Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mayari I. Serrano, Purdue University, West Lafayette ; Natalia M. Rodriguez; Daniel Guberman; Jacqueline Callihan Linnes, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

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

. 4 I consider different disciplinary, environmental, local and global perspectives to understand natural and human systems. 5 I examine the influence of power structures Cultural Diversity in society to understand inequalities among different groups. 6 I ask questions without making judgments about people from other cultures Personal and Social 7 I discuss the importance of ethics and moral Responsibility

Conference Session

Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Fatemeh Khalkhal, San Francisco State University; Stephanie Claussen, San Francisco State University; Yiyi Wang, San Francisco State University; Xiaorong Zhang, San Francisco State University; Elysee Matembe Ekanga, San Francisco State University (SFSU)

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Diversity

Tagged Divisions

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

responses to four interview questions regarding theirunderstanding of engineering and their engineering identities.1. What are some words and phrases to describe engineering or what engineers do?Students used different phrases to answer this question. A few themes emerged in theirresponses, which can be summarized as follows: • altruism was described as “helping others”, “engineering ethics”, “safety [of people and structures]”, “respect for the environment,” “[having] good morals,” “philanthropists” • adaptability was described as “constructive criticism”, “flexibility [in a team environment]” • planning and analytical thinking, described as “thinking before doing”, “[engineers are] analytical and

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Susan J. Ely, University of Southern Indiana; Andrew Jason Hill, University of Southern Indiana; Kelly Marie Sparks, University of Southern Indiana

Tagged Divisions

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

multi-year grant that supports thedevelopment of the curriculum, as well as the assessment of the student participants. Thispresentation will review the theoretical framework used for the curriculum and mixed-methodsresearch, as well as present the process of obtaining grant funding for this collaborative effort.The creation of the multidisciplinary advisory board and the program mechanisms for blendingengineering and non-engineering students will also be discussed.IntroductionThe professional formation of engineers has long included the social skills of teamwork,communication, and recognition of the ethical impact of engineering on society at large. Whenreviewing the history of formal evaluation of social competencies in engineering, a

Conference Session

Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

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

for this focus, including to better prepare students for engineering practice, which isinherently sociotechnical [2]; to increase the sense of belonging of historically excluded students,who are more likely to be interested in the social aspects [3]; and to create better societaloutcomes that consider justice [4,5,6]. Attempts to disrupt the social/technical dualism and theapolitical nature of traditional engineering education have included revising stand-alone ethicscourses and adding sociotechnical components to traditional engineering courses, such as designcourses [7-10]. However, revising stand-alone ethics courses implicitly upholds the disconnectbetween the “technical” and “social,” and adding one or two modules to a traditional

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joseph Valle, University of Michigan, Ann Arbor; Corin L. Bowen, California State University, Los Angeles; Donna M. Riley, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

method being influenced by learning method. According toHassan, an assessment should be “something that affects the students’ learning, confidence inthemselves and their skills,” where “the assessment method can enrich the learning method andthey are coupled together by an appropriate methodology of learning and assessment” [55, p.327].Riley and Lambrinidou’s Canons against CannonsRiley and Lambrinidou explored the addition of six principles to the values and principlescurrently expressed in engineering ethics canon, namely the ethical principles: ● Engineers’ primary goal is to help people in need and to address social problems ● Engineers challenge social injustice ● Engineers practice cultural and epistemic humility

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robin Fowler, University of Michigan; Laura K. Alford, University of Michigan; Stephanie Sheffield, University of Michigan; Caitlin Hayward, University of Michigan; Trevion S. Henderson, University of Michigan; Rebecca L. Matz, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

findingsof both explicit sexism and racism as well as more systemic patterns in how identity shapesexperiences in engineering, perhaps especially in teamwork. This paper discusses the tool itself,our goals for its further development, and ethical questions we have encountered while workingto help design this teamwork support tool to detect and push back against systemic inequities inteamwork experiences.BackgroundTeamwork pedagogy is common in engineering courses, especially in first year (cornerstone) andsenior year (capstone) design courses, but also across the curriculum. Faculty have multiplegoals for teaching using teams, including improving students’ teamwork skills as a coreengineering competency as well as pedagogical goals like increased

Conference Session

Critical Conversations on Being Valued

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Qualla Jo Ketchum, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Andrew Katz, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

technology to subdue the natural world in service to human needs and humanprogress [5]. In contrast, many Indigenous civilizations are more closely aligned with what hasbeen called the New Ecological Paradigm (NEP), which adopts a more holistic, interdependentview of these relationships oriented more toward an ethic of care for the natural world rather thanconquest [5]. These paradigm differences are especially important in the context of engineeringeducation because the DSP positions engineering and the technology it produces as a tool forsubduing nature in the service of humanity [8]. Individuals who hold more closely to the NEPmay thus find themselves further marginalized and alienated within the field because they hold afundamentally different

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Minju Lee, University of Connecticut; Davis Chacon-Hurtado, University of Connecticut; Shareen Hertel, University of Connecticut; Sophia Fenn, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

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

Engineering,University of Connecticut)sophia.fenn@uconn.edu 1 ASEE 2024Abstract: How does a Human Rights framework in engineering curriculum affectundergraduate students’ attitudes and opinions of sustainability and human rights? Deepeninginequality worldwide, aggravated by climate injustices and the effects of the COVID-19pandemic, has increased engineering scholars’ awareness of the necessity of developing a newengineering pedagogy and corresponding ethical framework to prepare an engineeringworkforce that can perform successfully and efficiently in multicultural and globalized settings.The University of Connecticut (UConn) has pioneered in developing a curriculum

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yume Menghe Xu, Tufts Center for Engineering Education and Outreach

Tagged Divisions

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

undergraduateengineering student. They appear to develop a critical eye for the ethical dimensions of differentengineering professions and these are often in contrast and conflict with the values studentsconstruct while preparing to become an engineer.In this study, I aim to characterize the tensions engineering students experience when doingidentity work related to their future careers. The study is based on a thematic analysis of in-depthinterviews with 6 engineering students at a private university in New England. The interviewprotocol was developed to explore their identity work in engineering school. I seek to understandthe nature of engineering students’ identity work when they consider their career trajectories andoffer engineering schools recommendations

Conference Session

Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jeffrey Halpern, University of New Hampshire; Mariah Arral, Carnegie Mellon University; Cassandra Michelle Lafleur, University of New Hampshire; Sarah Young; Elise Baribault, University of New Hampshire; Julianna Gesun, University of New Hampshire

Tagged Topics

Diversity

Tagged Divisions

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

given transparent The culture of the laboratory research expectations doing research is meaningful has strong morals and ethics 100 100 100 50 50 50 % % % 0 0 0 Overall ND NT Overall

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

D. C. Beardmore, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

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

movement that theorizes that thewell-being of individuals is best advanced by institutional freedom, deregulation, privatization,and competition [6], [7]. Neoliberalism champions free market exchange. It values competitionand self-interest as the ethics that should be used to guide all human actions [8]. Embracingneoliberalism, the focus of higher education has shifted from the pursuit of knowledge to theproduction of revenue.A culture of productivity has been previously characterized as the pervasive attitude thatengenders the result of labor as a commodity and values labor efficiency over an individual’sneeds, preferences, and well-being [9], [10]. The STEM academic culture of productivityprioritizes output, efficiency, and competition [11], [12

Conference Session

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Monica Quezada-Espinoza, Universidad Andres Bello, Chile; Maria Elena Truyol, Universidad Andres Bello, Chile

Tagged Topics

Diversity

Tagged Divisions

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

unfamiliar (N2 = 181), using the same test toevaluate differences in perceived ease of access and use of these services.Ethical considerationsWe have adhered strictly to ethical principles in our research, which aims to understand theinteraction between the university’s services and the socio-cognitive aspects of sense ofbelonging and self-efficacy.Before data collection, all participants were provided with an informed consent form thatclearly described the purpose of their participation. This form ensured that students were fullyaware of their rights to abstain from answering the survey without any consequences to theiracademic standing or university services. We have ensured that participation was completelyvoluntary, respecting the autonomy of

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

Tagged Divisions

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

Tagged Topics

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

Belonging Across Engineering Environments (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 1)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shaundra Bryant Daily, Duke University; Jessica Sperling; Yerika A Jimenez, Duke University; Amy Arnold; Kelly Perri, Duke University; Victoria Lee, Duke University; Erin Haseley, Duke University

Tagged Topics

Diversity

Tagged Divisions

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

increasing numerical representation [3]. While demographic diversityis important, this approach fails to address deeper structural barriers and power dynamics thatcreate hostile environments for marginalized students. Recent work by Rankin et al. [6], [7], [8],[9] reveals how traditional engineering classrooms can become "saturated sites of violence"where multiple forms of oppression converge to create hostile environments, particularly forBlack women. These sites include traditional classrooms, predominantly white institutions, andprofessional spaces like internships - all contexts where seemingly neutral educational practicescan perpetuate exclusion through interconnected systems of power.Riley et al. [2] propose an "ethic of care" framework that

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

Tagged Topics

Diversity

Tagged Divisions

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

Tagged Topics

Diversity

Tagged Divisions

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

Tagged Topics

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

An ECSJ Art Show - Equity and Justice through Art (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 6)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jeremy A. Magruder Waisome, University of Florida; Jerrod A Henderson, University of Houston William A. Brookshire Department of Chemical & Biomolecular Engineering

Tagged Topics

Diversity

Tagged Divisions

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

ensure that findings weregrounded in data, not our pre-established understanding of ECSJ or prior relationships withparticipants. Additionally, the participants had all completed their work on each project, withsome participants being 3 years removed from their photovoice research experience. Thus, thedata is post-reflective and may not capture their perspectives immediately following the researchexperience.QualityWe used Walther and colleagues’ (2013) Qualifying qualitative research quality (Q3) frameworkto embed quality through this project. In using this framework, we were attentive to theoretical,procedural, communicative, pragmatic, and ethical validation during “making” and “handling”data [27, 28]. For example, in making data, we leaned

Conference Session

Disability in Engineering Programs (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 3)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alec Jon Bauer, Clemson University

Tagged Topics

Diversity

Tagged Divisions

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

that my personal experiences do not introduce bias. I will follow all ethical guidelines and research protocols established by Clemson University to maintain academic integrity and ensure the validity of the findings.Dr. D. Matthew Boyer, Clemson University Dr. Boyer is a Research Associate Professor in the Department of Engineering and Science Education and an Educational Proposal Writer in the College of Engineering, Computing and Applied Sciences. ©American Society for Engineering Education, 2025 Examining the Experiences of Neurodivergent Learners in STEM Fields in Their Transition to and Engagement

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

Tagged Divisions

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