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

... trained engineering educators who pursue pathways alternative to faculty also add value to the community." Hoda Ehsan: "Diversity of positions brings in different perspectives... I see roles like mine who can translate [research] into practice and have a broader impact on the communities." Sreyoshi Bhaduri: "Non-academic engineering educators... can help close the research to practice cycle, but can also conduct their own research to help advance knowledge." Katie Nelson: "Giving students and ASEE members alike the opportunity to see these paths will open the door for them to try something new." Lauren Quigley: "Working outside of academia... I have designed and implemented the kinds of lifelong learning experiences... This

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Mark A. Chapman, University of San Diego; Bryce Fledderman, University of San Diego

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

, and Lifestyle”: Engineering Students’ Perceptions of Homelessness and Implications for Social Justice EducationAbstractThis paper describes how engineering students in a lower division user-centered design courseframed issues of homelessness within an engineering context. We focused on the issue ofhomelessness as the context for the course’s design project because it is one of the largestsocial justice issues impacting the area where the University of the Borderland (pseudonym) islocated. The goal was to determine how the project influenced students’ perceptions ofhomelessness and the role of engineers in this social justice issue. Results indicated thatstudents tend to frame issues of homelessness in simplistic terms aligned

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bridget M. Smyser, Northeastern University; Susan F. Freeman, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

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

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

Tagged Divisions

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

educate a large enough share of their URG students in engineering.Strategies that have been employed to increase the success of DEI efforts have been many andvaried. Research has shown that where there is community and belonging, the successes arelarger. For instance, a study found there to be a positive correlation between the diversity offaculty to that of the diversity and success of students [37]. Training the professorate in DEI hasbeen a strategy that has increased significantly in recent years, recognizing that the majority offaculty lacked the tools to understand and implement best practices. Training materials, courses,workshops, and experiences that reward individuals and programs for increasing their knowledgeand skills in DEI have

Conference Session

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Udayan Das, Saint Mary's College of California; Christopher Isaac Fulton

Tagged Divisions

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

) and a liberal arts college (Saint Mary’s College of California). Our experience shows thatthe removal of prerequisites, making the course readily available for those interested in pursuingCS, had no significant impact on student performance. Having minimal prerequisites has beneficialeffects in terms of diversifying the CS student body as well as enabling students to begin CScoursework early, often in the first semester, potentially impacting persistence, but also enablingstudents to decide, early, if CS is right for them. Programs should evaluate what prior knowledge isrequired to be successful in a CS program. The high success rate of students of various backgroundstaking CS certificates and pursuing graduate school also shows that

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nivedita Kumar, Florida International University; Stephen Secules, Florida International University

Tagged Topics

Diversity

Tagged Divisions

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

undergraduate degree makes it difficult to even think about these manyaspects of her career progression.This self-doubt/lack of self-confidence came up other times, for instance, when she was askedwhat her plan after graduation was: I need to continue studying because I don't feel prepared for life, I don't feel that I have the resources or the awareness of how to learn things on my own yet, as in I don't have the foundations for learning other things... [contd] I don't even know how to get into one of those [Ph.D.] programs. And my GPA isn't the best. I don't have the best track record and research. I haven't-- I'm not a primary author in any research papers, I haven't done anything fantastic. So acceptance

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michelle Choi Ausman, Virginia Polytechnic Institute and State University; Qin Zhu, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

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

Native American PacificIslander-Serving Institutions Program.” Accessed: Jul. 31, 2023. [Online].[20] L. Whiting, “Semi-structured interviews: guidance for novice researchers,” NursingStandard, vol. 22, no. 23, pp. 35–40, 2008.[21] S. Secules et al., “Positionality practices and dimensions of impact on equity research: Acollaborative inquiry and call to the community,” J of Engineering Edu, vol. 110, no. 1, pp. 19–43, Jan. 2021.[22] J. A. Leydens, K. E. Johnson, and B. M. Moskal, “Engineering student perceptions of socialjustice in a feedback control systems course,” J Eng Educ, vol. 110, no. 3, pp. 718–749, Jul.2021.[23] M. E. Cardwell, “Examining interracial family narratives using critical multiracial theory,”Review of Communication, vol. 21

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Allison Murray, Marquette University; Lisa Chase, Marquette University

Tagged Topics

Diversity

Tagged Divisions

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

faculty-student interactions. For example, the structure of the syllabus can ensure that all students aresupported in their learning; and, including a statement about diversity and inclusion within thesyllabus helps set a foundation for the classroom [9]. Resources on best practices for inclusivepedagogy in higher education have been compiled [10]. However, in the engineeringenvironment the promotion of “objectivity” has been used to dismiss the relevance of inclusiondiscussions in the classroom [11].To approach inclusion within an engineering design class, human centered design was chosen asit focuses on the lived experiences of users and stakeholders, including those from historicallyexcluded groups. Human centered design focuses on an

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jennifer Ackerman, Texas A&M University; América Soto-Arzat, Texas A&M University; Christine A Stanley, Texas A&M University; Reuben A Buford May, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

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

Counseling, Education and Development, vol. 40, no. 2, pp. 208–217, 2001.[21] E. L. Brothers and B. Knox, “Best practices in retention of underrepresented minorities in science, technology, engineering, and mathematics (STEM) in the Tennessee Louis Stokes Alliance for Minority Participation (Tennessee LSAMP),” Journal of Intercultural Disciplines, vol. 11, pp. 71–84, 2013.[22] Glaser, B. G., & Strauss, A. L. (2017). Discovery of grounded theory: Strategies for qualitative research. Routledge.[23] Corbin, J., & Strauss, A. (2008). “Strategies for qualitative data analysis,” Basics of Qualitative Research. Techniques and procedures for developing grounded theory. SAGE Publications.[24] Denzin

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nrupaja Bhide, Purdue University, West Lafayette ; Yağmur Önder, Purdue University, West Lafayette ; Sydney Free, Purdue University, West Lafayette ; Michael Dunham, Purdue University, West Lafayette ; Dhinesh Balaji Radhakrishnan, Purdue University, West Lafayette ; Jennifer Deboer, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

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

instudent-initiated and student-led change and building learners’ self-determination. The centerwas re-scoping and constructing new facilities based on the direction of students, who knewtheir needs best. The researcher was developing an agenda to understand how learners outsideof formally credentialed engineering settings could best develop solutions to theircommunity’s problems. Given this alignment, the two groups were well-placed for a smallinternal university-funded seed grant, which led to their co-design of the first version of thecurriculum. We built the first curriculum based on student interviews about their interests,goals, and aspirations. Early pilot testing focused on students and teachers, especially on howstudents learned best (e.g

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Crystal E. Peoples, Duke University; Alicia Nicki Washington, Ph.D., Duke University; Shaundra Bryant Daily, Duke University

Tagged Topics

Diversity

Tagged Divisions

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

, an M.S. in Sociology with graduate minors in Mathematics and Statistics from Iowa State University in 2015, and a Ph.D. in Sociology from Duke University in 2022.Alicia Nicki Washington, Ph.D., Duke University Dr. Nicki Washington is a professor of the practice of computer science and gender, sexuality, and femi- nist 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 Compe- tence 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

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Pheather R. Harris, University of California, Irvine; Dianne G. Delima, University of California, Irvine

Tagged Topics

Diversity

Tagged Divisions

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

exclusionary learning environments and curricula, lack of facultymentorship and role models, and lack of a supportive peer group (see [4]-[6] research findings onthese topics). For these reasons, there is a steep decline in the number of Black and Hispanicstudents graduating with a STEM degree from Baccalaureate institutions [7]. Classroom culture is shown to have a significant impact on the success of Black andHispanic students in higher education and in STEM in particular. Specifically, when Black andHispanic students feel like they have learning and supportive spaces to develop their STEMidentities, they are more likely than their peers who do not have access to such spaces toacademic persist in the STEM field [8]. However, Black and

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Behrooz Parhami, University of California, Santa Barbara

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

Bui, NPR, using datafrom National Science Foundation, American Bar Association, and AmericanAssociation of Medical Colleges] Compiling data on how well colleges do in recruiting and graduating women inSTEM majors can raise awareness and help spread best practices. For CS&E, Chronicleof Higher Education has used US Department of Education data to produce such aranking [21], which places Salisbury University, with 36% women, at the top of the listof public institutions, followed closely by University of Washington (35%) and fiveothers at 30% or higher. For private co-educational institutions, New School achievesan impressive 75%, with two other institutions scoring above one-half. Because womentend to consider factors such as safety

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

introduceengineering students to the fundamental concepts of design and data science. This work offersa pedagogical resource that shows best practices for integrating the technical and socialdualism in engineering education. We contend that without this sociotechnical integration inengineering courses, engineering education will leave students to reinforce existing racial andenvironmental injustices rather than providing a critical understanding of the social, political, andeconomic context in which they will be engineers. While, no course is ever perfect and it isdifficult to include all the important concepts relevant to a course without overwhelming thestudents, we hope that asking for whom, with whom, and as whom provide an initiation forstudents to

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robyn Mae Paul, University of Calgary

Tagged Topics

Diversity

Tagged Divisions

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

meeting, we spoke for a few minutes and told each other our 30-minute writinggoal. We then turned off our camera and audio, checking in with each other again at thepredetermined time, and repeating the process for as long as we had available to write together.Writing a PhD thesis (especially on social justice in engineering) can be one of the most isolatingtasks of graduate school and somehow, I turned it into the most community-based three monthsof my degree. Every few paragraphs, I got to talk to others doing similar research about what Iwas doing, I heard about what they were doing, the challenges they had had, and we gavefeedback and encouragement to each other. The learnings were often interconnected and thetheoretical foundations of my

Conference Session

Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kian G. Alavy, The University of Arizona; Matthieu Bloch, Georgia Institute of Technology; Gregory L. Heileman, The University of Arizona; Benjamin Richmond, The University of Arizona; Ahmad Slim, The University of Arizona; Mitchell L R Walker II, Georgia Institute of Technology; David Ruiter, University of California, San Diego

Tagged Topics

Diversity

Tagged Divisions

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

Paper ID #42714Equitable Attainment of Engineering Degrees: A Tri-University Study andImprovement EffortKian G. Alavy, The University of Arizona Kian Alavy is Director of Strategic Planning and Initiatives for the Division of Undergraduate Education and a doctoral student in Higher Education at the University of Arizona. Kian is interested in the history and evolution of undergraduate education offices at research universities in the United States, particularly their current nationwide organization around high-impact practices (HIPs). He earned his MA in Middle Eastern and North African Studies at the University of

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Culture & Social Justice in Education, Equity

. counselor, therapist) for mental health concerns.Underlying this goal was the need to identify similarities in engineering students’ sources ofstress and their approaches to maintaining their mental health. Our research design was guidedby pragmatism, as we believe that (a) an objective reality exists but can only be encounteredthrough subjective human experience [13], (b) beliefs and habits are socially constructed andsubject to sociopolitical forces [14], (c) understanding the problem (i.e., treatment gap) andidentifying practical solutions is the central priority [15], and (d) the best method (e.g.,qualitative, quantitative) is the one most effective in achieving desired research outcomes [16].Therefore, we used IBM as our guiding theoretical

Conference Session

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephen Secules, Florida International University; Cassandra J McCall, Utah State University; Maimuna Begum Kali, Florida International University; Gabriel Van Dyke, Utah State University; Vanessa Tran, Utah State University

Tagged Topics

Diversity

Tagged Divisions

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

areintended to inform faculty practice and understandings of systemic marginalization. Our primaryimplications will be for engineering education researchers of marginalization, to potentiallyincorporate our methodology to help create a more impactful and engaged research agenda. ProposalThis proposal is for an arts-based research and interactive poster session. Following therequested format of the interactive poster session particularly, we outline the following keyaspects of the proposal:Topic and Alignment with ECSJ Mission:The proposed interactive poster focuses on researcher and faculty roles regarding themarginalization of engineering students. First, we note that due to the efforts of many

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

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

emphasize the importance of educatingstudents to be well-rounded and think outside the box when it comes to decision-making tasksthat will have an impact on society's most vulnerable populations. However, there tends to focuson the students' experiences in classroom settings and in the local community, leaving anopportunity for future research to explore and gather information on the integration of principlesspecifically within civil engineering. It's imperative to have a full understanding of what civilengineering professors and instructors have to manage when it comes to incorporating a morehuman-centered in this field. What do they believe? What principles do they espouse? What isthe best manner in which to proceed? Not until the full picture is

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Grace Wickerson, Northwestern University

Tagged Topics

Diversity

Tagged Divisions

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

couldtreat their conditions. Disability justice activists continue to fight to change policy, discourse,design, and practice, ultimately encoding rights to accessibility at multiple levels, includingfederal policy that governs architecture, public space, software interface design, and medicaltechnologies [29]. Left in the wake of coronavirus, patient advocacy groups are focused ondocumenting long-COVID symptoms to show the long-term health impacts of coronavirusexposure and fight for better treatment paradigms [30].These lay experts seek not to just be end-users of medical technology, but also to createknowledge informed by their own lived experiences [31]. Health social movements seek to alignpatients with a common goal, often a future where their

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

Tagged Topics

Diversity

Tagged Divisions

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

sustain students’ attention [13]. Hernandez-de-Menendez et al. [13], argue thatactive learning leads to lower failure rates and promotes skills that engineers need to besuccessful in their professions such as teamwork, communication, and collaboration. However, although active learning can improve the experiences for students withinengineering, the impact of active learning on students of color and women are mixed [e.g., 14].Studies of the general college population have demonstrated positive effects of active learning onstudents’ self-confidence and persistence toward graduate school [15]. However, for somestudents, active learning practices such as volunteering to answer a question and being called onto answer a question in class can be

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Stephanie Masta, Purdue University, West Lafayette ; Janelle Grant, University of Illinois, Urbana-Champaign; Cara Margherio, University of Washington; Darryl Dickerson, Florida International University; Matthew W. Ohland, Purdue University, West Lafayette ; Alice L. Pawley, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

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

purposes. We pseudonymized student interview participants, instructor interviewparticipants, and CATME participants. Student interviewees received $10 gift cards for theirparticipation. We offered $25 gift cards to instructors in recognition of their time contributed tointerviews, but no one took us up on the offer. Students who were interviewed are identified byrace and gender here based on their self-identification.Author positionalities and rolesMasta, Dickerson, Ohland and Pawley constitute the project PI team. Margherio is the project’sexternal evaluator, and Grant is the graduate research assistant. The PI team conceived of theoriginal study motivation, focus, and general design, and acquired the funding. Masta applied forthe original IRB

Conference Session

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kassandra Fernandez, University of Florida; Krista Dulany Chisholm, University of Florida; Nancy Ruzycki, University of Florida

Tagged Topics

Diversity

Tagged Divisions

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

President of the Policy Advocacy in Science and Engineering (PASE) student organization at the University of Florida.Krista Dulany Chisholm, University of Florida Dr. Krista Chisholm is a Research Assistant Scientist working for the EQuIPD grant at the University of Florida. She currently manages the development and deployment of the grant’s K-12 Programs which include the Goldberg Gator Engineering Explorers Summer Program and the Powering the Community: AI Design Contest in school districts across Florida. She was previously the Lead Instructional Specialist on the EQuIPD grant coaching K-12 teachers in Florida and providing professional development. Dr. Chisholm excels in using a system thinking approach to support

Conference Session

Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Austin Morgan Kainoa Peters, Purdue University; Alice L. Pawley, Purdue University; Stephanie Masta, Purdue University; Darryl Dickerson, Florida International University; Matthew W. Ohland, Purdue University

Tagged Divisions

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

Engineering Education in 2008, 2011, and 2019 and from the IEEE Transactions on Education in 2011 and 2015. Dr. Ohland is an ABET Program Evaluator for ASEE and represents ASEE on the Engineering Accreditation Commission. He was the 2002–2006 President of Tau Beta Pi and is a Fellow of the ASEE, IEEE, and AAAS. He was inducted into the ASEE Hall of Fame in 2023. ©American Society for Engineering Education, 2024 WIP Research: Towards a distributed model of teaming: instructor-driven lessons from I-MATTERAbstractThis WIP research paper describes the development of a preliminary practical model to improvehow instructors of large classes can address marginalization amongst

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jae Hoon Lim, University of North Carolina; Jerry Lynn Dahlberg Jr, University of Tennessee, Space Institute; Terry L. Miller, Alabama A&M University; Corion Jeremiah Holloman, Alabama A&M University; Luke Childrey V, Alabama A&M University; Mohamed Jamil Barrie, Alabama A&M University

Tagged Topics

Diversity

Tagged Divisions

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

Paper ID #42860Board 114: Amplifying Resilience and Becoming Critical Advocates: ThreeBlack Engineering Students’ Experiences in a Multi-Institutional SummerCamp CollaborationDr. Jae Hoon Lim, University of North Carolina Dr. Jae Hoon Lim is a Professor of Educational Research at the University of North Carolina at Charlotte. Her research explores the dialogical process of identity construction among students of color and examines the impact of sociocultural factors on their academic experiences. She has served as a co-PI for multiple federal grant projects, including a 1.6 million grant from the National Science Foundation

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shauna N. Adams, Purdue University, West Lafayette ; Kerrie A. Douglas, Purdue University, West Lafayette ; Philip Goldberg, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

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

understanding the impact of community-based engineering programs on student major choice for underrepresented groups in engineering, with a specific focus on Black/African American youth and inclusive program evaluation methods. Shauna is engaged in Purdue’s Engineering Education Graduate Student Association and Black Graduate Student Association.Dr. Kerrie A. Douglas, Purdue University, West Lafayette Dr. Douglas is an Associate Professor in the Purdue School of Engineering Education. Her research is focused on improving methods of assessment in engineering learning environments and supporting engineering students.Philip Goldberg, Purdue University, West Lafayette Philip Goldberg is a First Year Engineering undergraduate

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Ellen Ko, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

“effective” practice is considered to be one that supports and better preparesstudents, especially those designated as URM, to score higher on these “objective” measures[11]–[14]. Less dialogue has invited instructors and administrators within higher education torethink whether these instruments, the measures themselves, may be imperfect and biased. Whilegrades have a strong place in the logistics and culture of higher education in the United states(see Appendix A and B for information on American grading practices), now is the time toconsider their flaws and limitations, as well as explore new grading practices that may reducetheir inequitable impact on students who are already marginalized in STEM disciplines.In this paper, I argue that the very

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

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva Alarcón, University of Florida; Homero Murzi, Virginia Tech; Marisela Martinez-Cola

Tagged Topics

Diversity

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

Lotería, Art Education and Creative Resistance: A Funds of Knowledge Approach to Art Education in Working-Class Schools (Doctoral dissertation, The Claremont Graduate University).Garringer, M., Kupersmidt, J., Rhodes, J., Stelter, R., & Tai, T. (2015). Elements of effective practice for mentoring [TM]: Research-informed and practitioner-approved best practices for creating and sustaining impactful mentoring relationships and strong program services. MENTOR: National Mentoring Partnership.Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. teachers college press.Gelles, L., Youmans, K., & Villanueva, I. (2019). Hidden curriculum advocacy and resources for graduate

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

Tagged Topics

Diversity

Tagged Divisions

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

inall thirteen categories than their male counterparts and White workers. Another study looked atthe gains individuals from minoritized backgrounds made between 2010 to 2018 in degreeattainment overall then specifically in STEM. The findings indicated increased bachelor's,master's, professional doctorates, and research doctorates attainment in Black, Latinx, AsianAmerican, and others but still trailed their White counterparts [7]. Within each year and eachdegree designation, minorities were graduating in higher numbers than previously seen;however, those numbers remain below 30% combined for all Black, Latinx, Asian American,and other minoritized groups [8]. To better understand why those numbers remain low despiteefforts on behalf of colleges