Displaying results 1 - 30 of 84 in total
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
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- 2023 ASEE Annual Conference & Exposition
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- Mariana A. Alvidrez; Elsa Q. Villa, University of Texas, El Paso; Elaine Hampton; Mary K. Roy; Tomas Sandoval; Andrea Villagomez
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #36751Using Academic Controversy in a Computer Science UndergraduateLeadership Course: An Effective Approach to Examine Ethical Issues inComputer ScienceMariana A. AlvidrezDr. Elsa Q. Villa, University of Texas, El Paso Elsa Q. Villa, Ph.D., is a research assistant professor at The University of Texas at El Paso (UTEP) in the College of Education, and is Director of the Hopper-Dean Center of Excellence for K-12 Computer Science Education. Dr. Villa received her doctoral degree in curriculum and instruction from New Mexico State University; she received a Master of Science degree in Computer Science and a Master of
- Conference Session
- Working Against Unjust Social Forces
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- 2021 ASEE Virtual Annual Conference Content Access
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- Matthew Sleep, University of Kentucky; Yasha Rohwer, Oregon Institute of Technology
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- Culture & Social Justice in Education, Equity
consulting.Dr. Yasha Rohwer, Oregon Institute of Technology Yasha Rohwer is an associate professor of philosophy at the Oregon Institute of Technology. Yasha received his PhD from the University of Missouri. Yasha specializes in philosophy of science and applied ethics– especially environmental ethics. He teaches logic, professional ethics, and other classes at Oregon Tech to students in many different fields of engineering. American c Society for Engineering Education, 2021 Development of a social justice mindset through discovery learning from the conflict between safety and welfare in engineering ethicsAbstractThe National Society of Professional Engineer’s
- Conference Session
- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Ioulia Rytikova, George Mason University; Mihai Boicu, George Mason University
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- Diversity
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- 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
- Equity, Culture & Social Justice Technical Session
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Tomeka Carroll, University of Virginia; Diana Marcela Franco Duran, University of Virginia; Lindsay Ivey Burden
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- Culture & Social Justice in Education Division (EQUITY), Equity
the expressway waswhere thousands of people lived. So, while the expressway achieved its goal of creating anefficient means to travel through the Bronx via automobile, it destroyed a community in theprocess. As a result, 5,000 residents were displaced from 1,500+ apartments, 113 streetsreworked, housing prices plummeted, and unemployment skyrocketed, to name a few of thenegative consequences. The alternative route suggested by engineers and community memberswould have displaced only a total of nineteen families—with the demolition of the Third Avenuetransport depot and six dilapidated tenement brownstones according to Journalist, Robert Caro.This goes beyond the efficiency of the design of the expressway and centers on ethical concerns.Civil
- Conference Session
- For Students to Know and Grow
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- 2021 ASEE Virtual Annual Conference Content Access
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- Kirsten Heikkinen Dodson, Lipscomb University; Courtney Deckard, Lipscomb University; Hannah Duke, Lipscomb University; Makenzie Cohn; Natalie Shaffer, Lipscomb University; Elizabeth Buchanan, Marshfield Clinic Research Institute
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- Diversity
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- Culture & Social Justice in Education, Equity
Shaffer, Lipscomb UniversityDr. Elizabeth Buchanan, Marshfield Clinic Research Institute Elizabeth Buchanan PhD is Director of the Office of Research Support Services and Senior Research Scientist at the Marshfield Clinic Research Institute. For over twenty years, Elizabeth’s scholarship has focused on research ethics, compliance and regulations, specifically around Internet, social media, and big data research. In these areas, she has written guidelines for IRBs/REBs, contributed to the Secretary’s Advisory Committee to the Office of Human Research Protections (SACHRP) in 2013, and was co-author to the 2012 Association of Internet Researchers Ethics Guidelines. Elizabeth serves as faculty at the Fordham University’s
- Conference Session
- Bridging Content and Context in the Classroom
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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
,feeding to their fear about saying the wrong thing.The disconnect between the two groups often results in explicitly marginalizing classroomenvironments, i.e., environments where students feel unwelcome from blatantly marginalizing ordiscriminatory behaviors [1]. The data demonstrates that faculty are interested in developingimplicitly inclusive classrooms but fear that their lack of expertise on these topics will lead tofailure and having a negative impact on students. However, students voiced strong support andinterest in having faculty discuss and teach about inclusivity and ethics in their engineeringclassrooms. To create implicitly inclusive environments, faculty are encouraged to acknowledgeand discuss such topics in their classes and
- Conference Session
- Working Against Unjust Social Forces
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- 2021 ASEE Virtual Annual Conference Content Access
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- Desen Sevi Ozkan, Tufts University; Avneet Hira, Boston College
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- Diversity
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- Culture & Social Justice in Education, Equity
, makers, designers, and technologists. Currently, she is part of a team setting up the Human-Centered Engineering program at Boston College. American c Society for Engineering Education, 2021 Critical perspectives on teaching design in first-year engineeringIntroductionTo engineer is to bring science and technology into a society filled with competing economic,ethical, and political influences. Yet still, engineering programs teach technical content asseparate from their historical, social, and economic contexts, which creates a duality betweenthe technical and social (Cech, 2014; Faulkner, 2000; Leydens & Lucena, 2017). As studentslearn and practice
- Conference Session
- Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
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- 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
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
EJE's relevance in addressing sustainability and social equity. By promotinginclusive pedagogical approaches and continuous reflection, we aim to equip students with theskills to design ethical engineering solutions. Through collective efforts, we aspire to contributeto a more sustainable and equitable future, fostering understanding and action in EnvironmentalJustice Education.Key words: Environmental Justice, Equity, Engineering Education IntroductionThe purpose of this Work in Progress research paper and ECSJ-DEED joint technical session isto highlight the crucial role of Environmental Justice Education (EJE) in bridging the gapbetween educators and students, particularly in the context of engineering
- 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
applicationexploration/storytelling.Conclusion: Through the use of examples, personal interactions, and application or classroomcontext-based anecdotes, faculty are already creating authentic microcosms of inclusiveclassrooms and are struggling to articulate how they do it to administrators and ABET. Wesuggest these resultant methods be used to create microinsertions of ethics and social impacts asone strategy for minimizing the technical/social dualism present in most curriculum [6], [7]which we hope will prove a rigorous strategy for the eventual full integration of sociotechnicalapproaches to problem solving in engineering education.IntroductionThere is a lack of consistency concerning integrating social impacts fully into technical lessons,modules, courses
- Conference Session
- Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education
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- 2024 ASEE Annual Conference & Exposition
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- Laura A. H. Wood, University of Michigan; Angie Kim, University of Michigan; Amber N Williams, University of Michigan; Berenice A. Cabrera, University of Michigan; Hayley N. Nielsen, University of Michigan; Lu Zhou, University of Michigan; Grenmarie Agresar, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan; Joi-Lynn Mondisa, University of Michigan; Erika A Mosyjowski, University of Michigan; Steve J. Skerlos, University of Michigan
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- Culture & Social Justice in Education Division (EQUITY), Equity
, Objective 1 work has involved literature review and individual interviews withengineering educators. There is more literature on equitable pedagogy (e.g., [2], [5], [6], [10],[14], [22], [23], [25] - [28]) than on equity-centered engineering content (e.g., [7], [8], [11], [13],[17] - [21], [29] - [31]), though we argue that both are necessary in order to prepare students tobe equity-oriented in their engineering practice. Additionally, there are different approaches tocentering equity in engineering courses, e.g., sociotechnical content (e.g., [7], [9], [12]),Diversity, Equity, Inclusion, and Justice (DEIJ) curricula (e.g., [19], [31]), macro-ethics (e.g.,[18]), universal design (e.g., [17]), engineering for social justice (e.g., [8], [13], [15
- Conference Session
- Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education
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- 2024 ASEE Annual Conference & Exposition
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- 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
towards JEDI in engineering practices. Particularly, students will learn about the historical temporal dimension of engineering and social justice through a series of case studies, recognizing that the impacts of engineering span multiple generations, irrespective of whether these effects are positive or negative. This realization will empower students with a sense of continuity and a need for collective efforts, it will enable them to break the barriers of individual accountability, micro-ethics, and direct causality commonly established in engineering practice [17]. This mindset shift acknowledges the need for continued social justice work beyond individual lifetimes, fostering a sense of interconnectedness and
- Conference Session
- For Students to Know and Grow
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- 2021 ASEE Virtual Annual Conference Content Access
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- Candice W. Bolding, Clemson University; Jennifer Harper Ogle, Clemson University; Luke J. Rapa, Clemson University
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- Diversity
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- Culture & Social Justice in Education, Equity
Infrastructure Inequities: A Pilot StudyAbstractAs social justice issues facing our nation continue to be placed in the foreground of everydaylife, it is important to understand how undergraduate civil engineering students perceive andunderstand relations between social justice and our infrastructure systems. Additionally, as morecivil engineering undergraduate programs increase the emphasis on ethics and equity issues intheir curricula, we must also seek to understand students’ awareness of their influence, as civilengineering professionals, to improve infrastructure systems that contribute to injustice andinequity.This paper presents findings from a pilot study conducted as part of an NSF-funded grantimplementing cultural and curricular changes in a
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9
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- 2023 ASEE Annual Conference & Exposition
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- Michelle Choi Ausman, Virginia Tech; Qin Zhu, Virginia Tech
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
inclusion, Asian American Studies, Critical Mixed Race Studies, engineering ethics, and pop culture.Dr. Qin Zhu, Virginia Tech Dr. Zhu is Associate Professor in the Department of Engineering Education and Affiliate Faculty in the Department of Science, Technology & Society and the Center for Human-Computer Interaction at Vir- ginia Tech. Dr. Zhu is also serving as Associate Editor for Science and Engineering Ethics, Associate Editor for Studies in Engineering Education, Editor for International Perspectives at the Online Ethics Center for Engineering and Science, and Executive Committee Member of the International Society for Ethics Across the Curriculum. Dr. Zhu’s research interests include engineering ethics
- 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
degree-seeking years [13], to the inseparable impact of the state of the world onto the state of theclassroom (especially students who do not fit the tradition and dominant paradigm of white andmale-presenting) [14]. Microaggressions have been revealed to have an intense net-negativeeffect on people from marginalized communities working and studying in academic spacesperpetuated by systemic social structures that reinforce white-body supremacy [15]. Work tocounter legacy or traditional pedagogical practices where technical course topics are siloed fromhumanitarian efforts include the sociotechnical integration of human-centered design withengineering coursework [16], and discursive “micro-insertions” of ethics into technical coursesfor a
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
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- 2024 ASEE Annual Conference & Exposition
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- Michelle Choi Ausman, Virginia Polytechnic Institute and State University; Qin Zhu, Virginia Polytechnic Institute and State University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
; engineering ethics; and pop culture.Dr. Qin Zhu, Virginia Polytechnic Institute and State University Dr. Zhu is Associate Professor in the Department of Engineering Education and Affiliate Faculty in the Department of Science, Technology & Society and the Center for Human-Computer Interaction at Virginia Tech. Dr. Zhu is also an Affiliate Researcher at the Colorado School of Mines. Dr. Zhu is Editor for International Perspectives at the Online Ethics Center for Engineering and Science, Associate Editor for Engineering Studies, and Executive Committee Member of the International Society for Ethics Across the Curriculum. Dr. Zhu’s research interests include global and international engineering education, engineering
- Conference Session
- Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education
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- 2024 ASEE Annual Conference & Exposition
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- Kiana Alexa Ramos; Isabella Stuopis, Boston College; Emanuel Joseph Louime; Peyton Elise Carter; Caitlyn Hancock; Avneet Hira, Boston College
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- Culture & Social Justice in Education Division (EQUITY), Equity
offer support for schools in which engineeringcourses can not be implemented thoroughly due to lack of engineering education professionals orresources [10, p. 21]. However, in this framework the relationship between engineering designand technology with societal impact is framed under the concept of professionalism, referring toengineering ethics. The framework goes so far to state that, “technology by itself is neutral anddoes not affect people or the environment. However, it is the way in which people develop anduse technology that determines if it is helpful or harmful” [10, p. 74]. Such a statement removesresponsibility of harm from the engineers by displacing impact onto the users. In this project, we are working to integrate youth
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
- Collection
- 2024 ASEE Annual Conference & Exposition
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- 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
research project teamsto enact a significant change in scientific knowledge and positively impact society. Beyond therhetoric of research productivity, facilitating diversity in engineering programs and professionswould help raise individuals’ ethical awareness and commitment to engineering ethics. Previousstudies confirm that individuals from diverse life experiences and cultural backgrounds offervaried perspectives and help create a fertile ground for deeper reflections and perspectivechanges [2]. Students of color tend to be more aware of ethics and moral principles based ontheir lived experiences with social prejudices and inequity (Thoman et al., 2015). Therefore, theywill likely develop a strong ethical stance that challenges the observed
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
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- 2023 ASEE Annual Conference & Exposition
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- Sara E. Lego, Pennsylvania State University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
address both the ABET Student Outcomes and the “leakypipeline” issue, Penn State’s College of Engineering 2020-2025 Strategic Plan identified theintegration of ethics, inclusivity, and sustainability into undergraduate programs throughout thecollege as one of its primary unit objectives [11]. This emphasis updates and directlyimplements Penn State’s 2016-2020 University-wide Strategic Plan, which clearly highlightsdiversity as one of its core foundations [12]. In the Aerospace Engineering Department, seniorundergraduate capstone courses offer ideal conditions for exploring, learning about, andpracticing Diversity, Equity, Inclusion (DEI) skills that promote inclusive and collaborativeclimates since these classes are team-based experiential
- Conference Session
- Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Samuel J Bullard, University of Minnesota - Twin Cities; Keisha Varma, University of Minnesota - Twin Cities
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- Culture & Social Justice in Education Division (EQUITY), Equity
of socialjustice concerns in organ transplantation. This work will be based on two primary domainsrelevant to science teaching and learning: socioscientific issues and the scaffolded knowledgeintegration framework.Socioscientific issuesA growing segment of educational practitioners have amplified research focused on expandinglearners’ sociopolitical consciousness in relation to the material they are learning within theirscience classes [1], [2]. As a consequence, socioscientific issues have become a focal point forresearch attention by experts in argumentation, ethics, and science education more broadly; anunsurprising development given the area’s potential to not only improve the conceptualunderstanding but also transform learners
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8
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- 2023 ASEE Annual Conference & Exposition
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- Mayari I. Serrano, Purdue University, West Lafayette ; Natalia M. Rodriguez; Daniel Guberman; Jacqueline Callihan Linnes, Purdue University, West Lafayette
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
. 4 I consider different disciplinary, environmental, local and global perspectives to understand natural and human systems. 5 I examine the influence of power structures Cultural Diversity in society to understand inequalities among different groups. 6 I ask questions without making judgments about people from other cultures Personal and Social 7 I discuss the importance of ethics and moral Responsibility
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8
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- 2023 ASEE Annual Conference & Exposition
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- Susan J. Ely, University of Southern Indiana; Andrew Jason Hill, University of Southern Indiana; Kelly Marie Sparks, University of Southern Indiana
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- Culture & Social Justice in Education Division (EQUITY), Equity
multi-year grant that supports thedevelopment of the curriculum, as well as the assessment of the student participants. Thispresentation will review the theoretical framework used for the curriculum and mixed-methodsresearch, as well as present the process of obtaining grant funding for this collaborative effort.The creation of the multidisciplinary advisory board and the program mechanisms for blendingengineering and non-engineering students will also be discussed.IntroductionThe professional formation of engineers has long included the social skills of teamwork,communication, and recognition of the ethical impact of engineering on society at large. Whenreviewing the history of formal evaluation of social competencies in engineering, a
- Conference Session
- Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
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- Kaylla Cantilina, Tufts University; Chelsea Joy Andrews, Tufts University; Fatima Rahman, Tufts Center for Engineering Education and Outreach
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- Culture & Social Justice in Education Division (EQUITY), Equity
for this focus, including to better prepare students for engineering practice, which isinherently sociotechnical [2]; to increase the sense of belonging of historically excluded students,who are more likely to be interested in the social aspects [3]; and to create better societaloutcomes that consider justice [4,5,6]. Attempts to disrupt the social/technical dualism and theapolitical nature of traditional engineering education have included revising stand-alone ethicscourses and adding sociotechnical components to traditional engineering courses, such as designcourses [7-10]. However, revising stand-alone ethics courses implicitly upholds the disconnectbetween the “technical” and “social,” and adding one or two modules to a traditional
- Conference Session
- Changing How We Pursue Change
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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
method being influenced by learning method. According toHassan, an assessment should be “something that affects the students’ learning, confidence inthemselves and their skills,” where “the assessment method can enrich the learning method andthey are coupled together by an appropriate methodology of learning and assessment” [55, p.327].Riley and Lambrinidou’s Canons against CannonsRiley and Lambrinidou explored the addition of six principles to the values and principlescurrently expressed in engineering ethics canon, namely the ethical principles: ● Engineers’ primary goal is to help people in need and to address social problems ● Engineers challenge social injustice ● Engineers practice cultural and epistemic humility
- Conference Session
- For Students to Know and Grow
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Robin Fowler, University of Michigan; Laura K. Alford, University of Michigan; Stephanie Sheffield, University of Michigan; Caitlin Hayward, University of Michigan; Trevion S. Henderson, University of Michigan; Rebecca L. Matz, University of Michigan
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- Diversity
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- Culture & Social Justice in Education, Equity
findingsof both explicit sexism and racism as well as more systemic patterns in how identity shapesexperiences in engineering, perhaps especially in teamwork. This paper discusses the tool itself,our goals for its further development, and ethical questions we have encountered while workingto help design this teamwork support tool to detect and push back against systemic inequities inteamwork experiences.BackgroundTeamwork pedagogy is common in engineering courses, especially in first year (cornerstone) andsenior year (capstone) design courses, but also across the curriculum. Faculty have multiplegoals for teaching using teams, including improving students’ teamwork skills as a coreengineering competency as well as pedagogical goals like increased
- Conference Session
- Critical Conversations on Being Valued
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
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- Qualla Jo Ketchum, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Andrew Katz, Virginia Polytechnic Institute and State University
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- Diversity
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- Culture & Social Justice in Education, Equity
technology to subdue the natural world in service to human needs and humanprogress [5]. In contrast, many Indigenous civilizations are more closely aligned with what hasbeen called the New Ecological Paradigm (NEP), which adopts a more holistic, interdependentview of these relationships oriented more toward an ethic of care for the natural world rather thanconquest [5]. These paradigm differences are especially important in the context of engineeringeducation because the DSP positions engineering and the technology it produces as a tool forsubduing nature in the service of humanity [8]. Individuals who hold more closely to the NEPmay thus find themselves further marginalized and alienated within the field because they hold afundamentally different
- Conference Session
- Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education
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- 2024 ASEE Annual Conference & Exposition
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- Minju Lee, University of Connecticut; Davis Chacon-Hurtado, University of Connecticut; Shareen Hertel, University of Connecticut; Sophia Fenn, University of Connecticut
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- Culture & Social Justice in Education Division (EQUITY), Equity
Engineering,University of Connecticut)sophia.fenn@uconn.edu 1 ASEE 2024Abstract: How does a Human Rights framework in engineering curriculum affectundergraduate students’ attitudes and opinions of sustainability and human rights? Deepeninginequality worldwide, aggravated by climate injustices and the effects of the COVID-19pandemic, has increased engineering scholars’ awareness of the necessity of developing a newengineering pedagogy and corresponding ethical framework to prepare an engineeringworkforce that can perform successfully and efficiently in multicultural and globalized settings.The University of Connecticut (UConn) has pioneered in developing a curriculum
- Conference Session
- Reimagining Pathways: Nurturing Diversity and Identity in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Yume Menghe Xu, Tufts Center for Engineering Education and Outreach
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- Culture & Social Justice in Education Division (EQUITY), Equity
undergraduateengineering student. They appear to develop a critical eye for the ethical dimensions of differentengineering professions and these are often in contrast and conflict with the values studentsconstruct while preparing to become an engineer.In this study, I aim to characterize the tensions engineering students experience when doingidentity work related to their future careers. The study is based on a thematic analysis of in-depthinterviews with 6 engineering students at a private university in New England. The interviewprotocol was developed to explore their identity work in engineering school. I seek to understandthe nature of engineering students’ identity work when they consider their career trajectories andoffer engineering schools recommendations
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- Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education
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- 2024 ASEE Annual Conference & Exposition
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- 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
given transparent The culture of the laboratory research expectations doing research is meaningful has strong morals and ethics 100 100 100 50 50 50 % % % 0 0 0 Overall ND NT Overall
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
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- 2023 ASEE Annual Conference & Exposition
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- D. C. Beardmore, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder
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- Culture & Social Justice in Education Division (EQUITY), Equity
movement that theorizes that thewell-being of individuals is best advanced by institutional freedom, deregulation, privatization,and competition [6], [7]. Neoliberalism champions free market exchange. It values competitionand self-interest as the ethics that should be used to guide all human actions [8]. Embracingneoliberalism, the focus of higher education has shifted from the pursuit of knowledge to theproduction of revenue.A culture of productivity has been previously characterized as the pervasive attitude thatengenders the result of labor as a commodity and values labor efficiency over an individual’sneeds, preferences, and well-being [9], [10]. The STEM academic culture of productivityprioritizes output, efficiency, and competition [11], [12
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- Institutional inclusion: Advancing equity and belongingness in engineering education
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- 2024 ASEE Annual Conference & Exposition
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- Monica Quezada-Espinoza, Universidad Andres Bello, Chile; Maria Elena Truyol, Universidad Andres Bello, Chile
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- Culture & Social Justice in Education Division (EQUITY), Equity
unfamiliar (N2 = 181), using the same test toevaluate differences in perceived ease of access and use of these services.Ethical considerationsWe have adhered strictly to ethical principles in our research, which aims to understand theinteraction between the university’s services and the socio-cognitive aspects of sense ofbelonging and self-efficacy.Before data collection, all participants were provided with an informed consent form thatclearly described the purpose of their participation. This form ensured that students were fullyaware of their rights to abstain from answering the survey without any consequences to theiracademic standing or university services. We have ensured that participation was completelyvoluntary, respecting the autonomy of