Conference Session

Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jacquelynn Ann Horsey, University of Arkansas; Alyssandra P Navarro, University of Arkansas; Timothy J. Muldoon, University of Arkansas; Mostafa Elsaadany, University of Arkansas

Tagged Topics

Diversity

Tagged Divisions

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

to ensure historically marginalized groups’ academic and professional success. Further, he studies strategies for instilling the entrepreneurial mindset in engineering students and innovative teaching approaches such as using virtual reality. ©American Society for Engineering Education, 2024Abstract:A central theme to the field of biomedical engineering is the ability to identify clinical problemsand propose and develop engineering approaches to solving these problems. To train students indeveloping these skills, our department has developed a clinical and industry immersion coursethat serves as a pre-requisite to the senior design course in the undergraduate curriculum. Thespecific content and

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

Tagged Topics

Diversity

Tagged Divisions

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

capitalize the commercial viability of academic research innovations [5]. This newfoundentrepreneurial interest was assisted by governmental legislation like the 1980 Bayh-Dole Act,which expanded opportunities for higher education institutions to transform federally fundedresearch into marketplace products [4]. Shortly after the implementation of the Bayh-Dole Act,higher education institutions started developing EEPs to provide opportunities for individuals togain knowledge and expertise on entrepreneurial mindsets and behaviors [15].The development of STEM EEPs in the United States coincided with external pressures from thenation [16]–[18]. Following the space race during the Cold War, the United States was investedin upholding its’ global image of

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

Tagged Divisions

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

academiaand industry: some projects may take hold and transition to sustainable programs integrated intothe policies and practices of the department, while others that have not gained sufficient traction,interest, or success are sunset, but with lessons learned in the process. This has the benefit oftapping into and helping further develop the entrepreneurial mindset, and the spirit of researchand experimentation, of the students themselves. Thus, the program offers a pedagogical benefitto the participants.To accomplish this, the DEI Task Force (including the Scholars themselves) will continue toassess the success of each project using both quantitative and qualitative means. We have alreadybeen doing this for the sake of improving the ongoing

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Erin Scanlon, University of Connecticut; Connie Syharat, University of Connecticut; Arash Esmaili Zaghi, P.E., University of Connecticut; Maria Chrysochoou, University of Connecticut; Rachael Gabriel, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

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

support)neurodivergent students in their courses.B. Instructors’ Mindset Toward NeurodiversityMultiple studies have investigated instructors’ views about and their preparedness to teachstudents who vary in terms of their needs, abilities, and interests. These studies show that facultylack awareness of the legal requirements related to accommodations [13]-[15], lack knowledgeof inclusive pedagogies [16], and that they want more training related to accessibility [17].STEM faculty have also been shown to be less amenable to the use of accommodations in theircourses and to hold more negative beliefs than their counterparts in other academic disciplines[18]-[20]. According to Svyantek [21], “While two and a half decades have passed with the[Americans

Conference Session

Engineering Education in Colonial and Local Contexts (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 8)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ashish Agrawal, Rochester Institute of Technology (CET); Sarah Aileen Brownell, Rochester Institute of Technology (COE)

Tagged Topics

Diversity

Tagged Divisions

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

the emphasis on professionalethics, consideration of wellbeing, and attention to global, economic, environmental, and societalcontexts in engineering education, which has led to the development of new curricular contentaround ethics and contemporary issues. Yet compared with other initiatives such as increasingtraining in engineering design processes, development of entrepreneurial thinking, andundergraduate research opportunities, the inclusion of justice issues into the undergraduatecurriculum has been slow [1], and still remains obscure for students [2]. The challenges are, in large part, cultural. Mainstream engineering culture views ourdiscipline as depoliticized and purely technical, and thus free of bias [2], [3]. Any injustices

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Meagan C Pollock, Engineer Inclusion; Hoda Ehsan, The Hill School ; Sreyoshi Bhaduri, ThatStatsGirl; Lauren Thomas Quigley, IBM Research

Tagged Topics

Diversity

Tagged Divisions

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

encouraging diverse participation, ASEE can create a moreequitable environment that reflects the varied ways individuals contribute to the field ofengineering education. Meagan Pollock: "One of the first classes...posed three questions: (1) who gets to be an engineer? (2) who gets to be an educator? and (3) who gets to be an engineering educator?... It requires humble accountability, openness to listen, and active effort to change... If ASEE were more inclusive... it would be less elitist... We would be more culturally responsive... We would adhere to an asset mindset... Ultimately, each person can ask themselves, 'am I being a gatekeeper or a steward?'" Sreyoshi Bhaduri: "I’d recommend increased dialogue between engineering educators