Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kiana Alexa Ramos; Isabella Stuopis, Boston College; Emanuel Joseph Louime; Peyton Elise Carter; Caitlyn Hancock; Avneet Hira, Boston College

Tagged Divisions

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

offer support for schools in which engineeringcourses can not be implemented thoroughly due to lack of engineering education professionals orresources [10, p. 21]. However, in this framework the relationship between engineering designand technology with societal impact is framed under the concept of professionalism, referring toengineering ethics. The framework goes so far to state that, “technology by itself is neutral anddoes not affect people or the environment. However, it is the way in which people develop anduse technology that determines if it is helpful or harmful” [10, p. 74]. Such a statement removesresponsibility of harm from the engineers by displacing impact onto the users. In this project, we are working to integrate youth

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anne M. McAlister, The State University of New York, Buffalo; Sarah Catherine Lilly, California State University, Channel Islands

Tagged Topics

Diversity

Tagged Divisions

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

“active learning.” We chose to limit the scope of this review to studies thatspecifically focus on social justice, but want to recognize that additional empirical work is beingdone, and, although not included in this review, that work also informs the implementation ofsocial justice work in our engineering classrooms.Literature examining courses that integrate social and technical aspects of engineeringMost of the papers we reviewed did not mention the use of a framework in the design of thecourse or in the evaluation of student outcomes (e.g., [1], [28]–[30]). Those that did used avariety of different frameworks. Specifically, Chen et al. [31] used Problem-Based and Project-Based Learning (e.g., [32]), Leydens et al. [13] and Reynante [33] used

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

to technology-richenvironments like makerspaces for traditionally underserved youth in engineering. Several pro-Makerspace actors purport that having experiences in such open-ended project-based settings canencourage engagement with engineering. However, as we know from prior work in the area,simply providing access to technology-rich spaces does not allow underserved youth to feelownership and belonging in both makerspaces and engineering environments. Additionally,formal and informal engineering education experiences do not center on preventing harm tocommunities and the environment in engineering work. Not only do future generations ofengineers need to reduce the harm caused by engineering and technology proactively, but harmreduction

Conference Session

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

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

Student and Research Assistant in the Engineering Education Department at Utah State University. His current research interests are engineering culture and applying cognitive load theory in the engineering classroom. He is currently working on an NSF project attempting to improve dissemination of student narratives using innovative audio approaches. Gabe has a bachelor’s degree in Mechanical Engineering from Utah State University (USU).Vanessa Tran, Utah State University Vanessa Tran is a Ph.D. candidate in Engineering Education at Utah State University (USU). She earned a Bachelor’s degree in Civil Engineering from the University of Architecture (UAH) and a Master’s in Global Production Engineering and Management 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

exclusion andbarriers to use, as well as research and design methods by which these can be overcome. Thecourses consisted of 34 (BID) and 37 (MID) students each, and included a multi-week,team-based participatory co-design project that would meet the needs of a diverse range ofusers—such as older adults, users with visual, cognitive, or motor impairments, and users whoare deaf or hard of hearing. Both classes were project-based, where students were placed into 2groups based on their interests. Students were asked to interview their participant and identifycurrent pain points with existing artifacts, and then co-design solutions to improve userexperience

Conference Session

Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

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

Engineering Education.Dr. Nicole Lowman, University at Buffalo, The State University of New York Nicole Lowman is an Assistant Professor of Teaching in the Department of Engineering Education at the University at Buffalo, where they primarily teach technical communication to engineering and computer science undergraduates. Their courses center community-engagement and local justice by grounding writing and communication projects in non-profit organizations in the city of Buffalo. Their research is primarily concerned with rhetorics of race and critical race theory, and their scholarship has been published by Journal of Contemporary Rhetoric and The New Americanist.Kate Haq, University at Buffalo, The State University of New

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lindsay Harley, Dartmouth College; Vicki V. May P.E., Dartmouth College; Rebecca Holcombe

Tagged Topics

Diversity

Tagged Divisions

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

, means etc) and some that did not, andinstitutions that practiced mastery-based learning and others that did not. The interviewssuggested three main ways that assessment practices may reduce confidence and undercutlearning of underrepresented engineering students. Here, the terms assessment and reportingpractices do not refer to a specific type of assessment practice. Rather, the researchers focused onusing qualitative methods to understand how students felt about assessment and the way theyreceive feedback (eg. tests, letter grades, class statistics, hands-on projects) in broad terms tobetter inform future research studies.Engineering schools are increasingly trying to increase diversity and improve retention ofstudents from underrepresented

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; Kunal V Mehta, University of Washington; Maxwell Coppock, University of Washington; Sarah Marie Coppola, University of Washington

Tagged Topics

Diversity

Tagged Divisions

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

varying efficacy depending on the age atwhich the student lost vision and their own mental models and exposure to graphics. Students in the United States are entitled to reasonable accommodations under theAmericans with Disabilities Act and section 504 of the Rehabilitation Act. Many students withdisabilities are unable to access their education due to inaccessible courses and campuses [12].While most universities have a dedicated office to ensure disability accommodations, studentsand instructors report that formal disability offices do not provide adequate support [13]–[16].Improving inclusive instructional design is important for educational and disability justice. This research project was sparked by necessity when a BLV student

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

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

Administration from The George Washington University. She is also an NSF IASPIRE Fellow and the Principal Investigator on a nearly $3-million dollar grant aimed at advancing access, diversity, equity, and inclusion in STEM . Her research interest includes exploring the relationship between faculty mentor engagement and minoritized student STEM persistence. She is a critical methodologist who uses both post positivism and postmod- ernism to guide her inquiries.Dr. Dianne G. Delima, University of California, Irvine Dr. Dianne G. Delima is the Project Policy Analyst for The Institute for Meaningful Engagement (TIME). Dr. Delima received her doctorate in Higher and Postsecondary Education at Teachers College, Columbia

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shannon D. Barker, University of Virginia; Kenya Crosson, University of Dayton; Victoria E Goodrich, University of Notre Dame; Jordan Jarrett, P.E., Colorado State University

Tagged Topics

Diversity

Tagged Divisions

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

; f) healthand biomedical workforce disparities; g) differences in patient perspectives on health care; and h)cultural norms and their effects on health care [4].Several academic programs have attempted to incorporate healthcare disparities content into theirundergraduate coursework, particularly at minority-serving institutions. For example, at CityCollege of New York, a Hispanic-serving institution, undergraduate biomedical engineeringstudents engage in healthcare disparities challenges through curricular modules, researchinitiatives and design projects [6] – [7]. Additionally, the HBCU University of D.C. uses a seminarseries to integrate the physiological determinants of health and social determinants of health. Atthe University 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

Tagged Divisions

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

beach.Ms. Connie Syharat, University of Connecticut Constance M. Syharat is a Ph.D. student and Research Assistant at the University of Connecticut as a part of two neurodiversity-centered NSF-funded projects, Revolutionizing Engineering Departments (NSF:RED) ”Beyond Accommodation: Leveraging Neurodiversity for Engineering Innovation” and In- novations in Graduate Education (NSF:IGE) Encouraging the Participation of Neurodiverse Students in STEM Graduate Programs to Radically Enhance the Creativity of the Professional Workforce”. In her time at the University of Connecticut she has also has served as Program Assistant for an summer pro- gram in engineering for middle school students with ADHD. Previously, she spent

Conference Session

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

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

that most students are prepared to study programming at a CS 1 levelright away provided there are appropriate teaching and learning methodologies applied. At Loyolaand Saint Mary’s College the change to the prerequisite is coupled with peer tutoring; activelearning; project-based learning; and strong student support through academic advising, coursetouchpoints, and student success coaches. Evolution. There is an evolution in progress as far as what prerequisites are required tobegin a CS 1 programming course. As In a survey scan, we found that 30% of institutions havelimited or no prerequisites 1 required for students starting a CS 1. This no prerequisite approach isconsistent with our experience and the purpose of this experience report

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

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

ResearchIn order to get a baseline and rough draft of developing a research design for a larger project, thegraduate student, first author, developed a pilot study. Pilot studies have been useful forqualitative researchers to develop and refine a study’s research design, conceptualize theresearch topic, and interpret the findings and results [2,9]. Researchers have discussed theunderutilized nature of pilot studies and how they can help foreshadow research gaps andproblems [2]. Creswell and Creswell suggest utilizing pilot testing to refine questions andprocedures during the interview process [10]. Ismail et al. identify two major reasons as to whyquantitative research utilizes pilot studies more than qualitative research [11]. First, pilot

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kenya Z Mejia, University of Washington; Hailee Kenney, University of Washington; Tiffany Dewitt, University of Washington; Jennifer A Turns, University of Washington

Tagged Topics

Diversity

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

how to behave, succeed, and interact. Inengineering specifically, this can be seen in how traditionally, there have been lecture stylecourses where students are listening to learn, whereas in other disciplinary domains, like thehumanities, discussions are a part of how the learning is done. Other discipline specific rulesinclude how learning is measured, such as exams, projects, like in engineering or even aperformance piece, such as in an art discipline.StructuralIn the structural domain, institutions have policies and procedures that benefit some and notothers. In higher education, these policies and procedures include admissions processes andrequirements, defined by the institution itself.The structural domain of power is relevant as the

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

Tagged Topics

Diversity

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

these five features by conceptually grounding our ownpractices in alignment with the EJ principles and movement.Our conceptualization of EJE prioritizes: Commitment to Social Justice: Engineering educators can demonstrate their commitment to social justice by integrating discussions on principles such as equity, diversity, and inclusion into engineering ethics courses and professional development workshops. They can also design engineering projects that specifically address social disparities in access to technology and infrastructure, focusing on solutions that benefit underserved communities. Moreover, advocating for diversity and inclusion within the engineering profession is essential, requiring

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

had agreater reported percentage (90%) of strongly agreed or agreed that “the amount of time I spenddoing research is meaningful” compared to NT participants (72%) (Figure 3F). More surveydata is available in Appendix A and included questions that did not see differences like “Mymentor explains clear goals and direction for my research/project,” and “I have a lot of personalinfluence in my research” (Appendix A, Figure 7).Overall, the students surveyed had a relatively positive experience. The largest amount ofdisagreement came from the question “I have a lot of personal influence in my research,” whichwas ~15% of undergraduate researchers (Appendix A, Figure 7). This fits with the commonmode of providing project-oriented goals to

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dylan Oliver Scheller, Colorado State University; Julia Schimmels, Colorado State University; Jordan Jarrett, Colorado State University

Tagged Divisions

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

staffed with volunteers and eventleaders and correspond regularly with the Volunteer Coordinator to ensure all participants havecompleted the background check process.The Financial Officer will maintain all accounts related to STEM 4 Kids’ activity and ensure allmoney is accounted for in and out of accounts. They are responsible for keeping and maintainingan excel spreadsheet of all event expenses, discovering new ways to access money or seeksponsorship, creating budgets for potential projects and ensuring all money needed for said eventis available, and filing away all receipts and invoices for expenditures in a centralized location.The Secretary is responsible for organizing and retaining club information and for facilitatingclub-to-student

Conference Session

Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Delanie Robertson, Clemson University; Leila Elizabeth Williams; Kylie Nicole Avitabile, Clemson University; D. Matthew Boyer, Clemson University

Tagged Topics

Diversity

Tagged Divisions

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

accessibility to assistive resources [2].This recognition sparked the interest of an undergraduate student club at a Land Grant, CarnegieR1 institution focused on connecting and supporting neurodivergent learners at the school. Fromthis club, a longer-term collaborative research project has developed in a course-basedundergraduate research experience [3]. Through our ongoing investigation into neurodiversity,student researchers pursue individual topics of interest related to the central theme ofneurodivergent learners.Before the start of the study, the authors of this paper explored the subject during a summerpre-freshman research experience, preparing for the course-based experience in the Fall 2023semester. During the first semester of this study

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kelyn Rola, Southern Methodist University; Hannah Louis, Southern Methodist University; Alain Mota, Southern Methodist University; Kathy Michelle Hubbard, Southern Methodist University

Tagged Topics

Diversity

Tagged Divisions

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

emphasis on Higher Education. Dr. Rola’s professional efforts focus on promoting equity, inclusion, and student success in higher education. Her research projects center on supporting traditionally underrepresented students in engineering, inclusive teaching practices in engineering, social justice education in predominantly White contexts, student well-being and thriving, and navigating the hidden curriculum as a first-generation student.Hannah Louis, Southern Methodist UniversityMr. Alain Mota, Southern Methodist University Alain Mota is the Program Manager at the Caruth Institute for Engineering Education. In this role, he works across projects supporting the research and implementation goals of several efforts at the

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

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

, experience and imagine. Their decisions havean impact beyond the end users of their creations, which gives their work broader socialimplications. The breath of one’s knowledge, stemming from individual or group experiences,encompass a multitude of factors such as ability, socioeconomic status, gender and race – isoften overlooked in the decision-making process. If there is failure to consider the experiences ofall stakeholders when considering the design, implementation, and execution of projects, thereare lasting negative effects. A good example of this phenomenon was the construction of theCross Bronx Expressway [6] which was built between 1948 and 1972. When Robert Mosesenvisioned it, he had no regard for the fact that the proposed location of

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joey Valle, Purdue University; Nafissa Aïda Maïga; Roshan Krishnan; Jessica Ng; John Mulrow

Tagged Topics

Diversity

Tagged Divisions

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

transportation systems is driving a significantly increasing demand forminerals critical to the construction of lithium-ion batteries (LIBs) like lithium and cobalt. As thepredominant electrochemical energy storage technology for EVs, the demand for LIBs has tripled from2015 to 2020, and it is expected to grow to “2.2 million tons by 2030” [10]. One means of projecting andlegitimizing the notion that transitioning to electrified transportation systems improves quality of life andis sustainable is through the use of life-cycle assessment (LCA). Yet there are a plethora of crucial factorsLCA either has not or cannot consider [11, 12]. In this paper, we leverage an interwoven framework ofabolition, degrowth, and environmental justice to elucidate nominally

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

engineering classesbased on an interview with an instructor of an engineering course at my University, as well as myown experiences in the same role. I present experiences over five courses, four throughself-reflection and one from an interview, adapting an approach from Coppola and Turns [11]. Course C1 was an undergraduate class on Introduction to User Centered Design, a32-student course for which I was the instructor in Fall 2022. This project-based course walkedstudents through the user centered design process [40] starting from project ideation through userresearch all the way until prototyping and user testing, and was typically taken by sophomoresand juniors having just been admitted into the major. Course C2 was an undergraduate course

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

Tagged Divisions

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

location—specifically, moving closer to senior leaders or farther away from them—are related to getting apromotion and/or getting assigned to a new manager (i.e., getting “re-org’ed”). We ask whetherthese relationships differ by gender and race, and consider how these relationships havesignificant consequence for gender and racial equality at this and similar companies. Ourfindings suggest that in our focal early-career cohort, White men have a reporting advantagerelative to all other race/gender groups over just a three-year span, especially in supportengineering and project management positions.As we consider our findings in context of sociological understandings of organizationalinequality, we look ahead to conversation with engineering faculty

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xiaping Li, University of Michigan; Robin Fowler, University of Michigan; Mark Mills, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

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

becoming a focal point in research addressingequity and social justice in higher education [9], but not yet in most peer assessment work.In this project, we apply intersectionality as a critical theory and approach [10] to guide ourexamination to identify marginalized engineering students in college course teams, recognize theinequalities they potentially experience in teamwork and peer assessment, and improve theirlearning experiences and well-being. Following Else-Quest and Hyde’s three essential elementsfor intersectional research, our study simultaneously examines multiple social categories (e.g.,gender and race), delves into power dynamics and inequality rooted in interconnected socialcategories, and recognizes the fluidity of these

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

them to positive careeroutcomes.Building from synergistic resources we developed and presented at the ASEE annual meeting in2023, we seek to connect these findings to continued resource development for engineeringstudents and faculty. With tools and worksheets created on the basis of this and related research,our aim is to equip soon-to-be-professionals, and their mentors and teachers, with insights toadvocate for better and more equitable workplace practice.2.0 Background of the Study2.1 Stretch assignments: Definition and dimensionsIn a larger employment context where workers, especially technical knowledge workers, areexpected to manage their own ‘portfolio careers’ and are increasingly commodified as the sum oftheir projects, developmental

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

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

awards, leadership awards, teaching and mentoring awards, and a PECASE in 2012. She is strongly involved in Purdue’s chapter of the American Association of University Professors. Her research group’s diverse projects and group members are described at pawleyresearch.org. Email: apawley@purdue.edu ©American Society for Engineering Education, 2023 On faculty responsibility for increasing students’ sense of support in the classroom: lessons from I-MATTER about Black and Brown studentsAbstractTeaching engineering students how to work in teams is necessary, important, and hard to do well.Minoritized students experience forms of marginalization from their

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

Paper ID #37342Talking Tech: How Language Variety in Engineering Curriculum InstructionCan Ease Delivery and Engage StudentsIngrid Scheel, Oregon State University Ingrid Scheel is a Project Instructor at Oregon State University. She works to teach from an integrated sociotechnical perspective in engineering science and design courses. Her focus is systems engineering and program management. Scheel has experience in small business strategic planning and risk assessment, designing and deploying fiber optic sensors and sensing systems, prototype development, instrumentation, data acquisition and analysis, and reporting

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Selyna Perez Beverly, University of Wisconsin-Madison; Donald L. Gillian-Daniel

Tagged Topics

Diversity

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

Development in UW–Madison College of En- gineering’s Inclusion, Equity, and Diversity in Engineering (IEDE) Office, and the Assistant Director of Wisconsin’s Equity and Inclusion Laboratory (Wei LAB). Don also serves as PI and co-PI of multiple NSF-funded projects, including: the NSF Eddie Bernice Johnson INCLUDES Aspire Alliance, the NSF IUSE: Inclusive STEM Teaching Project, and the NSF LEAPS: EVOLVED project. He received his Ph.D. in Cell & Molecular Biology (University of Wisconsin-Madison) and B.S. in Biology (Bucknell University). ©American Society for Engineering Education, 2023Creating Inclusivity in Engineering Teaching and Learning Contexts: Adapting the Aspire

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

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

] • Endorsed by top academic administrators at each institution, this Form a powerful study has a coalition to guide it. guiding coalition • Utilize learning communities that include faculty at all participating institutions in each of the engineering disciplines. • While this study has formed an overarching vision to build a Develop a vision framework to improve equity in engineering, this project utilizes and strategy learning communities to allow faculty to be the catalyst in developing a vision and strategy for change using the data we collect Communicate the • The overarching vision and plan were communicated to faculty by

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jorge Andrés Cristancho, Purdue Engineering Education; Leonardo Pollettini Marcos, Purdue University; eugene leo draine mahmoud, Mt. San Antonio Community College and Purdue University

Tagged Divisions

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

dialogue to incorporate other ways of knowing and being, and finally applying whatthey have learned to their engineering work.ModulesDevelopment of the modulesThis work is meant to help instructors promote questions, activities, and conversations aroundsocial and environmental justice. We intend to provide instructors with tools to raise awarenessof the social and environmental implications of our engineering work, promote dialogue to shareideas and understandings of critical thinking around the engineering work, and find ways toapply the discoveries to team classroom activities and projects. At the individual or self-level, theinstructor is whom initially uses the framework to adapt their own beliefs to their class activities.Then, the instructor