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)

by Recognizing the Framing Power of Implicit Messages Kathryn A. Neeley University of VirginiaI. IntroductionSince the founding of the Diversity, Equity, and Inclusion Commission in 2011, interest andactivity in diversity have grown in ASEE, culminating with the establishment of the Year ofImpact on Racial Equity (2021-2022) and the formation of the Equity, Culture, and Social JusticeDivision in 2020. These initiatives were preceded by several ASEE programmatic effortsincluding the Year of Action on Diversity (2014-2015), the Best Diversity Paper Award (2015),the Deans Diversity Pledge (2017), the Diversity Recognition Program (2019), and the

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)

questions, we walk’: How should engineering education address equity, the climate crisis, and its own moral infrastructure?,” Journal of Engineering Education, vol. 108, no. 4, pp. 447–452, 2019, doi: 10.1002/jee.20295.[10] E. Godfrey, “Understanding Disciplinary Cultures: The First Step to Cultural Change,” in Cambridge Handbook of Engineering Education Research, A. Johri and B. M. Olds, Eds., Cambridge: Cambridge University Press, 2014, pp. 437–456. doi: 10.1017/CBO9781139013451.028.[11] E. A. Cech, “Culture of Disengagement in Engineering Education?,” Science, Technology, & Human Values, vol. 39, no. 1, pp. 42–72, Jan. 2014, doi: 10.1177/0162243913504305.[12] A. R. Bielefeldt and N. E. Canney, “Changes in

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)

help create a culture where students can learn, grow, socialize, andenhance their engineering identity.This paper shares the student research team’s journey through creating an interview protocol, seethe appendix for the complete protocol, conducting interviews, and performing an initialanalysis. The work-in-progress version of this paper attempts to engage with some of the workbeing done at ASEE by others interested in exploring makerspaces, retention, and the impact ofidentity formation on underrepresented student groups. For the final version after year two of thestudy, we expect to engage much more deeply with the broader literature on the subject. Whilethe recommendations are site specific to our university, we expect some of the

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)

Know,” New Dir. Community Coll., vol. 2006, no. 135, pp. 21–28, 2006, doi: 10.1002/cc.[2] K. J. Cross, K. B. H. Clancy, R. Mendenhall, P. Imoukhuede, and J. Amos, “The Double Bind of Race and Gender: A Look into the Experiences of Women of Color in Engineering,” ASEE Annu. Conf. Proc., 2017.[3] A. E. Slaton, “Engineering Improvement: Social and Historical Perspectives on the NAE’s ‘Grand Challenges,’” Int. J. Eng. Soc. Justice, Peace, vol. 1, no. 2, pp. 95–108, 2012.[4] A. Aparicio and A. Ruiz-Teran, “Tradition and Innovation in Teaching Structural Design in Civil Engineering,” J. Prof. Issues Eng. Educ. Pract., vol. 133, no. 4, pp. 340–349, 2007, doi: 10.1061/(ASCE)1052-3928(2007)133.[5] L. White, “‘Liberal