrie A. Douglas, Purdue University, West Lafayette ; Philip Goldberg, Purdue University, West Lafayette

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Diversity

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

conceptinventories and to understand what sociocultural norms and lived experiences are represented inthose contexts, which have implications for fairness. The overarching research question is: Whatsociocultural norms and lived experiences are dominant in the context of concept inventoryquestions?Literature ReviewConcept Inventories Science, technology, engineering, and mathematics (STEM) educators and educationalresearchers commonly use concept inventories (CIs) to assess students’ conceptualunderstanding of foundational topics by asking students about the topics in everyday, out of theclassroom contexts [2], [5]. Globally CIs are used to assess students’ conceptual understandingof specific subject areas and study the effectiveness of curriculum

Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jingfeng Wu, University of Michigan; Clay Walker, University of Michigan

Tagged Divisions

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

the potential to remove barriers for diverse learners, especiallyfor first-generation college students, low-income students, and students whose native language isnot English.BACKGROUNDThere is increasing interest in integrating communication into technical engineering courses. Inthe early 2000s, the Accreditation Board for Engineering and Technology (ABET) set effectivecommunication as one of the evaluation criteria for engineering programs [1]. However, severalresearchers identified a gap between employer expectations and new engineering graduates’ oraland written communication abilities in the workplace [2], [3]. The disparity is probably driven byengineering students and faculties’ perception; that is, engineering is a technically

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

. Ed., vol. 84, no. 3, pp. 287–312, May 2000, doi: 10.1002/(SICI)1098- 237X(200005)84:3<287::AID-SCE1>3.0.CO;2-A.[7] M. C. Linn, “Designing computer learning environments for engineering and computer science: The scaffolded knowledge integration framework,” Journal of Science Education and technology, vol. 4, pp. 103–126, 1995, doi: 10.1007/BF02214052.[8] M. C. Linn, D. Clark, and J. D. Slotta, “WISE design for knowledge integration,” Science Education, vol. 87, no. 4, pp. 517–538, 2003, doi: 10.1002/sce.10086.[9] B. J. Fishman, W. R. Penuel, A.-R. Allen, B. H. Cheng, and N. Sabelli, “Design-Based Implementation Research: An Emerging Model for Transforming the Relationship of Research and Practice,” Teachers College

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

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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Diversity

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

, Rensselaer Polytechnic Institute Gabriel Medina-Kim is a PhD candidate in the program of Science and Technology Studies (STS) at Rensselaer Polytechnic Institute, where they study the intersections of computing and anti-racist STS. Their dissertation analyzes the dynamics of equity-based initiatives in computing education.Dr. Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo Lizabeth is a professor at Cal Poly, SLO in Industrial and Manufacturing Engineering. She has been teaching for 32 years and has continued to develop innovative pedagogy such as project based, flipped classroom and competency grading. I am dedicated to Equity and Access especially in a time such as this.Dr. Lynne A

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

Tagged Topics

Diversity

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

Paper ID #41412Board 116: Experiences of Engineering Students with DisabilitiesIsabel Miller, University of Michigan Isabel Miller (she/her) is pursuing a PhD in Engineering Education Research at the University of Michigan. She received her BS and MS degrees in Bioengineering at the University of Illinois Urbana-Champaign. She is interested in the researching the experiences of students with disabilities.Dr. Karin Jensen, University of Michigan Karin Jensen, Ph.D. (she/her) is an assistant professor in biomedical engineering and engineering education research at the University of Michigan. Her research interests include