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

activism.Dr. Stephen Secules, Florida International University Stephen is an Assistant Professor Engineering and Computing Education at Florida International University. He has a prior academic and professional background in engineering, having worked professionally as an acoustical engineer. He has taught a number of courses on design, sociotechnical contexts, education, and learning. He conducts research on equity and culture in engineering education and supports undergraduate and graduate student researchers through the Equity Research Group.Jocelyn GarciaMaria Oralia Tinoco Alegre, Florida International UniversityMalak Elaouinate, Florida International University Malak Elaouinate is a Florida International University

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Meagan C Pollock, Engineer Inclusion; Hoda Ehsan, The Hill School ; Sreyoshi Bhaduri, ThatStatsGirl; Lauren Thomas Quigley, IBM Research

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Diversity

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

highlights the importance of resilience and adaptability. I remember my experiences and learnings... applying Black feminist and womanist theory held me through to graduation."QUESTION 2: Why do you choose to be a member of ASEE, and describe how you’veserved the organization and engineering education community over the years?In response to the question regarding their membership and contribution to the American Societyfor Engineering Education (ASEE), the Authors share a range of experiences and motivations.Meagan Pollock recounts joining ASEE as a natural step in their doctoral journey, eventuallybecoming deeply involved in leadership roles, including a significant position on theCommission for Diversity, Equity, and Inclusion. Their journey

Conference Session

Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kelyn Rola, Southern Methodist University; Hannah Louis, Southern Methodist University; Alain Mota, Southern Methodist University; Kathy Michelle Hubbard, Southern Methodist University

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Diversity

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

. Alain also serves as the lead program manager of the Summer Engineering Camps an effort that is centered on development of the engineering identity through direct experiences with Engineering fields and design challenges in the informal STEM learning space. Finally, he manages and supports research and development of new and innovative approaches to exposing Pk-12 students to active learning frameworks such as Maker Sprints and Project Based Learning. Alain has a Master of Science in Interdisciplinary Environmental Studies from the University of Texas at El Paso and a Master of Arts in Design and Innovation from Southern Methodist University. As part of his goals to contribute across the University Alain also

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Heather Dillon, University of Washington Tacoma; Tammy VanDeGrift, University of Portland

Tagged Topics

Diversity

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Culture & Social Justice in Education, Equity

the USA,women represent only 19.7% of engineering graduates and 18.7% of computer sciencegraduates, lagging behind the 35.5% of women in all STEM fields [2]. The goal of this projectwas to understand student thinking about diversity and inclusion with the long-term aim ofimproving culture for females and under-represented groups. The engineering workforce andengineered products, infrastructure, and services can certainly benefit from designs created bydiverse teams. Prior researchers have linked diversity to increased creativity in teams andwork-groups [3, 4].Building an inclusive culture is challenging but very important. A negative campus climate canaffect students’ self-efficacy. A campus with a lack of diverse students can create a

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kavitha Chintam, Northwestern University; Alexis N. Prybutok, University of Washington; Chloé M. Archuleta; Adrien Deberghes; Beth DiBiase; Ruihan Li; Jeffrey Richards; Linsey Seitz; Jennifer Cole, Northwestern University

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Diversity

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

alsofeatured opportunities to develop a shared lexicon for ARDEI concepts and interrogate one's ownidentity and positionality.By making this a required course, we set the expectation that considering the societal impacts ofresearch is an important and natural part of the entire research process. We chose to expand anexisting professional development course for graduate students that originally solely coveredtopics like laboratory safety, library use, grant writing, and communication, to include ARDEIand social justice content. Into this predominately passive content, we added active and complexreflections and discussions of identity, bias, and (in)justice. We believe that developing thisreflective skill early sets students up to think about social

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

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Diversity

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

adult inform their research work.Dr. Kirsten A. Davis, Purdue University Kirsten Davis is an assistant professor in the School of Engineering Education at Purdue University. Her research explores the intentional design and assessment of global engineering programs, student development through experiential learning, and approaches for teaching and assessing systems thinking skills. Kirsten holds a B.S. in Engineering & Management from Clarkson University and an M.A.Ed. in Higher Education, M.S. in Systems Engineering, and Ph.D. in Engineering Education, all from Virginia Tech.Dr. Senay Purzer, Purdue University Senay Purzer is a Professor in the School of Engineering Education at Purdue University. Her research is

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

common goal.6. The workshops and speakers were valuable too.7. The community-centered research.The student responses above indicate what elements participants found valuable about ROLE,confirming the importance of interacting with others, shared values through their culture, andcommunity building. When participants were interviewed, they reflected on more specificexamples. For instance, participants were aware of ROLE’s research space created to encourageresearch activities among minority and underrepresented students in engineering. Someparticipants reflected on their ethnic and engineering identities. Troy vented, “Being a Latinoengineer, it's definitely a minority in the engineering field…it made me sort of form more of abond if I see

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joseph Valle, University of Michigan, Ann Arbor; Corin L. Bowen, California State University, Los Angeles; Donna M. Riley, Purdue University, West Lafayette

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Diversity

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Culture & Social Justice in Education, Equity

helpengineers and their communities meet their needs, and clarifies that engineering does notinherently require technocratic solutions to communal problems and needs.PositionalityThe primary and secondary authors are both engineers, labor organizers with the AmericanFederation of Teachers (AFT) local GEO-3550, and children of union members fromworking-class backgrounds. Both were participants in the 2020 GEO-3550 abolitionist strike fora safe and just campus for all [29]. The first author was also taking graduate coursework inintroducing the concepts of engineering education research during the writing of this paper,which provided a critical reflective space for learning and grappling with theoretical frameworksand their applications. We reached out to

Conference Session

Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Claudia Mara Dias Wilson, New Mexico Institute of Mining and Technology; Thais Alves, San Diego State University; Corrie Walton-Macaulay, Saint Martin's University; Xiaomei Wang, Brigham Young University; Scott R Hamilton P.E., York College of Pennsylvania; Gloria Faraone; Nicholas Tymvios, Bucknell University; Moses Tefe, Norwich University

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Diversity

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

Development. He graduated from the University of Alabama in August 2012 with a PhD ©American Society for Engineering Education, 2024 Teaching Social Justice in Infrastructure: A Community of Practice Framework for the use of Case StudiesAbstractThe Center for Infrastructure Transformation and Education (CIT-E) was created in 2013 as acommunity of practice (CoP) for those interested in the scholarship of infrastructure educationand has developed a model introductory infrastructure course with over 40 lessons available toany instructor to use or modify. In the summer of 2023 CIT-E held a workshop “TeachingStudents about Equitable Infrastructure”. As a result of that workshop, one of the ongoing

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

, takeaways for future development of this and other comparable communitiesof practice for student participants in engineering education are considered.1.1 BackgroundThe EECS Design Student Community of Practice Program at Oregon State University in theSchool of Electrical Engineering and Computer Science was originally developed and piloted in2017 as a means to interweave aspects of academic, extracurricular, career preparation, andprofessional identity-building in the engineering discipline based upon the model presented byWenger [1]. Over the 6 years since the pilot, program leaders have conducted developmentresearch that has guided advancements in basic organization, educational practice, resourcefocus and overall implementation methodology [2-4

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Knaphus-Soran, University of Washington; Daiki Hiramori, University of Washington; Elizabeth Litzler, University of Washington

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Diversity

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Culture & Social Justice in Education, Equity

arehoping that through the process of sharing our thoughts with the broader ASEE community, wecan further develop ideas regarding opportunities for anti-racist institutional transformation andincorporate them into ongoing research with students, program coordinators, and universityleadership across the five PNW LSAMP universities and four PNW LSAMP communitycolleges.Theoretical frameworkOur research is motivated by an assets-based Critical Race Theory (CRT) approach aimed atdeveloping a better understanding of the ways that knowledge and experience possessed bystudents from systemically marginalized groups both contribute to their educational success anddraw attention to opportunities for institutional transformation [5], [7], [8]. In this paper

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

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

, ‘Developing a Grounded Framework for Implementing Ungrading in a Disciplinary Context’, ASEE Annu. Conf. Expo., 2023.[12] S. Ghosh and S. Coppola, ‘This Class Isn’t Designed For Me: Recognizing Ableist Trends In Design Education, And Redesigning For An Inclusive And Sustainable Future’. arXiv, 2024.[13] M. Bahnson et al., ‘Inequity in graduate engineering identity: Disciplinary differences and opportunity structures’, J. Eng. Educ., vol. 110, no. 4, pp. 949–976, 2021 [Online]. Available: 10.1002/jee.20427.[14] A. M. York et al., ‘Gender inequity in individual participation within physics and science, technology, engineering, and math courses’, Phys. Rev. Phys. Educ. Res., vol. 17, no. 2, p. 020140, Dec. 2021 [Online]. Available

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrea Arce-Trigatti, Tennessee Technological University; Stephanie Jorgensen, Tennessee Technological University; Robby Sanders, Tennessee Technological University; Pedro E. Arce, Tennessee Technological University

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Diversity

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Culture & Social Justice in Education, Equity

various disciplines through the recruitment of students from STEM and STEM-related majors across campus including: biology, chemistry, STEM education, chemical Creation of an engineering, behavioral education science, and environmental science. In terms of expansive faculty mentoring, students received training from faculty representing engineering, learning education, marketing, business, multicultural education and sociology. This community learning community met twice a month with faculty and twice a month with their graduate mentorship team. The aim of this type of interdisciplinary learning community helped students establish connections across campus through

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

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Diversity

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

welcomedand recognize that I value them as individual learners, even in a large class.Future WorkThese teaching practices presented have specifically highlighted two main practices: clearlyarticulating the expectations in engineering classrooms and building a sense of belonging andcommunity in courses. Expanding the sense of engineering identity and belonging are bedrock toinviting students into a learning community where they can thrive. The authors hope that theseexamples are just the beginning of the anti-racist pedagogy collection. We would like to include acall to action to the educators reading this paper. We ask that you reflect on your own teaching andidentify any pedagogical practices that are focused on inclusive, anti-racist environments

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nagash Antoine Clarke, University of Michigan; Joi-Lynn Mondisa, University of Michigan

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Diversity

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

Education Conference (FIE). 2016, (pp. 1-4). IEEE.[15] ] E. J. Abrica, T. B. Lane, S. Zobac, & E. Collins, Sense of belonging and community building within a STEM intervention program: A focus on Latino male undergraduates’ experiences, 2022. Journal of Hispanic Higher Education, 21(2), 228-242.[16] T. L. Tevis, & Z. Foste, From complacency to criticality: Envisioning antiracist leadership among white higher education administrators, Journal of Diversity in Higher Education, (2022), Advance online publication.[18] C. A. Young, B. Haffejee & D. L. Corsun, Developing cultural intelligence and empathy through diversified mentoring relationships. Journal of Management Education, (2018), 42(3), 319-346.[19] M. L. Boucher Jr, More

Conference Session

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Hug, Colorado Evaluation and Research Consulting; Raena Cota, New Mexico State University; Ruth Constansa Torres Castillo, New Mexico State University; Enrico Pontelli, New Mexico State University; Adan Maximiliano Delval, New Mexico State University

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Diversity

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

to support student success inengineering. In border communities of the southwest, where rural communities blend acrossnational and state boundaries, student counternarratives of educational success involvecomplexity. In particular, engineering students’ descriptions of language, familial backgrounds,disciplinary knowledge, hidden curriculum of US post-secondary systems, and financial servicesbuilt for citizens OR international students indicate there is much to be learned about howinstitutions in border communities support or fail to support equitable access to engineeringpathways. In a larger study, transcript analysis of 40 interviews from undergraduates at a borderinstitution indicate scholars navigate familial and background difference

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Doris J. Espiritu, Wilbur Wright College; Bridget Eileen O'Connell, Wilbur Wright College; David Potash, Wilbur Wright College

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Diversity

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Culture & Social Justice in Education, Equity

, "Ethics and the Development of Professional Identities of Engineering Students," Journal of Engineering Education, vol. 94, no. 4, pp. 383-390, 2005.[28] National Science Foundation, NATIONAL CENTER FOR SCIENCE AND ENGINEERING STATISTICS DIRECTORATE FOR SOCIAL, BEHAVIORAL AND ECONOMIC SCIENCES, "Women, Minorities, and Persons with Disabilities in Science and Engineering," National Science Foundation, Alexandria, VA, 2019.[29] C. Rozek, Ramirez, Gerardo, R. Fine and S. L. Beilock, "Reducing socioeconomic disparities in the STEM pipeline through student emotion regulation," Proceedings of the National Academy of Sciences , vol. 166, no. 5, pp. 1553-1558, 2019.[30] G. M. Bettencourt, C. A. Manly, E. Kimball and R. S. Wells

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Lezotte, Rowan University; Harriet Hartman, Rowan University; Stephanie Farrell, Rowan University; Tiago R. Forin, Rowan University; Theresa F.S. Bruckerhoff, Curriculum Research & Evaluation, Inc.

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Diversity

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Culture & Social Justice in Education, Equity

Paper ID #33756Perceptions of the Engineering Curricula from Women and LGBTQIA+ Stu-dentsDr. Stephanie Lezotte, Rowan University Dr. Stephanie Lezotte currently serves as the Assistant Dean of Graduate Studies at Rowan University. She received her Ph.D. in education, with a concentration in postsecondary and higher education. Us- ing organizational theory, she is interested in systems and structures that contribute to the oppression of underserved and underrepresented college students, particular STEM students. She is active in the Amer- ican Educational Research Association (AERA) and the Association for the Study of

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nicole Delgado, New Mexico State University; Hilda Cecilia Contreras Aguirre, New Mexico State University; Luis Rodolfo Garcia Carrillo

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Diversity

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

AbstractLatinx undergraduate students attending Hispanic-Serving Institutions (HSIs), where most of theschool’s undergraduate population comes from similar cultural and linguistic backgrounds, arelooking to belong, persist, and successfully complete rigorous STEM-based educational andacademic programs. HSIs have a unique opportunity to utilize their institutional practices andpersonnel to support and promote student success through culturally relevant pedagogy centeredon Latinx cultural wealth. HSIs work with STEM academic programs to increase enrollment andacademic preparedness through rigorous coursework, however, Latinx students need additionalcommunity support to feel a sense of belonging to fully develop their STEM identities. Latinxstudents find

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Courtney Janaye Wright, University of Kentucky; Lucy Elizabeth Hargis, University of Kentucky; Ellen L. Usher, University of Kentucky; Joseph H. Hammer, University of Kentucky; Sarah A. Wilson, University of Kentucky; Melanie E. Miller, University of Kentucky

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Culture & Social Justice in Education, Equity

student mental health-related help-seeking in undergraduate engineer- ing students. She is completing this project in collaboration with faculty members from educational and counseling psychology. With this work, they aim to better understand the help-seeking beliefs of under- graduate engineering students and develop interventions to improve mental health-related help-seeking. Other research interests include engineering communication and integration of process safety into a unit operations course.Melanie E. Miller, University of Kentucky Melanie Miller, M.S., (She/her/hers) is a Counseling Psychology Ph.D. student at the University of Ken- tucky. American c

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sourojit Ghosh, University of Washington, Seattle; Sarah Marie Coppola, University of Washington, Seattle

Tagged Divisions

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

the threat of the different strains of the Covid-19 virus hasreduced and consequently, a large number of institutions have reverted to in-person modes ofinstruction that prevailed prior to the start of the pandemic (e.g. [2], [3]). The near-totalsuspension of HyFlex instruction has been met with little protest in the academic community,with only a handful of researchers speaking in its favor (e.g. [4]–[6]). In this paper, we align our voices in support of HyFlex learning, arguing that theCovid-19 pandemic taught us the valuable lesson that HyFlex learning options should alwayshave a place in education, as we particularly make a case for our field of design engineeringeducation. Through empirical research consisting of semi-structured

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

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

classroommethods + STEM/engineering; inclusive college classroom + engineering/STEM; inclusiveinstruction + STEM/engineering; and inclusive college education + STEM/engineering) were usedto retrieve articles from different databases. The databases include Web of Science, GoogleScholar, IEEE Xplore Library, Scopus, ERIC, Wiley Online Library, and Compendex.Forty-four articles remained in the pool. Finally, in the synthesis phase, these articles werecritically reviewed following the sub research questions, and the information was synthesized togenerate themes. Five themes emerged from the forty-four articles. First theme: Using Identity toFoster Engineering Connections, found to be especially helpful for marginalized students. Secondtheme: Using Technology

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ingrid Scheel, Oregon State University; Rachael E. Cate, Oregon State University; Devlin Montfort, Oregon State University

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Diversity

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

improvementstrategy may already be in use and examine through a linguistic and cultural lens the rhetoricalstrategies instructional faculty use to communicate technical concepts to students with the hopethat we can increase utilization of these strategies to benefit students and simplifyrecommendations for instructional faculty who are striving to be compliant with ABET and otheraccreditation bodies and manage their workload within realistic constraints put on educationalinstitutions.Purpose: We believe that by explicitly articulating the applications of coursework to society,learning objectives to social service, and faculty commitment to advocacy for equitable practicesin engineering education and practice we can lay a foundation for a learning space

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Lauber, Microsoft; Benjamin Emery Mertz, Rose-Hulman Institute of Technology

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Diversity

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Culture & Social Justice in Education, Equity

lecturer.The curriculum was implemented late in the semester, after the class was already comfortablewith each other and with large group discussions. The coursework for this class included severalactivities that are “outside” the typical technical engineering classrooms, such as using Twitter asthe classroom communication tool. Because of this, the students could have been more primed tobe receptive to the curriculum based on class experience so far. When the unconscious biascurriculum is positioned as pertinent to the engineering students’ development in professionalcommunication, the module could theoretically be implemented in any engineering classroom.For the curriculum to be successful, the facilitator must be willing to share their

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tracy Anne Hammond, Texas A&M University; Samantha Ray, Texas A&M University; Paul Taele, Texas A&M University; Shawna Thomas, Texas A&M University; Karan Watson P.E., Texas A&M University; Christine A. Stanley, Texas A&M University; Seth Polsley, Texas A&M University

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Diversity

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Culture & Social Justice in Education, Equity

Christine Stanley Engineering Education Faculty Department of Educational Administration & Human Development Texas A&M University Seth Polsley Sketch Recognition Lab Department of Computer Science & Engineering Texas A&M UniversityAbstractProtests against racial injustice have been increasing in the United States. Universities oftenrapidly respond to acts of injustice through public statements about their position to uphold theequality of all people. To gauge the desires and concerns around discussing events causing socialunrest

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tomeka Carroll, University of Virginia; Diana Marcela Franco Duran, University of Virginia; Lindsay Ivey Burden

Tagged Divisions

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

Paper ID #36778Conceptualizing Social Justice in Civil Engineering and Professors’Perspective: A Systematic Literature ReviewMs. Tomeka Carroll, University of Virginia Tomeka Carroll is a Ph.D. Fellow in the school of Engineering and Applied Science at the University of Virginia. She is also a Research Assistant with the Behavioral Research at Darden (BRAD Lab). Her research interest revolve around JEDI in engineering education, circular economy and behavior change, as well adaptive reuse and sustainability. Tomeka received her BA in Spanish from Spelman College and attended graduate school at McDonough School of Business

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

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Diversity

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

. Based on the African American Male Theory (AAMT) [4], our research team examinedthe three students’ experiences in the context of the interconnected environmental systems(microsystem, mesosystem, exosystemic, macrosystem, chronosystem). Highlighting theconcepts of “resilience,” “resistance,” and “pursuit of social justice” in AAMT, the authorsexplored the three students’ multiple-layered social and professional identities as emerging Blackmale engineering professionals.Theoretical frameworkThis study is grounded in Bush and Bush’s African American Male Theory [4], which providesan effective analytic framework to understand the unique facets of Black males’ experiencessituated in various educational, academic, and community contexts. Like other

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

2 1 Professors 2 1 1We used a purposive sample - students were selected because they either majored in engineeringor intend/intended to major in engineering and came from an underrepresented community, andprofessors were selected because they teach engineering at the college level. Once the potentialinterviewees were identified, we reached out to them via email to set up an interview by Zoom.The interviews lasted between 30 and 60 minutes and were recorded for transcription purposes.Interviewees were not paid for participation.The interview protocol was developed specifically for this project. The prompts from theprotocol that focused on assessment and identity

Conference Session

Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ingrid Scheel, Oregon State University; Rachael E Cate, Oregon State University; Natasha Mallette, Oregon State University; Ean H Ng, Oregon State University; Stella Collier, Oregon State University; Christina Bianca Southwick, Oregon State University; Carly Hudson

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Diversity

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

Paper ID #41866Teaching Strategies that Incorporate Social Impacts in Technical Courses andEase Accreditation Metric CreationMs. Ingrid Scheel, Oregon State University Ingrid Scheel is a Project Instructor at Oregon State University in Electrical Engineering and Computer Science. She teaches Electrical and Computer Engineering fundamentals and design courses, and as a graduate student in Education is focused on curriculum design. Scheel’s industry experience includes prototype development, test article instrumentation, data acquisition, data analysis, and reporting. She contributes to the International Society for Optics