Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Danielle Vegas Lewis, SUNY Fredonia

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Diversity

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

Paper ID #39355”We’re Learning like Everyone Else”: Best Practices from Men AlliesDanielle Vegas Lewis, SUNY Fredonia Danielle Vegas Lewis is a doctoral candidate in the University at Buffalo’s Higher Education program. She earned a B.A. in Political Science from SUNY Cortland in 2005 and a M.Ed. in Higher Education and Student Affairs from the University of South Carolina in 2007. She is currently the SUNY PRODiG Fellow at SUNY Fredonia where she teaches sociology and gender courses. She also serves as a Research Associate for Dr. Linda DeAngelo at the University of Pittsburgh. Her research agenda aims to under

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

. Walton-Macaulay has extensive experience in the geotechnical and materials industry prior to becoming an academician and is a licensed professional engineer. Dr. Walton-Macaulay’s has a passion to teach, to educate upcoming civil engineers in best practices and for them to look to alternative ways and new technology that will improve on current design methods. Dr. Walton-Macaulay believes that fostering diversity in teaching breeds innovation and is currently focused on engineering education research on socio-economic inequities in infrastructure.Xiaomei Wang, Brigham Young University Dr. Xiaomei Wang, a Civil Engineering Ph.D., specializes in environmental engineering. She conducts research on infrastructure

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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Diversity

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

content in a required course on engineering and research skills for first-year graduate studentsPOSITIONALITY STATEMENTWe acknowledge that the authors are all in varying positions of privilege. The university atwhich we are implementing this initiative is a primarily white, private institution in the UnitedStates. We are also located in a state in which such topics are relatively open for discussion ineducational settings. Although the authors hold different identities in gender identity, race,ethnicity, sexual orientation, socioeconomic status, and more, we are far from representative ofthe larger population and recognize the need for many more voices in this type of work.INTRODUCTIONEngineering and research have profound impacts on issues of

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

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Diversity

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

communication instruction to students as they progress through the senior capstone project and develop relationships with project stakeholders in industry. She also supports engineering communication program development, research, and implementation. Her Ph.D. research interests include social justice pedagogies; promoting diversity, equity and inclusion in higher education; service learning; program design and leadership; and qualitative research.Jacob Field, Oregon State UniversitySierra Kai Sverdrup, Oregon State University ©American Society for Engineering Education, 2024Report on a Student Community of Practice Program's Impact on Career Preparednessand Sense of Belonging Among Underserved

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brandon Bakka, University of Texas at Austin; Elisa Koolman, University of Texas at Austin

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is passionate about understanding and dismantling the systems in engineering that marginalize students.Elisa Koolman, University of Texas at Austin Elisa is a Ph. D. student at the University of Texas at Austin. They are currently researching interactions in makerspaces, efficacy of a teaching software in an engineering design course, and disability in STEM. Elisa is passionate about continuing efforts to increase diversity, equity, and inclusion in STEM. ©American Society for Engineering Education, 2024 Queer Ties: A Work in Progress LGBTQ+ Graduate Student Mentorship Program The purpose of this work in progress paper is to share preliminary results and lessonslearned from a pilot scale

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

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Diversity

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

awayfrom this dynamic and empower students to name and challenge the oppression they face, theauthors of this paper collaborated to create and carry out the Justice, Equity, Diversity, andInclusion (JEDI) Ambassador Program (or "JEDI" for short). JEDI is a co-curricular programthat employs undergraduate engineering students, called "JEDIs", to engage in diversity, equity,and inclusion (DEI) projects across the domains of education research, K-12 outreach, andstudent programming with the guidance of a graduate student or university support staff mentor.JEDI was designed as a liberatory space for participants to bring their whole selves,collaboratively explore ideas, and take action against inequities they observed or experienced.The attempted

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

Paper ID #42724WIP: ”This is What We Learned”: Sharing the Stories of Experiences ofIndigenous-Centered, Engineering & Community Practice Graduate Programat Cal Poly HumboldtDr. Qualla Jo Ketchum, Cal Poly Humboldt Qualla Jo Ketchum (she/her/) is an Assistant Professor in the School of Engineering at Cal Poly Humboldt. She is a citizen of the Cherokee Nation and her Indigeneity impacts all she does from her technical research in water resources to her pedagogical practices and educational research around identity, indigenizing engineering practice and teaching, and the structural issues impacting Indigenous engineers. Dr

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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

in postsecondary STEM courses,” J. Postsecond. Educ. Disabil., vol. 24, no. 4, pp. 317–330, 2011.[41] K. Terras, J. Leggio, and A. Phillips, “Disability accommodations in online courses: The graduate student experience,” J. Postsecond. Educ. Disabil., vol. 28, no. 3, pp. 329–340, 2015.[42] K. Reardon, K. W. Bromley, and D. Unruh, “The promise of Universal Design in postsecondary education: A literature review,” J. Postsecond. Educ. Disabil., vol. 34, no. 3, pp. 209–221, 2021.[43] “The Center for Universal Design,” NC State University College of Design Center for Universal Design. [Online]. Available: https://design.ncsu.edu/research/center-for- universal-design/. [Accessed: 23-Apr-2023].[44] B. Chen, K. Bastedo

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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courses. H´ector has taught various engineering courses and is invested in showing learners he cares about them and their future success. He creates a space where learners can feel safe to experiment, iterate, and try different problem-solving approaches while encouraging learners to be critical of their professional practice so they create effective, holistic solutions that work for a broader range of individuals.Sage Maul, Purdue University Sage Maul (they/them) is a third year PhD student in Purdue University’s School of Engineering Education. Sage’s research explores structural factors on student experiences for disabled students and in electrical and computer engineering courses. Sage graduated with a Bachelor’s

Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nyna Jaye DeWitt, University of Georgia; Animesh Paul, University of Georgia; Racheida S. Lewis, University of Georgia

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Diversity

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

Paper ID #41260Not for the Poor: Impacts of COVID-19 on Engineering Students from LowerSocioeconomic BackgroundsMs. Nyna Jaye DeWitt, University of Georgia Nyna, born and raised in Durham, North Carolina, obtained her Bachelor’s degree in General Engineering with a concentration in Biomedical Engineering in 2022 from Wake Forest University. Following her undergraduate degree, she received her Master’s degree in Biomedical Engineering with a focus in Immunoengineering from Johns Hopkins University. Nyna has a strong interest in increasing diversity in biomedical engineering spaces and she intends to research this by

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

construction decision mak- ing, sustainable design and construction, applications of machine learning and AI in construction, and engineering education. Dr. Uddin is also dedicated to serve his profession and the community. He is a member of ASEE, ASCE, TRB and CRC, and serves as the VP of the ASCE Tennessee Section and Sec- retary for the ASCE Holston branch. Dr. Uddin is active with ASEE engineering technology division and served as ETD program chair for CIEC in 2017 and 2018. Dr. Uddin also served as the Editor-in-Chief for Journal of Engineering Technology from 2019 to 2021. Dr. Uddin received outstanding researcher award, outstanding service award and sustainability leadership award from his college.Dr. Keith V

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Amy Slaton, Drexel University; Kayla R. Maxey, Purdue University, West Lafayette ; Monica McGill, CSEdResearch.org; Jordan Williamson

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

experiences on diverse studentsˆa C™ atti- tudes, beliefs, and perceptions of engineering, aDr. Monica McGill, CSEdResearch.org Monica McGill is Founder and CEO of CSEdResearch.org. Her area of scholarship is computer science education research with a current focus on diversity and improving the quality of research to examine effective practices on a large scale. She oversaw the recent development of the robust K-12 CS Education Research Resource Center with manually curated data from over 1,000 article summaries and a list of over 180 instruments for evaluating STEM education.Jordan Williamson ©American Society for Engineering Education, 2023 A Critical Examination of ASEE’s

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Seth Polsley, University of Nebraska, Lincoln; Amanda Kate Lacy; Samantha Ray, Texas A&M University; Tracy Anne Hammond, Texas A&M University

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

interface design, many of which are visual concepts. In order to adapt the curriculum, weused a high-resolution tactile display capable of mirroring imagery from a video display into adepth map that could be felt. This enabled the dual presentation of visual content as tactilesurface maps. Through this process, we learned several best practices in terms of how to createcontent that transfers well from one modality to another, and we also developed a number ofguidelines for creation of teaching materials like notes and assignments in a way that is morescreen-reader friendly.This paper shares key takeaways while also communicating student and teacher perspectives ondeveloping, teaching, and using more accessible materials. Our goal is to encourage

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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empowering the next generation. Through her involvement in the Improving Girls’ Math Identity Through Problem Solving and Mentorship Bass Connections Research Team at Duke University, she became particularly interested in reducing student dependence upon supplemental organizations to compensate for unsupportive STEM classroom environ- ments.Shaundra Bryant Daily, Duke University Shaundra B. Daily is a professor of practice in Electrical and Computer Engineering & Computer Sci- ence 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

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

Paper ID #41866Teaching Strategies that Incorporate Social Impacts in Technical Courses andEase Accreditation Metric CreationMs. Ingrid Scheel, Oregon State University Ingrid Scheel is a Project Instructor at Oregon State University in Electrical Engineering and Computer Science. She teaches Electrical and Computer Engineering fundamentals and design courses, and as a graduate student in Education is focused on curriculum design. Scheel’s industry experience includes prototype development, test article instrumentation, data acquisition, data analysis, and reporting. She contributes to the International Society for Optics

Conference Session

Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shannon Katherine Gilmartin, Stanford University; Sara Jordan-Bloch, Stanford University

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

. ©American Society for Engineering Education, 2024 Exploring early-career professionals’ conceptions of “stretch assignments”: A qualitative study of recent graduates from engineering and non-engineering fields1.0 IntroductionEarly-career engineers often enter workplaces that have not been designed with equity in mind.Beliefs about techno-meritocracies reign, blurring experiences of negative stereotypes, bias, anddiscrimination. Many new engineers learn largely opaque organizational practices and unwrittenrules of advancement as they go—with some having more informational advantage than others.One such practice is a developmental, or “stretch”, assignment. We define stretch assignments asinformally allocated work

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

their instructional practices. The proposed toolkitwill promote potential shifts in educational enacted practices grounded in evidence-basedstrategies and student narratives.Faculty classroom teaching preparation in STEM fields, particularly within engineering, is oftenseverely lacking [1]. Due to the research-emphasis within many doctoral programs, faculty havelimited training as it relates to high impact teaching practices and fostering inclusive learningenvironments [2]. Once in the professoriate, faculty reward structures often prioritize researchproductivity over teaching, leaving little incentive for faculty to hone their instructional skills[3]. While a lack of effective teaching practices is problematic for all undergraduates, there

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

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

beenpreviously documented in ASEE Prism [1], which is quoted below. “ASEE President Sheryl Sorby’s speech at the 2020 Annual Conference outlined a vision for both the organization and engineering education that reflects more diversity and equity. In light of this vision, as well as the societal momentum toward dismantling White supremacy and racism, ASEE has launched a Year of Impact on Racial Equity. Many aspects of engineering culture have origins and practices that center Whiteness and exclusivity. However, we are all caretakers of this culture and can either protect exclusionary traditions or strategically design models that better meet the diverse challenges and needs of our society. In order to

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

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

Persistence in STEM. CBE Life Sci Educ;15(3). doi: 10.1187/cbe.16-01-0038. PMID:27543633; PMCID: PMC5008901.[24] Jordan, K. & Sorby, S. (2014). Intervention to Improve Self-Efficacy and Sense ofBelonging of First-Year Underrepresented Engineering Students. ASEE Annual Conference &Exposition, 24(803),1-34. https://doi.org/10.18260/1-2--20695.[25] Strauss, A. L., & Corbin, J. M. (Eds.). (1997). Grounded theory in practice. SagePublications, Inc.[26] Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methodsapproaches (3rd ed.). Sage Publications, Inc.Appendix - Interview Protocol Appendix A - Interview ProtocolInterviewInterview length : 30 - 60 mins. length :- FOR STUDENTS

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rebecca Zarch, SageFox Consulting Group; Monica McGill, CSEdResearch.org

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

talent. Or, provide sharedshares “to translate some of those best or promising practices over so folks can use that to evaluatewhat they’re doing, make corrections, adjustments and changes and see if we can see some changein the numbers moving forward.” Finally, the varied way shared measures were discussed in theinterviews regarding previous experiences is supported by research that states shared measures areone of the most challenging of the CI conditions because of varied programmatic goals [19].4.1.4 Mutually Reinforcing Activities (MRA)We examined MRAs for mission alignment and coordination of services. Successfully definingthese MRAs means understanding the value proposition for both sides of a partnership. Manyof the members bring a

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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

, Nov. 2018, doi: 10.1002/sce.21477.[37] D. L. Hosking, “Critical Disability Theory,” presented at the 4th Biennial Disability Studies Conference, Lancaster University, UK: Lancaster University, 2008. [Online]. Available: https://www.lancaster.ac.uk/fass/events/disabilityconference_archive/2008/papers/hosking2 008.pdf[38] D. C. Beardmore, R. Sandekian, and A. Bielefeldt, “Supporting STEM graduate students with dis/abilities: Opportunities for Universal Design for Learning,” presented at the 2022 ASEE Annual Conference & Exposition, Minneapolis, MN, Aug. 2022. [Online]. Available: https://peer.asee.org/41796

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

... trained engineering educators who pursue pathways alternative to faculty also add value to the community." Hoda Ehsan: "Diversity of positions brings in different perspectives... I see roles like mine who can translate [research] into practice and have a broader impact on the communities." Sreyoshi Bhaduri: "Non-academic engineering educators... can help close the research to practice cycle, but can also conduct their own research to help advance knowledge." Katie Nelson: "Giving students and ASEE members alike the opportunity to see these paths will open the door for them to try something new." Lauren Quigley: "Working outside of academia... I have designed and implemented the kinds of lifelong learning experiences... This

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bridget M. Smyser, Northeastern University; Susan F. Freeman, Northeastern University

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

Paper ID #36961Student Definitions of DEI in First-Year Engineering and Capstone DesignDr. Bridget M. Smyser, Northeastern University Dr. Smyser is a Teaching Professor in the department of Mechanical and Industrial Engineering. Her research interests include DEI in STEM, lab and design course pedagogy, and information literacy.Dr. Susan F. Freeman, Northeastern University Susan Freeman, is a member of Northeastern University’s first-year engineering facutly, a group of teach- ing faculty expressly devoted to the first-year Engineering Program at Northeastern University. The focus of this team is on providing 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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Culture & Social Justice in Education Division (EQUITY), Equity

educate a large enough share of their URG students in engineering.Strategies that have been employed to increase the success of DEI efforts have been many andvaried. Research has shown that where there is community and belonging, the successes arelarger. For instance, a study found there to be a positive correlation between the diversity offaculty to that of the diversity and success of students [37]. Training the professorate in DEI hasbeen a strategy that has increased significantly in recent years, recognizing that the majority offaculty lacked the tools to understand and implement best practices. Training materials, courses,workshops, and experiences that reward individuals and programs for increasing their knowledgeand skills in DEI have

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nivedita Kumar, Florida International University; Stephen Secules, Florida International University

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

undergraduate degree makes it difficult to even think about these manyaspects of her career progression.This self-doubt/lack of self-confidence came up other times, for instance, when she was askedwhat her plan after graduation was: I need to continue studying because I don't feel prepared for life, I don't feel that I have the resources or the awareness of how to learn things on my own yet, as in I don't have the foundations for learning other things... [contd] I don't even know how to get into one of those [Ph.D.] programs. And my GPA isn't the best. I don't have the best track record and research. I haven't-- I'm not a primary author in any research papers, I haven't done anything fantastic. So acceptance

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michelle Choi Ausman, Virginia Polytechnic Institute and State University; Qin Zhu, Virginia Polytechnic Institute and State University

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

Native American PacificIslander-Serving Institutions Program.” Accessed: Jul. 31, 2023. [Online].[20] L. Whiting, “Semi-structured interviews: guidance for novice researchers,” NursingStandard, vol. 22, no. 23, pp. 35–40, 2008.[21] S. Secules et al., “Positionality practices and dimensions of impact on equity research: Acollaborative inquiry and call to the community,” J of Engineering Edu, vol. 110, no. 1, pp. 19–43, Jan. 2021.[22] J. A. Leydens, K. E. Johnson, and B. M. Moskal, “Engineering student perceptions of socialjustice in a feedback control systems course,” J Eng Educ, vol. 110, no. 3, pp. 718–749, Jul.2021.[23] M. E. Cardwell, “Examining interracial family narratives using critical multiracial theory,”Review of Communication, vol. 21

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

faculty-student interactions. For example, the structure of the syllabus can ensure that all students aresupported in their learning; and, including a statement about diversity and inclusion within thesyllabus helps set a foundation for the classroom [9]. Resources on best practices for inclusivepedagogy in higher education have been compiled [10]. However, in the engineeringenvironment the promotion of “objectivity” has been used to dismiss the relevance of inclusiondiscussions in the classroom [11].To approach inclusion within an engineering design class, human centered design was chosen asit focuses on the lived experiences of users and stakeholders, including those from historicallyexcluded groups. Human centered design focuses on an

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jennifer Ackerman, Texas A&M University; América Soto-Arzat, Texas A&M University; Christine A Stanley, Texas A&M University; Reuben A Buford May, University of Illinois at Urbana - Champaign

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

Counseling, Education and Development, vol. 40, no. 2, pp. 208–217, 2001.[21] E. L. Brothers and B. Knox, “Best practices in retention of underrepresented minorities in science, technology, engineering, and mathematics (STEM) in the Tennessee Louis Stokes Alliance for Minority Participation (Tennessee LSAMP),” Journal of Intercultural Disciplines, vol. 11, pp. 71–84, 2013.[22] Glaser, B. G., & Strauss, A. L. (2017). Discovery of grounded theory: Strategies for qualitative research. Routledge.[23] Corbin, J., & Strauss, A. (2008). “Strategies for qualitative data analysis,” Basics of Qualitative Research. Techniques and procedures for developing grounded theory. SAGE Publications.[24] Denzin

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

instudent-initiated and student-led change and building learners’ self-determination. The centerwas re-scoping and constructing new facilities based on the direction of students, who knewtheir needs best. The researcher was developing an agenda to understand how learners outsideof formally credentialed engineering settings could best develop solutions to theircommunity’s problems. Given this alignment, the two groups were well-placed for a smallinternal university-funded seed grant, which led to their co-design of the first version of thecurriculum. We built the first curriculum based on student interviews about their interests,goals, and aspirations. Early pilot testing focused on students and teachers, especially on howstudents learned best (e.g

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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

, 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.Alicia Nicki Washington, Ph.D., Duke University Dr. Nicki Washington is a professor of the practice of computer science and gender, sexuality, and femi- nist studies at Duke University and the author of Unapologetically Dope: Lessons for Black Women and Girls on Surviving and Thriving in the Tech Field. She is currently the director of the Cultural Compe- tence in Computing (3C) Fellows program and the NSF-funded Alliance for Identity-Inclusive Computing Education (AiiCE). She also serves as senior personnel for the NSF-funded Athena Institute for