Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

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

: 10.1007/s11229-008-9454-z.[8] A. Y. Kim, G. M. Sinatra, and V. Seyranian, “Developing a STEM Identity Among Young Women: A Social Identity Perspective,” Review of Educational Research, vol. 88, no. 4, pp. 589–625, Aug. 2018, doi: 10.3102/0034654318779957.[9] K. Horvat and J. Randi, “A Partnership Model for Integrating Technical Communication Habits Throughout Undergraduate Engineering Courses,” presented at the 2020 ASEE Virtual Annual Conference Content Access, Jun. 2020. Accessed: Nov. 17, 2023. [Online]. Available: https://peer.asee.org/a-partnership-model-for-integrating-technical- communication-habits-throughout-undergraduate-engineering-courses[10] J. Bishop, “Designing the Laboratory Experience from the Ground Up

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica Baldis, University of California, San Diego; Alex M. Phan, University of California, San Diego

Tagged Topics

Diversity

Tagged Divisions

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

in a laboratory can be daunting for a novice researcher–especially for students frompopulations typically marginalized in engineering such as low-income, first generation,traditionally underrepresented minority, and women students. Structured research experiencesmatch students with research laboratories and provide additional supports along the way. In 2014the Computer Science and Engineering (CSE) department at UC San Diego created the EarlyResearch Scholars Program (ERSP). ERSP provides research opportunities to CSE studentsthrough a structured, academic-year program and has many positive outcomes for studentsincluding higher GPAs and increased confidence [1]. In response to increasing demand forstudent research experiences, UC San Diego’s

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jeffrey Halpern, University of New Hampshire; Mariah Arral, Carnegie Mellon University; Cassandra Michelle Lafleur, University of New Hampshire; Sarah Young; Elise Baribault, University of New Hampshire; Julianna Gesun, University of New Hampshire

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Diversity

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

disagreed nor agreed or strongly disagreed that theyhad a positive relationship with their research professor/mentor. Both ND and NT participantsresponded similarly to having laboratory peers who collaborate and support each other(Figure 3B). It is well documented that academia has an ableist problem; however, our dataindicate that ND students feel supported by their peers [4]. This is a very positive finding wheremost studies highlight the negative experiences of ND students [22].Figure 2: Research Demographics related to all participants (96 participants) separating outthe type of research conducted and whether the research was volunteer, credit-bearing, or paid.Neurodivergent participants had a larger percentage indicated strongly agree or agree

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

put together tocontrol the flight of a real-time aerial robotic system – the Bebop quad rotorcraft manufacturedby the company Parrot. Students’ time in the laboratory is intentionally overlapped to increaseinteraction and foster community. In the second half of the year, students are divided into teamsto develop specific projects such as vision-based object detection and obstacle avoidance. Thefocus is to replicate in a controlled laboratory environment, real-world missions like flightsurveillance operations. Students schedule their laboratory times based on their team members’availability.While in the program, students also develop other skills such as 1) interpersonal abilities throughopportunities to engage with their fellow cohorts and

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

George Zaccheus Sikazwe, University of the Incarnate Word; Stephanie Weiss-Lopez; Diane L Peters P.E., Kettering University; Michael Frye, University of the Incarnate Word

Tagged Divisions

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

Paper ID #41408How to Develop a Culture of Coding for the Future: A Case Study of themegaGEMS Coding AcademyGeorge Zaccheus Sikazwe, University of the Incarnate Word George Z. Sikazwe is an undergraduate electrical engineering student at the University of the Incarnate Word in San Antonio, Texas. Mr. Sikazwe is passionate about applying engineered solutions to real-world problems. As a student research assistant in the Autonomous Vehicle Systems Research Laboratories his focus is in computational intelligence, specifically applications of deep learning onto hardware. For the GEMS (Girls in Engineering, Math, and Science

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jemal Bedane Halkiyo, Arizona State University, Polytechnic Campus; Madeleine Jennings, Arizona State University, Polytechnic Campus; Sultan Bedane Halkiyu, Bule Hora University, Ethiopia; Nadia N. Kellam, Arizona State University, Polytechnic Campus

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Diversity

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

domestic undergraduate students in focus in the United States higher education institutions. In addition, Mr. Halkiyo is interested in broadening the participation of engineering edu- cation in Ethiopian universities to increase the diversity, inclusivity, equity, and quality of Engineering Education. He studies how different student groups such as women and men, rich and poor, students from rural and urban, and technologically literate and less literate can have quality and equitable learning experiences and thrive in their performances. In doing so, he focuses on engineering education policies and practices in teaching and learning processes, assessments, laboratories, and practical internships. Mr. Halkiyo has been

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

Tagged Divisions

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

educationand that of their children [20]. Foreign scientists and engineers hold important positions in U.S.universities, laboratories, and scientific industries [21]. Finally, one in four U.S. technologycompanies were founded between 1995 and 2005 by a foreign entrepreneur [22].In the case of Israel, the unrestricted mass migration of Jews from the former Soviet Union (FSU)in 1990 has been unique in the world for its benefits. Jewish immigrants from the FSU increasedIsrael's population by 20%, created their political parties to become a coalition government,promoted greater economic freedom, and moved the country away from socialism [23]. Clark etal. demonstrated with their empirical analysis of different countries that immigrant flows wererelated to

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Theo Sorg, Purdue University

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Diversity

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

Design for Learning (UDL) framework,” in 2019 IEEE Frontiers in Education Conference (FIE), Covington, KY, USA, Oct. 2019, pp. 1–5. doi: 10.1109/FIE43999.2019.9028693.[A5] C. C. Hain, W. C. Turek, A. E. Zaghi, and A. Hain, “Board # 156 : Experiences of Pre- College Teachers Working with Undergraduate Engineering Students with ADHD in Research Laboratories,” presented at the 2017 ASEE Annual Conference & Exposition, Columbus, Ohio, Columbus, Ohio: ASEE Conferences, Jun. 2017. doi: 10.18260/1-2-- 27786.[A6] M. Chrysochoou et al., “Redesigning Engineering Education for Neurodiversity: New Standards for Inclusive Courses,” presented at the 2021 ASEE Virtual Annual Conference, ASEE Conferences, Jul. 2021.[A7] A

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Katherine Robert, Colorado School of Mines; Jessica Deters, University of Nebraska - Lincoln; Jon A. Leydens, Colorado School of Mines

Tagged Divisions

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

authority figures visiting campuses and creatingnarratives based on conversations. By the mid-20th century, as business practices that focused onquality and efficiency gained social and economic dominance in the U.S. and statistical analysisbecame the preferred methods of evaluation, these new, competition- and ranking-orientedapproaches fit with the increased enrollment in U.S. colleges and universities (Wilbers &Brankovic, 2023). Additionally, particularly in STEM education and research, a realization thatadvances in technology, science, and engineering were crucial to national Cold War effortsrequired schools to constantly be evaluated to receive federal funding for more sophisticated andexpensive laboratories (Apple, 2019; Seeley, 1999

Conference Session

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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

, Personalized Learning, and STEM Education.Dr. Mihai Boicu, George Mason University Mihai Boicu, Ph.D., is Assistant Professor of Information Technology at George Mason University, Associate Director of the Learning Agents Center (http://lac.gmu.edu), Co-Director of IT Entrepreneurship Laboratory (http://lite.gmu.edu) and Co-Director of ©American Society for Engineering Education, 2024 Anti-racism, Inclusion, Diversity and Equity in Database CurriculumThrough Group Research Projects on Historical, Social and Ethical Database Related TopicsIntroductionThe purpose of this work in progress research paper is to present a redesign of a sequence of fourcourses in order to provide

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

Tagged Divisions

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

giving students more autonomy in choosing topics fordebate and their final papers [34]. The authors describe how these changes helped students feelmore comfortable addressing the uncomfortable or challenging topics required by the course.Most recently, in 2022, Reynante [33] described an introductory and laboratory course aimed atengaging engineering students in projects with community partners to shift students' mindsetsfrom uncritical, deficit-based, design-for-charity mindsets towards a critical, asset-based design-for justice mindset. In this project, students were challenged to address the issue of affordablelighting in a rural village in the Philippines. Students’ experiences in the course were analyzed inalignment with the Engineering for

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

Tagged Topics

Diversity

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

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Meghan Williams, Elizabethtown College; Mark Brinton, Elizabethtown College; Kurt M Degoede, Elizabethtown College; Elizabeth Dolin Dalton

Tagged Topics

Diversity

Tagged Divisions

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

% Lab 20%In our mastery-based course, a student earned a C- (the grade required for pre-requisite courseslike ours) after mastering all the Fundamental skills (Table 2). Beyond this, any Important skillthat a student passes increased their grade by 1/3 of a letter, a pattern that continued with masteryof the Additional skills. Even though students who only passed the Fundamental skills may notget as much practice with the Important and Additional skills, they were still exposed to theseskills during in-class instruction and through homework and laboratory exercises. By achievingmastery on the Fundamental skills, students will have a full understanding of these topics thatthey can apply to future engineering

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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

data form. The researchers all identified the same general context for eachquestion where one existed. There were a variety of topics including turning Ferris wheels,crashing vehicles, quiz scores, and steam in a turbine to name a few. To summarize most of thetopics involved academics, geographic relevance, temperature, the use of kitchen items, vehiclefunctions, mechanical systems, laboratory setups or experimentation, food or beverage items,sports or entertainment, balls and boxes in motion or suspended, manufacturing, and actions ofpeople. Seven questions did not contain cultural context. For most of the questions, the teamcomments and observations were similar or identified the same discrepancies in the accessiblelanguage and other

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eleazar Marquez, The University of Texas, Rio Grande Valley; Samuel Garcia, The University of Texas, Rio Grande Valley

Tagged Topics

Diversity

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

education.Dr. Samuel Garcia, The University of Texas, Rio Grande Valley Dr. Samuel Garc´ıa Jr. serves as an Educator Professional Development Specialist at Kennedy Space Center. Prior to his position at Kennedy Space Center, Dr. Garc´ıa worked at NASA’s Jet Propulsion Laboratory in Pasadena, CA. As an education specialist, Dr. Garc´ıa is deeply committed to developing STEM educational mindsets, tools, and resources and facilitate educational experiences for educators and students. Prior to working as an education specialist, Dr. Garc´ıa served as secondary school educator in Rio Grande Valley in Texas for seven years. Dr. Garc´ıa, a first-generation college student, earned both his bachelor’s and master’s degrees from the

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Emily Gwen Blosser, University of Louisiana, Lafayette; Arunkumar Pennathur, University of Texas, El Paso; Priyadarshini Pennathur; Nicholas A Bowman, University of Iowa

Tagged Topics

Diversity

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

, University of Texas, El Paso Dr. Arunkumar Pennathur is Associate Professor of Industrial Engineering at the University of Texas at El Paso. Dr. Pennathur is a Co-Editor in Chief of the International Journal of Industrial Engineering, and the Founding Editor-in-Chief of the Journal of Applications and Practices in Engineering Education. Dr. Pennathur’s research interests are in human factors engineering and engineering education. In particular, he has conducted research on functional limitations in activities of daily living in older adults. The Na- tional Institutes of Health, and the Paso del Norte Health Foundation have funded his research on older adults. The US Army Research Laboratory has funded Dr. Pennathur’s

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

Tagged Topics

Diversity

Tagged Divisions

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

Development in UW–Madison College of En- gineering’s Inclusion, Equity, and Diversity in Engineering (IEDE) Office, and the Assistant Director of Wisconsin’s Equity and Inclusion Laboratory (Wei LAB). Don also serves as PI and co-PI of multiple NSF-funded projects, including: the NSF Eddie Bernice Johnson INCLUDES Aspire Alliance, the NSF IUSE: Inclusive STEM Teaching Project, and the NSF LEAPS: EVOLVED project. He received his Ph.D. in Cell & Molecular Biology (University of Wisconsin-Madison) and B.S. in Biology (Bucknell University). ©American Society for Engineering Education, 2023Creating Inclusivity in Engineering Teaching and Learning Contexts: Adapting the Aspire

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Karina Ivette Vielma, The University of Texas, San Antonio; Joel Alejandro Mejia, The University of Texas, San Antonio

Tagged Topics

Diversity

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

students forteaching recitation sections and laboratories with majority Latino/a/x students, teachingassistants were required to take one of two engineering education courses as part of their fundedassistantship. This requirement is also part of a new initiative from the College of Engineering tobetter prepare engineering educators. Although courses in engineering education became arequirement for engineering students, graduate students within different STEM departments alsowere allowed to enrolled in these courses. The preliminary data presented in this paper was thefirst engineering education course that they took as part of this requirement. It is important tonote that the enrollment demographics included 53 doctoral engineering students of

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

. The ROLE program at the HSI supports engineeringsophomore, junior, and senior-level students in developing research skills needed in technicalfields; interpersonal skills needed to be successful employees; and academic and professionalskills that are transferable in their decisions to enter graduate studies or the professional world.ROLE students learn technical skills through hands-on activities in a laboratory setting; receivenear-peer and faculty mentorship from individuals with similar cultural and linguisticbackgrounds; attend culturally relevant workshops that support academic, interpersonal, andprofessional growth; and participate in outreach events within the local community and K-12school environments. This study will work

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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Diversity

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

customizing bandages for newborns to making easier-to-openpill bottles. The making process exists as improvisation, readily addressing problems in apractical manner in the best interest of the patient.Global Open Science Hardware (GOSH) movement also reveals the ingenuity of people outsidetraditional halls of power, that being academia and big industry firms. One of these events, “Theuse of the speculum in a practical way – Transfeminist Hard Lab” sought to teach participantshow to run a test for HPV using only vinegar [52]. During COVID-19, GOSH organizers workedto reverse-engineer personal protective equipment (PPE) and medical/laboratory equipment aspatented models of production left hospital workers short of vital tools. This was something

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

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

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kassandra Fernandez, University of Florida; Krista Dulany Chisholm, University of Florida; Nancy Ruzycki, University of Florida

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Diversity

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

teachers and students to create understanding through conceptual modeling. She has experience in creating professional learning experiences, designing coaching systems, and developing frameworks and lessons. Her research interests include STEM education, system thinking, conceptual modeling, and coaching.Dr. Nancy Ruzycki, University of Florida Dr. Nancy Ruzycki, is the Director of Undergraduate Laboratories and Faculty Lecturer within the Department of Materials Science and Engineering at the University of Florida Herbert Wetheim College of Engineering. Her focus is on developing curriculum ba ©American Society for Engineering Education, 2024 Examining STEMM Mentorship within Student

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; Sarah T. Dunton; Jayce R. Warner, University of Texas, Austin; Jeffrey Xavier; Joshua Childs, University of Texas, Austin; Alan Peterfreund, SAGE

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Diversity

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

' access to CSEdmay be unevenly distributed across different types of schools and districts. When students dohave access to courses, there may be disparities in enrollment rates between different studentsubgroups. When students do enroll in CS courses, there still may be inequities in terms of whichstudents feel included and which students ultimately benefit from participating in those courses.The relationships between the four components of CAPE and examples of equity issues toaddress within each component are represented in Figure 1. In our work, we utilized CAPE asour framework for understanding how to measure and address equity in CSEd.Figure 1: CAPE FrameworkThe Expanding Computing Education Pathways Alliance as a Laboratory for DataThe

Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

R. Jamaal Downey, University of San Diego; Joel Alejandro Mejia, The University of Texas at San Antonio; Diana A. Chen, University of San Diego; Gordon D Hoople, University of San Diego

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Diversity

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

racial identity (i.e., visibility ofPOC) was often equated with inability and stereotypes in engineering [40]. Thus, claiming thatcolor-neutral attitudes exist in engineering negates the lived experiences of POC and thehypervisibility they are constantly exposed to in classroom, laboratories, or team activities.Colorblindness, and the idea that attitudes and behaviors in engineering are race-neutral, alsolead to issues of “otherness,” racialization, and cultural dissonance [41], [42], all of which havedetrimental effects on students of color. Moreover, colorblindness institutionalizes racism without asking for accountability whenracist acts occur. For instance, McGee argued that racism in STEM continues to exist becauseracially hostile

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

Tagged Topics

Diversity

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

Dean of the College of Computing, and Interim Dean of the Pavlis Honors College. Adrienne is completing her Presidential terms with the American Society for Engineering (ASEE) in June 2023. She is a fellow of the American Association for the Advancement of Science (AAAS), ASEE, and most recently, the American Institute of Chemical Engineers (AIChE). She earned the AES Electrophoresis Society’s Lifetime Achievement Award in 2022 and was a prior Michigan Professor of the Year Nominee, which illustrate her dual passion for leveraging research and education for student growth and societal advances. While directing the Micro Medical Device Engineering Research Laboratory (M.D. – ERL), she has managed, as PI or co-PI