Conference Session

Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sourojit Ghosh, University of Washington

Tagged Divisions

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

harmand taking extensive steps to mitigate such harms. Like other sectors, education has also not been immune to ChatGPT, as it has found itsway into classrooms at all levels. This usage has brought about a strong debate on whether itshould at all be permitted in classrooms, with some educators being of the opinion that ChatGPTbrings ethical concerns. One major concern is in the context of academic integrity andplagiarism, where students can ask assignment or homework questions of ChatGPT andcopy-paste the output while claiming it as original work (e.g., [37], [38]). ChatGPT usage canthus stunt student learning as it offers up the answers without demanding any intellectual labor,serving as a crutch that can be used across different courses

Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anna Marie LaChance, University of Connecticut; Jennifer Pascal, University of Connecticut; Danielle Gan, University of Connecticut; Justyn James Paquette Welsh, University of Connecticut; Thomas James Pauly, University of Connecticut; Patrick Paul, University of Connecticut

Tagged Topics

Diversity

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Culture & Social Justice in Education, Equity

Paper ID #33189 soybean crop yields in Dr. Kristina Wagstrom’s Computational Atmospheric Chemistry and Exposure (CACE) laboratory. For the past two summers, Thomas has worked two internships: the first as an en- gineering intern at Allnex in 2019, and the second as an Environment, Health and Safety Intern at Pfizer in 2020. Working at Pfizer especially developed Thomas’s work ethic and passion for chemical engineer- ing, influencing him to seek further related chemical engineering positions after graduation where he can apply the knowledge he has learned in school to the pharmaceutical or manufacturing industries. Thomas is now seeking a full-time position with an engineering firm starting summer 2021 where he can

Conference Session

Critical Conversations on Being Valued

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Minha R. Ha, York University; Jeffrey Harris, York University; Aleksander Czekanski , CEEA-ACEG

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Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

her teaching approaches, whether in lecture, work- shop, and laboratory settings. She has been actively involved in ethics, equity and leadership education in engineering since 2011.Jeffrey Harris, York University Dr. Jeffrey Harris is an assistant professor (teaching stream) in mechanical engineering at York University in Toronto, Canada. He currently serves at the Director of Common Engineering and Science within the Lassonde School of Engineering. He has a PhD in mechanical engineering from the University of Toronto and is completing a M.Ed. from York University.Aleksander Czekanski , CEEA-ACEG Dr. Aleksander Czekanski is an Associate Professor and NSERC Chair in Design Engineering in Las- sonde School of

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

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

recuperate around. Similarly, Jenny and Warren appreciated being able tospend additional time with their families in times of celebration and religious/cultural holidays,and still be able to attend class. Such ‘informal’ accommodations also allowed them to avoidgoing through official channels and University services for getting accommodations, whichmight often be slow and backed up under high volumes of requests. These, combined with otherexperiences of students where the option of joining remotely meant that they could safely attendclass when they were unwell or did not have reliable travel options, speaks highly of the equityprovided by the HyFlex modality. Such a modality allowed us to practice ethics of care towardsstudents’ physical and

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Desen Sevi Ozkan, Tufts University; Cynthia Hampton, Virginia Tech

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Diversity

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

environmental justice–namely whereengineers attend to their position as carrying out and reinforcing practices that create orexacerbate environmental racism but holding engineering as neutral.Recently, scholars published an editorial in the Journal of Engineering Education titled, “Theclimate is changing. Engineering Education needs to change as well” (Martin et al., 2022). Thescholars bring attention to the changing climate to emphasize four points (1) connect climate andsustainability to engineering design, (2) value cross-disciplinary perspectives, (3) “understandthe ethics and justice dimensions of engineering” and (4) “listen to and collaborate with diversecommunities.” (Martin et al., 2022, p. 740). In the third points, the authors discuss

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Grace Wickerson, Northwestern University

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Diversity

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

research intern with the Center for Health Equity Trans- formation working on engineering design methods for building with those closest to health injustices, a science policy fellow with the Federation of American Scientists (FAS) outlining policies to mitigate bias in medical technology development, testing, and market deployment, and write about engineering, ethics, and social justice in outlets like Scientific American. ©American Society for Engineering Education, 2023 Community-Driven, Participatory Engineering Design to Shape Just, Liberatory Health FuturesAbstractEngineering education regularly overlooks people it is supposed to serve, especially thosehistorically and

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

Tagged Divisions

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

highlight a small fraction of this new body ofwork, where students begin to engage in discussion of ARDEI concepts and ARDEI context istaught explicitly in engineering courses or is included in engineering problem solving.Some educators have begun adding context to show the connections between engineering andsociety to engineering examples, homework, and textbook problems that have traditionallyfocused on the technical aspects of engineering problem solving. Hirschfield and Mayes capturestudent interest in a chemical engineering kinetics course by using tangible examples of baking,antifreeze, and flame retardants, and asking students to reflect on the ethical considerationspresent in the design and use of these chemicals [14]. Riley’s

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

. All of the paperswere published between 2011-2019. One paper was a journal article published in theInternational Journal of Technology Enhanced Learning and seven were conference papers: sixprepared for the American Society for Engineering Education annual conference and oneprepared for the International Conference on Industrial Engineering and Applications. Sevenstudies took place in the United States and one took place in Ecuador. The online undergraduatecourses included mechanical engineering, systems engineering, ethical decision-making inengineering and technology, technology project management, and computer engineering.Sample sizes ranged from 25-49 students. The methods employed in the eligible papers includedstructural equation

Conference Session

Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brian Dick, Vancouver Island University; Kodi Rivera, Simon Fraser University; Michael Sjoerdsma, Simon Fraser University

Tagged Topics

Diversity

Tagged Divisions

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

-year students in the Summer 2023 offering ofENSC 406 - Engineering Law and Ethics at SFU, which is one of the few mandatory fourth-yearcourses all students must complete as part of their degree requirements. Although the timing of thecourse offering was a pragmatic reason for starting with these students, they were also our desiredstarting point given their time and experience in an engineering program.The survey was formulated to ask questions that did not focus on program-specific issues such asduration of study, academic expectations, and course difficulty. The survey, comprising a total of 41close- and open-ended questions, covered a range topics inspired by current literature, such as identity[8] - [10] (e.g., “In what ways does your

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

students. 4. Demonstrating the values of diversity, equity, inclusion, social responsibility and ethical engineering practice more meaningfully in CoP activities, processes and documentation. This may include efforts to hold more social justice-focused events and activities of all students to participate in and to bring more diverse URM and women in as presenters as well as broader institutional efforts to change the culture of our engineering program at all levels so that dominant faculty and students are more aware. 5. Facilitating better mentorship connection opportunities with faculty, industry partners, and/or peers that include ways for underrepresented students to connect with diverse mentors who

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Marissa A Tsugawa, Utah State University; Theo Sorg, Purdue University; Hector Enrique Rodríguez-Simmonds, Boston College; Sage Maul, Purdue University; Nadia N. Kellam, Arizona State University; Alice L. Pawley, Purdue University; Taylor V. Williams, Harding University

Tagged Topics

Diversity

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

significance of semantics: Person-first language: Why it matters,” Autistic Hoya, 2011.[8] L. Clouder, M. Karakus, A. Cinotti, M. V. Ferreyra, G. A. Fierros, and P. Rojo, “Neurodiversity in higher education: a narrative synthesis,” Higher Education, vol. 80, no. 4, pp. 757–778, Oct. 2020.[9] T. Armstrong, “The Myth of the Normal Brain: Embracing Neurodiversity,” AMA Journal f Ethics, vol. 17, no. 5, pp. 348–352, 2015.[10] J. den Houting, “Neurodiversity: An insider’s perspective,” Autism, vol. 23, no. 2, pp. 271–273, Feb. 2019.[11] N. Walker, Neuroqueer Heresies: Notes on the Neurodiversity Paradigm, Autistic Empowerment, and Postnormal Possibilities. Autonomous Press, 2021.[12] S. Beart, “‘I won’t think of meself as a learning

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

importance of mitigating designer biases. Objective 1 was achieved by anchoring thecourse in the human centered design and universal design frameworks. Objective 2 was achievedthrough diverse perspectives in the guest speaker and prep materials chosen, frequent immersiveactivities on exclusion in design, and many opportunities for student-led course discussions.The topics presented in this course, as detailed in Table 1, were centered in mechanicalengineering design due to the nature of the elective. However, there was an intentional emphasisto discuss relevant social issues in the context of engineering. Module 9 was focused onalgorithmic bias. The responsibility to ethically and equitably designing human-machineinteractions [21], facial

Conference Session

Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fatima Rahman, Tufts Center for Engineering Education and Outreach; Kristen B Wendell, Tufts University; Chelsea Joy Andrews, Tufts University

Tagged Topics

Diversity

Tagged Divisions

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

: The Role of Peer Influence in Robotics Engineering Activity. The Journal of the Learning Sciences, 23(4), 490–536. http://www.jstor.org/stable/43828355McGowan, V. C., & Bell, P. (2020). Engineering Education as the Development of Critical Sociotechnical Literacy. Science & Education, 29(4), 981–1005.Philip, T. M., Gupta, A., Elby, A., & Turpen, C. (2018). Why ideology matters for learning: A case of ideological convergence in an engineering ethics classroom discussion on drone warfare. Journal of the Learning Sciences, 27(2), 183-223.Radoff, J., Abdurrahman, F., Turpen, C., Tomblin, D., Agrawal, A., Chen, D., & Chudamani, S. (2022, August). Examining the “narrow” and “expansive” socio

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

Division (EPPD); Engineering Ethics Division; Equity, Culture,and Social Justice in Education (ECSJ); Liberal Education/Engineering and Society Division(LEES); Minorities in Engineering Division (MIND); and Women in Engineering Division(WIED)]. Participants received information detailing the purpose, informed consent form, andsurvey link. A total of 212 participants completed the survey. Fifty-eight incomplete responses(i.e., completed less than 75%) were removed, and the remaining 154 responses were analyzed.Closed-ended data were processed using SPSS, and open-ended responses were coded in Excel.Quantitative analysis included obtaining frequencies and the disaggregation of data based onrespondent demographic information. Open-ended responses

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Noelle K Comolli, Villanova University; David Jamison, Villanova University

Tagged Topics

Diversity

Tagged Divisions

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

access by zip code – looking at which cities/states provided access to key gateway courses that are often required to enter engineering programs (high school physics, calculus, AP courses, etc.) • The use of AI in police surveillance, with a heated discussion on the interest in campus police pursuing this on our own campusIn all of these examples, students then had to take the further step of looking at methods forengineers to do better. They had to propose methods to increase STEM access in schools, how theASEE code of ethics requires us to challenge the NIMBY arguments (Not In My Back Yard) thatprivilege rich white neighborhoods, and what should be done to improve technology in policesurveillance. These examples were

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

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Diversity

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

development. New York: Atherton, 1966.[31] A. W. Chickering, Education and identity. Jossey-Bass Publishers, 1969.[32] W. G. Perry, Forms of intellectual and ethical development in the college years: a scheme, 1. ed. in Jossey-Bass higher and adult education series. San Francisco, Calif: Jossey- Bass Publishers, 1999.[33] C. M. Beck, B. S. Crittenden, and E. Sullivan, Eds., Moral Education. University of Toronto Press, 1971. doi: 10.3138/9781442656758.[34] C. Pfund et al., “Training Mentors of Clinical and Translational Research Scholars: A Randomized Controlled Trial,” Academic Medicine, vol. 89, no. 5, pp. 774–782, May 2014, doi: 10.1097/ACM.0000000000000218.[35] C. Pfund, A. Byars-Winston, J. Branchaw, S. Hurtado, and K. Eagan

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Motahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus; Jennifer M Bekki, Arizona State University

Tagged Topics

Diversity

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

behavioral health translational research training program. Implementation Science, 12(1). Scopus. https://doi.org/10.1186/s13012-017-0621-9Bamonti, P. M., Keelan, C. M., Larson, N., Mentrikoski, J. M., Randall, C. L., Sly, S. K., Travers, R. M., & McNeil, D. W. (2014). Promoting ethical behavior by cultivating a culture of self-care during graduate training: A call to action. Training and Education in Professional Psychology, 8(4), 253– 260. Scopus. https://doi.org/10.1037/tep0000056Bang, K.-S., Lee, I., Kim, S., Lim, C. S., Joh, H.-K., Park, B.-J., & Song, M. K. (2017). The effects of a campus Forest-Walking program on undergraduate and graduate students’ physical and psychological health

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rebecca Zarch, SageFox Consulting Group; Sarah T. Dunton; Jayce R. Warner, University of Texas, Austin; Jeffrey Xavier; Joshua Childs, University of Texas, Austin; Alan Peterfreund, SAGE

Tagged Topics

Diversity

Tagged Divisions

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

understanding that our work could provide a framework fornational-level data efforts.Establishing values a prioriEstablishing the values guiding data work a priori ensures that data practices are ethical,responsible, and aligned with the goals and values of the group [25], [26]. ECEP centers equityin all BPC work across the Alliance. This is also an explicit goal of the CMP project, intended toensure that data is not collected for the sake of gathering numbers but for the purpose ofdiscovering which students do not have access to, or are engaging in, high quality computing.State teams are asked to establish their state’s BPC goals as a condition of membership in theECEP alliance; however, the CMP encourages teams to bring new people to the team

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

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

: • People come first, are treated with dignity and respect, and are encouraged to achieve their full potential • Relationships are built on honesty, integrity, and trust • Diversity of people and thought is respected • Excellence is achieved through teamwork, leadership, creativity, and a strong work ethic • Efficiency is achieved through wise use of human and financial resources and • Commitment to intellectual achievement is embraced.This section of our paper will discuss the planning process and key highlights of the student trackday from the conference proceedings. The process of the planning and executing a three-day event can be arduous. While there areothers whom one can reach out to for planning, acumen, and

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yume Menghe Xu, Tufts University; Brian Gravel, Tufts University

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Diversity

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

. Sheridan, “The maker movement in education.” Harvard Educational Review, vol. 84, pp. 495–504, 2014.[27] S. Vossoughi, P. K. Hooper, and M. Escud´e, “Making through the lens of culture and power: Toward transformative visions for educational equity,” Harvard Educational Review, vol. 86, no. 2, pp. 206–232, 2016.[28] D. J. Clandinin and F. M. Connelly, “Studying teachers’ knowledge of classrooms: Collaborative research, ethics, and the negotiation of narrative,” The Journal of Educational Thought (JET) / Revue de la Pens´ee ´ Educative, vol. 22, no. 2A, pp. 269–282, 1988.[29] A. Strauss and J. M. Corbin, Basics of qualitative research: Grounded theory procedures and techniques., ser. Basics of qualitative research: Grounded

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

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

student at Purdue University looking to pursue a degree in mechanical engineering. He is a part of the First Time Researcher program at Purdue, currently completing research in the School of Engineering Education and Science and Ethics of Educational Data lab under Dr. Kerrie Douglas. ©American Society for Engineering Education, 2023 Work In Progress: Evaluating the Cultural Context of Engineering and Engineering-Related Concept Inventory Assessment ItemsThere is very little understood about how the context of engineering assessment questions canserve to unnecessarily confuse, distract, or indirectly communicate who belongs (and who doesnot) in engineering classrooms. Globally concept

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nicholas A. Baine. P.E., Grand Valley State University; Karl Brakora, Grand Valley State University

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Diversity

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

accreditation and first-year course design.Dr. Karl Brakora, Grand Valley State University Karl Brakora is an Assistant Professor in the area of electrical engineering at Grand Valley State Uni- versity. He previously worked for small companies and as an independent defense contractor to develop advanced ceramic materials, radar, and novel electronic fabrication methods applied to the development of guided munitions, electro-optic imaging systems, and medical devices. At GVSU he maintains electronic prototyping courses and co-created the School of Engineering’s professional ethics curriculum, which has become his primary academic focus. Karl received his Ph.D. in Applied Electromagnetics from the University of Michigan

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rania Al-Hammoud, University of Waterloo; Soukaina Jazouli; Andrea Atkins, University of Waterloo

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Diversity

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

inundergraduate engineering programs in North America. In Canada, the Canadian EngineeringAccreditation Board has been emphasizing that equity and ethics be embedded in the curriculumthrough their accreditation visits. This required several programs within our institution to work onmethods that can be included to make students more aware of equity issues and assess theirunderstanding on the above subjects.This paper discusses how courses were changed to include equity as part of the curriculum. Equitydiscussions were focused through the introduction of universal design as applied in buildingdesign- making students experience first-hand what the implications of design choices are on adiverse (age, physical / cognitive ability, race, gender) user group

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

Tagged Topics

Diversity

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Culture & Social Justice in Education, Equity

framework for all theprojects we undertake [13]. The ExSJ supports the connection between engineering and socialjustice by providing a system whereby communities are supported to submit project ideas, whichare then developed and channeled through professionals and academics to create suitable projectsfor students through a variety of mechanisms also described in a later section of this paper.BackgroundThe campus context for the ExSJ is uniquely supportive of initiatives that advance social andenvironmental justice and socio-technical engineering. USD is an independent, private CatholicUniversity known for its commitment to the formation of values, community involvement, andpreparing leaders dedicated to ethical conduct and compassionate service.In

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

global, cultural, social, environmental, and economic factors. 5) an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts. 8) an ability to acquire and apply new knowledge as needed, using appropriate learning strategies.Riley’s text uses a modular format that engages students in a four-step process (Engage, Analyze,Reflect, and Change). Figure 1: Learning Process for ModulesThe modules presented in Riley’s text can be integrated “as-is” into typical thermodynamicscourses. However, as the modules are not

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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Culture & Social Justice in Education, Equity

are presented with practical applications, together with societal, global, environmental or economic impacts.Q43. What kinds of problems are used in your course(s)? • Level 1. Problems usually require focus on technical detail only. • Level 2. Between 1 and 3 • Level 3. Problems acknowledge societal needs but are still primarily technically focused. • Level 4. Between 3 and 5 • Level 5. Problems are open ended and focus on both societal and technical needs in their solution.Q44. Are problems approached in a multidisciplinary manner (e.g. do they draw upon orlink to a range of other academic areas such as ethics, social justice, or politics?) • Level 1. Strictly single-discipline approach • Level 2

Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Moore, University at Buffalo; Rebecca Walton, Utah State University; Natasha N. Jones, Michigan State University

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Diversity

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Culture & Social Justice in Education, Equity

inequities and injustice when we encounter them. How an actor moves through the 4Rs depends on their margin of maneuverability.Call to Action ● All academic reviewing processes, from conference reviews to program reviews to Tenure and Promotion reviews, have the potential to enact inequities and injustice and to harm those with less power through epistemic and other forms of violence. As members of this community, we should commit to anti-racist, inclusive approaches to review that inhere an ethic of care and hold one another accountable [19], [28]Limitations and Further ResearchAs is obvious by now, this is not the paper we thought we were going to write; much more workcan, will, and has been done to illustrate

Conference Session

Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Monica Lynn Miles, University at Buffalo, The State University of New York; Corey T Schimpf, University at Buffalo, The State University of New York; Nicole Lowman, University at Buffalo, The State University of New York; Kate Haq, University at Buffalo, The State University of New York

Tagged Divisions

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

complexity of navigating racialidentity and how societal perceptions can impact individuals both positively and negatively.Our study of environmental nonprofit websites in Buffalo seeks to explore how the intricatelayers of racial and ethnic identification manifest within organizations’ public representations ofthemselves. Utilizing the Fitzpatrick skin type scale in this [25] study, we classified individualsas people of color (darker than olive) or not. However, we recognize individuals may bemiscategorized due to the inability to self-identify as people of color in our study. Self-identification is the most accurate and ethical method of racial and ethnic classification [24]. Asan equity-focused and racially diverse research team committed to

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Heather R. Beem, Ashesi University

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Diversity

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Culture & Social Justice in Education, Equity

approaches/shifting to practical 5 approaches 8% Teamwork 8% 6 Being creative/innovative enough 7% Stress/working under pressure 6% 7 Fear of failure 7% Acting ethically 4% TABLE 6. Top challenges students expect to face in engineering 3- “Describe your personal experience working on the drone project.”Finally, the most frequent coded responses to the open-ended prompt for students to describetheir personal experience working throughout the project are shown in Table 7. These aregrouped into three categories: self-perception, emotion, and lessons. Nearly a third (28%) of thestudents

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Raghu Pucha, Georgia Institute of Technology; Shivani Kundalia, Georgia Institute of Technology; Vijay Sreenivasan, Georgia Institute of Technology

Tagged Topics

Diversity

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

combining them into brand marketing, developing them into fineboutique products. This idea-to-3D print project tasks the student designer with leaning into theirown culture to design home décor items inspired by their personal background. Students areencouraged to embrace cultural traits in their design, such as nationality, family structures,community, aesthetics (art, architecture, music, dance), cuisine, mythology, ethics, manners,festivals and holidays, and fashion. Cultural aspects should be meticulously used to influence thedesign, usage, and purpose of the product from the conceptual stage of design, rather than assuperficial or last-minute additions. This individual project consists of three parts (creativeideation and sketching, 3D CAD