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

. Therefore,researchers suggest that guided and scaffolding peer reviews approach has a positive impact ondeveloping engineering students’ technical writing skills in lab courses [11], [12]. In addition,Geisler [15] claimed that the transition from novice to expert is mediated by academic literacy1 This project was funded by a University of Michigan Enhancing Engineering Education Grant.practices. Thus, many researchers developed new curricula using the Writing in Disciplines(WID) approach to integrate technical writing into engineering lab courses [13], [16], [17].Engineering education scholars connect engineering thinking with the teaching of lab-intensivecourses. Wolff [18] suggested engineering educators should explicitly teach students about

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xiaping Li, University of Michigan; Robin Fowler, University of Michigan; Mark Mills, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

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

Paper ID #43142Board 115: Examining Engineering Students’ Gender and Racial Effects inCollege Course Team Peer Assessment: A Quantitative Intersectional ApproachMiss Xiaping Li, University of Michigan Xiaping Li is a Ph.D. candidate in Engineering Education Research at the University of Michigan. Her research interests include faculty development and change, neurodiverse college student learning experiences and outcomes, international students in engineering, and cognitive sciences. She holds a B.S. in Hydrology and Water Resources Engineering and an M.S. in Geological Sciences.Dr. Robin Fowler, University of Michigan

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

thesis significantly transformed from these reciprocities. Writinggroups such as these have been shown to create a “community of discursive social practice” thatsupports peer learning and peer review (Maher et al., 2008, p. 263). Through this process ofcollective learning via dialogue and relationships, I explored and built on greater complexitiesand theories in my final thesis than I would have been able to achieve as an individual. But itwent beyond the theories, I also gained confidence in being able to do this paradigm shiftingwork with others—in knowing that, regardless of the pushback and the number of uphill battles Ihad to fight, that I wasn’t alone in this work.And an amazing thing happened: I began to learn through writing. I never

Conference Session

Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sourojit Ghosh, University of Washington

Tagged Divisions

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

prior experience in design and the UCD process. In suchinstances, working with an ideation tool to generate blue sky ideas and build upon some or ruleout others [43] augmented the learning experience and paved the way for them to come up withthe design ideas they would initially use. For students who might not have had much experiencewith the UCD process prior to C1, ChatGPT served as a tool for providing them equitable accesssuch that they could keep up with their more experienced peers and not fall behind the class. Additionally, ChatGPT was used as a writing assistant by students, especially in C2, whopossibly were struggling with the heavy writing load that the course provided. Such a writingload is uncommon within the courses in our

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

questions to see what kinds of disabilities you want to include in your research. What populations of students do you want to investigate? What circumstances? 3. Disabled people are often asked to do work for less compensation than their able-bodied peers (e.g. there is a lower minimum wage for workers with disabilities [61]). Compensate your participants. If you don’t have funding to pay participants, what other ways can you engage in reciprocity with them? Can you help them change some institutional structures? Can you write them letters of recommendation? There are many ways to show participants you value their time and energy. 4. Many disabled students have negative experiences talking to faculty about

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

in college and beyond. The EcologicalValidation Model of Student Success and its educational practices reflecting the social evolutionframed this study. Information was collected through surveys and interviews from three studentcohorts. The findings revealed how this culturally asset-based program reinforced the identity ofstudents as Hispanics by centering culture and community aspects that students were familiarwith, promoted teamwork with peers as a strategy to make learning better situated in theirinterest to support each other, and contributed to creating a research space where students feltintegrated, included, and valued considering who they were or represent. Programs that center onstudent asset-based features and pedagogical

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

YaXuan Wen, Sino-Danish College, University of Chinese Academy of Sciences; Yanru Xu; Ji’an Liu

Tagged Topics

Diversity

Tagged Divisions

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

,these processes are determined by external processes, i.e. environmental and behavioralinfluences, such as the learning climate (the environmental factors), and encouragementfrom a teacher or peer and positive outcomes from previous learning (the socialconversion factors); and third these three processes are reciprocal. Reciprocality does notequal symmetrical or bidirectional influences. Rather, it stresses: (1) one can use personalprocesses to ‘strategically regulate behavior and the immediate learning environment’,where the feedback can in turn influence the person’s covert process[14]; (2) theinfluences of externally social experiences and environments are important to internallypersonal processes[15]; and (3) ‘Behavior is, therefore, a

Conference Session

Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Delanie Robertson, Clemson University; Leila Elizabeth Williams; Kylie Nicole Avitabile, Clemson University; D. Matthew Boyer, Clemson University

Tagged Topics

Diversity

Tagged Divisions

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

about us without us. Havingneurodivergent and neurotypical researchers collaborating on work focusing on neurodivergencehas been an exciting and effective way to explore our biases and subjectivities.Literature ReviewThere is a shortage of thorough research on the implications of neurodiversity in highereducation; however, research is fertile on the experiences of neurodivergent students in primaryand secondary school. Neurodivergent learners are often framed in unfavorable comparison totheir neurotypical peers, e.g., they struggle to focus in class, keep their possessions organized,follow instructions, and develop proficient writing skills related to their neurotypical peers [4].Of course, not all people who identify as neurodivergent learners

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

Tagged Topics

Diversity

Tagged Divisions

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

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

enactment of liberatory pedagogy is discussed through the perspectives of JEDIalumni.2. Literature ReviewThis section includes a review of literature focused efforts that seek to improve the experiencesof marginalized undergraduate engineering students or support them in creating change in theirlocal university or community context.2.1. Student Support ProgramsPrevious scholarship indicates that interventions offered by diversity engineering programs(DEPs) and minority engineering programs (MEPs) can improve marginalized students’undergraduate experience [1]. In particular, both faculty and peer mentorship programs forhistorically oppressed students have been identified as powerful support mechanisms inundergraduate engineering education [2

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elahe Vahidi, University of Cincinnati; Mark Okoth Onyango, University of Cincinnati; Kaitlyn Anne Thomas, University of Nevada, Reno; Kelly J Cross, Georgia Institute of Technology; Whitney Gaskins, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

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

Students; Engineering1 IntroductionStudents undergo various experiences during their college years that influence and shape theiridentities. Negative interactions within those experiences can affect the mental functioning andwellbeing of the students. These negative experiences result in high levels of distress that maynot be clearly visible to peers or faculty but can have significant impacts within their collegiatechoices. Available research indicates that approximately 50% of students display alarming levelsof stress, anxiety, and depression [1], [2]. This statistic is an indicator of a mental health crisisthat could be ravaging higher education institutions. Recent engineering education research(EER

Conference Session

Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fatima Rahman, Tufts Center for Engineering Education and Outreach; Kristen B Wendell, Tufts University; Chelsea Joy Andrews, Tufts University

Tagged Topics

Diversity

Tagged Divisions

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

present study, we explore the self-reportedsubjective experiences of four of the students (Table 1, one student declined to be interviewed),including how each saw their own contributions in the group discussion and the uncertainties thatthey wrestled with. Data sources include video of the in-class discussion and stimulated recallinterviews in which the students were shown clips of the video and asked questions like whatstood out to them about their group’s work on the task, to what extent they agreed with theirteammates’ ideas, and how comfortable and engaged they felt.Data analysis procedures included interaction analysis (Jordan & Henderson, 1995) of therecorded discussion, with memo writing and discussion of the tentative findings in

Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kiana Alexa Ramos; Isabella Stuopis, Boston College; Emanuel Joseph Louime; Peyton Elise Carter; Caitlyn Hancock; Avneet Hira, Boston College

Tagged Divisions

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

authentic experiences. However, inkeeping things at grade level and making room for youth to insert their ideas and experiences, allbackgrounds are primarily vague and do not explicitly suggest harm will come to the zone. Forexample, "The Park," although highlighting what will be lost, there is also language to suggestthat another park is available—leaving plenty of space for youth to compare this with theirnearest parks and playground compared to our fictional space. Prior to building the prototypebridge, youth were instructed to write down their zone choices and justifications for building onthem on the worksheet. The activity was also designed intentionally to create small groups which each youthleader would spearhead. The only additional

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

underrepresentation of Black males is a persistentissue plaguing not only undergraduate programs but also the engineering profession as a whole,including those in faculty positions [10] [12].Many studies investigated the factors positively correlated with their academic persistence andsuccess to find a solution to the phenomenon of Black males’ underrepresentation in engineeringmentioned above. Research indicates that establishing an inclusive culture in the programenvironment that allows for adequate academic and social support networking is crucial to theirsuccess [11] [12] [13] [14]. Not surprisingly, various forms of mentoring, such as facultymentoring and peer mentoring, are found to generate a positive “vibe,” facilitating their sense ofbelonging and

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

courses is uniquely important. It is also uniquely difficult to do. Leydens and Lucena acknowledge that some of their engineering for social justice (E4SJ)criteria are easier to implement in design than ES courses, but they also write, “Whereaslistening contextually is greatly facilitated by design projects that feature a client…, suchlistening is more abstract in the absence of clients… However, students can identify the kind oflistening they would do with hypothetical clients” [13]. This quote suggests both that it isdifficult to integrate an equity focus into science courses, but also that similar approaches can beused in ES and design courses, though the connections to real-world impacts might be moreabstract or hypothetical in the

Conference Session

Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kaylla Cantilina, Tufts University; Chelsea Joy Andrews, Tufts University; Fatima Rahman, Tufts Center for Engineering Education and Outreach

Tagged Divisions

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

possible. The revised course includes: (1) a weekly sociotechnical lab withsmall-group activities and discussions on curriculum-aligned real-world justice topics, (2)weekly post-lab readings and written reflections, (3) week-long projects where codingassignments are embedded in a justice topic, and (4) a final project that explicitly considerssocial impacts of numerical analysis or design. Each course section is supported byundergraduate equity learning assistants who help facilitate the sociotechnical labs and act asapproachable peer mentors who can push students to think differently. Every assignment,including these written reflections, is graded and contributes to students’ overall courseassessment.While there were several artifacts, topics

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sage Maul, Purdue University; Rachel Figard, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

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

someone’s personhood before mentioning their disability (e.g., “person withdisabilities”). Identity-first language mentions the disability before the person (e.g., “disabledperson”) [17]. All authors identify as disabled and use both identity-first and person-first languagein their writing. However, it is also important to note that we both prefer identity-first language forourselves. We believe that using identity-first language is important to bring visibility to thedisability as an identity, build community, and seek needed resources. We ask that non-disabledpeople mirror and respect the identity labeling preferences of the disabled person or group thatthey are interacting with and/or communicating about. In this paper, we use person- and

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

Tagged Topics

Diversity

Tagged Divisions

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

are compared against the whole datasetto ensure that each theme works as it should.Phase 5. Refining, Defining, and Naming Themes: In Phase 5, themes are tested to ensure thatthey center meaning-making [12]. Themes must be sufficiently rich and informative to fullycapture the concepts they represent. Writing an abstract or definition for each theme can assist intheir elimination or retention [12]. After testing, themes are named using short phrases that evoketheir “meaning and analytic direction” [12].4. Results and Discussion4.1 Scoping ReviewAfter searching the two databases, 733 articles were found on Scopus and 397 articles were foundon Web of Science, for a total of 1,130 articles. After duplicate removal, 1,078 articles remained.The

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

peers, to decreasingtheir mental health and making them less likely to complete their degrees. Coley et al. (2023) andMcGee, et al. (2019) similarly found that racialized experiences within STEM contributednegatively to the wellbeing of Black graduate students. Finally, Farra, et al., highlight theimportance to mental health of cultivating sense of belonging among women international studentsin STEM, and the negative impact on their well-being of not doing so.Despite the growing and rich body of literature addressing the mental health concerns of STEMgraduate students, including recent work focused specifically on the impact of systems ofoppression on both Women of Color and international students in STEM, less known about thespecific

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

Paper ID #42024Inclusive Teaching Practices in Engineering: A Systematic Review of Articlesfrom 2018 to 2023Rajita Singh, University of Oklahoma Rajita Singh is a junior at the University of Oklahoma, where they are pursuing an English major with a minor in Psychology. Passionate about the improvement of education in all fields, they are involved in multiple projects centered on researching pedagogy. Their most recent involvement has been in engineering pedagogy, where they bring their writing skills and synthesis abilities.Dr. Javeed Kittur, University of Oklahoma Dr. Kittur is an Assistant Professor in the Gallogly

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

organizationsas “creating value” in the same way that technological innovation is [9], [10]. These types oflower-recognition tasks also can include “office housework”—planning social events, gettingcoffee for colleagues, coordinating meetings. Some of these tasks carry more organizationalsignificance than do others, as they can sustain networks, communication, and projectmomentum, but few are rewarded in the way that strategic stretch work can be; Babcock et al.[8] write that these are tasks people generally do not want to do as part of their jobs and wishwould be completed by others.And yet some groups do them, and do them more than other groups do, even among those in thesame profession and role. Sociological and economic research shows that gender