Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yume Menghe Xu, Tufts Center for Engineering Education and Outreach

Tagged Divisions

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

, “Crafting a future in science: Tracing middle school girls’ identity work over time and space,” Am. Educ. Res. J., vol. 50, no. 1, pp. 37–75, Feb. 2013, doi: 10.3102/0002831212458142.[8] D. Ozkan and C. Andrews, “Perspectives of seven minoritized students in a first-year course redesign toward sociotechnical engineering education,” in 2022 ASEE Annual Conference & Exposition, Minneapolis, MN., Aug. 2022.[9] R. P. Aleman et al., “Mind the gap: Exploring the exploring the perceived gap between social and technical aspects of engineering for undergraduate students,” in 2021 ASEE Annual Conference & Exposition, Virtual Meeting, 2021.[10] J. A. Leydens and J. C. Lucena, Engineering justice: Transforming engineering education

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robyn Mae Paul, University of Calgary

Tagged Topics

Diversity

Tagged Divisions

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

hierarchical dualisms (e.g. man-woman, mind-body, rational-emotional, culture-nature, technical-social, etc.), I aimed to increase the criticalconsciousness of engineering education and bring awareness to these normative value systems.This paper provides a story of how storytelling methodology saved my sanity, improved myresearch, and led to greater outcomes. Much of the words in the paper are adapted from Chapter3 of my dissertation (Paul, 2024).Prologue: ContextWriting a PhD thesis is a daunting task filled with trepidation, uncertainty, and anxiety. Afteryears of research, reading, data collection, and analysis, somehow this information is to bepresented into a coherent sequence of scholarships that demonstrates enough ‘rigour’ (Riley,2017) to be

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Laura A. H. Wood, University of Michigan; Angie Kim, University of Michigan; Amber N Williams, University of Michigan; Berenice A. Cabrera, University of Michigan; Hayley N. Nielsen, University of Michigan; Lu Zhou, University of Michigan; Grenmarie Agresar, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan; Joi-Lynn Mondisa, University of Michigan; Erika A Mosyjowski, University of Michigan; Steve J. Skerlos, University of Michigan

Tagged Divisions

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

], [34]), etc.Given the variety of terms and approaches, we first sought to define our goals for equity-centeredengineering curriculum and instruction. To challenge conceptualizations of engineering thatreproduce and maintain inequitable processes and outcomes, educators must interrogate whatcounts as engineering and support such reflection in their students. Educators must teach thatengineering is sociotechnical in nature [7]; authentic engineering problem-solving is contextual[13], [23]; and engineering is part of justice movements [1], [20]. Such teaching requires bothequitable pedagogy – to model equitable practices and create environments in which students canlearn to be equity-minded engineers – as well as equity-centered content – in

Conference Session

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Keith Fouch, California Polytechnic State University, San Luis Obispo; Zoey Camarillo, California Polytechnic State University, San Luis Obispo; Ben Lutz, California Polytechnic State University, San Luis Obispo

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Diversity

Tagged Divisions

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

Paper ID #43189Exploring Student and Faculty Beliefs about Inclusive Teaching in EngineeringKeith Fouch, California Polytechnic State University, San Luis ObispoZoey Camarillo, California Polytechnic State University, San Luis ObispoDr. Ben Lutz, California Polytechnic State University, San Luis Obispo Ben Lutz is an Assistant Professor of Mechanical Engineering Design at Cal Poly San Luis Obispo. He is the leader of the Critical Research in Engineering and Technology Education (CREATE) group at Cal Poly. ©American Society for Engineering Education, 2024 Exploring Student and Faculty Beliefs about

Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nrupaja Bhide, Purdue University; Yash Ajay Garje, Purdue University; Siddhant Sanjay Joshi, Purdue University

Tagged Topics

Diversity

Tagged Divisions

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

Paper ID #43761Metaphors in Engineering Education Research: Prisms to Analyze the EpistemologicalSpectrumNrupaja Bhide, Purdue University Nrupaja is a PhD candidate at the School of Engineering Education at Purdue University. She is interested in exploring diverse ways of knowing in engineering education and the role of language and metaphors in research and writing.Yash Ajay Garje, Purdue University Yash is a Ph.D. student at the School of Engineering Education at Purdue University. His research aims at broadening student participation in STEM through robotics education. His research focuses on enhancing STEM

Conference Session

Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brian Dick, Vancouver Island University; Kodi Rivera, Simon Fraser University; Michael Sjoerdsma, Simon Fraser University

Tagged Topics

Diversity

Tagged Divisions

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

understanding the characteristics of thosestudents who persist within their studies through graduation.The next stage of this project is to expand the use of the survey instrument to other PSIs within the BCTransfer System, including both those hosting engineering schools and those from which studentstransfer to engineering schools after their first year of studies. It is expected that the instrument willcontinue to evolve, and support work to develop resources for engineering programs that enhanceequity, allyship, and representation. Additionally, these tailored resources provide opportunities forlike-minded students to establish support systems, fostering a sense of belonging that produces aunified, resilient, and persistent student body.1.0

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

Tagged Topics

Diversity

Tagged Divisions

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

Engineering Survey major/concurrent Participant Cohort Gender Race/ethnicity master's degree? 1 3 Woman Asian Yes 2 3 Woman Black Yes 3 2 Woman White Yes 4 2 Woman Asian Yes 5 2 Woman White Yes 6 2 Woman Asian Yes 7 2 Woman Latino/a Yes4.0 Research Findings4.1 Conceptions of stretch assignments (Research Question 1)Defining stretches. When asked what comes to mind when they think of the term “stretchassignments

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bailey Bond-Trittipo, Florida International University; Stephen Secules, Florida International University; Jocelyn Garcia; Maria Oralia Tinoco Alegre, Florida International University; Malak Elaouinate, Florida International University; Andrew Green, Florida International University; Andres TREMANTE

Tagged Topics

Diversity

Tagged Divisions

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

in mind of DEI, and it just blossomed into a really amazing friendship. . . . You guys have such a special place in my heart.Here, Garcia highlights the “sibling bond” they formed with Bond-Trittipo, Tinoco, andElaouinate despite Bond-Trittipo “technically” being a mentor. Additionally, they spotlight thatthe common goal the group shared around improving DEI issues enabled them to form “a reallyamazing friendship” despite holding different social identities. Later in their interview, Garciadescribes the friendship as “the best thing that came out of JEDI”.Prior research has highlighted that LGBTQ+ engineering students often experience a lack ofcommunity and support within their programs [16], [36]-[37], and the experiences shared

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Muhammad Asghar, University of Cincinnati; Angela Minichiello, Utah State University; Oenardi Lawanto, Utah State University; Daniel Kane, Utah State University

Tagged Divisions

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

psychological security and hence afforded them an emotional state where theycould focus more on academic goals and objectives rather than being engulfed by psychologicalproblems. Decrease in stress. Engineering education is characterized by stress. It is a tense field ofstudy where students might suffer from different mental health problems, including stress whichnegatively affects their ability to successfully and effectively complete their academic tasks andachieve their academic goals. In this study, many references were made to how the availability offinancial support helped reduce participants' stress and allowed them to focus more on their studieswith a clear mind. Apparently, working many hours was a source of stress that could be

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rajita Singh, University of Oklahoma; Javeed Kittur, University of Oklahoma

Tagged Divisions

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

factors should be kept in mind: 1. Underrepresented students must see others with their identity in the role of an engineer to feel welcome in the STEM space. 2. Underrepresented students must have time and freedom to engage with their identities as engineers in the classroom to solidify their engineering identity. 3. Underrepresented students must have the choice to engage or not engage with instruction in class so they may feel safe and welcome in the space. 4. Underrepresented students must have their skill-development needs acknowledged and addressed so they may be at the same level as their overrepresented peers. 5. Underrepresented students must be given a human-centered approach to engineering problem

Conference Session

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Monica Quezada-Espinoza, Universidad Andres Bello, Chile; Maria Elena Truyol, Universidad Andres Bello, Chile

Tagged Topics

Diversity

Tagged Divisions

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

. interactions If someone does not agree with my ideas, I can find ways and means to get them to (α=0.749) change their mind. When I interact with the professors at this university, I feel that they care about my performance. Sense of belonging- I see myself as part of the university community. general It has been easy for me to make friends at the School of Engineering. (α=0.827) I feel like I really belong in my college career. Self-efficacy I can always solve difficult problems if I try hard enough. (α=0.844) It is easy for me to stick to my objectives and achieve my goals. I can solve most problems if I put in the

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

Tagged Topics

Diversity

Tagged Divisions

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

Paper ID #42751WIP: In Search of Community: A Collaborative Inquiry Among NeurodivergentEngineering Education ResearchersDr. Marissa A Tsugawa, Utah State University Marissa Tsugawa is an assistant professor at Utah State University who leverages mixed-methods research to explore neurodiversity and identity and motivation in engineering. They completed their Ph.D. in Engineering Education where they focused on motivation and identity for engineering graduate students.Theo Sorg, Purdue University Theo Sorg (they/them) is a fifth-year PhD student and National Science Foundation Graduate Research Fellow in the School

Conference Session

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Teirra K Holloman, Virginia Tech Department of Engineering Education; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Natali Huggins; Walter C. Lee, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University

Tagged Divisions

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

Education. Stanford: Stanford University Press, 2020. Appendix - Survey for Readiness for Equity-focused ChangeSURVEY OVERVIEWThe PROTEGE Collective is a center created to transform engineering graduate educationthrough organizational change. To adequately address equity-related issues in the Virginia TechCollege of Engineering, we must first understand current department cultures and perspectiveson equity-minded initiatives. The purpose of this survey is to gather this information fromgraduate program faculty/staff members.ROLE AT VTTo begin, we would like to ask some questions about your role at Virginia Tech. Results fromthis questionnaire will be reported in the aggregate and shared with department leadership andcollege

Conference Session

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

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

of technology. It was noted that being ableto expose students to DEI topics would help them use their engineering education to impactindividuals at all levels of society.In particular, an elective “Option” was chosen over a minor or certificate, as done in otherinstitutions, to avoid administrative burdens and to address concerns about engineering studentsoverloading themselves with additional course requirements. We also discuss the process ofcreating and obtaining approval for the program, including handling faculty and administrativereception and securing broad buy-in for the proposal.Our DEI Scholar created a reference list of like-minded universities such as MIT that includedDEI electives, courses, or concentrations as a part of their

Conference Session

Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brean Elizabeth Prefontaine, Duke University; Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University; Brianna Blaser, University of Washington; Joanna Goode, University of Oregon; Valerie B. Barr, Union College

Tagged Divisions

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

Division (EPPD); Engineering Ethics Division; Equity, Culture,and Social Justice in Education (ECSJ); Liberal Education/Engineering and Society Division(LEES); Minorities in Engineering Division (MIND); and Women in Engineering Division(WIED)]. Participants received information detailing the purpose, informed consent form, andsurvey link. A total of 212 participants completed the survey. Fifty-eight incomplete responses(i.e., completed less than 75%) were removed, and the remaining 154 responses were analyzed.Closed-ended data were processed using SPSS, and open-ended responses were coded in Excel.Quantitative analysis included obtaining frequencies and the disaggregation of data based onrespondent demographic information. Open-ended responses

Conference Session

Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nolgie O. Oquendo-Colón, University of Michigan; Xiaping Li, University of Michigan; Cynthia J. Finelli, University of Michigan

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Diversity

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

Paper ID #44366WIP: The Role of Classroom Teaching Practices on the Academic Success ofEngineering College Students with ADHDNolgie O. Oquendo-Col´on, University of Michigan Nolgie O. Oquendo-Colon is an Engineering Education Research PhD student at the University of Michigan. He holds a MS and BS in Industrial Engineering from the University of Puerto Rico at Mayaguez.Miss Xiaping Li, University of Michigan Xiaping Li is a Ph.D. candidate in Engineering Education Research at the University of Michigan. Her research interests encompass faculty development and change, neurodiverse college student learning experiences and

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

Tagged Topics

Diversity

Tagged Divisions

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

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Hug, Colorado Evaluation and Research Consulting; Raena Cota, New Mexico State University; Ruth Constansa Torres Castillo, New Mexico State University; Enrico Pontelli, New Mexico State University; Adan Maximiliano Delval, New Mexico State University

Tagged Topics

Diversity

Tagged Divisions

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

Paper ID #42125Borderlands First-Generation-in-Engineering Experiences-Learning with andabout Students at the Nexus of Nation, Discipline, and Higher EducationDr. Sarah Hug, Colorado Evaluation and Research Consulting Dr. Sarah Hug is director of the Colorado Evaluation & Research Consulting. Dr. Hug earned her PhD in Educational Psychology at the University of Colorado, Boulder. Her research and evaluation efforts focus on learning science, technology, engineering. She leads a social science and evaluation organization that focuses on inclusive excellence, broadening participation, and democratizing science.Raena Cota, New

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lindsay Harley, Dartmouth College; Vicki V. May P.E., Dartmouth College; Rebecca Holcombe

Tagged Topics

Diversity

Tagged Divisions

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

gender.Underrepresented students, in particular, were oversampled given that they are more likely to beaffected by inequities in assessment and reporting practices.Interviews were conducted with two goals in mind: to understand how underrepresented studentsfeel about their institutions current assessment and reporting practices, as well as to betterunderstand their experience learning mathematics, a core subject/precursor to engineering. Theresearchers wanted to more broadly understand what factors dissuade students from pursuingengineering, and so were interested in both students’ identity and confidence development aswell as their experience learning math. This paper, however, focuses only on highlighting thelearnings from what students said about assessment

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jae Hoon Lim, University of North Carolina; Jerry Lynn Dahlberg Jr, University of Tennessee, Space Institute; Terry L. Miller, Alabama A&M University; Corion Jeremiah Holloman, Alabama A&M University; Luke Childrey V, Alabama A&M University; Mohamed Jamil Barrie, Alabama A&M University

Tagged Topics

Diversity

Tagged Divisions

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

Paper ID #42860Board 114: Amplifying Resilience and Becoming Critical Advocates: ThreeBlack Engineering Students’ Experiences in a Multi-Institutional SummerCamp CollaborationDr. Jae Hoon Lim, University of North Carolina Dr. Jae Hoon Lim is a Professor of Educational Research at the University of North Carolina at Charlotte. Her research explores the dialogical process of identity construction among students of color and examines the impact of sociocultural factors on their academic experiences. She has served as a co-PI for multiple federal grant projects, including a 1.6 million grant from the National Science Foundation

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Claudia Calle Müller, Florida International University; Mais Kayyali, Florida International University; Mohamed ElZomor P.E., Florida International University

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Diversity

Tagged Divisions

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

Paper ID #41494Factors Driving and Impeding STEM Student Motivations and Success ¨Ms. Claudia Calle Muller, Florida International University Claudia Calle M¨uller is a Ph.D. student in Civil and Environmental Engineering at Florida International University (FIU). She holds a B.S. in Civil Engineering from Pontificia Universidad Cat´olica del Per´u (PUCP). Claudia has 4+ years’ experience in structural engineering designing reinforced concrete residential and commercial buildings in Peru; 2+ years’ experience in entrepreneurship building a successful health coaching and wellness business; and 4+ years

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Raul Mishael Sedas, Caltech; LIGO

Tagged Divisions

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

Paper ID #44536Constructing the Future from Where We Already Stand: A Workshop BridgingLatine Everyday Ingenuity and Connected LearningDr. Raul Mishael Sedas, Caltech; LIGO Educational researcher and evaluator of out-of-school environments focused on engineering. Learning scientist and designer interested in design-based activities that foster and enhance STEAM+Design learning for the empowerment of non-dominant populations. ©American Society for Engineering Education, 2024 Constructing The Future From Where We Already Stand: A Workshop Bridging Latine Everyday Ingenuity 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

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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Diversity

Tagged Divisions

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

Paper ID #41607Teaching Social Justice in Infrastructure: A Community of Practice Frameworkfor the use of Case StudiesDr. Claudia Mara Dias Wilson, New Mexico Institute of Mining and Technology Dr. Claudia Mara Dias Wilson is an Associate Professor in civil engineering at the New Mexico Institute of Mining and Technology (New Mexico Tech). She earned her B.S., M.S. and Ph.D. degrees from the Florida State University. Although she specialized in earthquake mitigation and the development of control algorithms for semi-active dampers to reduce seismic vibrations on buildings, her research interests are broad and include topics

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

Tagged Divisions

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

Paper ID #43457The Paint Bucket Model of Dis/ability in STEM Higher Education: Axioms1-3Dr. D. C. Beardmore, University of Colorado Boulder D. C. Beardmore earned their Ph.D. in Civil Engineering from the University of Colorado Boulder. They are currently the Engineering GoldShirt Program Manager for the Broadening Opportunities through Leadership and Diversity (BOLD) center at the University of Colorado Boulder. Their current and historical positionality statements can be found at dcbeardmore.com.Dr. Angela R Bielefeldt, University of Colorado Boulder Angela Bielefeldt is a professor at the University of Colorado Boulder

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

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

Paper ID #41492Addressing Issues of Justice in Design Through System-Map RepresentationsDr. Alan Cheville, Bucknell University Alan Cheville studied optoelectronics and ultrafast optics at Rice University before joining Oklahoma State University working on terahertz frequencies and engineering education. While at Oklahoma State he developed courses in photonics and engineering design. After serving for two and a half years as a program director in engineering education at the National Science Foundation, he served as chair of the ECE Department at Bucknell University. He is currently interested in engineering design

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

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

Paper ID #42549Accommodations for Disabled Students in STEM Fields: Research Considerationsand a Literature ReviewSage 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 of Science in Electrical Engineering from Purdue and worked in industry for 5 years before starting graduate school. Their experiences with accommodations in undergrad and getting diagnosed with ADHD as an

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Motahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus; Jennifer M Bekki, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

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

Paper ID #42294Exploring the Landscape of Graduate Student Mental Health: Populations,Methods, and Terminologies-Who is Missing from the Conversation?Miss Motahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus Motahareh Darvishpour Ahandani is currently pursuing her Ph.D. in Engineering Education Systems and Design at Arizona State University. Serving as a research assistant, she brings with her six years of industry experience as a woman engineer. Her research interests focus on the mental health of international engineering graduate students, with a particular emphasis on the experiences of

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel Funk, University of Nebraska, Lincoln; Leilani Marie Pai, Denison University; Johan Benedict Cristobal, University of Nebraska, Lincoln

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Diversity

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

. Cristobal is currently working with the lead researcher of a S-STEM grant seeking to better understand factors that influence the persistence of students in STEM. ©American Society for Engineering Education, 2024 (WIP) Persistence in an S-STEM project: Understanding the Intersectional Experiences and Identities of Women in ComputingThis work-in-progress paper uses storytelling to examine the intersectional experiences of fourwomen in computing. All participants were involved in a National Science FoundationScholarships in STEM (S-STEM) project and identified with a historically marginalized racial orethnic group. This work contributes to a conversation about potential methods and considerationsfor such

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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Diversity

Tagged Divisions

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

department of Computer Science and Engineering. Her interests are broad, with an emphasis on applying computing to promote access to information and spaces, both virtual and physical. She holSamantha Ray, Texas A&M University Samantha Ray is a Computer Engineering PhD student at Texas A&M University. Her research focuses on creating intelligent systems for tasks that require human-like levels of understanding. She has previously worked on human activity recognition (HAR) systeDr. Tracy Anne Hammond, Texas A&M University Dr. Hammond is Director of the Texas A&M University Institute for Engineering Education & Innovation and also the chair of the Engineering Education Faculty. She is also Director of the