Conference Session

Equity and Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kaitlyn Anne Thomas, University of Nevada, Reno; Kelly J Cross, Georgia Institute of Technology; Isabel Anne Boyd, University of Tennessee, Knoxville; Marie C. Paretti, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Equity, Culture & Social Justice in Education Division (EQUITY), Liberal Education/Engineering & Society Division (LEES)

. Women of color (WOC) are anunderrepresented and underserved community [1] in engineering who can offer underutilizedintellectual capital. Despite efforts in engineering education, however, WOC remain repressed inengineering as well as most university-level engineering programs in the US [2]. A possiblereason for the repression of WOC in engineering may be from the underlying epistemologies ofthe field itself.The foundational epistemologies of engineering in the US were established in the mid-19thcentury through engineering societies in various universities [3]–[7]. Not surprisingly, due to thesociopolitical climate in the US at the time, the only individuals with access to these societies(who therefore shaped their values and cultures) were

Conference Session

Equity and Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Felicity Bilow, Virginia Polytechnic Institute and State University; Lucas Adams, Clarkson University; Mohammad Meysami, Clarkson University; Jan DeWaters, Clarkson University

Tagged Topics

Diversity

Tagged Divisions

Equity, Culture & Social Justice in Education Division (EQUITY), Liberal Education/Engineering & Society Division (LEES)

structure previously determined through exploratory and confirmatory factor analysisrevealed five latent variables that align with a framework proposed by Fila et al. [1] for teachingengineering within a humanistic lens to help students develop a sense of belonging and theirengineering identity. Our SEM analysis showed that for all students, academic self-confidenceand self-efficacy and a broad understanding of engineering both have a significant positiveinfluence on their sense of belonging, which in turn has a significant influence on their attitudestoward persisting and succeeding in engineering. Appreciating the importance of non-technicalskills in engineering had no significant influence on most students’ sense of belonging with theexception

Conference Session

Equity and Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Equity, Culture & Social Justice in Education Division (EQUITY), Liberal Education/Engineering & Society Division (LEES)

language and rhetorical strategies could produce a deterrent effect.Specifically, I use rhetorical theory and the concept of analogical imagination to illuminate thenature and power of implied messages and suggest conversation as a promising rhetorical modefor engaging a broader range of participants in the discourse on diversity. © American Society for Engineering Education, 2024 1 2024 ASEE Annual ConferenceThe discourse on diversity is organized around values that are cherished in the LiberalEducation/Engineering & Society Division of ASEE (LEES) and in the broader community ofpeople engaged in humanistic education for engineers. I want to emphasize that the

Conference Session

Equity and Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Aubrey Wigner, Colorado School of Mines; Dean Nieusma, Colorado School of Mines; Catherine Chase Corry, Colorado School of Mines; Julianne Stevens, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Equity, Culture & Social Justice in Education Division (EQUITY), Liberal Education/Engineering & Society Division (LEES)

students.While a sense of belonging can lead to higher retention and persistence, the feeling of beingexcluded can lead students to leave STEM majors or drop out of university entirely [1]. Mistakeswhen setting makerspace culture can be costly in terms of diversity by pushing out students whootherwise are borderline in their perceptions of belonging in STEM programs and institutions.This work-in-progress paper shares results from the first year of our two-year study. In year one,we focused on collecting data on the experiences on inclusion and exclusion that students face atour institution. This paper provides a preliminary analysis of that initial data and providessuggestions to our makerspace director and other institutional leaders. While we

Conference Session

Equity and Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel Figard, Arizona State University; Abimelec Mercado Rivera, Arizona State University; Marcus Melo de Lyra, The Ohio State University

Tagged Divisions

Equity, Culture & Social Justice in Education Division (EQUITY), Liberal Education/Engineering & Society Division (LEES)

literature review (ScLR) conducted toelucidate the current landscape, trends, methods, and potential gaps in the literature surroundingequitable design pedagogy in engineering education. The ScLR follows the methodologypresented by Arksey and O’Malley (2005), which breaks the process into five stages: (1)identifying the research questions, (2) identifying the relevant studies, (3) study selection, (4)charting the data, and (5) collating, summarizing, and reporting the results. These stages wereperformed iteratively, which allowed for reflection and study team collaboration along eachstage. The study was grounded in four central inclusion criteria: (1) equitable design, (2)engineering education, (3) engineering course, and (4) secondary education