Conference Session

Disability in Engineering Programs (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 3)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bridget M. Smyser, Northeastern University

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Diversity

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

Paper ID #46536Peer and self-assessment of teamwork for students with accommodations in aproject-based laboratory course.Dr. Bridget M. Smyser, Northeastern University Dr. Smyser is a Teaching Professor in the Mechanical and Industrial Engineering department at Northeastern University with research interests including lab and design pedagogy, inclusive teaching, and neurodiversity in STEM. ©American Society for Engineering Education, 2025Paper from Practice: Peer and self-assessment of teamwork for students with accommodations in a project-based laboratory course.Student accommodations for

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

Austin Morgan Kainoa Peters, Purdue Engineering Education

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Diversity

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

. ©American Society for Engineering Education, 2025 American Engineering and Engineering Education are Settler Colonial Projects: Making Visible the Logic of PossessionBackground – Invisibility of ColonialismThe purpose of this critical theory paper is to make settler colonialism, specifically the settlercolonial logic of possession, visible in American engineering and engineering education. Themotivation of this paper stems from the invisibility of settler colonialism throughout Americanengineering education research making colonial and settler colonial structures the norm in ourfield even as scholars in our field begin to apply anticolonial, postcolonial, neocolonial, andliberatory perspectives to their work. This invisibility is

Conference Session

Transformative and Just Futures in Engineering (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 11)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jacob Pleasants, University of Oklahoma; Moses Olayemi, The University of Oklahoma; Brandon Scot Abbott, University of Oklahoma; Jacqueline M. Vadjunec PhD, University of Oklahoma

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Diversity

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

dimensions of engineering. Across those efforts is the commonvision of engineering as a sociotechnical practice [2],[7],[8].Incorporating sociotechnical perspectives into engineering education not only prepares studentsfor the complex problems of contemporary society, but also supports the ongoing project ofbroadening participation in engineering. The traditional technocentric vision of engineering oftenpushes students with nondominant identities away from engineering, undermining efforts topromote equity and opportunity within engineering education [9]-[11]. A more holistic educationalapproach can bring cultural relevance into engineering education to better serve and retainnondominant students while preparing them to address complex sociotechnical

Conference Session

Institutional Support and Training (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 12)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Benjamin Richmond, The University of Arizona; Gregory L. Heileman, The University of Arizona; Kian G. Alavy, University of Arizona

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Diversity

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

Access: The New ERAof Engineering. This project is a multi-university collaborative that includes partners from TheUniversity of Arizona, Georgia Institute of Technology, and The University of CaliforniaSandiego, and aims to promote equitable attainment of engineering degrees by utilizing data-driven interventions across multiple universities. Engineering education has long struggled withbarriers to equity, particularly among marginalized, low-income, and first-generation students.By leveraging student performance data, curricular structures, and demographic information, thiscollaborative will create targeted interventions that improve retention, academic success, anddegree completion in engineering.Guided by Kotter’s Change Model (KCM), the

Conference Session

Supporting Students and Faculty in Computing (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 7)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sophie Marie Martyrossian, California Polytechnic State University, San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Gabriel Medina-Kim, Rensselaer Polytechnic Institute; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Lynne A Slivovsky, California Polytechnic State University, San Luis Obispo

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Diversity

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

, Rensselaer Polytechnic Institute Gabriel Medina-Kim is a PhD candidate in the program of Science and Technology Studies (STS) at Rensselaer Polytechnic Institute, where they study the intersections of computing and anti-racist STS. Their dissertation analyzes the dynamics of equity-based initiatives in computing education.Dr. Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo Lizabeth is a professor at Cal Poly, SLO in Industrial and Manufacturing Engineering. She has been teaching for 32 years and has continued to develop innovative pedagogy such as project based, flipped classroom and competency grading. I am dedicated to Equity and Access especially in a time such as this.Dr. Lynne A

Conference Session

Marginalization, Identity, and Student Development (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 9)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Donna M Riley, University of New Mexico; Ruben D. Lopez-Parra, Universidad del Norte; Susannah C. Davis, University of New Mexico; Eva Chi, University of New Mexico

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Diversity

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

faculty development initiative rooted in theECSJ pillar, “the classroom as a terrain of struggle and site of possibility.” The initiativeprioritizes an asset-based approach to systems change, emphasizing meeting faculty where theyare and fostering sense-making through coaching and community. Fifteen engineering andcomputer science faculty implemented teaching innovations categorized into scaffolding learning(e.g., paired programming, feedback opportunities) and design-focused projects (e.g., semester-long authentic projects). This study explores how these innovations influence students'perceptions of their engineering identities. Using QuantCrit as a lens, asset-oriented pre/postsurvey data were analyzed via repeated measures ANOVA and regression

Conference Session

An ECSJ Art Show - Equity and Justice through Art (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 6)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jeremy A. Magruder Waisome, University of Florida; Jerrod A Henderson, University of Houston William A. Brookshire Department of Chemical & Biomolecular Engineering

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Diversity

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

this lens. Recognizing that researchers played a pivotal role in enacting the mission ofECSJ to confront issues of race, power, privilege, and capitalist norms inherent to the practicestraditionally used in engineering contexts. The goal of this paper, then, is to illuminate howengagement in a participatory action research (PAR) project that leveraged photovoice affectedthese emerging engineering education researchers.Photovoice empowers individuals by capturing their experiences through photography and focusgroup discussions that are aimed at “Voicing Our Individual and Collective Experiences”(VOICE) [2]. Photovoice was developed in 1992 by Caroline C. Wang and Mary Ann Burris tobring the daily life experiences of village women in Yunnan

Conference Session

Culture, Agency, and Responsibility through Curriculum (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 5)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kelsey McLendon, University of Michigan; Katie Snyder, University of Michigan

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Diversity

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

student-led case study activities were integrated into three different sections of ENGR 100(Introduction to Engineering) between January 2024 and April 2025. ENGR 100 is awriting-intensive, design-build-test course required of first-year engineering students at ouruniversity. Roughly 26 different sections offer different projects and disciplinary focuses in falland winter semesters. All sections are co-taught by a technical communication lead instructorand a technical lead instructor from one of the other engineering departments. The courseenrollment typically varies from about 40 - 80 students, who meet every week for two lectures,one lab session, and one discussion session.McLendon taught two of the three sections discussed in this paper

Conference Session

Supporting Students and Faculty in Computing (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 7)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rebecca Zarch, SageFox Consulting Group; Stacey Sexton

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Diversity

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

Paper ID #45891”No one has asked me before”: Reflections on understanding compassionfatigue among computer science researchers, teachers and advocatesRebecca Zarch, SageFox Consulting Group Rebecca Zarch is an evaluator and a director of SageFox Consulting Group. She has spent 20 years evaluating and researching STEM education projects from K-12 through graduate programs.Stacey Sexton Hi, I’m Stacey Sexton. I am a queer, nonbinary, Socialist organizer, educator, facilitator and coach supporting individuals and teams working through conflict, deepening their understanding of and action toward social justice, and finding

Conference Session

Interrogating Race, Caste, and Power (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 4)

Collection

2025 ASEE Annual Conference & Exposition

Authors

R. Jamaal Downey, University of San Diego; Joel Alejandro Mejia, University of Cincinnati; Diana A. Chen, University of San Diego; Gordon D Hoople, University of San Diego

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Diversity

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

power to allocate resources in the school and was told that he could havesome funds to support a new design project he had in mind. With that problem solved, he fullyfleshed out the project and brought it back to the other instructors for inclusion in the course.CounternarrativeDiana, an Asian American woman hired at the same time as Gordon, joined the faculty in atenure-track position straight out of her PhD in Civil Engineering. Both Gordon and Diana werepart of an effort to start a new engineering department within the school. However, Diana’s firstyears were assigned towards designing and developing new courses from scratch, a few evenoutside of her area of expertise. After incrementally improving the course semester aftersemester, she

Conference Session

Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Renata A Revelo, The University of Illinois at Chicago; Melissa Espindola, University of Illinois Chicago; Betul Bilgin, University of Illinois Chicago; Houshang Darabi, University of Illinois Chicago

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Diversity

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

strengths of low-SES and FGCS students, institutions can helpbridge the gap between their backgrounds and the demands of engineering education.Theoretical FrameworkIn this project, we view engineering identity from both a personal and a social identityperspective [7]. To do so, the framework used in this project incorporates Carlone & Johnson’sscience identity model [1], specifically their science identity dimensions of performance,recognition, and competence. In addition to these dimensions, we also incorporate a dimensionof community to the model. Nestled in the dimensions of identity, we add in aspects of theModel of Multiple Dimensions of Identity (MMDI) [8] to underscore engineering identity as oneof many ways of identifying for students

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)

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Diversity

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

Paper ID #47973Student and Instructor Experiences with a Seminar Course on Engineeringand Social JusticeDr. Ashish Agrawal, Rochester Institute of Technology (CET) Ashish Agrawal is an Assistant Professor in the College of Engineering Technology at Rochester Institute of Technology. His research interests include exploring the intricacies of STEM curricula, studying the influence of curricular features on students’ experiences, and designing equitable interventions and assessing their influence on student learning. He has taught several introductory engineering courses using student-centric approaches such as project-based

Conference Session

Culture, Agency, and Responsibility through Curriculum (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 5)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nagma Zerin, The Johns Hopkins University; Melo-Jean Yap, The Johns Hopkins University; Hexin Bi, The Johns Hopkins University

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Diversity

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

demonstrations, etc.) to make the content accessible to the greatestnumber of learners. The second principle is multiple ways of demonstrating students’understanding (e.g., multiple assignment formats, projects, written reports, presentations, etc.) asno single option works for all students. The final principle is multiple ways of engaging students.Within the UDL framework, student engagement is generally a result of using the first twoprinciples to improve the learning process [10]. SDT considers autonomy, competence, and relatedness as the fundamental psychological needsthat are necessary for developing intrinsic motivation [11-13]. Autonomy is the feeling of being incontrol of one’s behaviors and actions. Competence aligns with self-efficacy and

Conference Session

Disability in Engineering Programs (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 3)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rachel Figard, University of Georgia

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Diversity

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

, and (4) undergraduate education. These criteria were used tosearch the existing literature in online databases. The database search was conducted twice andresulted in a total of 6,388 publications. After removing duplicates, 5,794 publications remainedfor analysis. Each publication then undergoes a three-stage screening process (title, abstract,full-text). This project is currently in the third round of the screening process, with 167publications remaining for full-text review. Findings from this analysis will help reveal keythemes, persistent barriers, and areas where further research is needed to better support disabledstudents' access, retention, and success in engineering undergraduate programs.Keywords: Disability, Disabled Students

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

Paula Rodrigues Affonso Alves, University of Manitoba; Jillian Seniuk Cicek, University of Manitoba; Kari Zacharias, University of Manitoba; Renato Alan Bezerra Rodrigues, University of Manitoba

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Diversity

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

socially-economicallygroups that are oppressed by the capitalist system.We will share the example of technological development of a cassava flour mill in the Osvaldode Oliveira Sustainable Development Project agrarian reform settlement to show another way ofeducating engineers focused on oppressed groups’ needs. This settlement is part of the SocialMovement of Landless Rural Workers (MST3), located in Córrego do Ouro, Macaé district/RJ inpartnership with the Laboratório Interdisciplinar de Tecnologia Social – LITS (InterdisciplinaryLab of Social Technology), that is one of NIDES’ partners, of UFRJ campus Macaé (UFRJ –3 The Landless Rural Workers' Social Movement is organized in 24 of the 26 Brazilian states, present in all fiveregions of the

Conference Session

Disability in Engineering Programs (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 3)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alec Jon Bauer, Clemson University

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Diversity

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

integration. The abrupt shift to onlinelearning during the COVID-19 pandemic intensified these challenges while also introducing opportunities forgreater accessibility, flexibility, and tailored learning experiences. Building on the context of pandemic-inducededucational shifts, this work contributes to a comprehensive study examining neurodiversity within engineeringand computing disciplines at a large southeastern R1 (very high research activity) institution. The research teamemploys a rigorous mixed-methods approach to analyze these dynamics. Undergraduate researchers initiatedthis collaborative project in Summer 2023 by conducting a pilot survey of students, staff, faculty, andadministrators, which offered baseline insights into neurodivergent

Conference Session

Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Fatemeh Khalkhal, San Francisco State University; Stephanie Claussen, San Francisco State University; Yiyi Wang, San Francisco State University; Xiaorong Zhang, San Francisco State University; Elysee Matembe Ekanga, San Francisco State University (SFSU)

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Diversity

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

State University (SFSU) Elysee Matembe Ekanga was a senior undergraduate student majoring in Civil Engineering at San Francisco State University at the time of the project. She is dedicated to promoting diversity and equity in the field of engineering. Over the years, she has gained valuable knowledge and experience in construction management through various internships, both in her home country, the Democratic Republic of Congo, and in the United States. This coming fall, she will pursue her graduate studies at Stanford University in the Sustainable Design and Construction program. ©American Society for Engineering Education, 2025Underrepresented-minority students’ portrayal of engineering

Conference Session

An ECSJ Art Show - Equity and Justice through Art (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 6)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Robyn Mae Paul, University of Calgary; Laleh Behjat, University of Calgary

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Diversity

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

thecountry that the participant is from. Once the weight of the marbles has reached a critical value,the tree will shake, making the leaves fall. The hope is by increasing the number of stories weleave; we will increase the hope that the tree of Hope survives.Using a collaborative collage shaped like a tree, this work invites collective reflection on the roleof engineers in perpetuating or challenging violence. Each leaf symbolizes a story orcommitment to peace, while the tree’s periodic "shaking" represents systemic disruptions. Byfostering community engagement, the project reimagines engineering as a force for justice,advocating for responsive pedagogy and transformative practices in engineering education.This paper explores how engineering

Conference Session

Belonging Across Engineering Environments (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 1)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Robert P. Leland, Oral Roberts University; Molly Shanahan, Independent artist, advocate, and educator

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Diversity

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

participated in recent legislation in Ireland restricting NDAs and is involved in similarlegislation in Australia and Canada. CBMS is seeking to end the misuse of NDAs to cover upabuse and misconduct through legislation, education and promoting a voluntary pledge foruniversities, businesses and faith-based organizations. At this time, 98 universities in the UK andfour in Canada have signed the University Pledge. CBMS participated in recent legislation inIreland restricting NDAs and is involved in similar legislation in Australia and Canada.NDAFreeCampus is advised and encouraged by Macfarlane, and is promoting a similar pledge inU.S. higher education. NDAFreeCampus has been kindly endorsed by Can’t Buy My Silence.People’s Parity Project (USA)“The

Conference Session

Transformative and Just Futures in Engineering (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 11)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nadia N. Kellam, Arizona State University

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Diversity

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

I encountered, and the lessons I learned along the way. These reflections are notintended to present polished solutions but to share an authentic account of my journey, includingmistakes and missteps, as I sought to reimagine AI’s role in education. Rather than sharinglengthy narratives about my experiences with AI in engineering education, I have selected keyincidents that illustrate how I engaged with AI, the opportunities AI presents, and AI’slimitations.PositionalityI am a white, queer woman who has been an engineering faculty member for almost 20 years. AsI began to engage in institutional change projects, I became interested in power and privilege andhow these social forces influence our work as educators, researchers, and change

Conference Session

Disability in Engineering Programs (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 3)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ella Hedberg, University of Michigan; Caroline Louise Carter, University of Michigan; Xiaping Li, University of Michigan; Laura Hirshfield, University of California, Berkeley; Robin Fowler, University of Michigan; Prachi Shah, University of Michigan

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Diversity

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

to challenges. (Subject #1)In contrast, subject #6 discussed low identity importance in the context of teamwork: When I- when I'm working in a group I'm not like, oh, I'm facing a lot of challenges because of what I have. [referring to their neurodivergent identity] (Subject #6)Theme: Attitudes toward teamwork in generalThe code attitudes toward teamwork in general, covered any blanket statements, generalattitudes, opinions, or sentiments students have about working in teams. Examples of this couldinclude: if they enjoy group projects or prefer to work on their own; if they see teamwork asvaluable to their learning. Subjects #3 and #12 discuss the different ways their neurodivergentidentities impact how they feel about

Conference Session

Culture, Agency, and Responsibility through Curriculum (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 5)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mobina Beheshti; Julia Wilder; Annick M Manseau; Sofia Ella Migon; Isabella Stuopis, Brown University; Avneet Hira, Boston College

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Diversity

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

as an innovative tool for enhancing environmental education[18].According to McNally and Andrade, Minecraft has the potential to impact the way people learn about andinteract with the natural world [19]. Building a house for one's own use and aesthetic appeal is a commonfirst project for amateur builders, according to Harrison and Gesthuizen [20]. In addition, children cangain a lot of understanding about sustainable living ideas, challenges, and opportunities by touring avirtual city [21].Studies involving pre-service teachers found that CAD aids learning retention. Doğan and Kahramansuggest that Tinkercad's spatial interface can enhance students' interests, attitudes, and motivations [22].Mohapatra et al. stated that Tinkercad is

Conference Session

Transformative and Just Futures in Engineering (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 11)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer Ramos-Chavez, University of Texas at El Paso; Jennifer L. Taylor, University of Colorado Boulder; Ivonne Santiago, University of Texas at El Paso

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Diversity

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

. Taylor, University of Colorado Boulder Jennifer Taylor is the director of pre-college engineering with the College of Engineering and Applied Science at the University of Colorado Boulder. She leads the Pre-College Engineering Education Program, engaging K-12 students in hands-on engineering experiences to broaden STEM education impacts and supporting K-12 educators to increase teacher capacity in classroom engineering education. Jennifer led the Creative Engineering Design project to advance the NSF-funded ASPIRE Engineering Research Center’s roadway electrification efforts in the pre-college engineering space.Dr. Ivonne Santiago, University of Texas at El Paso Dr. Ivonne Santiago is an Associate Professor of Civil

Conference Session

Interrogating Race, Caste, and Power (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 4)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephen Secules, Florida International University; Atota Bedane Halkiyo, Florida International University; Maimuna Begum Kali, Florida International University; Nivedita Kumar, Florida International University

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Diversity

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

education more responsive to all learners. Halkiyo taught and worked at a university in Ethiopia, where he was also a principal investigator of the ”Engendering Higher Education Curricula” research project. Dr. Halkiyo is a Fulbright-Hays Fellow, where he conducted his dissertation research on global education policy transfer from the global West/North to the global South/East, specifically Ethiopia, Africa.Maimuna Begum Kali, Florida International University Maimuna Begum Kali is a Ph.D. candidate in the Engineering and Computing Education program at the School of Universal Computing, Construction, and Engineering Education (SUCCEED) at Florida International University (FIU). She earned her B.Sc. in Computer Science and

Conference Session

Belonging Across Engineering Environments (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 1)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Charlotte Dworak, Embry-Riddle Aeronautical University - Daytona Beach; Victoria Minette Belveal, Embry-Riddle Aeronautical University; Kai Jun Chew, Embry-Riddle Aeronautical University - Daytona Beach

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Diversity

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

instructor, making it easier for the student to ask for help. Work-related connectionshelped the student could become more interested in the outcome of their project and in turn learnmore about the topic, since they were allowed to apply their class studies to a topic they werepassionate about. “A project-based sustainable design lesson in engineering made me feel whole... Theinstructor included personal reflection and interdisciplinary conversations into our tasksthroughout the course... Additionally, the instructor addressed student needs outside ofacademics. They encouraged frank conversation regarding business, personal, and emotionalissues. This support built trust and helped us operate better... These encounters made me feelvalued for

Conference Session

Understanding Concealable Stigmatized Identities (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 10)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Darby Rose Riley, Rowan University; Heather Malino, Rowan University; Cara Mawson, Rowan University; Cassandra Sue Ellen Jamison, Rowan University

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Diversity

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

program [20]-[22].What classroom elements are associated with the challenges students with NADs face?Our students commented on numerous classroom preferences regarding course structure whichhighlighted both positive and negative perceptions of academic practices. These preferencesspanned long-term projects, group work, quizzes/exams, independent assignments, andassignment frequency. Overall, positive and negative perceptions of course structures variedacross disability types (cognitive and/or emotional). One exception was group work, where astrong split was observed between disability types: students with cognitive disabilities foundgroup work to be overwhelmingly positive, while students with emotional disabilities foundgroup work to be

Conference Session

Belonging Across Engineering Environments (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 1)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tolulope Iyanuoluwa Abiri, Morgan State University; Ayobami Christianah Dunmoye, Morgan State University; Michael Oluwafemi Ige, Morgan State University; Samuel Sola Akosile, Morgan State University; Olushola V. Emiola-Owolabi, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University

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

Research Assistant in the Department of Civil and Environmental Engineering at Morgan State University, Maryland, where he is pursuing his M.Sc. in Civil and Environmental Engineering with a concentration in Construction Management and Transportation Engineering. He earned his B.Tech. in Building Structure from the Federal University of Technology, Akure, Nigeria. Michael has extensive professional experience managing large-scale heavy construction and fac¸ade projects, including high-rise and industrial developments across West Africa, having held key roles in the field. His research interests include the integration of digital tools in construction education, resilient building design, and asset management in civil

Conference Session

Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Juan Sebastián Sánchez-Gómez, Universidad El Bosque; Maria Catalina Ramirez; Pedro Guillermo Feijóo-García, Georgia Institute of Technology; Fidel Mauricio Ramírez Aristizábal, Universidad el Bosque; Liliana Ahumada, Universidad el Bosque

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

approach has spread internationally, especiallyin the United States, and that there is currently a boom in Latin America. These advances inLatin America have occurred thanks to the implementation of education policies that involvethe development of programs or projects such as the Latin American STEM Network, thedeclaration of STEM territories in the cities of Medellin and Bogota, the State of Mexico inMexico, Valparaiso in Chile, Vicente Lopez in Buenos Aires, Argentina, among others [6].On the other hand, Rojas Mesa et al. refer to the need to have more engineers in all countries,a situation that seems difficult to achieve given that there is less and less interest in thesecareers among the new generations. In Colombia, there is marked desertion

Conference Session

Marginalization, Identity, and Student Development (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 9)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Corin L. Bowen, California State University, Los Angeles; Joseph Valle, Purdue University – West Lafayette (College of Engineering); Shannon M Clancy, Elizabethtown College; Kaylla Cantilina, Northeastern University

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

attack for their explicitchallenge to the social and structural status quo.Additionally, the theory of intersectionality postulates that the experiences ofmultiply-marginalized individuals will be overlooked by any theory that focuses on a singleidentity-based attribute; alternatively, the compounding experiences of oppression must also beconsidered in order to achieve liberation for all people [21, 22]. This framework was pioneeredby Kimberlé Crenshaw as a means of understanding the compounding effects of discriminationagainst Black women on the bases of both gender and race. Intersectionality is more frequentlybeing applied in engineering education research in recent years (e.g., [23, 24]). While theeducational research in this project

Conference Session

Supporting Students and Faculty in Computing (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 7)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alicia Nicki Washington, Duke University; Victoria E. Callais, Duke University

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

themission of serving Black and Native students especially (i.e., HBCUs and TCUs).References[1] “The Data Buddies Project,” CERP. Accessed: Jan. 10, 2025. [Online]. Available: https://cra.org/cerp/data-buddies/[2] A. N. Washington, “When Twice as Good Isn’t Enough: The Case for Cultural Competence in Computing,” in Proceedings of the 51st ACM Technical Symposium on Computer Science Education, in SIGCSE ’20. New York, NY, USA: Association for Computing Machinery, Feb. 2020, pp. 213–219. doi: 10.1145/3328778.3366792.[3] A. N. Washington, S. B. Daily, and C. Sadler, “Identity-Inclusive Computing: Learning from the Past; Preparing for the Future,” presented at the 53rd ACM Technical Symposium on Computer Science Education