Displaying results 1 - 30 of 31 in total
- Conference Session
- Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Renata A Revelo, The University of Illinois at Chicago; Melissa Espindola, University of Illinois Chicago; Betul Bilgin, University of Illinois Chicago; Houshang Darabi, University of Illinois Chicago
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
Illinois at Chicago (UIC). With a Ph.D. in Chemical Engineering from Michigan State University, Dr. Bilgin has extensive experience in both biotechnology research and engineering education. Since joining UIC, she has developed and taught various undergraduate courses, integrating innovative teaching methods and industry-relevant content to enhance student learning and engagement. Dr. Bilgin’s research focuses on engineering education, particularly in fostering professional identity among engineering students and integrating data science into the chemical engineering curriculum. She has received multiple awards for her contributions to teaching and mentoring, including the ASEE Ray Fahien Award and the UIC COE Harold
- Conference Session
- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Bailey Bond-Trittipo, Florida International University; Stephen Secules, Florida International University; Jocelyn Garcia; Maria Oralia Tinoco Alegre, Florida International University; Malak Elaouinate, Florida International University; Andrew Green, Florida International University; Andres TREMANTE
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
activism.Dr. Stephen Secules, Florida International University Stephen is an Assistant Professor Engineering and Computing Education at Florida International University. He has a prior academic and professional background in engineering, having worked professionally as an acoustical engineer. He has taught a number of courses on design, sociotechnical contexts, education, and learning. He conducts research on equity and culture in engineering education and supports undergraduate and graduate student researchers through the Equity Research Group.Jocelyn GarciaMaria Oralia Tinoco Alegre, Florida International UniversityMalak Elaouinate, Florida International University Malak Elaouinate is a Florida International University
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
highlights the importance of resilience and adaptability. I remember my experiences and learnings... applying Black feminist and womanist theory held me through to graduation."QUESTION 2: Why do you choose to be a member of ASEE, and describe how you’veserved the organization and engineering education community over the years?In response to the question regarding their membership and contribution to the American Societyfor Engineering Education (ASEE), the Authors share a range of experiences and motivations.Meagan Pollock recounts joining ASEE as a natural step in their doctoral journey, eventuallybecoming deeply involved in leadership roles, including a significant position on theCommission for Diversity, Equity, and Inclusion. Their journey
- Conference Session
- Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Lucy Arellano Jr., University of California, Santa Barbara; Margarita Rodriguez, University of California, Santa Barbara
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
the opportunities that students had to access resources and receivetraining in the theories and practices of STEM through their coursework along with opportunitiesto engage in scholarly discussion with their instructors and peers. We also examine the role ofgender and recognition of gender disparities in the development of this STEM pathway andoverall science identity. Methodology This study was conducted at Blue Lake College, a Hispanic-Serving community collegein California, to explore how institutional and individual factors influence STEM studentoutcomes. The “Culturally Contextual STEM Identity” (CCSI) tool was developed specificallyfor this campus and used to measure constructs related
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
. Alain also serves as the lead program manager of the Summer Engineering Camps an effort that is centered on development of the engineering identity through direct experiences with Engineering fields and design challenges in the informal STEM learning space. Finally, he manages and supports research and development of new and innovative approaches to exposing Pk-12 students to active learning frameworks such as Maker Sprints and Project Based Learning. Alain has a Master of Science in Interdisciplinary Environmental Studies from the University of Texas at El Paso and a Master of Arts in Design and Innovation from Southern Methodist University. As part of his goals to contribute across the University Alain also
- 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
- Nagma Zerin, The Johns Hopkins University; Melo-Jean Yap, The Johns Hopkins University; Hexin Bi, The Johns Hopkins University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
discussions the students could test each other’sunderstanding of the course content, through the group debate the students could developawareness regarding their social and ethical responsibilities as engineers. Through the debates, thestudents learned to consider the pros and cons of controversial topics like gene editing, human-animal chimera, brain organoids, and so on, and got the opportunity to learn how to be respectfulto those with different perspectives. Before beginning the group activities, the students submitteda teamwork contract. The students read online articles and watched a YouTube video on effectiveteamwork before filling out the contract, where they discussed their individual roles in the team,preferred methods of communication
- 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)
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
State University (SFSU) Elysee Matembe Ekanga was a senior undergraduate student majoring in Civil Engineering at San Francisco State University at the time of the project. She is dedicated to promoting diversity and equity in the field of engineering. Over the years, she has gained valuable knowledge and experience in construction management through various internships, both in her home country, the Democratic Republic of Congo, and in the United States. This coming fall, she will pursue her graduate studies at Stanford University in the Sustainable Design and Construction program. ©American Society for Engineering Education, 2025Underrepresented-minority students’ portrayal of engineering
- Conference Session
- Belonging Across Engineering Environments (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 1)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Tolulope Iyanuoluwa Abiri, Morgan State University; Ayobami Christianah Dunmoye, Morgan State University; Michael Oluwafemi Ige, Morgan State University; Samuel Sola Akosile, Morgan State University; Olushola V. Emiola-Owolabi, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
Research Assistant in the Department of Civil and Environmental Engineering at Morgan State University, Maryland, where he is pursuing his M.Sc. in Civil and Environmental Engineering with a concentration in Construction Management and Transportation Engineering. He earned his B.Tech. in Building Structure from the Federal University of Technology, Akure, Nigeria. Michael has extensive professional experience managing large-scale heavy construction and fac¸ade projects, including high-rise and industrial developments across West Africa, having held key roles in the field. His research interests include the integration of digital tools in construction education, resilient building design, and asset management in civil
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
alsofeatured opportunities to develop a shared lexicon for ARDEI concepts and interrogate one's ownidentity and positionality.By making this a required course, we set the expectation that considering the societal impacts ofresearch is an important and natural part of the entire research process. We chose to expand anexisting professional development course for graduate students that originally solely coveredtopics like laboratory safety, library use, grant writing, and communication, to include ARDEIand social justice content. Into this predominately passive content, we added active and complexreflections and discussions of identity, bias, and (in)justice. We believe that developing thisreflective skill early sets students up to think about social
- Conference Session
- Understanding Concealable Stigmatized Identities (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 10)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Darby Rose Riley, Rowan University; Heather Malino, Rowan University; Cara Mawson, Rowan University; Cassandra Sue Ellen Jamison, Rowan University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #47222Exploring the Engineering Classroom Experiences of Students with Non-ApparentDisabilitiesDarby Rose Riley, Rowan University Darby Riley is a doctoral candidate pursuing her third consecutive degree at Rowan University (Glassboro, NJ). Her research focuses on identity development in engineering education—specifically, how engineering students construct their sense of self through their academic journey and how personal identities shape this process. As a disabled researcher, she brings both academic and lived experience to her work, with a particular interest in how students with disabilities navigate the
- Conference Session
- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Hilda Cecilia Contreras Aguirre, New Mexico State University; Patricia Nicole Delgado, New Mexico State University; Luis Rodolfo Garcia Carrillo, New Mexico State University
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
common goal.6. The workshops and speakers were valuable too.7. The community-centered research.The student responses above indicate what elements participants found valuable about ROLE,confirming the importance of interacting with others, shared values through their culture, andcommunity building. When participants were interviewed, they reflected on more specificexamples. For instance, participants were aware of ROLE’s research space created to encourageresearch activities among minority and underrepresented students in engineering. Someparticipants reflected on their ethnic and engineering identities. Troy vented, “Being a Latinoengineer, it's definitely a minority in the engineering field…it made me sort of form more of abond if I see
Accommodations for Disabled Students in STEM Fields: Research Considerations and a Literature Review
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
adult inform their research work.Dr. Kirsten A. Davis, Purdue University Kirsten Davis is an assistant professor in the School of Engineering Education at Purdue University. Her research explores the intentional design and assessment of global engineering programs, student development through experiential learning, and approaches for teaching and assessing systems thinking skills. Kirsten holds a B.S. in Engineering & Management from Clarkson University and an M.A.Ed. in Higher Education, M.S. in Systems Engineering, and Ph.D. in Engineering Education, all from Virginia Tech.Dr. Senay Purzer, Purdue University Senay Purzer is a Professor in the School of Engineering Education at Purdue University. Her research is
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
Development. He graduated from the University of Alabama in August 2012 with a PhD ©American Society for Engineering Education, 2024 Teaching Social Justice in Infrastructure: A Community of Practice Framework for the use of Case StudiesAbstractThe Center for Infrastructure Transformation and Education (CIT-E) was created in 2013 as acommunity of practice (CoP) for those interested in the scholarship of infrastructure educationand has developed a model introductory infrastructure course with over 40 lessons available toany instructor to use or modify. In the summer of 2023 CIT-E held a workshop “TeachingStudents about Equitable Infrastructure”. As a result of that workshop, one of the ongoing
- Conference Session
- Interrogating Race, Caste, and Power (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 4)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Stephen Secules, Florida International University; Atota Bedane Halkiyo, Florida International University; Maimuna Begum Kali, Florida International University; Nivedita Kumar, Florida International University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
in Architectural Acoustics from Rensselaer Polytechnic Institute, and a PhD in Education (Curriculum and Instruction) from the University of Maryland. Prior to his academic career, Stephen was an acoustical consultant for 5 years. His education research has focused on culture and equity in engineering education, particularly undergraduate contexts, pedagogy, and student support. Through his work he aims to use critical qualitative, video-based, participatory, and ethnographic methods to look at everyday educational settings in engineering and shift them towards equity and inclusion. He also leads the Equity Research Group where he mentors graduate and undergraduate students in pursuing critical and action-oriented
- Conference Session
- Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Rachael E Cate, Oregon State University; Jacob Field, Oregon State University; Sierra Kai Sverdrup, Oregon State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
, takeaways for future development of this and other comparable communitiesof practice for student participants in engineering education are considered.1.1 BackgroundThe EECS Design Student Community of Practice Program at Oregon State University in theSchool of Electrical Engineering and Computer Science was originally developed and piloted in2017 as a means to interweave aspects of academic, extracurricular, career preparation, andprofessional identity-building in the engineering discipline based upon the model presented byWenger [1]. Over the 6 years since the pilot, program leaders have conducted developmentresearch that has guided advancements in basic organization, educational practice, resourcefocus and overall implementation methodology [2-4
- Conference Session
- Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Sourojit Ghosh, University of Washington
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
, ‘Developing a Grounded Framework for Implementing Ungrading in a Disciplinary Context’, ASEE Annu. Conf. Expo., 2023.[12] S. Ghosh and S. Coppola, ‘This Class Isn’t Designed For Me: Recognizing Ableist Trends In Design Education, And Redesigning For An Inclusive And Sustainable Future’. arXiv, 2024.[13] M. Bahnson et al., ‘Inequity in graduate engineering identity: Disciplinary differences and opportunity structures’, J. Eng. Educ., vol. 110, no. 4, pp. 949–976, 2021 [Online]. Available: 10.1002/jee.20427.[14] A. M. York et al., ‘Gender inequity in individual participation within physics and science, technology, engineering, and math courses’, Phys. Rev. Phys. Educ. Res., vol. 17, no. 2, p. 020140, Dec. 2021 [Online]. Available
Creating Inclusive Classrooms: Work Developed during the ASEE Year of Impact on Racial Equity (YIRE)
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Shannon D. Barker, University of Virginia; Kenya Crosson, University of Dayton; Victoria E Goodrich, University of Notre Dame; Jordan Jarrett, P.E., Colorado State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
welcomedand recognize that I value them as individual learners, even in a large class.Future WorkThese teaching practices presented have specifically highlighted two main practices: clearlyarticulating the expectations in engineering classrooms and building a sense of belonging andcommunity in courses. Expanding the sense of engineering identity and belonging are bedrock toinviting students into a learning community where they can thrive. The authors hope that theseexamples are just the beginning of the anti-racist pedagogy collection. We would like to include acall to action to the educators reading this paper. We ask that you reflect on your own teaching andidentify any pedagogical practices that are focused on inclusive, anti-racist environments
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Nagash Antoine Clarke, University of Michigan; Joi-Lynn Mondisa, University of Michigan
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
Education Conference (FIE). 2016, (pp. 1-4). IEEE.[15] ] E. J. Abrica, T. B. Lane, S. Zobac, & E. Collins, Sense of belonging and community building within a STEM intervention program: A focus on Latino male undergraduates’ experiences, 2022. Journal of Hispanic Higher Education, 21(2), 228-242.[16] T. L. Tevis, & Z. Foste, From complacency to criticality: Envisioning antiracist leadership among white higher education administrators, Journal of Diversity in Higher Education, (2022), Advance online publication.[18] C. A. Young, B. Haffejee & D. L. Corsun, Developing cultural intelligence and empathy through diversified mentoring relationships. Journal of Management Education, (2018), 42(3), 319-346.[19] M. L. Boucher Jr, More
- Conference Session
- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Sarah Hug, Colorado Evaluation and Research Consulting; Raena Cota, New Mexico State University; Ruth Constansa Torres Castillo, New Mexico State University; Enrico Pontelli, New Mexico State University; Adan Maximiliano Delval, New Mexico State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
to support student success inengineering. In border communities of the southwest, where rural communities blend acrossnational and state boundaries, student counternarratives of educational success involvecomplexity. In particular, engineering students’ descriptions of language, familial backgrounds,disciplinary knowledge, hidden curriculum of US post-secondary systems, and financial servicesbuilt for citizens OR international students indicate there is much to be learned about howinstitutions in border communities support or fail to support equitable access to engineeringpathways. In a larger study, transcript analysis of 40 interviews from undergraduates at a borderinstitution indicate scholars navigate familial and background difference
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Nicole Delgado, New Mexico State University; Hilda Cecilia Contreras Aguirre, New Mexico State University; Luis Rodolfo Garcia Carrillo
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
AbstractLatinx undergraduate students attending Hispanic-Serving Institutions (HSIs), where most of theschool’s undergraduate population comes from similar cultural and linguistic backgrounds, arelooking to belong, persist, and successfully complete rigorous STEM-based educational andacademic programs. HSIs have a unique opportunity to utilize their institutional practices andpersonnel to support and promote student success through culturally relevant pedagogy centeredon Latinx cultural wealth. HSIs work with STEM academic programs to increase enrollment andacademic preparedness through rigorous coursework, however, Latinx students need additionalcommunity support to feel a sense of belonging to fully develop their STEM identities. Latinxstudents find
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Sourojit Ghosh, University of Washington, Seattle; Sarah Marie Coppola, University of Washington, Seattle
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
the threat of the different strains of the Covid-19 virus hasreduced and consequently, a large number of institutions have reverted to in-person modes ofinstruction that prevailed prior to the start of the pandemic (e.g. [2], [3]). The near-totalsuspension of HyFlex instruction has been met with little protest in the academic community,with only a handful of researchers speaking in its favor (e.g. [4]–[6]). In this paper, we align our voices in support of HyFlex learning, arguing that theCovid-19 pandemic taught us the valuable lesson that HyFlex learning options should alwayshave a place in education, as we particularly make a case for our field of design engineeringeducation. Through empirical research consisting of semi-structured
- 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)
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
decline to an underemphasis of engineering programs on policyimplications, and ethical and social issues. This finding, however, also points to the possibility ofturning students’ apathy into engagement through curricular changes. For example, Agrawal andHeydenrych [15] note how a community-driven course project helped students more criticallyconsider the impact of engineering developments on the health and welfare of communitymembers. At a larger scale, Cech and Finneli [16] show that engineering students who receivedtraining pertaining to public welfare responsibilities in engineering classes are more likely tohave an expansive understanding of these responsibilities in their workplace. Our work is an attempt to help engineering students
- Conference Session
- Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Rajita Singh, University of Oklahoma; Javeed Kittur, University of Oklahoma
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
classroommethods + STEM/engineering; inclusive college classroom + engineering/STEM; inclusiveinstruction + STEM/engineering; and inclusive college education + STEM/engineering) were usedto retrieve articles from different databases. The databases include Web of Science, GoogleScholar, IEEE Xplore Library, Scopus, ERIC, Wiley Online Library, and Compendex.Forty-four articles remained in the pool. Finally, in the synthesis phase, these articles werecritically reviewed following the sub research questions, and the information was synthesized togenerate themes. Five themes emerged from the forty-four articles. First theme: Using Identity toFoster Engineering Connections, found to be especially helpful for marginalized students. Secondtheme: Using Technology
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
improvementstrategy may already be in use and examine through a linguistic and cultural lens the rhetoricalstrategies instructional faculty use to communicate technical concepts to students with the hopethat we can increase utilization of these strategies to benefit students and simplifyrecommendations for instructional faculty who are striving to be compliant with ABET and otheraccreditation bodies and manage their workload within realistic constraints put on educationalinstitutions.Purpose: We believe that by explicitly articulating the applications of coursework to society,learning objectives to social service, and faculty commitment to advocacy for equitable practicesin engineering education and practice we can lay a foundation for a learning space
- Conference Session
- Belonging Across Engineering Environments (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 1)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Charlotte Dworak, Embry-Riddle Aeronautical University - Daytona Beach; Victoria Minette Belveal, Embry-Riddle Aeronautical University; Kai Jun Chew, Embry-Riddle Aeronautical University - Daytona Beach
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
process, unlike the passive learner role common in lecture-based modalities inengineering classrooms. del Carmen Salazar [7] implied the need to address power dynamics inthe process of practicing humanizing pedagogy, explaining that co-constructing mutual trustbetween students and teachers through dialogue must be a component in such practice. All in all,to humanize engineering education, our community must further research in understandingstudent-teacher power dynamics in engineering classrooms. As far as we have reviewed theexisting engineering education literature [4], [12], knowledge on this topic should continue to beexpanded and built to develop foundations for pushing efforts to practice humanizing pedagogyin engineering education
- Conference Session
- Equity, Culture & Social Justice Technical Session
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Tomeka Carroll, University of Virginia; Diana Marcela Franco Duran, University of Virginia; Lindsay Ivey Burden
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #36778Conceptualizing Social Justice in Civil Engineering and Professors’Perspective: A Systematic Literature ReviewMs. Tomeka Carroll, University of Virginia Tomeka Carroll is a Ph.D. Fellow in the school of Engineering and Applied Science at the University of Virginia. She is also a Research Assistant with the Behavioral Research at Darden (BRAD Lab). Her research interest revolve around JEDI in engineering education, circular economy and behavior change, as well adaptive reuse and sustainability. Tomeka received her BA in Spanish from Spelman College and attended graduate school at McDonough School of Business
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Jae Hoon Lim, University of North Carolina; Jerry Lynn Dahlberg Jr, University of Tennessee, Space Institute; Terry L. Miller, Alabama A&M University; Corion Jeremiah Holloman, Alabama A&M University; Luke Childrey V, Alabama A&M University; Mohamed Jamil Barrie, Alabama A&M University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
. Based on the African American Male Theory (AAMT) [4], our research team examinedthe three students’ experiences in the context of the interconnected environmental systems(microsystem, mesosystem, exosystemic, macrosystem, chronosystem). Highlighting theconcepts of “resilience,” “resistance,” and “pursuit of social justice” in AAMT, the authorsexplored the three students’ multiple-layered social and professional identities as emerging Blackmale engineering professionals.Theoretical frameworkThis study is grounded in Bush and Bush’s African American Male Theory [4], which providesan effective analytic framework to understand the unique facets of Black males’ experiencessituated in various educational, academic, and community contexts. Like other
- Conference Session
- Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Lindsay Harley, Dartmouth College; Vicki V. May P.E., Dartmouth College; Rebecca Holcombe
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
2 1 Professors 2 1 1We used a purposive sample - students were selected because they either majored in engineeringor intend/intended to major in engineering and came from an underrepresented community, andprofessors were selected because they teach engineering at the college level. Once the potentialinterviewees were identified, we reached out to them via email to set up an interview by Zoom.The interviews lasted between 30 and 60 minutes and were recorded for transcription purposes.Interviewees were not paid for participation.The interview protocol was developed specifically for this project. The prompts from theprotocol that focused on assessment and identity
- Conference Session
- Disability in Engineering Programs (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 3)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Alec Jon Bauer, Clemson University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
often lack the informal peer interactions in physicalclassrooms, exacerbating feelings of isolation. Dillenbourg et al. [9] highlighted the weight of collaborativetools in virtual education, yet many online platforms cannot incorporate features that support neurodivergentlearners in building peer connections. Many digital platforms cannot assimilate accessibility features, such as text-to-speech functionality,customizable layouts, or simplified navigation. These design limitations exacerbate learning barriers forneurodivergent students and highlight the urgent need for inclusive design principles in educational technology.Nielsen [10] discusses usability engineering principles, which align with findings that neurodivergent
- Conference Session
- Disability in Engineering Programs (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 3)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Bridget M. Smyser, Northeastern University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
wasdiagnosed with ADHD after age 40 and with autism at age 50. I have taught design andlaboratory courses for more than 25 years and have performed engineering education researchfor that entire time. My interest in supporting students with invisible disabilities was initiallysparked by my own sons’ struggles in school with their learning issues. Subsequently, exploringmy neurodiversity led me to connect with other neurodiverse faculty. Hearing that I was not theonly person who struggled in college, graduate school, and beyond made me feel I could start tobe my authentic self. This allowed me to connect with my neurodiverse students, learn fromthem, and challenge myself to optimize my classes for them.Accommodations in Higher EducationThe Americans