Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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

through an onlineteam evaluation tool called CATME, and a diary study where students documented theirreflections on their marginalization by teammates. While data collection and analysis did not, ofcourse, go as the research team had planned, it yielded insights into how frequently minoritizedteammates experience marginalization, instructors’ sense of their responsibility and skill foraddressing such, marginalization, and students’ sense of defeat in hoping for more equitable andsupportive learning environments. The paper describes our data collection processes, analysis,and some choice insights drawn from this multi-year study at a large, research-extensive whiteuniversity.IntroductionTeaching engineering students how to work in teams is

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

insights into how educatorscan design learning environments using making to support engineering students to (re) negotiatetheir relationships with engineering. Our research questions include: 1. How did the activities in the course support Sarah’s (re)negotiation of her relationships with engineering? 2. How can educators support engineering students’ (re)negotiation of their disciplinary relationships?Our plan is to first interpret the mechanisms of Sarah’s shifting relationships with engineering andunderstand the role that making plays in the mechanism. Our second step is to zoom into detailedmoments in the course where she made (re)negotiations to understand what components ofmaking contributed to those (re)negotiations. Our third

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

John L. Irwin, Michigan Technological University; Martin E. Gordon DFE P.E., Rochester Institute of Technology ; Clay Gloster Jr., North Carolina Agricultural and Technical State University; Barbara L. Christe, State University of New York, College of Technology at Farmingdale; Ronald E. Land, Pennsylvania State University, New Kensington; Lara L. Sharp, Springfield Technical Community College

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Diversity

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

science, and architecture, building and planning. In comparison, femalesdominated undergraduate programs in medicine, veterinary science, and agriculture andrelated subjects. The nature of ET programs having more application-based lab coursesthan traditional engineering may be an influencing factor in these differences.Research [5], [6] seeks to gain an understanding of why there is a higher percentage ofURM students in ET programs than in traditional engineering. These studies look atprevious research and search for insight into the needs of students that are often in theminority. Data indicate that incoming ET URM students are more likely coming fromunder-privileged or underserved urban or rural high schools. It is recommended thatadditional

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Claudia Mara Dias Wilson, New Mexico Institute of Mining and Technology; Thais Alves, San Diego State University; Corrie Walton-Macaulay, Saint Martin's University; Xiaomei Wang, Brigham Young University; Scott R Hamilton P.E., York College of Pennsylvania; Gloria Faraone; Nicholas Tymvios, Bucknell University; Moses Tefe, Norwich University

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Diversity

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

historical example, create or selectlearning objectives and design exercises to help students identify inequities created byinfrastructure, understand the historical context of that infrastructure, and plan for solutions thataddress the remediation of infrastructure inequities. As the framework is being developed, theauthors are testing its effectiveness and adaptability by creating lessons based on case studies.The framework as well as the lessons created will be available through the CIT-E Canvas page toall interested instructors.IntroductionThe Center for Infrastructure Transformation and Education (CIT-E, pronounced “city”) is acommunity of practice (CoP) for those interested in supporting and improving the scholarship ofinfrastructure education

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Selen Güler, University of Washington; Elizabeth Litzler, University of Washington; Cara Margherio, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology

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

and Outcomes Means of Access to Cultural, Moral, Social-Organizational, and Human Resources (RED Teams) CoP Aggregation Self-production Appropriation Patronage Leadership involvement Moderation • Adoption and • Implementation • Propagation • Effective (when learning through CoP and sustainability planning and propagation leaderships (Moral, cultural) of change I strategies (cultural) strategies (cultural) facilitates or • Impact assessment (cultural) • Social media shapes strategies

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarah Hug, Colorado Evaluation & Research Consulting; Wendy Chi, University of Colorado, Boulder

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Diversity

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

mirrors a statement in factor 2 in which a participant sawthe value of having different people working together to solve a problem—they both note the benefit ofdiversity of thought. The difference between factors appears to be the way in which a generalized notionof diversity is viewed as related to demographic markers of diversity.DiscussionDiversity, equity, and inclusion (DEI) is ubiquitous in the current computer science higher educationclimate, yet definitions vary, as do perspectives regarding what forms of diversity are valued ineducational spaces. As DEI plans become commonplace for securing federal funding [28], understandinghow students, staff and faculty conceptualize the value of diversity will only increase in importance.The Q-sort

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Raul Mishael Sedas, Caltech; LIGO

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

study'sexploration of everyday ingenuity and engineering interest within Connected Learning Spaces.Through collaborative efforts, the study sought to illuminate the contextual nuances shapingyouth engagement and learning experiences within community-based settings.Data Sources The data for this study were derived from virtual co-design sessions with the participants,each spanning between fifty and one hundred minutes. Detailed plans of the design sessions areprovided in Appendix A to contribute comprehensively to the field. Data sources encompassedvarious elements, including the video recordings of the planning and timeline (detailed inAppendix A) design sessions. Additionally, the study incorporated accompanying field notesrecorded by a research

Conference Session

Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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

?MethodsParticipant recruitment and context: As part of the external evaluation plan for the project, weinvited instructors of two associated large-scale (>2000 students per semester) required first-yearengineering courses to talk with us at two different points in the academic year (mid-year, andend-of-year) about their experiences of overseeing and improving student teaming in the courses.At this university, where engineering features prominently in the university’s identity andinternational reputation, students admitted to be undergraduates are not required to choose anundergraduate major as part of their application. Instead, they indicate interest in being admittedto the engineering college, and are administratively labeled as “first year engineering

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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

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

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica Baldis, University of California, San Diego; Alex M. Phan, University of California, San Diego

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Diversity

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

the lab in Fall quarter—forming relationships with their lab mentor, becoming familiar with the lab research, and developing a research plan for the Winter and Spring Quarters. GEAR students then spend Winter and Spring quarters conducting their research project in the laboratory. • Mentorship: GEAR offers an extensive support system through various levels of mentorship including the GEAR Central Mentor who acts as a bridge between the GEAR students and laboratories, graduate lab mentors who provide regular guidance to the GEAR students, and faculty Principal Investigators (PIs). • Socials and Workshops: GEAR socials and workshops offer opportunities for relaxing, team building, and exploring

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kai Jun Chew, Embry-Riddle Aeronautical University

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Diversity

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

engineering and STEM fields in general. This, in turn,creates a more equitable engineering field that can be welcoming and comfortable, andencourage authentic selves while learning and practicing engineering. Studying these perceptionscan potentially identify “features” that have been perpetuating the unwelcoming anduncomfortable environment that makes the participation of LGBTQIA+ engineers difficult.Specifically, this pilot study can contribute to reimagining how the pedagogical and assessmentapproaches in classrooms help with such research by engaging the students to help with thereimagination, which I find to be a knowledge gap in engineering education scholarship. To doso, I plan to conduct a survey based on bell hook’s engaged pedagogy as a

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cecilé Sadler, Massachusetts Institute of Technology; Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University

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Diversity

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

skewed depending on a singular identity. Thisdistribution may also account for higher scores reported by students than professionals, as allstudents attended the same private institution known for having a student body with a highersocioeconomic status. While we accounted for this imbalance by analyzing each identityconstruct and refining the item set, we aim for balance among items in each measured construct.Further adjustments include rephrasing the responses to be true/false (vs. yes/no) to avoidconfusion of items that may result in false positives. We also plan to modify phrasing andremove items (e.g., “I do not have to work to pay for my college education (including workstudy.”) to ensure they are explicit about computing environments to

Conference Session

Institutional Support and Training (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 12)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Benjamin Richmond, The University of Arizona; Gregory L. Heileman, The University of Arizona; Kian G. Alavy, University of Arizona

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Diversity

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

that target students throughout their academic journey and use culturally anchored curriculum to increase students’ knowledge and skills, improve students’ self-efficacy in pursuing higher education, increase sense of belonging on a university campus, and help students navigate campus systems.Prof. Gregory L. Heileman, The University of Arizona Gregory (Greg) L. Heileman currently serves as the Associate Vice Provost for Academic Administration and Professor of Electrical and Computer Engineering at the University of Arizona, where he is responsible for facilitating collaboration across campus tKian G. Alavy, University of Arizona Kian Alavy is Director of Strategic Planning and Initiatives for the Division of

Conference Session

Institutional Support and Training (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 12)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Danni Lopez-Rogina, Colorado School of Mines; Stacey Roland, Colorado School of Mines; Jessica Mary Smith, Colorado School of Mines; Heather Thiry

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Diversity

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

curriculumobjectives and lesson plans can be requested from the primary author, Dr. Danni Lopez-Rogina.All training will seek to meet as many accessibility norms as possible, including captions, screenreader capability, printable scripts, and more. In addition, multiple formats of content will beused to better work with a variety of learning styles, such as lectures, podcasts, readings, andmore.Accessibility of Information SessionsIn order to better meet the needs of students with different learning requirements, time restraints,and physical and mental needs, training sessions are held in three different ways. These include1) scheduled small group (<20 participants) in-person with time for discussion, 2) scheduledsynchronous sessions through Microsoft

Conference Session

Supporting Students and Faculty in Computing (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 7)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rebecca Zarch, SageFox Consulting Group; Stacey Sexton

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Diversity

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

, influence how data is defined,gathered and utilized. We planned to collect these data at an equity-focused computer scienceand engineering education conference. After meeting with our 3C Fellows we decided to add twoquestions to the end of our protocol: 1.​ We also know that this work can be stressful, personally and politically and professionally. How do you navigate these challenges? 2.​ What do you do to care for yourself so you can show up everyday?We were surprised by the answers including how personal people were in their responses. Wewere even more surprised how many people said “I’ve never been asked this question before.”Our 3C training conditioned us to see self care as a radical act and resonated with us where weobserve burnout

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tracy Anne Hammond, Texas A&M University; Samantha Ray, Texas A&M University; Paul Taele, Texas A&M University; Shawna Thomas, Texas A&M University; Karan Watson P.E., Texas A&M University; Christine A. Stanley, Texas A&M University; Seth Polsley, Texas A&M University

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Diversity

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Culture & Social Justice in Education, Equity

&M University. He is also the Assistant Lab Director at the Sketch Recognition Lab.Dr. Shawna Thomas, Texas A&M University Dr. Thomas is an Instructional Assistant Professor in the Department of Computer Science and Engineer- ing at Texas A&M University. She is a member of the Engineering Education Faculty in the Institute for Engineering Education & Innovation at Texas A&M. She enjoys project-based learning and incorporat- ing active learning techniques in all her courses. She received her Ph.D. from Texas A&M University in 2010, focusing on developing robotic motion planning algorithms and applying them to computational biology problems including protein folding. She continued this work as

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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

theperpetuating a culture of exclusion that is rooted in the “traditional” teaching method.As the engineering profession diversifies, the teaching styles need to diversify along with it.Lewis states that the engineering profession is especially biased towards men. Men teach as ifthey are the holder of information, and are transmitting it to students, whereas women thinkstudents should define their own learning experiences. This includes but is not limited toquestions, evaluations of success and teaching styles [10]. Women are also more likely to investtime into planning their courses and designing active learning opportunities which allow studentsto participate and engage in the course material and prioritize higher order thinking skills [11].This is

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Austin Morgan Kainoa Peters, Purdue University

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Diversity

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

. Iidentified these three codes as themes that appeared in majority of the articles: • Centering Indigenous ways of knowing in content • Ensuring elder involvement in the planning of teaching • Recognizing Indigenous knowledge as being beyond space and time for learningIn the following sections, I will describe each of these themes, how exemplar implementations ofIndigenous knowledge accomplished these themes, and how these themes come together toaddress the research question.ResultsFor each of the three themes, I will describe how the different researchers and instructorsexplained or demonstrated each theme. After that, I will compare different uses of the themes toillustrate the reasoning and benefits of implementing each theme when

Conference Session

Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Monica Lynn Miles, University at Buffalo, The State University of New York; Alexandra Schindel, University at Buffalo, The State University of New York; Kate Haq, University at Buffalo, The State University of New York

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Diversity

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

movement in education,” Curr. Issues Comp. Educ., vol. 25, no. 2, 2023.[4] J. Peloso, “Environmental justice education: Empowering students to become environmental citizens,” Penn GSE Perspect. Urban Educ., vol. 5, no. 1, pp. 1–14, 2007.[5] L. Pulido and J. De Lara, “Reimagining ‘justice’in environmental justice: Radical ecologies, decolonial thought, and the Black Radical Tradition,” Environ. Plan. E Nat. Space, vol. 1, no. 1–2, pp. 76–98, 2018.[6] M. L. Miles, A. Schindel, K. S. Haq, and T. Aziz, “Critical examination of environmental justice education: a systemic review.,” Rev., n.d..[7] R. D. Bullard, Dumping in Dixie: Race, class, and environmental quality. Routledge, 2018.[8] D. Schlosberg and L. B. Collins, “From

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

general, each of our participants appreciated the HyFlex modality for having the optionto choose remote attendance on any given day, while otherwise planning on being in-person astheir default mode of class participation. They spoke about their preference of the HyFlex formatas opposed to the fully in-person format, while the others also mentioned how HyFlexaffordances were useful and how their absence would have inhibited their course experience.Though a few interviewees did note that participating online on some or most days did result insome drop of attention levels, no one reported feeling any awkwardness in small groupconversations or miscommunication due to the HyFlex format.Accessibility Considerations and Accommodations Perhaps the

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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

surveys will be taken to understand how the faculty understand their positionality, what they have learned during their participation in the professional development experience, and how they plan to continue the work beyond the professional development experience. A few faculty will also take part in an interview where they will be asked in greater detail about their experiences in the professional development experience and their viewpoints on the teaching and learning experiences of MS in STEM. To answer the third question, the students of the participating faculty will be asked to complete their course evaluations which will include questions that inform the work of the grant to measure the extent to which their

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Raheleh Miralami, Mississippi State University; Saeed Rokooei, Mississippi State University; Tonya W. Stone, Mississippi State University; George D Ford, P.E., Mississippi State University

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Diversity

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

Paper ID #36943Teamwork Perception in Engineering Programs through the Lens of Genderand RaceDr. Raheleh Miralami, Mississippi State UniversityDr. Saeed Rokooei, Mississippi State University Saeed Rokooei is an assistant professor in the Building Construction Science program at Mississippi State University. His professional responsibilities include project planning and management as well as architectural design practice in private and public construction and engineering firms. He has taught in architecture and construction programs since 2006. Dr. Rokooei’s primary research interests include simulation and serious games

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

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Diversity

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Culture & Social Justice in Education, Equity

than a personalpassion for social justice. Although that is a commendable starting point, we also need to gainsolid grounding in literature related to critical race theory, developing White racial literacy, socialjustice in engineering education, liberative pedagogy, and culturally-responsive teaching andmentoring. While we have developed a basic foundation in these theories and frameworks, we willcomplete a more extensive literature review starting in summer 2021, which will guide our futurework. In parallel to a literature review, we will run four focus groups with students who completedthe social justice modules in both design classes to gain an understanding of their identities andinterests. We plan to refine our modules and implement them

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jacqueline Handley, University of Michigan

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Diversity

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Culture & Social Justice in Education, Equity

bridge forMariabella to connect to engineering. In contrast, Mariabella discussed the value of working inthe more open design context, where the group took up her idea as a meaningful experience. Mariabella’s experiences offer insight into what it might take to engage more youth frommarginalized backgrounds in engineering. Designing and developing ways for youths’knowledge and experiences to not only be elicited, but also have an impact is one direction thatmay support more youth connecting with engineering. Borrowing from science education: …lesson planning for agency requires teachers not only to allow space for students to exercise control over their own commitments to knowledge, but also to imagine students as

Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nrupaja Bhide, Purdue University; Yash Ajay Garje, Purdue University; Siddhant Sanjay Joshi, Purdue University

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Diversity

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

our study. We initially plan to recruit between 6 and 10 focus groups, each with4 to 6 participants. This number is typical in many qualitative studies that use focus groups [47].Our focus group will be semi-structured, with five prompts (discussed below) and a discussionfor each prompt. This focus group will follow a two-stage approach where participants firstexplore metaphors used in research individually, followed by a discussion with a partner in theirgroup. Our participants will consist of EER researchers from academia who have diversebackgrounds, genders, and ethnicities. We will advertise our study via email to universitiesglobally that have EER clusters and recruit participants from these clusters. We will ask participants the

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elizabeth Ann Strehl, University of Michigan; Aaron W. Johnson, University of Michigan; Sarah Jane Bork, University of Georgia

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Diversity

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

engineeringprogram. While the results are not designed to be extrapolated to a broader scale due to thesubjective and context-dependent nature of SES, the survey can be applied in other institutionalsettings to develop additional localized understandings of the SES-related challenges faced bystudents.Future WorksThe analysis plan for this study will focus on examining the relationships betweensocioeconomic status (SES) and the experiences of undergraduate engineering students. Theanalysis of this survey will begin with descriptive statistical methods, such as calculating meansand standard deviations, to summarize the data and provide an overview of trends across thesample. Bivariate analyses, including t-tests and Analysis of Variance (ANOVA), will then

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bridget M. Smyser, Northeastern University

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Diversity

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

students to reflect ontheir teamwork skills and those of their teammates. Teams struggling with interpersonal ororganizational problems are contacted to provide suggestions to improve team functioning.Examples of these intervention emails are provided in Appendix B. These suggestions mayinclude links to useful websites or videos, templates for planning, or related articles from theliterature. In the case of one underperforming group member, that individual may be contactedseparately from the rest of the group to discuss what prevents them from contributing fully. Thisallows the instructor to attempt to head off group problems early in the term, rather than lettingthings fester until a crisis develops later in the term. Peer assessments were used

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Margaret E.B. Webb, Virginia Tech ; Marie C. Paretti, Virginia Tech

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Diversity

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

displaced student professional identity development related tothese intrinsic factors and their intertwined relationships with context and politics wereassociated with identity invisibility. Identity invisibility is multidimensional, but overall, in thisreview it referred to the ways higher education structures and demographics in a resettlementarea rendered displaced students “invisible,” based on their social identities, whether it was in thelack of concern for people seeking refuge in immigration laws or school planning and policies.This influence primarily impacted the types and levels of support displaced students receivedupon arrival to their resettlement institutions, but it also had to do with the invisibility ofdisplaced peoples

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Heather Dillon, University of Washington Tacoma; Tammy VanDeGrift, University of Portland

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Diversity

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Culture & Social Justice in Education, Equity

performingsections was observed by an independent educator who shared a few observations. The studentsdid not ask many questions, and the questions that did come up were occasionally hostile. Anexample student question in one of these sections was “Why should girls get specialscholarships? This is unfair to me as a white male, and I should get the same chances.” Whenthe students broke into groups to work on solutions and strategies to improve diversity cultureone group of male students actually made a plan to form a “white male club” that would focuson supporting their rights. This result is disappointing, but consistent with the literature onbacklash from more privileged groups during diversity dialogs [23]. In the future, the teamplans to restructure the

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

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Diversity

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

, or stretch, assignments are critical levers of mobility [1].Organizations and managers curate and allocate these types of assignments informally, usingthem as a means to develop leadership skills, identify people ready for promotion and the “fasttrack”, and build succession plans [2], [3]. Software engineering managers in Tobias Neely etal.’s [1] case flagged that stretch assignments need to have an element of building new skills andcapacities (stretches were routinely described as “getting out of your comfort zone”) and anelement of visibility in the organization and to managers and leaders. Career advancement forthese engineers, in other words, revolved around proving competence in novel areas that hadstrategic importance to the business