Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rebecca Zarch, SageFox Consulting Group; Monica McGill, CSEdResearch.org

Tagged Topics

Diversity

Tagged Divisions

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

Paper ID #39701Examining an Equity-Focused Collective Impacted Project through the Lensof Alliance Members’ Prior ExperiencesRebecca Zarch, SageFox Consulting Group Rebecca Zarch is an evaluator and a director of SageFox Consulting Group. She has spent almost 20 years evaluating and researching STEM education projects from K-12 through graduate programs.Dr. Monica McGill, CSEdResearch.org Monica McGill is President & CEO of CSEdResearch.org. Her area of scholarship is K-12 computer science and cybersecurity education research with a current focus on diversity and improving the quality of research

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

Tagged Topics

Diversity

Tagged Divisions

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

Paper ID #43435Anti-racism, Inclusion, Diversity and Equity in Database Curriculum ThroughGroup Research Projects on Historical, Social and Ethical Database RelatedTopicsDr. Ioulia Rytikova, George Mason University Ioulia Rytikova is a Professor and an Associate Chair for Graduate Studies in the Department of Information Sciences and Technology at George Mason University. She received a B.S./M.S. and Ph.D. degrees in Automated Control Systems Engineering and Information Processing. Her research interests lie at the intersection of Data Science and Big Data Analytics, Cognitive and Learning Sciences, Educational Data Mining

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Raghu Pucha, Georgia Institute of Technology; Shivani Kundalia, Georgia Institute of Technology; Vijay Sreenivasan, Georgia Institute of Technology

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Diversity

Tagged Divisions

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

Paper ID #42787Socio-technical and Culture-inspired Projects in Freshman Engineering DesignCourse Bring Context and Emotion to LearningDr. Raghu Pucha, Georgia Institute of Technology Dr. Raghu Pucha is a Principal Lecturer at the Woodruff School of Mechanical Engineering, Georgia Institute of Technology, in the area of CAD/CAE and Manufacturing. He teaches computer graphics, design, mechanics and manufacturing courses at Georgia Tech., and conducts research in the area of developing upfront computational tools for the design, analysis and manufacturing of advanced materials and systems. His current research includes

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

Tagged Topics

Diversity

Tagged Divisions

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

Paper ID #42655(WIP) Persistence in an S-STEM project: Understanding the IntersectionalExperiences and Identities of Women in ComputingDr. Rachel Funk, University of Nebraska, Lincoln Dr. Funk has served as a research scientist with the Center for Science, Mathematics, and Computer Education at the University of Nebraska-Lincoln (UNL) since 2021. She specializes in research about student experiences. Dr. Funk currently serves as the project coordinator and lead researcher of a S-STEM grant seeking to better understand factors that influence the persistence of students in STEM.Leilani Marie Pai, Denison University Dr. Pai is

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

[3]. This previous work focuses on the how-to parts ofconvening the task force, determining goals, and describing challenges. In this paper, we focuson two specific efforts within the DEI Task Force: a DEI Scholars Program, and a DEI ElectiveOption which is an outcome of the DEI Scholars Program.The DEI Task Force regularly convenes to tackle immediately pressing DEI issues within thedepartment and to develop a longer-term plan for improvement and change for all mattersrelating to DEI [website link]. Every semester the makeup of the DEI Task Force changes as newDEI Scholars join, others graduate, and faculty and staff are added. This evolution of the TaskForce itself has led to an evolution of the type of projects we address and also the way

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Allison Murray, Marquette University; Lisa Chase, Marquette University

Tagged Topics

Diversity

Tagged Divisions

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

human-centered design approach, (2) the intersection of socialjustice and design thinking, and (3) the implications of design choices on historicallymarginalized groups. Course artifacts, student reflections, and instructional team reflections areused to understand the growth in mindset of the students and instructor through this course.Additionally, these resources are used to present key learnings for future implementation.This project focused on examining systems. Groups historically excluded from engineering,including people of color, disabled, LGBTQ+, and women, were recentered through the humancentered design process. Students evaluated engineering systems for exclusion and ideated on thesource of these design flaws. In doing so, they

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sara Al Humidi; Alena Sloan; Andrea Atkins, University of Waterloo; Rania Al-Hammoud, University of Waterloo

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Diversity

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

one of its engineeringdepartments by increasing the number of instructors who are women and women of color. Thispaper examines the difference in teaching and student learning outcomes when this departmentreplaced the teaching team for two courses from Caucasian men to women and women of colorwith no instructions on how to deliver the courses. It was noted that women professors drawfrom their work experiences and bring a hands-on learning and a project-based approach. Thischange was noted in the department of Civil and Environmental Engineering because previouslywhen the courses were taught by men, the course delivery remained consistent with a traditionallecture-based approach. It is important to note that instructors are not given a guide on

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

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Diversity

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

awayfrom this dynamic and empower students to name and challenge the oppression they face, theauthors of this paper collaborated to create and carry out the Justice, Equity, Diversity, andInclusion (JEDI) Ambassador Program (or "JEDI" for short). JEDI is a co-curricular programthat employs undergraduate engineering students, called "JEDIs", to engage in diversity, equity,and inclusion (DEI) projects across the domains of education research, K-12 outreach, andstudent programming with the guidance of a graduate student or university support staff mentor.JEDI was designed as a liberatory space for participants to bring their whole selves,collaboratively explore ideas, and take action against inequities they observed or experienced.The attempted

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Carol Elizabeth Marchetti, Rochester Institute of Technology ; Margaret B. Bailey, P.E., Rochester Institute of Technology ; Caroline Solomon; Elizabeth Litzler, University of Washington; Sara Schley, Rochester Institute of Technology ; Iris V. Rivero; Gloria L. Blackwell; Jessica Bennett

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Diversity

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

improve salary-related policies, perceptions, leadership skills, and communityengagement. The workshops prepare the partner institutions to engage in salary equity effortsand demonstrate best practices in teamwork. Guiding principles used in creating the workshopcontent include ● Collaboration between diverse stakeholders ● Providing accessible and clear communication for all ● Addressing and challenging “unstated assumptions” ● Recognizing the emotions surrounding the subject of salary and equityOver the first year of the project, the workshops presented communication and facilitationchallenges with this audience. American Sign Language (ASL) interpreting within multiplebreakout rooms of mixed-hearing-status participants was of

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Heather Beem, Ashesi University; Charity Obaa Afi Ampomah, Ashesi University; Jeremiah Paul Konadu Takyi; Gordon Adomdza

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Diversity

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

bachelor’s degree in mechanical engineering. He is currently the Lab Manager for the Ashesi Resourceful Engineering Lab (AREL), where he super- vises and supports both educational and engineering-based research projects. As part of being the Lab Manager at AREL, Jeremiah has spearheaded unique projects to develop the fluids lab. He also plays a vital role as the mechanical designer for an emerging up-cycling and down-cycling textile firm. Jeremiah believes in diligence.Gordon Adomdza Dr. Gordon Kwesi Adomdza is Associate Professor of Entrepreneurship and Innovation, Ashesi Uni- versity. He teaches courses that use Design Thinking to develop innovative concepts for new ideas and business models. He is the faculty lead

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachael E Cate, Oregon State University; Jacob Field, Oregon State University; Sierra Kai Sverdrup, Oregon State University

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Diversity

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

communication instruction to students as they progress through the senior capstone project and develop relationships with project stakeholders in industry. She also supports engineering communication program development, research, and implementation. Her Ph.D. research interests include social justice pedagogies; promoting diversity, equity and inclusion in higher education; service learning; program design and leadership; and qualitative research.Jacob Field, Oregon State UniversitySierra Kai Sverdrup, Oregon State University ©American Society for Engineering Education, 2024Report on a Student Community of Practice Program's Impact on Career Preparednessand Sense of Belonging Among Underserved

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

Tagged Topics

Diversity

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

Paper ID #39681Common Metrics: Lessons from Building a Collaborative Process for theExamination of State-level K–12 Computer Science Education DataRebecca Zarch, SageFox Consulting Group Rebecca Zarch is an evaluator and a director of SageFox Consulting Group. She has spent nearly 20 years evaluating and researching projects in STEM education from K-12 through graduate programs.Sarah T. DuntonJayce R. Warner, University of Texas, AustinMr. Jeffrey XavierJoshua Childs, University of Texas, AustinDr. Alan Peterfreund, SAGE ©American Society for Engineering Education, 2023 Common Metrics: Lessons from

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yume Menghe Xu, Tufts University; Brian Gravel, Tufts University

Tagged Topics

Diversity

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

theresearcher-in-residence altogether) explore how one learns through making. We make variousprojects alone and together with others, all along reflecting on the practices and experiences oflearning through making.Building on designs developed in a STEM learning program by the second author [22], Making toLearn is organized around five making projects: restorying making, make something move,interaction, making do, and movements and improvements. The materials and tools presented toparticipants and the prompt for each project are listed in Table 1.Participants also read research papers and articles that focus on important issues of equity inmaking and have regular discussions. They interrogated the narrative of “the maker movement” -while Dougherty [23

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Raheleh Miralami, Mississippi State University; Saeed Rokooei, Mississippi State University; Tonya W. Stone, Mississippi State University; George D Ford, P.E., Mississippi State University

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Diversity

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

Paper ID #36943Teamwork Perception in Engineering Programs through the Lens of Genderand RaceDr. Raheleh Miralami, Mississippi State UniversityDr. Saeed Rokooei, Mississippi State University Saeed Rokooei is an assistant professor in the Building Construction Science program at Mississippi State University. His professional responsibilities include project planning and management as well as architectural design practice in private and public construction and engineering firms. He has taught in architecture and construction programs since 2006. Dr. Rokooei’s primary research interests include simulation and serious games

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

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Diversity

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

project incorporatingcentering Indigenous ways of knowing and being within an engineering education context. Cal PolyHumboldt’s new master’s program in Engineering & Community Practice is among the first of its kind inthe United States as an Indigenous-centered graduate engineering program. This program is a one-year,project-based degree where STEM students will work through the relationship-building process with anIndigenous Nation to develop and complete an engineering project. As such, the potential impact of theprogram could be significant as we start to engage with the decolonization process as a field. Thisresearch attempts to capture and communicate that impact in a way that centers Indigenous ways of beingand storytelling. This will

Conference Session

Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kristin A. Bartlett, University of Kentucky

Tagged Topics

Diversity

Tagged Divisions

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

Conception of Spatial Skills is at Odds with Equity in Engineering EducationAbstractThe purpose of this arts-based research paper is to critically examine the practice of spatial skillstesting in engineering education research and practice. Many well-meaning educators andresearchers have undertaken projects to help women students succeed in engineering by offeringspatial skills training courses, under the premise that women lag behind men in spatial skills andthat this contributes to their lower rates of participation in engineering. The practice of spatialskills testing and funneling students into remedial courses promotes a deficit model againstwomen and Black, Hispanic/Latino/Latine, and Native American students of all

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

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Diversity

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

spaces before transitioning to higher education.Dr. Alex M. Phan, University of California, San Diego Dr. Alex Phan is the inaugural Executive Director for Student Success in the Jacobs School of Engineering at UC San Diego. Prior to his appointment, he has served as a project scientist, engineer, and lecturer, teaching across multiple divisions, including the Jacobs School of Engineering (Dept. of Electrical and Computer Engineering, Dept. of Mechanical and Aerospace Eng., Dean’s Office Unit) and UC San Diego Division of Extended Studies. His teaching interests and expertise are in experiential learning, holistic education models, active learning environments, and metacognition. In his current role, he leads the IDEA

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

Tagged Topics

Diversity

Tagged Divisions

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

“active learning.” We chose to limit the scope of this review to studies thatspecifically focus on social justice, but want to recognize that additional empirical work is beingdone, and, although not included in this review, that work also informs the implementation ofsocial justice work in our engineering classrooms.Literature examining courses that integrate social and technical aspects of engineeringMost of the papers we reviewed did not mention the use of a framework in the design of thecourse or in the evaluation of student outcomes (e.g., [1], [28]–[30]). Those that did used avariety of different frameworks. Specifically, Chen et al. [31] used Problem-Based and Project-Based Learning (e.g., [32]), Leydens et al. [13] and Reynante [33] used

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kiana Alexa Ramos; Julia Gardow; Emanuel Joseph Louime; Eunice Yujin Kang; Avneet Hira, Boston College

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Diversity

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

to technology-richenvironments like makerspaces for traditionally underserved youth in engineering. Several pro-Makerspace actors purport that having experiences in such open-ended project-based settings canencourage engagement with engineering. However, as we know from prior work in the area,simply providing access to technology-rich spaces does not allow underserved youth to feelownership and belonging in both makerspaces and engineering environments. Additionally,formal and informal engineering education experiences do not center on preventing harm tocommunities and the environment in engineering work. Not only do future generations ofengineers need to reduce the harm caused by engineering and technology proactively, but harmreduction

Conference Session

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

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

Student and Research Assistant in the Engineering Education Department at Utah State University. His current research interests are engineering culture and applying cognitive load theory in the engineering classroom. He is currently working on an NSF project attempting to improve dissemination of student narratives using innovative audio approaches. Gabe has a bachelor’s degree in Mechanical Engineering from Utah State University (USU).Vanessa Tran, Utah State University Vanessa Tran is a Ph.D. candidate in Engineering Education at Utah State University (USU). She earned a Bachelor’s degree in Civil Engineering from the University of Architecture (UAH) and a Master’s in Global Production Engineering and Management from

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

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Diversity

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

, means etc) and some that did not, andinstitutions that practiced mastery-based learning and others that did not. The interviewssuggested three main ways that assessment practices may reduce confidence and undercutlearning of underrepresented engineering students. Here, the terms assessment and reportingpractices do not refer to a specific type of assessment practice. Rather, the researchers focused onusing qualitative methods to understand how students felt about assessment and the way theyreceive feedback (eg. tests, letter grades, class statistics, hands-on projects) in broad terms tobetter inform future research studies.Engineering schools are increasingly trying to increase diversity and improve retention ofstudents from underrepresented

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; Kunal V Mehta, University of Washington; Maxwell Coppock, University of Washington; Sarah Marie Coppola, University of Washington

Tagged Topics

Diversity

Tagged Divisions

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

varying efficacy depending on the age atwhich the student lost vision and their own mental models and exposure to graphics. Students in the United States are entitled to reasonable accommodations under theAmericans with Disabilities Act and section 504 of the Rehabilitation Act. Many students withdisabilities are unable to access their education due to inaccessible courses and campuses [12].While most universities have a dedicated office to ensure disability accommodations, studentsand instructors report that formal disability offices do not provide adequate support [13]–[16].Improving inclusive instructional design is important for educational and disability justice. This research project was sparked by necessity when a BLV student

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Pheather R. Harris, University of California, Irvine; Dianne G. Delima, University of California, Irvine

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Diversity

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

Administration from The George Washington University. She is also an NSF IASPIRE Fellow and the Principal Investigator on a nearly $3-million dollar grant aimed at advancing access, diversity, equity, and inclusion in STEM . Her research interest includes exploring the relationship between faculty mentor engagement and minoritized student STEM persistence. She is a critical methodologist who uses both post positivism and postmod- ernism to guide her inquiries.Dr. Dianne G. Delima, University of California, Irvine Dr. Dianne G. Delima is the Project Policy Analyst for The Institute for Meaningful Engagement (TIME). Dr. Delima received her doctorate in Higher and Postsecondary Education at Teachers College, Columbia

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shannon D. Barker, University of Virginia; Kenya Crosson, University of Dayton; Victoria E Goodrich, University of Notre Dame; Jordan Jarrett, P.E., Colorado State University

Tagged Topics

Diversity

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

; f) healthand biomedical workforce disparities; g) differences in patient perspectives on health care; and h)cultural norms and their effects on health care [4].Several academic programs have attempted to incorporate healthcare disparities content into theirundergraduate coursework, particularly at minority-serving institutions. For example, at CityCollege of New York, a Hispanic-serving institution, undergraduate biomedical engineeringstudents engage in healthcare disparities challenges through curricular modules, researchinitiatives and design projects [6] – [7]. Additionally, the HBCU University of D.C. uses a seminarseries to integrate the physiological determinants of health and social determinants of health. Atthe University of

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

beach.Ms. Connie Syharat, University of Connecticut Constance M. Syharat is a Ph.D. student and Research Assistant at the University of Connecticut as a part of two neurodiversity-centered NSF-funded projects, Revolutionizing Engineering Departments (NSF:RED) ”Beyond Accommodation: Leveraging Neurodiversity for Engineering Innovation” and In- novations in Graduate Education (NSF:IGE) Encouraging the Participation of Neurodiverse Students in STEM Graduate Programs to Radically Enhance the Creativity of the Professional Workforce”. In her time at the University of Connecticut she has also has served as Program Assistant for an summer pro- gram in engineering for middle school students with ADHD. Previously, she spent

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michelle Choi Ausman, Virginia Polytechnic Institute and State University; Qin Zhu, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

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

ResearchIn order to get a baseline and rough draft of developing a research design for a larger project, thegraduate student, first author, developed a pilot study. Pilot studies have been useful forqualitative researchers to develop and refine a study’s research design, conceptualize theresearch topic, and interpret the findings and results [2,9]. Researchers have discussed theunderutilized nature of pilot studies and how they can help foreshadow research gaps andproblems [2]. Creswell and Creswell suggest utilizing pilot testing to refine questions andprocedures during the interview process [10]. Ismail et al. identify two major reasons as to whyquantitative research utilizes pilot studies more than qualitative research [11]. First, pilot

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kenya Z Mejia, University of Washington; Hailee Kenney, University of Washington; Tiffany Dewitt, University of Washington; Jennifer A Turns, University of Washington

Tagged Topics

Diversity

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

how to behave, succeed, and interact. Inengineering specifically, this can be seen in how traditionally, there have been lecture stylecourses where students are listening to learn, whereas in other disciplinary domains, like thehumanities, discussions are a part of how the learning is done. Other discipline specific rulesinclude how learning is measured, such as exams, projects, like in engineering or even aperformance piece, such as in an art discipline.StructuralIn the structural domain, institutions have policies and procedures that benefit some and notothers. In higher education, these policies and procedures include admissions processes andrequirements, defined by the institution itself.The structural domain of power is relevant as the

Conference Session

Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Monica Lynn Miles, University at Buffalo, The State University of New York; Alexandra Schindel, University at Buffalo, The State University of New York; Kate Haq, University at Buffalo, The State University of New York

Tagged Topics

Diversity

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

these five features by conceptually grounding our ownpractices in alignment with the EJ principles and movement.Our conceptualization of EJE prioritizes: Commitment to Social Justice: Engineering educators can demonstrate their commitment to social justice by integrating discussions on principles such as equity, diversity, and inclusion into engineering ethics courses and professional development workshops. They can also design engineering projects that specifically address social disparities in access to technology and infrastructure, focusing on solutions that benefit underserved communities. Moreover, advocating for diversity and inclusion within the engineering profession is essential, requiring

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

had agreater reported percentage (90%) of strongly agreed or agreed that “the amount of time I spenddoing research is meaningful” compared to NT participants (72%) (Figure 3F). More surveydata is available in Appendix A and included questions that did not see differences like “Mymentor explains clear goals and direction for my research/project,” and “I have a lot of personalinfluence in my research” (Appendix A, Figure 7).Overall, the students surveyed had a relatively positive experience. The largest amount ofdisagreement came from the question “I have a lot of personal influence in my research,” whichwas ~15% of undergraduate researchers (Appendix A, Figure 7). This fits with the commonmode of providing project-oriented goals to

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

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Diversity

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

accessibility to assistive resources [2].This recognition sparked the interest of an undergraduate student club at a Land Grant, CarnegieR1 institution focused on connecting and supporting neurodivergent learners at the school. Fromthis club, a longer-term collaborative research project has developed in a course-basedundergraduate research experience [3]. Through our ongoing investigation into neurodiversity,student researchers pursue individual topics of interest related to the central theme ofneurodivergent learners.Before the start of the study, the authors of this paper explored the subject during a summerpre-freshman research experience, preparing for the course-based experience in the Fall 2023semester. During the first semester of this study