Displaying results 31 - 60 of 173 in total
- Conference Session
- Critical Conversations on Being Valued
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- 2021 ASEE Virtual Annual Conference Content Access
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- Emily Gwen Blosser, University of Louisiana at Lafayette
- Tagged Topics
- Diversity
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- Culture & Social Justice in Education, Equity
math andscience, young women make up approximately 21.9 percent of undergraduate engineeringmajors [3].Efforts aimed at persuading girls and young women to pursue engineering include increasedscience, technology, engineering and math (STEM) extracurricular activities in schools, mediacampaigns to raise awareness and the development of new science and technology toys designedfor girls and young women [4], [5]. Recruiting young women to engineering, however, is notwithout challenges. Engineering is often perceived of as a traditionally masculine occupation thatis unwelcoming to women [6], [7]. Studies also regularly find that women in engineeringencounter discrimination, difficulties cultivating a sense of belonging and obstacles to
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Kenya Z Mejia, University of Washington; Hailee Kenney, University of Washington; Tiffany Dewitt, University of Washington; Jennifer A Turns, University of Washington
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #39932Exploring Undergraduate Engineering Students’ Understanding of PowerDynamicsKenya Z Mejia, University of Washington Kenya Z. Mejia is a PhD Candidate at the University of Washington in the Human Centered Design and Engineering program. Her work focuses on diversity and inclusion in engineering education focusing on engineering design education.Hailee Kenney, University of WashingtonTiffany Dewitt, University of WashingtonDr. Jennifer A Turns, University of Washington Dr. Jennifer Turns is a full professor in the Human Centered Design & Engineering Department in the College of Engineering at the
- Conference Session
- Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Jorge Andrés Cristancho, Purdue Engineering Education; Leonardo Pollettini Marcos, Purdue University; eugene leo draine mahmoud, Mt. San Antonio Community College and Purdue University
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- Culture & Social Justice in Education Division (EQUITY), Equity
assessment instruments and engineering accreditation processes.Prof. eugene leo draine mahmoud, Mt. San Antonio Community College and Purdue University eugene is a Professor of Physics and Engineering and an educational researcher at Mt. San Antonio College (Mt. SAC). He studied Aerospace Engineering with a minor in Ethnic Studies from the University of California, San Diego; and Mechanical Engineering at the California Institute of Technology. Currently, he serves as the chair for the California Engineering Liaison Council and a graduate research assitant in Purdue University’s School of Engineering Education ©American Society for Engineering Education, 2024 Social and environmental justice in
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Kiana Alexa Ramos; Julia Gardow; Emanuel Joseph Louime; Eunice Yujin Kang; Avneet Hira, Boston College
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
to technology-richenvironments like makerspaces for traditionally underserved youth in engineering. Several pro-Makerspace actors purport that having experiences in such open-ended project-based settings canencourage engagement with engineering. However, as we know from prior work in the area,simply providing access to technology-rich spaces does not allow underserved youth to feelownership and belonging in both makerspaces and engineering environments. Additionally,formal and informal engineering education experiences do not center on preventing harm tocommunities and the environment in engineering work. Not only do future generations ofengineers need to reduce the harm caused by engineering and technology proactively, but harmreduction
- Conference Session
- Working Against Unjust Social Forces
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Desen Sevi Ozkan, Tufts University; Avneet Hira, Boston College
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- Diversity
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- Culture & Social Justice in Education, Equity
Assistant Professor in the Human-Centered Engineering Program at Boston Col- lege. She received her PhD in Engineering Education and MS in Aerospace Engineering from Purdue University, and BE in Aeronautical Engineering from Punjab Engineering College. Her scholarship is motivated by the fundamental question of how engineering and technology can support people in living well in an increasingly engineered world. Her research focuses on affordances of technology, humanis- tic design, and engineering epistemology to promote purpose and connection in engineering education. In her work, she partners with students and educators (middle school to undergraduate), youth and their families, community organizations, artisans
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Carol Elizabeth Marchetti, Rochester Institute of Technology ; Margaret B. Bailey, P.E., Rochester Institute of Technology ; Caroline Solomon; Elizabeth Litzler, University of Washington; Sara Schley, Rochester Institute of Technology ; Iris V. Rivero; Gloria L. Blackwell; Jessica Bennett
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #39099Improving Video-Conference Workshops through an Intersectionality LensDr. Carol Elizabeth Marchetti, Rochester Institute of Technology Dr. Carol Marchetti is a Professor of Statistics at Rochester Institute of Technology, where she teaches introductory and advanced statistics courses and conducts research in statistics education, deaf education, and gender equity in STEM.Prof. Margaret B. Bailey, P.E., Rochester Institute of Technology Professor Margaret Bailey, Ph.D., P.E. is a Professor of Mechanical Engineering within the Kate Gleason College of Engineering, Rochester Institute of Technology. Dr. Bailey
- Conference Session
- Special Topics: Conscious Considerations
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- 2021 ASEE Virtual Annual Conference Content Access
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- Behrooz Parhami, University of California, Santa Barbara
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), he has written six textbooks and more than 300 peer-reviewed technical papers. Professionally, he serves on journal editorial boards and conference program committees and is also active in technical consulting. American c Society for Engineering Education, 2021 Women in Science and Engineering: A Tale of Two Countries Behrooz Parhami ECE Department, University of California, Santa Barbara, USAAbstract: Despite poor retention and advancement prospects, as well as female-unfriendly workplaces and corporate policies, women continue to flock to and excel inSTEM (science, technology, engineering, mathematics) fields. In this
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Selen Güler, University of Washington; Elizabeth Litzler, University of Washington; Cara Margherio, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology
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- Culture & Social Justice in Education Division (EQUITY), Equity
Research at the SEIU 775 Benefits Group.Dr. Julia M. Williams, Rose-Hulman Institute of Technology Dr. Julia M. Williams is Professor of English at Rose-Hulman Institute of Technology. Her research areas include technical communication, assessment, accreditation, and the development of change management strategies for faculty and staff. Her articles haDr. Eva Andrijcic, Rose-Hulman Institute of Technology Eva Andrijcic serves as an Associate Professor of Engineering Management at Rose-Hulman Institute of Technology.Dr. Sriram Mohan, Rose-Hulman Institute of Technology Sriram Mohan is a Professor of Computer Science and Software Engineering at Rose-Hulman institute of Technology. Sriram received a B.E degree in Computer
- Conference Session
- Asset Sourcing for Remaking Engineering Learning
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Chelsea Haines Lyles, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Reeping, University of Michigan
- Tagged Divisions
- Culture & Social Justice in Education, Equity
Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, liberatory maker spaces, and a RED grant to increase pathways in ECE for the professional formation of engineers.Dr. David Reeping, University of Michigan Dr. David Reeping is a Postdoctoral Fellow with the Engineering Education Research Program at the University of Michigan. He earned his Ph.D. in Engineering Education from Virginia Tech and was a National Science Foundation Graduate Research Fellow. He received his B.S. in Engineering Education with a
- 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
Contreras Aguirre received an Ed.D. degree in Higher Education Leadership from Texas A&M University-Corpus Christi (TAMU-CC), and an M.Sc. from the University of Technology of Compi`egne, France. She is now a researcher at New Mexico State University (NMSU). She focuses her research on qualitative studies addressing minority and underrepresented student college persistence, such as Latinas’ performance in STEM, mentoring, and Latinx’ research involvement in Engineering. She is also interested in participating in collaborative efforts promoting interdisciplinary research. Lastly, she is currently the PI and Director of the Research-Oriented Learning Experience (ROLE) in Engineer- ing, a National Science Foundation
- 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
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #39782Making a Case for HyFlex Learning in Design Engineering ClassesSourojit Ghosh, University of Washington, SeattleDr. Sarah Marie Coppola, University of Washington, Seattle Sarah Coppola is an Assistant Teaching Professor the Department of Human Centered Design & Engi- neering at the University of Washington. Dr. Coppola is an educator and researcher whose work focuses on how technology and systems design affects people’s performance and health. She holds a BS in Me- chanical Engineering from Northwestern University, a MS in Human Factors Engineering from Tufts University, and a Doctorate in Ergonomics from
- Conference Session
- Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Sourojit Ghosh, University of Washington
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- Culture & Social Justice in Education Division (EQUITY), Equity
equitable access to education, based on instructor perspectives of such usage acrossfive engineering courses. Though ChatGPT usage might present challenges such as academicdishonesty and students have to be careful with the ways in which ChatGPT embeds biases andstereotypes, I outline design recommendations that instructors can pursue to guide studentstowards using ChatGPT to arrive at a more level footing to other classmates. At the end of the day, ChatGPT is a tool that has the potential to both do good and causeharm. It is up to instructors to educate and support students in leveraging it for the good it canbring, and avoid causing harms that it can perpetuate. Considering ChatGPT as a technology tobe leveraged in classrooms the same way
- Conference Session
- Bridging Content and Context in the Classroom
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- 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
Chemical Engineering at Rowan for eighteen years. Dr. Farrell has contributed to engineering education through her work in inductive pedagogy, spatial skills, and inclusion and diversity. She has been honored by the American Society of Engineering Education with several teaching awards such as the 2004 National Outstanding Teaching Medal and the 2005 Quinn Award for experiential learn- ing, and she was 2014-15 Fulbright Scholar in Engineering Education at Dublin Institute of Technology (Ireland). She has been awarded Honoris Causa from the International Society for Engineering Pedagogy, and has received that society’s highest honor, the Nikolai Tesla Award for outstanding contributions to engineering pedagogy.Mr. Tiago
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- Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Nrupaja Bhide, Purdue University; Yash Ajay Garje, Purdue University; Siddhant Sanjay Joshi, Purdue University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
participation through robotics education, employing learning technologies and storytelling to craft inclusive educational experiences that foster student belonging.Siddhant Sanjay Joshi, Purdue University Siddhant is a Ph.D. Candidate in the School of Engineering Education at Purdue University. His research aims to uncover the role that metaphors and language play in understanding different cultures, emotions, and worldviews of researchers, participants, and students in engineering education. ©American Society for Engineering Education, 2024 Metaphors in engineering education research: Prisms to analyze the epistemological spectrum.Introduction
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
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- 2023 ASEE Annual Conference & Exposition
- Authors
- Victoria Beth Sellers, University of Florida; R. Jamaal Downey, University of Florida; Idalis Villanueva Alarcón, University of Florida
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- Culture & Social Justice in Education Division (EQUITY), Equity
=cat04364a&AN=ufl.023212249&site=eds-live[15] S. K. Erickson, “Engineering the hidden curriculum: How women doctoral students in engineering navigate belonging,” Arizona State University, 2007.[16] American Society for Engineering Education, “Engineering & Engineering Technology: By the Numbers,” 2021.[17] K. J. Cross, “Racism is the manifestation of White supremacy and antiracism is the answer,” Journal of Engineering Education, vol. 109, no. 4, pp. 625– 628, Oct. 2020, doi: 10.1002/JEE.20362.[18] K. G. Wilkins-Yel, A. Simpson, and P. D. Sparks, “Persistence despite the odds: Resilience and coping among women in engineering.,” J Women Minor Sci Eng, vol. 25, no. 4, pp. 353–368, 2019, doi
- Conference Session
- Institutional inclusion: Advancing equity and belongingness in engineering education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Keith Fouch, California Polytechnic State University, San Luis Obispo; Zoey Camarillo, California Polytechnic State University, San Luis Obispo; Ben Lutz, California Polytechnic State University, San Luis Obispo
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #43189Exploring Student and Faculty Beliefs about Inclusive Teaching in EngineeringKeith Fouch, California Polytechnic State University, San Luis ObispoZoey Camarillo, California Polytechnic State University, San Luis ObispoDr. Ben Lutz, California Polytechnic State University, San Luis Obispo Ben Lutz is an Assistant Professor of Mechanical Engineering Design at Cal Poly San Luis Obispo. He is the leader of the Critical Research in Engineering and Technology Education (CREATE) group at Cal Poly. ©American Society for Engineering Education, 2024 Exploring Student and Faculty Beliefs about
- Conference Session
- Asset Sourcing for Remaking Engineering Learning
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Molly McVey, The University of Kansas; Caroline R. Bennett P.E., The University of Kansas
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- Diversity
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- Culture & Social Justice in Education, Equity
Graduates with Degrees in Science, Technology, Engineering, and Mathematics. Report to the President," Executive Office of the President, 2012.[3] G. S. May and D. E. Chubin, "A retrospective on undergraduate engineering success for underrepresented minority students," Journal of Engineering Education, vol. 92, no. 1, pp. 27-39, 2003.[4] K. M. Soria and M. J. Stebleton, "First-generation students' academic engagement and retention," Teaching in Higher Education, vol. 17, no. 6, pp. 673-685, 2012.[5] D. C. Haak, J. HilleRisLambers, E. Pitre, and S. Freeman, "Increased structure and active learning reduce the achievement gap in introductory biology," Science, vol. 332, no. 6034, pp. 1213-1216, 2011.[6
- Conference Session
- Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Jessica Baldis, University of California, San Diego; Alex M. Phan, University of California, San Diego
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #44044Work in Progress: Investing in Engineering Futures Through Summer ResearchFundingJessica Baldis, University of California, San Diego Jessica Baldis serves as the Strategic Initiatives and Assessment Senior Analyst at the University of California, San Diego’s IDEA Engineering Student Center. She holds a Masters degree in Engineering from the University of Washington and is currently pursuing a doctorate in Education at the University of Illinois, Urbana-Champaign. Jessica spent several years managing and directing software engineering and content development teams primarily in the military and law enforcement
- 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
faculty approaches to course redesign. Frontiers in Education,8, 2023. https://doi.org/10.3389/feduc.2023.1181157[13] J. A. Leydens & J. C. Lucena. Engineering justice: Transforming Engineering Educationand practice. John Wiley et Sons, 2018.[14] S. Secules & S. Masta. Towards a Framework for Equity in Engineering Classrooms, IEEEFrontiers in Education Conference (FIE), Uppsala, Sweden, pp. 1-4, 2020. doi:10.1109/FIE44824.2020.9273991.[15] E. A. Cech. The (Mis)Framing of Social Justice: Why Ideologies of Depoliticization andMeritocracy Hinder Engineers’ Ability to Think About Social Injustices. Lucena, J. (eds)Engineering Education for Social Justice. Philosophy of Engineering and Technology, vol 10.Springer, Dordrecht, 2013. https
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- Equity, Culture & Social Justice Technical Session
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- 2023 ASEE Annual Conference & Exposition
- Authors
- Erin Scanlon, University of Connecticut; Connie Syharat, University of Connecticut; Arash Esmaili Zaghi, P.E., University of Connecticut; Maria Chrysochoou, University of Connecticut; Rachael Gabriel, University of Connecticut
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. Sydney: University of Technology, 1998.[2] W. J. Baumol, “Education for innovation: entrepreneurial breakthroughs versus corporate incremental improvements,” Innov. Policy Econ., vol. 5, pp. 33-56, 2005. doi: 10.1086/ipe.5.25056170[3] K. Kazerounian and S. Foley, “Barriers to creativity in engineering education: A study of instructors and students perceptions,” J. Mech. Des., vol. 129, pp. 761-768, 2007. doi: 10.1115/1.2739569[4] T. Armstrong, (2017). “Neurodiversity: the future of special education?” Educ. Lead., vol: 74, pp. 10–16, 2017.[5] J. L. Haney, “Reconceptualizing Autism: an alternative paradigm for social work practice,” J. Prog. Hum. Serv., vol: 29, pp. 61–80, 2018. doi: 10.1080
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 6
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Emily Gwen Blosser, University of Louisiana, Lafayette; Arunkumar Pennathur, University of Texas, El Paso; Priyadarshini Pennathur; Nicholas A Bowman, University of Iowa
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Professional Engineers, the Society ofWomen Engineers and Out in Science, Technology, Engineering & Mathematics, to name a few.Training is also available for faculty and staff on diversity, equity and inclusion. In 2018, aDiversity, Equity and Inclusion Council was established to provide leadership within the collegeand to promote and achieve a culture that values diversity, equity, and inclusion, especiallyracial/ethnic and gender diversity. It is comprised of faculty staff and students and began meetingmonthly at its inception, though meetings have somewhat become more intermittent since then.The first author performed the coding of this material and used frameworks primarily fromsociological literature. She discussed and refined key themes she
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
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- 2023 ASEE Annual Conference & Exposition
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- Karina Ivette Vielma, The University of Texas, San Antonio; Joel Alejandro Mejia, The University of Texas, San Antonio
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- Culture & Social Justice in Education Division (EQUITY), Equity
.: ‘Engineering faculty drawing the line: A taxonomy of boundary work in academic engineering’, Engineering Studies, 2012, 4, (2), pp. 145-16911 Mejia, J., Revelo, R., Villanueva, I., and Mejia, J.: ‘Critical Theoretical Frameworks in Engineering Education: An Anti-Deficit and Liberative Approach’, Education Sciences, 2018, 8, (158), pp. 1-1312 Mejia, J.A., Revelo, R.A., and Pawley, A.L.: ‘Thinking about racism in engineering education in new ways [Commentary]’, IEEE Technology and Society Magazine, 2020, 39, (4), pp. 18-2713 Valencia, R.R.: ‘Dismantling contemporary deficit thinking: Educational thought and practice’ (Routledge, 2010. 2010)14 Valencia, R.R.: ‘Conceptualizing the notion of deficit thinking’, The evolution
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- Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education
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- 2024 ASEE Annual Conference & Exposition
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- Brian Dick, Vancouver Island University; Kodi Rivera, Simon Fraser University; Michael Sjoerdsma, Simon Fraser University
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- Culture & Social Justice in Education Division (EQUITY), Equity
Activities for Underrepresented Students in Engineering Technology Programs,” presented at the 2021 ASEE Virtual Annual Conference Content Access, 2021.[27] M. E. Moore, D. M. Vega, K. M. Wiens, and N. Caporale, “Connecting theory to practice: Using self-determination theory to better understand inclusion in STEM,” Journal of Microbiology & Biology Education, vol. 21, no. 1, Jan. 2020. doi:10.1128/jmbe.v21i1.1955[28] S. E. Walden, D. A. Trytten, R. L. Shehab, and C. E. Foor, “Critiquing the "Underrepresented Minorities" Label,” presented at the 2018 CoNECD-The Collaborative Network for Engineering and Computing Diversity Conference, 2018.[29] J. S. Bureau, J. L. Howard, J. X. Y. Chong, and F. Guay, “Pathways to Student Motivation
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
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- 2023 ASEE Annual Conference & Exposition
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- Bridget M. Smyser, Northeastern University; Susan F. Freeman, Northeastern University
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #36961Student Definitions of DEI in First-Year Engineering and Capstone DesignDr. Bridget M. Smyser, Northeastern University Dr. Smyser is a Teaching Professor in the department of Mechanical and Industrial Engineering. Her research interests include DEI in STEM, lab and design course pedagogy, and information literacy.Dr. Susan F. Freeman, Northeastern University Susan Freeman, is a member of Northeastern University’s first-year engineering facutly, a group of teach- ing faculty expressly devoted to the first-year Engineering Program at Northeastern University. The focus of this team is on providing a
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- Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education
- Collection
- 2024 ASEE Annual Conference & Exposition
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- Ebony Omotola McGee, The Johns Hopkins University; Thema Monroe-White, Berry College; Shelly Engelman, Custom EduEval LLC
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- Culture & Social Justice in Education Division (EQUITY), Equity
experiences, specifically race-based stress as a member of a minority group and engagement in racial activism, vary across engineering disciplines? To what extent do demographic variables, including race/ethnicity and gender, contribute to the experiences of stress and racial activism among doctoral students in computer engineering, electrical engineering, and mechanical engineering?The following data source was used to answer the research questions.METHODSData SourcesFor this study, data were consolidated from three nationally conducted surveys to comprehensivelyexplore the experiences and career trajectories of doctoral students in the fields of science,technology, engineering, and mathematics (STEM). The surveys utilized
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- Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth
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- 2024 ASEE Annual Conference & Exposition
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- Shannon Katherine Gilmartin, Stanford University; Sara Jordan-Bloch, Stanford University
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #42000Exploring Early-Career Professionals’ Conceptions of ’Stretch Assignments’:A Qualitative Study of Recent Graduates from Engineering and Non-EngineeringFieldsDr. Shannon Katherine Gilmartin, Stanford University Shannon K. Gilmartin, Ph.D., is a Senior Research Scholar at the Stanford VMware Women’s Leadership Innovation Lab and Adjunct Professor in Mechanical Engineering at Stanford University.Sara Jordan-Bloch, Stanford University Sara Jordan-Bloch, PhD, is a sociologist and senior research scholar at the Stanford VMware Women’s Leadership Innovation Lab, where she also directs the Seeds of Change initiative
Literature Survey of How Students with Visual Impairments Interact with Engineering Course Materials
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
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- 2023 ASEE Annual Conference & Exposition
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- Adrian Rodriguez, zyBooks, a Wiley brand; Lauren Fogg, zyBooks, a Wiley Brand; Alicia Clark, zyBooks, A Wiley Brand; Jennifer L. Welter, Wiley; Gergely Sirokman, zyBooks, A Wiley Brand; Ryan Barlow, zyBooks, A Wiley Brand
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education, specifically focused on content and assessment development for more effective student learning. She earned her BA in English from The University of Iowa.Dr. Gergely Sirokman, zyBooks, A Wiley Brand Gergely (Greg) Sirokman is an engineering content developer at zyBooks, a Wiley brand. He earned a BS in chemistry from Brandeis University, and a Ph.D. in Inorganic Chemistry from MIT. He was a Professor at Wentworth Institute of Technology for 14 years, with particular interests in renewable energy and gamification of education. He now works on creating and improving statistics and engineering content for zyBooks’ online interactive textbooks, and has developed a keen interest in increasing accessibility for
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8
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- Grace Wickerson, Northwestern University
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Paper ID #37218Community-Driven, Participatory Engineering Design Frameworks to ShapeJust, Liberatory Health FuturesMs. Grace Wickerson, Northwestern University Grace Wickerson (they/them) is a Ph.D. student in materials science and engineering at Northwestern University advised by John Rogers. In their work, they design medical devices that safely dissolve in the body after use. They are passionate about the intersection of engineering with education, community- engagement, communication, and policy to address health inequities, especially those exacerbated by bias in medical technology. Beyond the lab, they are a
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5
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- 2023 ASEE Annual Conference & Exposition
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- Bahar Memarian, University at Buffalo, The State University of New York
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undergraduate levels. ©American Society for Engineering Education, 2023 Indigenizing the Artificial Intelligence (AI) Programmed Engineering Education Curriculum, Challenges and Future PotentialsAbstract – In this Work-In-Progress (WIP) paper, the integration of Indigenous ways ofknowing is explored with a focus on pedagogy that is technologically enhanced with artificialintelligence (AI). An overview of AI programs, providing their key methods of decision makingis presented. The technological, educational/philosophical challenges of integrating Indigenousways of knowing considering AI programs are then discussed from the perspective of a non-Indigenous researcher
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
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- 2023 ASEE Annual Conference & Exposition
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- Janis P. Terpenny, National Science Foundation; Tracee Gilbert, System Innovation
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Paper ID #39767Changing the Landscape of the Digital Workforce and DEI: A Call toAction for Engineering EducationDr. Janis P. Terpenny, National Science Foundation Janis Terpenny serves as a Program Director in CMMI at NSF. She is also Professor of Systems Engi- neering & Operations Research and Mechanical Engineering at George Mason University. Her research focuses on smart integrated systems for design and manufacturing and on design education. She is area editor for two journals, Chair of the ASME Intelligent Manufacturing Technology Group (IMTG), and Senior Vice President for Academics on the IISE Board of