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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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

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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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

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 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sourojit Ghosh, University of Washington, Seattle; Sarah Marie Coppola, University of Washington, Seattle

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

classes. In this paper, wedemonstrate that such a modality in design studio courses achieves learning outcomes whileproviding flexibility and accommodating individual accessibility needs that strive towardsequitable access to education. We contribute towards growing scholarship towards moreequitable practices in our classrooms (e.g. [4], [5], [16], [17], [30]) by advocating for thecontinuation of HyFlex learning as an offered mode of instruction for design studio courses, andhope that the engineering education community continues to recognize its valuable contributions. 10References[1] C.-Y. A. Liu and R. C. Rodriguez, “Evaluation of the impact of the

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

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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

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, 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

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) 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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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

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

exclusionary learning environments and curricula, lack of facultymentorship and role models, and lack of a supportive peer group (see [4]-[6] research findings onthese topics). For these reasons, there is a steep decline in the number of Black and Hispanicstudents graduating with a STEM degree from Baccalaureate institutions [7]. Classroom culture is shown to have a significant impact on the success of Black andHispanic students in higher education and in STEM in particular. Specifically, when Black andHispanic students feel like they have learning and supportive spaces to develop their STEMidentities, they are more likely than their peers who do not have access to such spaces toacademic persist in the STEM field [8]. However, Black and

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

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

emphasize the importance of educatingstudents to be well-rounded and think outside the box when it comes to decision-making tasksthat will have an impact on society's most vulnerable populations. However, there tends to focuson the students' experiences in classroom settings and in the local community, leaving anopportunity for future research to explore and gather information on the integration of principlesspecifically within civil engineering. It's imperative to have a full understanding of what civilengineering professors and instructors have to manage when it comes to incorporating a morehuman-centered in this field. What do they believe? What principles do they espouse? What isthe best manner in which to proceed? Not until the full picture is

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Grace Wickerson, Northwestern University

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

couldtreat their conditions. Disability justice activists continue to fight to change policy, discourse,design, and practice, ultimately encoding rights to accessibility at multiple levels, includingfederal policy that governs architecture, public space, software interface design, and medicaltechnologies [29]. Left in the wake of coronavirus, patient advocacy groups are focused ondocumenting long-COVID symptoms to show the long-term health impacts of coronavirusexposure and fight for better treatment paradigms [30].These lay experts seek not to just be end-users of medical technology, but also to createknowledge informed by their own lived experiences [31]. Health social movements seek to alignpatients with a common goal, often a future where their

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

sustain students’ attention [13]. Hernandez-de-Menendez et al. [13], argue thatactive learning leads to lower failure rates and promotes skills that engineers need to besuccessful in their professions such as teamwork, communication, and collaboration. However, although active learning can improve the experiences for students withinengineering, the impact of active learning on students of color and women are mixed [e.g., 14].Studies of the general college population have demonstrated positive effects of active learning onstudents’ self-confidence and persistence toward graduate school [15]. However, for somestudents, active learning practices such as volunteering to answer a question and being called onto answer a question in class can be

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Stephanie Masta, Purdue University, West Lafayette ; Janelle Grant, University of Illinois, Urbana-Champaign; Cara Margherio, University of Washington; Darryl Dickerson, Florida International University; Matthew W. Ohland, Purdue University, West Lafayette ; Alice L. Pawley, Purdue University, West Lafayette

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

purposes. We pseudonymized student interview participants, instructor interviewparticipants, and CATME participants. Student interviewees received $10 gift cards for theirparticipation. We offered $25 gift cards to instructors in recognition of their time contributed tointerviews, but no one took us up on the offer. Students who were interviewed are identified byrace and gender here based on their self-identification.Author positionalities and rolesMasta, Dickerson, Ohland and Pawley constitute the project PI team. Margherio is the project’sexternal evaluator, and Grant is the graduate research assistant. The PI team conceived of theoriginal study motivation, focus, and general design, and acquired the funding. Masta applied forthe original IRB

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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

understanding the impact of community-based engineering programs on student major choice for underrepresented groups in engineering, with a specific focus on Black/African American youth and inclusive program evaluation methods. Shauna is engaged in Purdue’s Engineering Education Graduate Student Association and Black Graduate Student Association.Dr. Kerrie A. Douglas, Purdue University, West Lafayette Dr. Douglas is an Associate Professor in the Purdue School of Engineering Education. Her research is focused on improving methods of assessment in engineering learning environments and supporting engineering students.Philip Goldberg, Purdue University, West Lafayette Philip Goldberg is a First Year Engineering undergraduate

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva Alarcón, University of Florida; Homero Murzi, Virginia Tech; Marisela Martinez-Cola

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

Lotería, Art Education and Creative Resistance: A Funds of Knowledge Approach to Art Education in Working-Class Schools (Doctoral dissertation, The Claremont Graduate University).Garringer, M., Kupersmidt, J., Rhodes, J., Stelter, R., & Tai, T. (2015). Elements of effective practice for mentoring [TM]: Research-informed and practitioner-approved best practices for creating and sustaining impactful mentoring relationships and strong program services. MENTOR: National Mentoring Partnership.Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. teachers college press.Gelles, L., Youmans, K., & Villanueva, I. (2019). Hidden curriculum advocacy and resources for graduate

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

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Diversity

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

inall thirteen categories than their male counterparts and White workers. Another study looked atthe gains individuals from minoritized backgrounds made between 2010 to 2018 in degreeattainment overall then specifically in STEM. The findings indicated increased bachelor's,master's, professional doctorates, and research doctorates attainment in Black, Latinx, AsianAmerican, and others but still trailed their White counterparts [7]. Within each year and eachdegree designation, minorities were graduating in higher numbers than previously seen;however, those numbers remain below 30% combined for all Black, Latinx, Asian American,and other minoritized groups [8]. To better understand why those numbers remain low despiteefforts on behalf of colleges

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Karen Dinora Martinez Soto, Virginia Tech; Homero Murzi, Virginia Tech; Jazmin Jurkiewicz, Virginia Tech; Rene Alberto Hernandez, Virginia Tech

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

Associate Professor in the Department of Engineering Education at Virginia Tech. Homero is the leader of the Engineering Competencies, Learning, and Inclusive Practices for Success (ECLIPS) Lab where he leads a team focused on doing research on contemporary, cultur- ally relevant, and inclusive pedagogical practices, emotions in engineering, competency development, and understanding the experiences of traditionally marginalized engineering students from an asset-based perspective. Homero’s goal is to develop engineering education practices that value the capital that tra- ditionally marginalized students, bring into the field, and to train graduate students and faculty members with the tool to promote effective and

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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

Paper ID #36878Improving Gender Equity in Engineering—Perspectives from Academia andLiteratureBrianna N. Griffith, University of Arkansas Brianna Griffith currently serves as a graduate research assistant at the University of Arkansas while pursuing a M.S. in Engineering Management. She received a B.S. in Biomedical Engineering from the University of Arkansas in May 2022. .Dr. Eric Specking, University of Arkansas Dr. Eric A. Specking serves as the Assistant Dean for Enrollment Management and Retention for the Col- lege of Engineering at the University of Arkansas. Specking received a B.S. in Computer Engineering, a

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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

- ground is in Material Science and Engineering, with an emphasis on Biomaterials Design. She is inter- ested in, broadly, how best bridge engineering practice and education. More specifically, she is interested in how to support teachers in teaching engineering, and studying how students and teachers engage with engineering specific practice.Dr. Joi-lynn Mondisa, University of Michigan Joi Mondisa is an Assistant Professor in the Department of Industrial and Operations Engineering and an Engineering Education Faculty Member at the University of Michiganˆa C”Ann Arbor. Dr. Mondisa holds a PhD in Engineering Education, an MS in Industrial ©American Society for Engineering Education, 2023

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Fatima Glovena Fairfax, Duke University; Elyse McFalls, Duke University; Alex Rogers, Duke University; Jabari Kwesi, Duke University; Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University; Crystal E. Peoples, Duke University; Helen Xiao, Duke University; Eduardo Bonilla-Silva

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

Native or Indigenous person h. *A Latinx person i. *A person with a disability j. *A person without a disabilityConstruct 5: DEI Policies and Practices in Computing1. *The Supreme Court is considering if college admissions policies that consider race should be allowed. Some people support these policies, while others are against them. Do you support or oppose considering race in the college admissions process?2. *Many university computing departments and companies have programs designed for Black, Native, and Latinx students and graduates (e.g., mentoring, pre-college programs, and affinity groups). Some people think these create more diversity. Do you agree?3. *Many universities created institutional anti-racism programs and

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Liliana Lozada-Medellin, University of Texas, El Paso; Ivonne Santiago, University of Texas, El Paso; Yuanrui Sang

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

architect. During her time in UTEP graduate school, she conducted research for the civil engineering (CE) department on Unmanned Aerial Vehicles technology on construction-site workers safety. She also conducted joint research for the National Science Foundation’s ASPIRE (Advancing Sustainable through Powered Infrastructure for Roadway Electrification) Engineering Research Center and the US Department of Transportation’s CAR- TEEH (Center for Advancing Research in Transportation Emissions, Energy, and Health). She evaluated the environmental and social justice impacts of the electrified technologies (electric vehicles (EVs), EV charging stations, and electrified roadways) with a focus on underrepresented communities.Dr

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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

Florida International Univer- sity. He has a prior academic and professional background in engineering, having worked professionally as an acoustical engineer. He has taught several courses on design, sociotechnical contexts, and engineer- ing education. He runs the Equity Research Group which incorporates qualitative, ethnographic, partic- ipatory, and action-oriented research methods to examine and improve equity in engineering education contexts. ©American Society for Engineering Education, 2023 Narratives of Identity Coherence and Separation in the Figured Worlds of Undergraduate Engineering EducationIntroductionOver the past decade, engineering education has

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Harpreet Auby, Tufts University; Milo Koretsky, Tufts University

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

courses at his undergraduate institution. This workaffords him experience in understanding learning and assessment practices.Author 2 identifies as an Ashkenazi Jewish, heterosexual, cisgender male. He is an advocate ofLAs in the classroom and is interested in the broader ways LAs influence cultural practices inSTEM. He incorporated LAs into the instructional team for many of his classes and has been aLA pedagogy seminar instructor for multiple terms. This study has allowed him to grapple withthe broad experiences of the learners that he works with.ValidationQualitative research requires a methodology to ensure credibility and trustworthiness as theresearcher acts as a sociohistorical interpreter who co-creates meaning within the context of

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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

highly impacted by controversy and ethical considerations. It is imperative forcomputer science undergraduates to be prepared to face these issues as they enter the workforce.This paper describes how the design and pedagogical tools applied in a leadership course led togrowth in the ability of these students to effectively confront ethical issues and handlecontroversial topics. With U.S. Department of Education funding, an interdisciplinary,multicultural team of faculty, researchers, and evaluators implemented an equity-oriented pilotcourse in leadership for undergraduate computer science students. The site of courseimplementation was The University of Texas at El Paso, a Hispanic-Serving Institution with over85% Hispanics enrolled in