Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alan Cheville, Bucknell University; Stewart Thomas, Bucknell University; Rebecca Thomas, Bucknell University

Tagged Topics

Diversity

Tagged Divisions

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

andintellectual development such as that exemplified by a liberal-arts curriculum [13]. Debatesbetween these positions can consume considerable oxygen in department meetings, butregardless of one’s beliefs about the purposes education should serve, the technologies createdby engineers continues to make systems larger and more interconnected.In this practice-focused paper we report on introducing system maps in a design course to givethird-year engineering students practice using tools that enable causal connections of their workto social and global issues. Over the five semesters the course has been taught an ongoingchallenge has been having engineering students who are acculturated to quantitative and linearmethods of problem solving meaningfully

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

Tagged Divisions

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

curriculum can bechallenging because of an already busy curriculum and a lack of pedagogical guidance forinstructors. Not addressing these challenges can thus hinder institutions’ ability to developsocially and environmentally responsible engineers. Due to technological and scientificdevelopments, the engineering curriculum is frequently expected to cover more and moretechnical content, which makes the incorporation of other aspects more challenging [10]. Ahorizontal integration of social and environmental justice is an effective approach to dealing withthis issue, and it simultaneously helps defuse faculty resistance to non-technical content[11,12,13]. It has also been pointed out that social justice in engineering contexts usuallynecessitates the

Conference Session

Asset Sourcing for Remaking Engineering Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cara Margherio, University of Washington; Anna Lee Swan, 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; Elizabeth Litzler, University of Washington

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Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

institute of Technology. Sriram received a B.E degree in Computer Science and Engineering from the University of Madras and M.S and Ph.D. degrees in Computer Science from Indiana University. During his time at Rose-Hulman, Sriram has served as a consultant in Hadoop and NoSQL systems and has helped a variety of clients in the Media, Insurance, and Telecommunication sectors. In addition to his industrial consulting activities, Sriram maintains an active research profile in data science and education research that has led to over 30 publications or presentations. At Rose-Hulman, Sriram has focused on incorporat- ing reflection, and problem based learning activities in the Software Engineering curriculum. Sriram has

Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Desen Sevi Ozkan, Tufts University; Avneet Hira, Boston College

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

engineering decision-making, they are led to solving problems with atechnical perspective that leaves out ethical or environmental implications until the end, if atall. Without integration between the social and technical dimensions of engineering, theengineering curriculum will leave students to reinforce existing racial and environmentalinjustices rather than cultivating a critical understanding of the social, political, and economiccontext in which they will be engineers. Additionally, revising an engineering course to modelsociotechnical fluency and design has the potential to attract and retain students who havehistorically been excluded from engineering and are still not served by traditional engineeringcurricula (Faulkner, 2007; Litchfield

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Juan Sebastián Sánchez-Gómez, Universidad El Bosque; Maria Catalina Ramirez; Andrea Herrera, Universidad de los Andes, Columbia

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Diversity

Tagged Divisions

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

Facultad de Ingeniería, Universidad El Bosque 2 Departamento de Ingeniería Industrial, Universidad de los Andes 3 Departamento de Ingeniería de Sistemas y Computación, Universidad de los AndesAbstractScience, Technology, Engineering, and Mathematics (STEM) is an approach that integrates scienceand mathematics education through the development of scientific practices, technology,engineering design, and mathematical analysis. Although governments in North American andEuropean countries have invested in promoting the study of STEM disciplines, educationalprograms for migrants have been offered for adults, and very few programs for children, which areinvisible, downplaying the

Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo ; Jennifer Mott, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

, California Polytechnic State University, San Luis Obispo Jennifer Mott earned her Ph.D. from the University of Illinois, Urbana-Champaign. She is currently an Assistant Professor in Mechanical Engineering at California Polytechnic State University, San Luis Obispo. Her research interests include Thermal Comfort, using Team Based Learning in engineering courses and improving teaching/learning for engineering students. American c Society for Engineering Education, 2021 Implementing Social Justice Projects in Thermal System and Mechanical Design CoursesAbstractTopics and assignments related to social justice were integrated into thermal

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Austin Morgan Kainoa Peters, Purdue University

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Diversity

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

obtained his bachelor’s degree at the University of San Diego (USD) in Integrated Engineering. Assimilating to the culture of this predominantly white institution left Peters questioning if he could be an engineer and multiracial. Fortunately, the liberal arts emphasis of the school combined with research work in Engineering Education helped him to see his worth as a multiracial engineer. Peters’ current goal is to obtain a doctoral degree in Engineering Education at Purdue University to bring his cultural knowledge and values into Engineering. ©American Society for Engineering Education, 2023 (Re)membering Indigenous Spirituality into STEM Education: A Narrative

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

Tagged Topics

Diversity

Tagged Divisions

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

supports Engineering and Science undergraduate students as they serve as camp counselors in his work at the Caruth Institute for Engineering Education. He directly manages the deployment of STEM integrated activities that surface Engineering to Middle and High School students in the Dallas area in an informal learning environment through the Hammon Engineering camps. He is also engaged in outreach programs that are seeking to serve underrepresented populations in Engineering. In his program manager role at the Institute, he contributes in fostering relationships and developing STEM activities for Voices of Hope and Jubilee Park. He is also part of the Maker Education project as his previous experiences developing

Conference Session

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dustyn Roberts, University of Pennsylvania; William Schlatterer, University of Pennsylvania; Seon Woo Lee, University of Pennsylvania; Jonathan Singleton, University of Pennsylvania; Byron Lee, University of Pennsylvania; Michelle Jillian Johnson, University of Pennsylvania; Robert W Carpick, University of Pennsylvania

Tagged Topics

Diversity

Tagged Divisions

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

issues into the existing curriculum, rather than create an add-on for students.Courses taken for the Option all must be taken for a grade (not pass/fail) and in the followingthree areas: 1. Impact of Technology (1 course): These types of courses help students focus on how technology impacts marginalized communities. Examples of such courses are courses entitled “Race, Science, and Justice” and “Rehabilitation and Robotics.” These courses allow engineers to assess the needs of society and its marginalized communities and develop strategies to ensure that future technology solutions consider them. 2. Community Impact (1 course): These courses help students to develop and apply their knowledge of the interaction between

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

Tagged Topics

Diversity

Tagged Divisions

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

and a starting point to adopt asimilar approach to training future engineers.METHODSARDEI content was readily incorporated into an existing graduate student courseThe two options for introducing ARDEI content into the graduate student curriculum were tocreate a new course or integrate content into an existing course. We chose to integrate contentinto an existing Professional Development Course in order to minimize extra time first-yeargraduate students would spend in class and to emphasize the importance of learning ARDEIconcepts alongside traditional professional development topics such as research safety,university library usage for research, presentation and writing skills, and fellowship writing.Finally, changing an existing course is

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marissa H. Forbes, University of San Diego; Odesma Onika Dalrymple, University of San Diego; Susan M. Lord, University of San Diego; Caroline Baillie, University of San Diego; Gordon D. Hoople, University of San Diego; Joel Alejandro Mejia, University of San Diego

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Diversity

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Culture & Social Justice in Education, Equity

) Engineering. She previously served as the project manager and lead editor of the NSF-funded TeachEngineering digital library (TeachEngineering.org, a free library of K-12 engineering curriculum), during which she mentored NSF GK-12 Fellows and NSF Research Experiences for Teachers (RET) par- ticipants from across the country on the creation and publication of their original engineering curriculum. Dr. Forbes is a former high school physics and engineering teacher and a former NSF GK-12 Fellow.Dr. Odesma Onika Dalrymple, University of San Diego Dr. Odesma Dalrymple is an Associate Professor and Faculty Lead for the Engineering Exchange for Social Justice, in the Shiley Marcos School of Engineering at University of San Diego

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

Tagged Topics

Diversity

Tagged Divisions

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) Technical Session 13

Collection

2023 ASEE Annual Conference & Exposition

Authors

Janis P. Terpenny, National Science Foundation; Tracee Gilbert, System Innovation

Tagged Topics

Diversity

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

growing incurricula through courses that focus on topics such as artificial intelligence, data science, dataanalytics, computer science, machine learning, and more [22]. While promising, these coursestend to be offered, much like other courses in the curriculum, as offerings that increaseknowledge of specific methods and tools, rather than providing students the opportunity toexperience their education as a continuum and progression of knowledge that supports theintegrated systems thinking mindset that is needed in an integrated/connected digital world.A growing number of graduate programs offering doctoral degrees in engineering education haveemerged since 2004, when Purdue University and Virginia Tech transformed engineeringfundamentals

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mohammad Moin Uddin, P.E., East Tennessee State University; Keith V. Johnson, East Tennessee State University; M. Leah Adinolfi, East Tennessee State University; Deidra A. Rogers, East Tennessee State University

Tagged Topics

Diversity

Tagged Divisions

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

equal access. Integral to this mission issupporting efforts to create diverse and welcoming campus communities for all students. Researchshows that institutions’ commitment and implementation of practices toward diversity, equity andinclusion (DEI) have positively impacted students and campus cultures [3, 4, 5]. There has beenan increase in institutional strategic activities including institutional political commitment andbroader efforts to create supportive institutional climates [6]. However, institutionalizing DEIshould be viewed as an ongoing process rather than a single action or outcome and requires thebuy-in of all institutional stakeholders. As such, certain institutions are further along in theirdiversity efforts than others, and the

Conference Session

Critical Conversations on Being Valued

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dustyn Roberts P.E., University of Pennsylvania; Robert W. Carpick, University of Pennsylvania

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

activities were included above, but have also led to the followingactions from the task force: • Shared materials and resources amongst faculty to address DEI issues in syllabi, assignments, and in lectures • Agreements to work on integrating DEI issues across the curriculum • Reviewed recent student surveys for feedback on DEI issues and this was shared with faculty • Compiled and shared extensive notes from the DEI Town Hall • Hired two new faculty members to the department that will start in January 2022 that both represent diverse perspectives (1 Hispanic woman, 1 Black male)The response to these events from undergraduate students has been very encouraging and mostlypositive. However, to find out if any of

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Selyna Perez Beverly, University of Wisconsin-Madison; Donald L. Gillian-Daniel

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Diversity

Tagged Divisions

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

its focuson developing an equity mindset can be a valuable tool for engineering faculty andadministrators as they navigate the facets of faculty life and seek to improve the experiences ofdiverse student populations.Teaching and Learning Contexts in Engineering Teaching and learning contexts in engineering have been adapted over time to meet theneeds of students. As engineering adapted its teaching to fit the demands of the workforce, theneed for diverse viewpoints also emerged to contribute positively to the global engineeringworkforce. Although engineering adapted its teaching and curriculum, more needs to be done topromote equity. Achieving equity through work with faculty can potentially have a broad impacton diverse students. First

Conference Session

Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Qualla Jo Ketchum, Cal Poly Humboldt

Tagged Topics

Diversity

Tagged Divisions

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

B.S. degree from Cal Poly Humboldt was in EnvironmentalResource Engineering with a minor in Native American studies of Culture and Community. Currently Iam finishing a Master's in Engineering and Community practices from the same institution. My passionand focus lies around collaborating and supporting communities' capacity towards energy autonomy,climate resilience, and health and habitat restoration.Our positionalities and who we are is an integral part of this work as the purpose of this WIP paper is toexplore centering Indigenous knowledge and ways of being in a collaborative autoethnographic researchproject. This mirrors the spirit of the program which is among the first of its kind in the United States asan Indigenous-centered graduate

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sara Al Humidi; Alena Sloan; Andrea Atkins, University of Waterloo; Rania Al-Hammoud, University of Waterloo

Tagged Topics

Diversity

Tagged Divisions

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

their studio course the same term. In thestudio course, students were asked to design a facade for an existing residence building oncampus. The students then had to use their mechanics knowledge and design a canopy for theentrance of the building that also integrated with the design of their facade. The objective was toallow them to see the feasibility of their designs. This project gave students the opportunity topractice design that is aesthetically pleasing but also structurally feasible. Thus, emphasizing thatthey cannot design abstractly without considering the structural integrity of their designs.The comments from the students in the end of term evaluation highlighted that despite projectsof this scale being enjoyable and beneficial to

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

Tagged Topics

Diversity

Tagged Divisions

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

. Not only do these practices help to support a strong foundation for educational action research studies, they also serve as a foundation for an educational culture within which transformative learning can occur. 2. Experiential design courses should be used to teach integrated skills, and also these courses should be extended throughout the curriculum in a way that allows for maximum scaffolding, possibly beginning as early as the freshman year in some form. 3. More broadly, experiential opportunities should be developed that complement engineering programs and empower students to build integrated practical and professional/interpersonal skills, to participate in an inclusive, supportive engineering

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

Paper ID #34091Studying the Impact of Humanitarian Engineering Projects on StudentProfessional Formation and Views of Diversity, Equity, and InclusionDr. Kirsten Heikkinen Dodson, Lipscomb University Dr. Kirsten Heikkinen Dodson is an assistant professor of mechanical engineering in the Raymond B. Jones College of Engineering at Lipscomb University. She graduated from Lipscomb University with her Bachelors degree before completing her Doctoral Degree at Vanderbilt. Upon completing her research at Vanderbilt, she joined the faculty at her alma mater where she has focused on thermal-fluids topics in teaching and

Conference Session

Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nolgie O. Oquendo-Colón, University of Michigan; Xiaping Li, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

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

experience, comprising curricularexperiences, classroom experiences, and out-of-class experiences [21]. Curricular experiencesencompass students’ unique coursework patterns, their choice of an academic major, the extentof their integration into the field, and their participation in additional academic experienceswithin the general or major field curriculum. (e.g., internships, cooperative education, studyabroad). Classroom experiences include, among other things, types of teaching methodsstudents experience in their classrooms. Finally, students’ out-of-class experiences which includestudents’ living arrangements during school, their level of engagement in co-curricular activities,study hours, family and work commitments, and the support they

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

Tagged Topics

Diversity

Tagged Divisions

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

,interdisciplinary community where the contributions of non-academic educators are not onlyrecognized but also integral to the organization's evolution. This change would lead to morepractical applications of research, greater diversity in perspectives and expertise, and a moreprofound impact on the engineering education landscape. Meagan Pollock: "We should be an organization of practitioners who might also do other things like research... One of my greatest joys is turning research into practice... If ASEE were more inclusive... I would feel more valued, included, and affirmed for my contributions." Sreyoshi Bhaduri: "I’d expect to see increased collaboration, more research, potentially more money/funding... behavioral economists or IO

Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

R. Jamaal Downey, University of San Diego; Joel Alejandro Mejia, The University of Texas at San Antonio; Diana A. Chen, University of San Diego; Gordon D Hoople, University of San Diego

Tagged Topics

Diversity

Tagged Divisions

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

Paper ID #41801Meritocracy and Colorblindness: The Perpetuation of Whiteness in EngineeringEducation Through False NarrativesDr. R. Jamaal Downey, University of San DiegoDr. Joel Alejandro Mejia, The University of Texas at San Antonio Dr. Joel Alejandro (Alex) Mejia is an associate professor with joint appointment in the Department of Bicultural-Bilingual Studies and the Department of Biomedical and Chemical Engineering at The University of Texas at San Antonio. Dr. Mejiaˆa C™s work examDr. Diana A. Chen, University of San Diego Diana A. Chen, PhD is an Associate Professor and one of the founding faculty members of Integrated

Conference Session

Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brean Elizabeth Prefontaine, Duke University; Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University; Brianna Blaser, University of Washington; Joanna Goode, University of Oregon; Valerie B. Barr, Union College

Tagged Divisions

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

M.S. and Ph.D. in Physics from Michigan State University. Before starting at Duke, she worked for Horizon Research, Inc. as an external evaluator for STEM education projects.Dr. Alicia Nicki Washington, Duke University Dr. Nicki Washington is a professor of the practice of computer science and gender, sexuality, and feminist studies at Duke University and the author of Unapologetically Dope: Lessons for Black Women and Girls on Surviving and Thriving in the Tech Field. She is currently the director of the Cultural Competence in Computing (3C) Fellows program and the NSF-funded Alliance for Identity-Inclusive Computing Education (AiiCE). She also serves as senior personnel for the NSF-funded Athena Institute for

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Seth Polsley, University of Nebraska, Lincoln; Amanda Kate Lacy; Samantha Ray, Texas A&M University; Tracy Anne Hammond, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

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

Paper ID #44324Tactile Learning: Making a Computer Vision Course Accessible throughTouched-Based InterfacesDr. Seth Polsley, University of Nebraska, Lincoln Dr. Seth Polsley is an Assistant Professor of Practice in the Jeffrey S. Raikes School of Computer Science and Management at the University of Nebraska–Lincoln, with his academic home in the School of Computing. His research focuses on the combination of intelligent systems design and human-computer interaction in order to support novel educational and universal computing experiences.Ms. Amanda Kate Lacy Amanda Lacy is a PhD student at Texas A&M University in the

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

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

Tagged Topics

Diversity

Tagged Divisions

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

eight years as a K-12 teacher in Connecticut, where she maintained a focus on providing a varied learning environment and dif- ferentiated instruction for all types of learners. She received her Master’s Degree in Modern Languages from Central Connecticut State University in 2011. She earned her Bachelor of Arts in Hispanic Studies and her teaching certificate from Connecticut College in 2001. She is currently pursuing a doctoral degree in Curriculum and Instruction at UConn’s Neag School of Education.Dr. Arash Esmaili Zaghi, P.E., University of Connecticut Arash E. Zaghi is an Associate Professor in the Department of Civil and Environmental Engineering at the University of Connecticut. He received his PhD in 2009

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

YaXuan Wen, Sino-Danish College, University of Chinese Academy of Sciences; Yanru Xu; Ji’an Liu

Tagged Topics

Diversity

Tagged Divisions

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

in theiruniversities in terms of funding (S3-NU3; S11-NU10), learning materials (S7-NU6;S2-NU2), soft and hardware relevant to electronic design (S4-NU4; S5-NU5; S8-NU7).As discussed above, the OIPI initiative is not merely an open platform aggregatinghigh-quality open educational resources. More importantly, the facilities from SUniversity designed systematic learning and curriculum plans which ‘transformed thescattered raw materials worldwide to comprehensive and coherent knowledge contentsand flow’. (S7-NU6) As our participants recognized that ‘accessing resources is the firststep leading to success’, (S6-NU6) the accessibility to learning opportunities provided bythe OIPI initiative is the precondition for candidates’ learning and

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cassandra Puletapuai, Colorado State University; Daniel Birmingham, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

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

of Color experiences as contentious and destructive which impede a conducive learningatmosphere and feed into the immense student of Color attrition rates [8]. Studies on racialclimates at PWIs suggested the issues were deep-seated and influential in perpetuating theadverse encounters for students of Color and persuading PWIs’ values. To much chagrin, theseconditions preserve the lack of multicultural policies and substantive practices which saturatecampus culture and translate into the classroom [8]. Classroom curriculum has little to nopriority in integrating cultural representation based on students of Color experiences in priorstudies [8]. Though academic institutions attempt to adapt social justice concepts as a guide,many educators

Conference Session

Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kaylla Cantilina, Tufts University; Chelsea Joy Andrews, Tufts University; Fatima Rahman, Tufts Center for Engineering Education and Outreach

Tagged Divisions

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

technicalengineering course can be perceived as an additional load or “tack on'' by both instructors andstudents. Furthermore, in addition to these structural barriers, sociotechnical content does not bydefault include a justice perspective. As such, an intentional focus on justice is necessary whendesigning pedagogical changes toward more holistic engineering education.In response to these challenges and needs, we were funded by the NSF to conduct a research andpedagogical project in which we are integrating justice components throughout a first-yearcomputing for engineers course. Instead of revising an ethics course or tacking on sociotechnicalcontent to a traditional course, we chose to embed justice into our redesign of the “technical”class as much as

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

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

focused research remains a priority [9].Wright College, an urban Hispanic Serving open-access community college within the CityColleges of Chicago (CCC) system, understands and appreciates the opportunity and need todevelop equitable frameworks that are focused on access and excellence. In the past eight years,Wright College and CCC have adopted many of the best practices to improve student access andsuccess. Wright College prioritized equity work and inclusive excellence, by integrating diversityand equity within mission and operations [10]. These efforts set the foundation for an innovativeengineering transfer program. Through NSF-HSI funded research, Wright College found successin developing aspiring engineers and computer scientists. Diverse