Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nrupaja Bhide, Purdue University, West Lafayette ; Yağmur Önder, Purdue University, West Lafayette ; Sydney Free, Purdue University, West Lafayette ; Michael Dunham, Purdue University, West Lafayette ; Dhinesh Balaji Radhakrishnan, Purdue University, West Lafayette ; Jennifer Deboer, Purdue University, West Lafayette

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Paper ID #38328The Curriculum Puzzle: Developing and Integrating Materials to Localizea CurriculumNrupaja Bhide, Purdue University, West Lafayette Nrupaja is a graduate researcher at the School of Engineering Education at Purdue University. She is interested in exploring how local knowledge can be centered in STEM curricula. ¨Ya˘gmur Onder, Purdue University, West Lafayette ¨ Ya˘gmur Onder is an undergraduate at Purdue University majoring in Mechanical Engineering and minor- ing in Global Engineering Studies. She’s involved with DeBoer Lab in Purdue’s School of Engineering Education research where her

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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hop-inspired pedagogics and its intersection with design thinking, computational media- making, and integrative curriculum design.Sabrina Grossman, Georgia Institute of Technology I am currently a Program Director in Science Education at Georgia Tech’s Center for Education Integrat- ing Science, Mathematics, and Computing (CEISMC), which is a K-12 STEM outreach center for the university. I am working on several exciting projects inc ©American Society for Engineering Education, 2023 Music, Coding, and Equity: An exploration of student and teacher experiences in decoding messaging and discussing equity with the Your Voice is Power curriculum

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Victoria Beth Sellers, University of Florida; R. Jamaal Downey, University of Florida; Idalis Villanueva Alarcón, University of Florida

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engineering students respond to hidden curriculum as well as how Latinx contingent faculty experience workplace inequities in engineering. He received his Ph.D. in Language, Literacy, and Culture in Education from the University of Massachusetts-Amherst. Dr. Downey focuses on critical qualitative inquiry with a discerning eye toward humanizing and culturally sustaining pedagogies.Idalis Villanueva Alarc´on, University of Florida Dr. Villanueva is an Associate Professor in the Engineering Education Department at the University of Florida. Her multiple roles as an engineer, engineering educator, engineering educational researcher, and professional development mentor for underrepres

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ingrid Scheel, Oregon State University; Rachael E. Cate, Oregon State University; Devlin Montfort, Oregon State University

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

Paper ID #37342Talking Tech: How Language Variety in Engineering Curriculum InstructionCan Ease Delivery and Engage StudentsIngrid Scheel, Oregon State University Ingrid Scheel is a Project Instructor at Oregon State University. She works to teach from an integrated sociotechnical perspective in engineering science and design courses. Her focus is systems engineering and program management. Scheel has experience in small business strategic planning and risk assessment, designing and deploying fiber optic sensors and sensing systems, prototype development, instrumentation, data acquisition and analysis, and reporting

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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undergraduate levels. ©American Society for Engineering Education, 2023 Indigenizing the Artificial Intelligence (AI) Programmed Engineering Education Curriculum, Challenges and Future PotentialsAbstract – In this Work-In-Progress (WIP) paper, the integration of Indigenous ways ofknowing is explored with a focus on pedagogy that is technologically enhanced with artificialintelligence (AI). An overview of AI programs, providing their key methods of decision makingis presented. The technological, educational/philosophical challenges of integrating Indigenousways of knowing considering AI programs are then discussed from the perspective of a non-Indigenous researcher

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anne M. McAlister, The State University of New York, Buffalo; Sarah Catherine Lilly, California State University, Channel Islands

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Virginia. She has a BS in Chemical Engineering from The Ohio State University .Miss Sarah Catherine Lilly, California State University, Channel Islands Sarah Lilly is a PhD student in the Department of Curriculum, Instruction and Special Education at the University of Virginia. She holds a B.S. in Mathematics and English and an M.A.Ed. in Secondary Education from The College of William and Mary. Her rese ©American Society for Engineering Education, 2023 Integrating technical and social issues in engineering education: A justice-oriented mindsetAbstractThe problem-solving skills of engineers are necessary to address modern, global, sociotechnicalissues (e.g

Conference Session

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ioulia Rytikova, George Mason University; Mihai Boicu, George Mason University

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Paper ID #43435Anti-racism, Inclusion, Diversity and Equity in Database Curriculum ThroughGroup Research Projects on Historical, Social and Ethical Database RelatedTopicsDr. Ioulia Rytikova, George Mason University Ioulia Rytikova is a Professor and an Associate Chair for Graduate Studies in the Department of Information Sciences and Technology at George Mason University. She received a B.S./M.S. and Ph.D. degrees in Automated Control Systems Engineering and Information Processing. Her research interests lie at the intersection of Data Science and Big Data Analytics, Cognitive and Learning Sciences, Educational Data Mining

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rania Al-Hammoud, University of Waterloo; Soukaina Jazouli; Andrea Atkins, University of Waterloo

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the students were exposed toin the three different groups. It also discusses recommendations for future changes that could bedone to better include equity discussions and assessments in the curriculum. The paper also stateshow this could be modified for any undergraduate program. IntroductionEngineers play an essential and unique position in the society as their influence over resources willhave long-term consequences on the communities they service. They are uniquely placed toaddress systemic obstacles, but to do so, they need to have a nuanced grasp of social aspects. Toaccomplish this, engineering education must include topics that investigate equality, diversity, andinclusion. (EDI). Students will be able to gain a grasp of how their

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Pheather R. Harris, University of California, Irvine; Dianne G. Delima, University of California, Irvine

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to develop an inclusive curriculum and classroom. The students of color in these classrooms also tend to do better academically in the field, in comparison to their peers who do not have such an opportunity to learn in this manner. Thus, it is imperative to examine how professional development experiences can be transformative learning experiences for STEM faculty, and what viewpoints, if any, these faculty bring into their learning of topics related to access, diversity, equity, and inclusion for students of color. With the goal of further uncovering the ways in which inclusive teaching and learning practices can become an integral part of STEM classrooms, this paper presentation provides a framework for

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Allison Murray, Marquette University; Lisa Chase, Marquette University

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design with respect to disability inhuman factors engineering disciplines [13]. Dong describes challenges for integrating inclusivedesign into curriculum, namely class size limitations and user integration into course materials[14]. In this practice paper, human centered design is the design framework chosen as it allowsfor a user-first approach to engineering design, often missed in undergraduate curriculum, whileproviding a scaffolding for connecting the implications of engineering to social justice.2 Course Design2.1 Instructor Team PositionalityThe instructor team was comprised of two individuals: a faculty member and an instructionaldesigner. The faculty member is an assistant professor of mechanical engineering. She primarilyteaches

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Desen Sevi Ozkan, Tufts University; Cynthia Hampton, Virginia Tech

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economic structures. “Anti-toxics activists, through the process of local fights against polluting facilities, came to understand discrete toxic assaults as part of an economic structure in which, as part of the ‘natural’ functioning of the economy, certain communities would be polluted.” (Cole and Foster, 2000 p. 23).In the 1980s, civil rights leaders worked with the anti-toxics movement to conduct economicanalyses through their understanding of structures. In turn, anti-toxics leaders brought in the civilrights activists’ racial critiques (Cole and Foster, 2000). Together, these integrations ofknowledge and methods grew the environmental justice movement.Traditional Environmental MovementThe initiatives and efforts of

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Minju Lee, University of Connecticut; Davis Chacon-Hurtado, University of Connecticut; Shareen Hertel, University of Connecticut; Sophia Fenn, University of Connecticut

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that equipsengineering students with core concepts and methodological tools necessary to analyze the roleof engineering in society, using a Human Rights framework. This paper explores learningoutcomes in an existing course within this curriculum (i.e., “Engineering for Human Rights”)by analyzing original exit survey data from enrolled students. Our survey instrument integratedNew Ecological Paradigm (NEP) statements to assess variation in perceptions of the usefulnessof the course content as it relates to sustainability. The findings of this study have implicationsand suggestions for designing interdisciplinary curricula that integrate engineering,sustainability, and human rights in engineering education.Keywords – Human Rights framework

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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Paper ID #36751Using Academic Controversy in a Computer Science UndergraduateLeadership Course: An Effective Approach to Examine Ethical Issues inComputer ScienceMariana A. AlvidrezDr. Elsa Q. Villa, University of Texas, El Paso Elsa Q. Villa, Ph.D., is a research assistant professor at The University of Texas at El Paso (UTEP) in the College of Education, and is Director of the Hopper-Dean Center of Excellence for K-12 Computer Science Education. Dr. Villa received her doctoral degree in curriculum and instruction from New Mexico State University; she received a Master of Science degree in Computer Science and a Master of

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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machinery, basic electrical circuits, and linear electronics. He was also one of three faculty responsible for organizing and conducting the capstone design course for the EMET program. Ron received a baccalaureate degree in Electrical Engineering from the Georgia Institute of Technology in 1971 and an M.S. degree in Electrical Engineering from the California Institute of Technology in 1973.Ms. Lara L. Sharp, Springfield Technical Community College Ms. Sharp has a BS in chemical engineering, an MBA, and is currently working on a MS in Industrial engineering. She has worked in both secondary and higher education teaching and developing curriculum and is currently Program Director of Engineering Tech

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Claudia Mara Dias Wilson, New Mexico Institute of Mining and Technology; Thais Alves, San Diego State University; Corrie Walton-Macaulay, Saint Martin's University; Xiaomei Wang, Brigham Young University; Scott R Hamilton P.E., York College of Pennsylvania; Gloria Faraone; Nicholas Tymvios, Bucknell University; Moses Tefe, Norwich University

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integrated fashion in student knowledge development. The authors adopted thislearning taxonomy to form the foundation of the work presented in this paper: ● Foundational knowledge – includes the building blocks of the disciplines being studied. In the framework presented, this is addressed by using assignments that allow students to demonstrate a basic understanding of societal rights in terms of what is available in the built environment, to identify inequities in infrastructure, and how they are propagated. ● Application – students use the foundational knowledge acquired in the initial lessons of a course, or over the curriculum, to start designing solutions to address existing problems in infrastructure. As students work

Conference Session

Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Monica Lynn Miles, University at Buffalo, The State University of New York; Alexandra Schindel, University at Buffalo, The State University of New York; Kate Haq, University at Buffalo, The State University of New York

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education. Byexploring local environmental justice issues and emphasizing the necessity of integrating theseissues into the curriculum, we can prepare the next generation of engineers to address real-worldchallenges and engage in equitable problem-solving. Given the profound implications ofengineering solutions on both environmental sustainability and societal well-being, EJE stands asa pivotal bridge between educators and students, fostering meaningful connections by exploringlocal environmental justice issues. Many educators struggle to effectively incorporate environmental justice topics intoengineering education [1], [2]. K–16 education discourses and curricula frequently overlookenvironmental justice issues, neglecting to highlight the

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cole Hatfield Joslyn, Northern Arizona University; Peter Golding, University of Texas, El Paso

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Paper ID #37115Piloting a Socio-Culturally Responsive Peer-Mentoring Program to PromoteHLX+ Students’ Sense of Belonging in Engineering Education: LessonsLearned from Year 1Dr. Cole Hatfield Joslyn, Northern Arizona University Cole Joslyn is an Assistant Professor in the Department of Mechanical Engineering at Northern Arizona University and director of THE Education Lab: To Humanize Engineering Education which emphasizes promoting student growth/development in multiple dimensions, integrating inclusive and emancipatory pedagogy/teaching practices, and reconciling the social and technical nature of engineering. His current

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sara E. Lego, Pennsylvania State University

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-basedbystander training; self reflections on microaggressions and implicit bias; and in-class teamexercises and discussions on the intersection of power dynamics, team interactions, anddiscrimination, as well as strengthening empathy though a recognition of societal privilege andeconomics factors. Throughout these trainings, activities, and discussions, an emphasis is placedon development of concrete actions that students can take within their current and future teams topromote an inclusive, collaborative, and psychologically safe environment for all members.As implementation of these active learning techniques to DEI concepts within the seniorundergraduate aerospace capstones is a relatively new update to the curriculum, development ofmetrics to gauge

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alan Cheville, Bucknell University; Stewart Thomas, Bucknell University; Rebecca Thomas, Bucknell University

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

andintellectual development such as that exemplified by a liberal-arts curriculum [13]. Debatesbetween these positions can consume considerable oxygen in department meetings, butregardless of one’s beliefs about the purposes education should serve, the technologies createdby engineers continues to make systems larger and more interconnected.In this practice-focused paper we report on introducing system maps in a design course to givethird-year engineering students practice using tools that enable causal connections of their workto social and global issues. Over the five semesters the course has been taught an ongoingchallenge has been having engineering students who are acculturated to quantitative and linearmethods of problem solving meaningfully

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Juan Sebastián Sánchez-Gómez, Universidad El Bosque; Maria Catalina Ramirez; Andrea Herrera, Universidad de los Andes, Columbia

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Facultad de Ingeniería, Universidad El Bosque 2 Departamento de Ingeniería Industrial, Universidad de los Andes 3 Departamento de Ingeniería de Sistemas y Computación, Universidad de los AndesAbstractScience, Technology, Engineering, and Mathematics (STEM) is an approach that integrates scienceand mathematics education through the development of scientific practices, technology,engineering design, and mathematical analysis. Although governments in North American andEuropean countries have invested in promoting the study of STEM disciplines, educationalprograms for migrants have been offered for adults, and very few programs for children, which areinvisible, downplaying the

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Austin Morgan Kainoa Peters, Purdue University

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obtained his bachelor’s degree at the University of San Diego (USD) in Integrated Engineering. Assimilating to the culture of this predominantly white institution left Peters questioning if he could be an engineer and multiracial. Fortunately, the liberal arts emphasis of the school combined with research work in Engineering Education helped him to see his worth as a multiracial engineer. Peters’ current goal is to obtain a doctoral degree in Engineering Education at Purdue University to bring his cultural knowledge and values into Engineering. ©American Society for Engineering Education, 2023 (Re)membering Indigenous Spirituality into STEM Education: A Narrative

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kelyn Rola, Southern Methodist University; Hannah Louis, Southern Methodist University; Alain Mota, Southern Methodist University; Kathy Michelle Hubbard, Southern Methodist University

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

supports Engineering and Science undergraduate students as they serve as camp counselors in his work at the Caruth Institute for Engineering Education. He directly manages the deployment of STEM integrated activities that surface Engineering to Middle and High School students in the Dallas area in an informal learning environment through the Hammon Engineering camps. He is also engaged in outreach programs that are seeking to serve underrepresented populations in Engineering. In his program manager role at the Institute, he contributes in fostering relationships and developing STEM activities for Voices of Hope and Jubilee Park. He is also part of the Maker Education project as his previous experiences developing

Conference Session

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dustyn Roberts, University of Pennsylvania; William Schlatterer, University of Pennsylvania; Seon Woo Lee, University of Pennsylvania; Jonathan Singleton, University of Pennsylvania; Byron Lee, University of Pennsylvania; Michelle Jillian Johnson, University of Pennsylvania; Robert W Carpick, University of Pennsylvania

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issues into the existing curriculum, rather than create an add-on for students.Courses taken for the Option all must be taken for a grade (not pass/fail) and in the followingthree areas: 1. Impact of Technology (1 course): These types of courses help students focus on how technology impacts marginalized communities. Examples of such courses are courses entitled “Race, Science, and Justice” and “Rehabilitation and Robotics.” These courses allow engineers to assess the needs of society and its marginalized communities and develop strategies to ensure that future technology solutions consider them. 2. Community Impact (1 course): These courses help students to develop and apply their knowledge of the interaction between

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kavitha Chintam, Northwestern University; Alexis N. Prybutok, University of Washington; Chloé M. Archuleta; Adrien Deberghes; Beth DiBiase; Ruihan Li; Jeffrey Richards; Linsey Seitz; Jennifer Cole, Northwestern University

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and a starting point to adopt asimilar approach to training future engineers.METHODSARDEI content was readily incorporated into an existing graduate student courseThe two options for introducing ARDEI content into the graduate student curriculum were tocreate a new course or integrate content into an existing course. We chose to integrate contentinto an existing Professional Development Course in order to minimize extra time first-yeargraduate students would spend in class and to emphasize the importance of learning ARDEIconcepts alongside traditional professional development topics such as research safety,university library usage for research, presentation and writing skills, and fellowship writing.Finally, changing an existing course is

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ingrid Scheel, Oregon State University; Rachael E Cate, Oregon State University; Natasha Mallette, Oregon State University; Ean H Ng, Oregon State University; Stella Collier, Oregon State University; Christina Bianca Southwick, Oregon State University; Carly Hudson

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degree-seeking years [13], to the inseparable impact of the state of the world onto the state of theclassroom (especially students who do not fit the tradition and dominant paradigm of white andmale-presenting) [14]. Microaggressions have been revealed to have an intense net-negativeeffect on people from marginalized communities working and studying in academic spacesperpetuated by systemic social structures that reinforce white-body supremacy [15]. Work tocounter legacy or traditional pedagogical practices where technical course topics are siloed fromhumanitarian efforts include the sociotechnical integration of human-centered design withengineering coursework [16], and discursive “micro-insertions” of ethics into technical coursesfor a

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13

Collection

2023 ASEE Annual Conference & Exposition

Authors

Janis P. Terpenny, National Science Foundation; Tracee Gilbert, System Innovation

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growing incurricula through courses that focus on topics such as artificial intelligence, data science, dataanalytics, computer science, machine learning, and more [22]. While promising, these coursestend to be offered, much like other courses in the curriculum, as offerings that increaseknowledge of specific methods and tools, rather than providing students the opportunity toexperience their education as a continuum and progression of knowledge that supports theintegrated systems thinking mindset that is needed in an integrated/connected digital world.A growing number of graduate programs offering doctoral degrees in engineering education haveemerged since 2004, when Purdue University and Virginia Tech transformed engineeringfundamentals

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mohammad Moin Uddin, P.E., East Tennessee State University; Keith V. Johnson, East Tennessee State University; M. Leah Adinolfi, East Tennessee State University; Deidra A. Rogers, East Tennessee State University

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

equal access. Integral to this mission issupporting efforts to create diverse and welcoming campus communities for all students. Researchshows that institutions’ commitment and implementation of practices toward diversity, equity andinclusion (DEI) have positively impacted students and campus cultures [3, 4, 5]. There has beenan increase in institutional strategic activities including institutional political commitment andbroader efforts to create supportive institutional climates [6]. However, institutionalizing DEIshould be viewed as an ongoing process rather than a single action or outcome and requires thebuy-in of all institutional stakeholders. As such, certain institutions are further along in theirdiversity efforts than others, and the

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

its focuson developing an equity mindset can be a valuable tool for engineering faculty andadministrators as they navigate the facets of faculty life and seek to improve the experiences ofdiverse student populations.Teaching and Learning Contexts in Engineering Teaching and learning contexts in engineering have been adapted over time to meet theneeds of students. As engineering adapted its teaching to fit the demands of the workforce, theneed for diverse viewpoints also emerged to contribute positively to the global engineeringworkforce. Although engineering adapted its teaching and curriculum, more needs to be done topromote equity. Achieving equity through work with faculty can potentially have a broad impacton diverse students. First

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Qualla Jo Ketchum, Cal Poly Humboldt

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B.S. degree from Cal Poly Humboldt was in EnvironmentalResource Engineering with a minor in Native American studies of Culture and Community. Currently Iam finishing a Master's in Engineering and Community practices from the same institution. My passionand focus lies around collaborating and supporting communities' capacity towards energy autonomy,climate resilience, and health and habitat restoration.Our positionalities and who we are is an integral part of this work as the purpose of this WIP paper is toexplore centering Indigenous knowledge and ways of being in a collaborative autoethnographic researchproject. This mirrors the spirit of the program which is among the first of its kind in the United States asan Indigenous-centered graduate

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sara Al Humidi; Alena Sloan; Andrea Atkins, University of Waterloo; Rania Al-Hammoud, University of Waterloo

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

their studio course the same term. In thestudio course, students were asked to design a facade for an existing residence building oncampus. The students then had to use their mechanics knowledge and design a canopy for theentrance of the building that also integrated with the design of their facade. The objective was toallow them to see the feasibility of their designs. This project gave students the opportunity topractice design that is aesthetically pleasing but also structurally feasible. Thus, emphasizing thatthey cannot design abstractly without considering the structural integrity of their designs.The comments from the students in the end of term evaluation highlighted that despite projectsof this scale being enjoyable and beneficial to