Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

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

universities.RedShirt programs are one example of this type of asset-based student support program aimed atbroadening participation in engineering for students from minoritized racial or ethnic backgrounds orfrom under-resourced high schools and geographic regions (Myers et al., 2018). RedShirt programsprovide an alternative admissions pathway for students who do not meet traditional admissions criteriafor highly selective engineering colleges, but still have the desire and potential to be an engineer.RedShirt programs focus on building strong peer networks and communities to support academicsuccess, communities that are initiated through required summer bridge experiences and reinforcedthrough “high-touch” advising, study sessions, and targeted coursework

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

. The ROLE program at the HSI supports engineeringsophomore, junior, and senior-level students in developing research skills needed in technicalfields; interpersonal skills needed to be successful employees; and academic and professionalskills that are transferable in their decisions to enter graduate studies or the professional world.ROLE students learn technical skills through hands-on activities in a laboratory setting; receivenear-peer and faculty mentorship from individuals with similar cultural and linguisticbackgrounds; attend culturally relevant workshops that support academic, interpersonal, andprofessional growth; and participate in outreach events within the local community and K-12school environments. This study will work

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kiana Alexa Ramos; Julia Gardow; Emanuel Joseph Louime; Eunice Yujin Kang; Avneet Hira, Boston College

Tagged Topics

Diversity

Tagged Divisions

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

youth.Our project’s focus on strengthening belonging through the use of youth participatory actionresearch (YPAR) in technology-rich spaces to develop deliverables iteratively, cater to theserecommendations. As shown technology and makerspaces provide opportunities to create physical artifactsthat build personal connections with engineering and technology [10], [11], [12], [13]. Howeverthere have been unequitable uses of said spaces and resources for youth from underservedcommunities that place youth at a disadvantage compared to their more privileged peers [1],[14], [15], [16]. Therefore the use of YPAR in technology rich spaces, youth may use researchmethods to make sense of and address social problems impacting their communities [17

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jerry Austin Yang, Stanford University

Tagged Topics

Diversity

Tagged Divisions

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

) feminism of their day, the Combahee River Collectivehighlighted intersectional politics and activism within a framework of solidarity. Through the1980s, writers such as Audre Lorde and Patricia Hill Collins highlighted the multitude of waysthat intersecting identities gave rise to unique, interlocking, and intersectional forms ofoppression [14], [15]. These writings brought intersectionality to the center of activist thought,challenging the previously single-issue politics of groups such as the civil rights movement, thegay/lesbian liberation movement, and second-wave feminism. Since its roots in activist politics and articulation by Crenshaw, intersectionality has madeits way into a wide array of disciplines. Packaged as a tenet in

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Laura A. H. Wood, University of Michigan; Angie Kim, University of Michigan; Amber N Williams, University of Michigan; Berenice A. Cabrera, University of Michigan; Hayley N. Nielsen, University of Michigan; Lu Zhou, University of Michigan; Grenmarie Agresar, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan; Joi-Lynn Mondisa, University of Michigan; Erika A Mosyjowski, University of Michigan; Steve J. Skerlos, University of Michigan

Tagged Divisions

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

courses is uniquely important. It is also uniquely difficult to do. Leydens and Lucena acknowledge that some of their engineering for social justice (E4SJ)criteria are easier to implement in design than ES courses, but they also write, “Whereaslistening contextually is greatly facilitated by design projects that feature a client…, suchlistening is more abstract in the absence of clients… However, students can identify the kind oflistening they would do with hypothetical clients” [13]. This quote suggests both that it isdifficult to integrate an equity focus into science courses, but also that similar approaches can beused in ES and design courses, though the connections to real-world impacts might be moreabstract or hypothetical in the

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

possible. The revised course includes: (1) a weekly sociotechnical lab withsmall-group activities and discussions on curriculum-aligned real-world justice topics, (2)weekly post-lab readings and written reflections, (3) week-long projects where codingassignments are embedded in a justice topic, and (4) a final project that explicitly considerssocial impacts of numerical analysis or design. Each course section is supported byundergraduate equity learning assistants who help facilitate the sociotechnical labs and act asapproachable peer mentors who can push students to think differently. Every assignment,including these written reflections, is graded and contributes to students’ overall courseassessment.While there were several artifacts, topics

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sage Maul, Purdue University; Rachel Figard, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

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

someone’s personhood before mentioning their disability (e.g., “person withdisabilities”). Identity-first language mentions the disability before the person (e.g., “disabledperson”) [17]. All authors identify as disabled and use both identity-first and person-first languagein their writing. However, it is also important to note that we both prefer identity-first language forourselves. We believe that using identity-first language is important to bring visibility to thedisability as an identity, build community, and seek needed resources. We ask that non-disabledpeople mirror and respect the identity labeling preferences of the disabled person or group thatthey are interacting with and/or communicating about. In this paper, we use person- and

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Theo Sorg, Purdue University

Tagged Topics

Diversity

Tagged Divisions

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

extended to similarly innate forms of neurodivergence, thusly: bysituating similarly these forms of neurodivergence as something one can ‘have,’ person-firstlanguage perpetuates the idea that neurodivergence can always be separated from the self – andtherefore removed or ‘cured.’Steps towards the neurodiversity paradigmThe earliest instance of neurodiv* term use I found in the EER literature was in an articlepublished in 2015, three years after Walker first introduced the neurodiversity paradigm inpublished writing [2] and one year after she first posted “Neurodiversity: Some Basic Terms &Definitions” online [6]. Though all analyzed articles were published after these important works,none directly referenced Walker, and none were entirely

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

engage the students in theideas of the articles, we provided students with three reading questions that they would respondto before coming to class. The questions are listed below: 1. What do you want to know more about regarding air pollution exposure across race and poverty level? What questions do you have? 2. How might past policies and events help you make more sense of the paper's findings? 3. As the study’s authors write: “A focus on poverty to the exclusion of race may be insufficient to meet the needs of all burdened populations.” The researchers found that even after accounting for poverty, they saw differential impacts based on race. Why do you think it is important to separate out race and poverty level and

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

are compared against the whole datasetto ensure that each theme works as it should.Phase 5. Refining, Defining, and Naming Themes: In Phase 5, themes are tested to ensure thatthey center meaning-making [12]. Themes must be sufficiently rich and informative to fullycapture the concepts they represent. Writing an abstract or definition for each theme can assist intheir elimination or retention [12]. After testing, themes are named using short phrases that evoketheir “meaning and analytic direction” [12].4. Results and Discussion4.1 Scoping ReviewAfter searching the two databases, 733 articles were found on Scopus and 397 articles were foundon Web of Science, for a total of 1,130 articles. After duplicate removal, 1,078 articles remained.The

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Carol Elizabeth Marchetti, Rochester Institute of Technology ; Margaret B. Bailey, P.E., Rochester Institute of Technology ; Caroline Solomon; Elizabeth Litzler, University of Washington; Sara Schley, Rochester Institute of Technology ; Iris V. Rivero; Gloria L. Blackwell; Jessica Bennett

Tagged Topics

Diversity

Tagged Divisions

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

teaches courses and conducts research related to Thermodynamics, engineering and public policy, engineering education, and gender in engineering and science. She is the co-author on an engineering textbook, Fundamentals of Engineering Thermodynamics, which is used worldwide in over 250 institutions and she is an author on over 95 peer- reviewed publications.Caroline SolomonDr. Elizabeth Litzler, University of Washington Elizabeth Litzler, Ph.D., is the director of the University of Washington Center for Evaluation and Re- search for STEM Equity (UW CERSE) and an affiliate assistant professor of sociology. She has been at UW working on STEM Equity issues for more than 17 years. Dr. Litzler is a member of ASEE, 2020-2021

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jacqueline Handley, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

]. Exercising her agency, Mariabella urged me (andthe group) to consider the displaced persons in the park as particular stakeholders in the design,with distinct needs and requirements. It led us to a distinctly different design space. Wedocumented this idea on the brainstorming paper in the moment. The group later took upMariabella’s idea by 1) including the displaced persons in the park amongst the differentpopulations we surveyed for the design, which led us to 2) focus our design efforts on seating inthe park. The structures of Mariabella’s and Ava’s peers could have constrained this suggestionthrough disagreement or challenge. As the people enacting the curriculum, the group leaders andI could have constrained Mariabella’s suggestion

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Danielle Vegas Lewis, SUNY Fredonia

Tagged Topics

Diversity

Tagged Divisions

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

inequity in STEM, and indenying the existence of the challenges women in STEM are forced to navigate, men reifyexisting gender disparities [40] For example, in their study of over 700 participants in which30% of respondents were faculty, Handley et al. [40] found that men were less receptive toscholarship that examines gender bias in STEM than their women peers. The failure of the majority of men to acknowledge the well-documented issue of genderinequity in STEM makes men allies all the more important [40]. Although allies may not be ableto affect the beliefs of all men, they may be able to influence some colleagues – both women andmen. In the case of supporting women, the efforts of a man ally may support a woman’sretention in a STEM

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

Tagged Divisions

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

peers, to decreasingtheir mental health and making them less likely to complete their degrees. Coley et al. (2023) andMcGee, et al. (2019) similarly found that racialized experiences within STEM contributednegatively to the wellbeing of Black graduate students. Finally, Farra, et al., highlight theimportance to mental health of cultivating sense of belonging among women international studentsin STEM, and the negative impact on their well-being of not doing so.Despite the growing and rich body of literature addressing the mental health concerns of STEMgraduate students, including recent work focused specifically on the impact of systems ofoppression on both Women of Color and international students in STEM, less known about thespecific

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ingrid Scheel, Oregon State University; Rachael E. Cate, Oregon State University; Devlin Montfort, Oregon State University

Tagged Topics

Diversity

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

as important as content knowledge,” we refer to a practice as an intentionalbehavior with specific meaning within a community. In addition to easing the burden oneducators trying to inspire the next generation of engineers, these strategies are based on bestknown practices to 1) retain students as populations across the United States decrease and changedemographically, and 2) to graduate engineers ready to tackle incredibly complex socialproblems.During this formative time in engineering education, the curriculum, interactions with facultyand peers, and course options give students insight into which skills are necessary and which aresupposedly optional for practicing engineers. Berdanier [11] makes it clear the “optional” skillsoften are

Conference Session

Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rajita Singh, University of Oklahoma; Javeed Kittur, University of Oklahoma

Tagged Divisions

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

Paper ID #42024Inclusive Teaching Practices in Engineering: A Systematic Review of Articlesfrom 2018 to 2023Rajita Singh, University of Oklahoma Rajita Singh is a junior at the University of Oklahoma, where they are pursuing an English major with a minor in Psychology. Passionate about the improvement of education in all fields, they are involved in multiple projects centered on researching pedagogy. Their most recent involvement has been in engineering pedagogy, where they bring their writing skills and synthesis abilities.Dr. Javeed Kittur, University of Oklahoma Dr. Kittur is an Assistant Professor in the Gallogly

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Brianna N. Griffith, University of Arkansas; Eric Specking, University of Arkansas; Jena Shafai Asgarpoor, University of Nebraska, Lincoln; Stephanie G. Adams, University of Texas, Dallas; Meagan C. Pollock, Engineer Inclusion; Adrienne Minerick, Michigan Technological University; Patrice Nicole Storey

Tagged Topics

Diversity

Tagged Divisions

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

accounts for the differences?Literature ReviewLiterature was identified by searching various databases (Web of Science Core Collection, Webof Science Inspec, and ASEE Peer) for keywords, which included “disparities”, “academia”,“women”, “engineering”, “inequities”, and “gender”. The identified records were screened forrelevance, availability, and duplicates. In total, 110 papers were selected to be analyzed from allareas of academia in a full-text analysis. 30 papers were disqualified after review for not fittingthe scope of the study. Some of those reasons included a focus on undergraduate students and afocus on women in engineering in the industry. 18 papers focused on engineering and wereanalyzed to identify disparities for women, the causes of

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Erin Scanlon, University of Connecticut; Connie Syharat, University of Connecticut; Arash Esmaili Zaghi, P.E., University of Connecticut; Maria Chrysochoou, University of Connecticut; Rachael Gabriel, University of Connecticut

Tagged Topics

Diversity

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

interests [12]. Thissignificantly impedes the sense of belonging of non-traditional learners and those whosepreferred communication mode is other than reading and writing. The purpose of this project wasto support engineering instructors in redesigning their courses to support and engage a broaderrange of neurological and cognitive functioning within students to support and promoteparticipation of non-traditional thinkers and problem solvers in the engineering fields. Thepurpose of this study was to investigate instructors’ conceptions of neurodiversity to provideinsight on the effects of the professional development on instructors. Additionally, it follows thatinstructors' views about neurodiversity affect the ways in which they support (or do not

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Victoria Beth Sellers, University of Florida; R. Jamaal Downey, University of Florida; Idalis Villanueva Alarcón, University of Florida

Tagged Topics

Diversity

Tagged Divisions

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

the thought policing.This participant seemed in conflict with the ideas that were presented during thevignette-based HC survey and expressed frustration. He thinks that women do not gointo engineering only because they choose not to, which is related to the first conceptionthat systemic discrimination (a form of HC) is not an issue, yet the experiences andstatistics of marginalized individuals in engineering argue otherwise. The participantdoes not account for gender stereotypes and influences that impact women’s choices togo into engineering, such as the influence of family, peer groups, and societal/culturalgender stereotypes on the attraction of adolescent boys to STEM-related subjects andemphasis on their performance [48]. The participant

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Karina Ivette Vielma, The University of Texas, San Antonio; Joel Alejandro Mejia, The University of Texas, San Antonio

Tagged Topics

Diversity

Tagged Divisions

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

characteristics that they believe are representative of anengineering educator. This adoption and emulation of attitudes, behaviors and practices – in allforms of linguistic and symbolic units – serve the purpose of being recognized as engineeringeducators by peers, mentors, professors, and those who are part of the world of engineering [38,39]. Thus, we posit that current discourses and practices of doctoral engineering students in theclassroom, as they engage in teaching, are a representation of the current culture of engineering.That is, doctoral engineering students enact overt and subtle behaviors learned and adopted inengineering spaces throughout their undergraduate and doctoral programs such as a sense ofsuperiority in their ability to solve

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

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

-specific needs as they worked the project (as ofthis writing, a third and fourth cohort, each consisting of 7 states, are engaging in the CMP).States vary in data capacity and in policy structure (see Tab. 1). For example, most of the cohort1 states have a decentralized model where curricular and course decisions are made at the districtor school level with little influence from the state. In cohort 2, most of the states operate within atop-down approach where curriculum and graduation requirements are set at the state level.Table 1: State data capacity at baselineState features (at baseline) Cohort 1 Cohort 2 (n=6

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Fatima Glovena Fairfax, Duke University; Elyse McFalls, Duke University; Alex Rogers, Duke University; Jabari Kwesi, Duke University; Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University; Crystal E. Peoples, Duke University; Helen Xiao, Duke University; Eduardo Bonilla-Silva

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Diversity

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

Education, 2023 Work In Progress: A Novel Approach to Understanding Perceptions of Race Among Computing UndergraduatesINTRODUCTIONBlack, Native American, Native Hawaiian/Pacific Islander, and Latinx undergraduates remainseverely underrepresented in computing [i.e., computer science (CS), engineering, andinformation systems] [1]. This is often attributed to student-centered, deficit-based factors suchas a lack of access to K-12 computing courses, culturally relevant role models and curricula, andsense of belonging. However, research notes how racial “othering” in university courses,departments, and cultures from peers, faculty, and staff negatively impact them [2]–[4].Shifting national conversations around race, racism, and anti

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

something you heard (someone else say) in your small group that pushed your thinking? • In the professional workforce, whose responsibility is it to ensure a team’s design process is ethical?Lastly, to wrap up the module, we would engage the entire class in a final discussion to highlightkey themes relating to their small and medium breakout rooms. We envision this type of modulehappening earlier in the semester, thereby later in the semester, we would build on this work byhaving students write individual reflexivity statements to discuss how their identities,background, and lived experiences might relate to the design space in which they are working.AcknowledgementsWe would like to thank the authors of the framework and

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shannon Katherine Gilmartin, Stanford University; Sara Jordan-Bloch, Stanford University

Tagged Topics

Diversity

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

, etc.) arerelevant to a broad range of sectors and organizational forms.2.1 Reporting in CompaniesReporting to managers, who themselves report to more senior managers, takes place within aformal, bureaucratic structure of work. Summarizing social theorist Max Weber’s classicconcepts of bureaucratic organizations, Gorman and Mosseri [2] write: In the prototypical bureaucratic organization, work is divided into well‐defined, nonoverlapping jobs that remain fixed for substantial periods of time. The performance of work is governed by written rules specifying the appropriate way to handle different categories of situations, so that workers' individual discretion is limited. Each role reports to a superior one in a

Conference Session

Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shannon Katherine Gilmartin, Stanford University; Sara Jordan-Bloch, Stanford University

Tagged Topics

Diversity

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

organizationsas “creating value” in the same way that technological innovation is [9], [10]. These types oflower-recognition tasks also can include “office housework”—planning social events, gettingcoffee for colleagues, coordinating meetings. Some of these tasks carry more organizationalsignificance than do others, as they can sustain networks, communication, and projectmomentum, but few are rewarded in the way that strategic stretch work can be; Babcock et al.[8] write that these are tasks people generally do not want to do as part of their jobs and wishwould be completed by others.And yet some groups do them, and do them more than other groups do, even among those in thesame profession and role. Sociological and economic research shows that gender