Displaying results 61 - 90 of 173 in total
- Conference Session
- Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth
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- 2024 ASEE Annual Conference & Exposition
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- Rajita Singh, University of Oklahoma; Javeed Kittur, University of Oklahoma
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- Culture & Social Justice in Education Division (EQUITY), Equity
College of Engineering at The University of Oklahoma. He completed his Ph.D. in Engineering Education Systems and Design program from Arizona State University, 2022. He received a bachelor’s degree in Electrical and Electronics Engineering and a Master’s in Power Systems from India in 2011 and 2014, respectively. He has worked with Tata Consultancy Services as an Assistant Systems Engineer from 2011–2012 in India. He has worked as an Assistant Professor (2014–2018) in the department of Electrical and Electronics Engineering, KLE Technological University, India. He is a certified IUCEE International Engineering Educator. He was awarded the ’Ing.Paed.IGIP’ title at ICTIEE, 2018. He is serving as an Associate Editor of
- 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
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
practicing engineers need to be aware of, and competent in, to createsolutions that take into consideration structural conditions, reduce risks and minimize harm tounderserved communities, and enhance human capability [4], [5]. We then analyzed these notesand instructor responses using a linguistic and cultural lens and framework of student successsupported by awareness of diversity, equity, and inclusion.Results: Preliminary results show that faculty are already incorporating social impacts intoengineering education through discourse and rhetorical strategies used in lectures and coursediscussion through three fundamental methods: modeling the limitations of their own personalexpertise, positioning humans as more important than technology, and
- Conference Session
- Bridging Content and Context in the Classroom
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Mark A. Chapman, University of San Diego; Bryce Fledderman, University of San Diego
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- Diversity
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- Culture & Social Justice in Education, Equity
by the Accreditation Board for Engineering and Technology (ABET),which, in its most recent manifestation, cunningly integrates societal context and professionalskills throughout its technical objectives. The new ABET Student Outcomes 1-7 renderengineering programs unable to decouple technical skills from what are commonly (and oftendisdainfully) referred to as “soft skills.” Our program, and specifically the course discussed inthis study, embrace the integration of the liberal arts into engineering and purposefully frametechnical engineering content by its broader social context, as well as take a humanisticapproach to engineering by orienting the core of our program around social justice [1, 2].Much of the literature tying engineering
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
- Collection
- 2023 ASEE Annual Conference & Exposition
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- 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
relationships with engineering can support them in navigating the dynamics ofmarginalization [7]. However, there is a lack of investigation into how engineering learningenvironments can be designed to facilitate students’ (re)negotiation with these relationships.Making, defined by Sheridan et al. [8] as a process to develop an idea and construct it into somephysical or digital form, can be a space for rich transdisciplinary engineering learning andpractice [9] [10]. Making is a form of “heterogeneous engineering” [11] - engineering thatemphasizes not only the technical aspect, but also the social, material, and political dynamics[12]. Making as heterogeneous engineering resists the marginalizing narratives that technology isthe sole important aspect of
- Conference Session
- Asset Sourcing for Remaking Engineering Learning
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- 2021 ASEE Virtual Annual Conference Content Access
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- Michael R. Williamson, Indiana State University; Neslihan Alp P.E., Indiana State University
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- Diversity
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- Culture & Social Justice in Education, Equity
Technologies.Dr. Neslihan Alp P.E., Indiana State University Dr. Neslihan Alp is the Dean of the College of Technology at Indiana State University since August 2018. She has received her Ph.D. in Engineering Management from the University of Missouri-Rolla. Her teach- ing and research interests are in the areas of project management, decision making, optimization, quality control, six sigma, lean systems, and operations management. Dr. Alp has numerous of publications in national and international conferences and journals. She is a registered Professional Engineer in the State of Tennessee. American c Society for Engineering Education, 2021 Open Educational
- Conference Session
- Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education
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- 2024 ASEE Annual Conference & Exposition
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- Kristin A. Bartlett, University of Kentucky
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #41627Why our Current Conception of Spatial Skills is at Odds with Equity inEngineering EducationDr. Kristin A. Bartlett, University of Kentucky Dr. Kristin Bartlett is an Assistant Professor of Product Design at the University of Kentucky. She has a Ph.D. in Technology from Purdue University, an M.S. in Industrial Design from The University of Houston, and a B.A. in Civil and Environmental Engineering from Rice University. Kristin’s primary research interest is equity in engineering and design education. ©American Society for Engineering Education, 2024 Why our Current
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
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- 2023 ASEE Annual Conference & Exposition
- Authors
- Jemal Bedane Halkiyo, Arizona State University, Polytechnic Campus; Madeleine Jennings, Arizona State University, Polytechnic Campus; Sultan Bedane Halkiyu, Bule Hora University, Ethiopia; Nadia N. Kellam, Arizona State University, Polytechnic Campus
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
domestic undergraduate students in focus in the United States higher education institutions. In addition, Mr. Halkiyo is interested in broadening the participation of engineering edu- cation in Ethiopian universities to increase the diversity, inclusivity, equity, and quality of Engineering Education. He studies how different student groups such as women and men, rich and poor, students from rural and urban, and technologically literate and less literate can have quality and equitable learning experiences and thrive in their performances. In doing so, he focuses on engineering education policies and practices in teaching and learning processes, assessments, laboratories, and practical internships. Mr. Halkiyo has been
- 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
, project management methodologies, construction education, data analyt- ics, creativity and innovation, and emerging technologies. He is actively pursuing the development of educational techniques and methods in construction. He has developed construction-based simulation applications and strives to bring aspects of project management into simulation applications.Dr. Tonya W. Stone, Mississippi State University Tonya Stone is an assistant professor of mechanical engineering at MSU. Her research interests include multiscale materials modeling, mechanical behavior and characterization of materials, and modeling of nanomechanics/nanomaterials.Mr. George D Ford, P.E., Mississippi State University Dr. George Ford P.E. is the
- Conference Session
- Changing How We Pursue Change
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- 2021 ASEE Virtual Annual Conference Content Access
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- Jacqueline Handley, University of Michigan
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- Diversity
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- Culture & Social Justice in Education, Equity
engineering. On a community walk, she told me about a time in her middleschool STEM class where she had to build a marshmallow launcher. “Why would I want to dothat?” she rhetorically asked (Field Notes, 07/17/2018). At first glance, Mariabella appeared tobe disinterested in engineering. On her second day working with the community engineeringprogram, she offered, “I love people, but I hate technology” (Video Transcript, 07/18/2018). Yet,Mariabella participated in the community engineering program for two years, defining anddesigning toward community problems. Over time, we reflected on these collective experiencestogether, and she raised other engineering experiences in her life.Mariabella, an annoyed coder After working with Mariabella for
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 6
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Meaghan Pearson, University of Michigan; Prateek Shekhar, New Jersey Institute of Technology; Jacqueline Handley, University of Michigan; Joi-Lynn Mondisa, University of Michigan
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Jersey Institute of Technology Prateek Shekhar is an Assistant Professor - Engineering Education division at New Jersey Institute of Technology. His research is focused on examining translation of engineering education research in prac- tice, assessment and evaluation of dissemination initiatives and educational programs in engineering dis- ciplines. He holds a Ph.D. in Mechanical Engineering from the University of Texas at Austin, M.S. in Electrical Engineering from University of Southern California and B.S. in Electronics and Communica- tion Engineering from India.Jacqueline Handley, University of Michigan Jacqueline Handley is a graduate student at the University of Michigan, in Science Education. Her back
- Conference Session
- Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education
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- 2024 ASEE Annual Conference & Exposition
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- Hyun Kyoung Ro, University of North Texas; Shirley Anderson, University of North Texas
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
articlesaddressing STEM undergraduate education at HSIs. Employing inclusion/exclusion criteria [9],we initially gathered 218 articles related to STEM education at HSIs. For the specific focus onengineering undergraduate education in this paper, we refined our criteria, resulting in a total of37 articles.Databases and search termsWe utilized four databases: Education Source, Academic Search Complete, ProfessionalDevelopment Collection, and ERIC. After experimenting with various search terms, our finalcriteria included “Science, Technology, Engineering, Mathematics” and “Hispanic Serving” or“Hispanic-Serving” in the abstract, title, or keywords. We also incorporated subdisciplines, suchas bioengineering, to ensure a comprehensive search.Selection and
- Conference Session
- Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Delanie Robertson, Clemson University; Leila Elizabeth Williams; Kylie Nicole Avitabile, Clemson University; D. Matthew Boyer, Clemson University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #42799WIP: Understanding the Experiences of Neurodivergent Learners in Engineeringand Computing MajorsDelanie Robertson, Clemson UniversityLeila Elizabeth WilliamsKylie Nicole Avitabile, Clemson UniversityDr. D. Matthew Boyer, Clemson University Dr. D. Matthew Boyer is a Research Associate Professor in the Department of Engineering and Science Education in the College of Engineering, Computing, and Applied Sciences at Clemson University, Clemson, South Carolina. His work involves how we use technology to build and transfer knowledge in a range of learning environments. ©American Society for
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10
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- 2023 ASEE Annual Conference & Exposition
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- Theo Sorg, Purdue University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
. Drigas, M. Pappas, and M. Lytras, “Emerging technologies for ICT based education for dyscalculia: Implications for computer engineering education,” International Journal of Engineering Education, vol. 32, no. 4, pp. 1604–1610, 2016.[A8] A. Cuellar, B. Webster, S. Solanki, C. Spence, and M. Tsugawa, “Examination of Ableist Educational Systems and Structures that Limit Access to Engineering Education through Narratives,” presented at the 2022 ASEE Annual Conference & Exposition, Minneapolis, MN, Minneapolis, MN: ASEE Conferences, Aug. 2022.[A9] J. Halpern, M. Arral, and J. Gesun, “Work-in-Progress: Inclusive Mentoring Strategies for Neurodivergent Undergraduate Researchers in STEM,” presented at the 2022 ASEE Annual
- Conference Session
- Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education
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- 2024 ASEE Annual Conference & Exposition
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- Joel Alejandro Mejia, The University of Texas at San Antonio; M. Sidury Christiansen, The University of Texas at San Antonio
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
(i.e.,muscular, extreme strength, womanizer, lack of emotions, calculating, rich, and tech savvy) withthe characteristics of mechanical engineers, the meme reinforces the perception of engineering asa domain dominated by masculine strength and power. The portrayal of Iron Man, aquintessential symbol of masculinity and technological prowess, further underscores theassociation between engineering and hypermasculinity, perpetuating a narrative of maledominance and superiority. This may also convey the message that being a mechanical engineeris grandiose or that it can lead to grandiose things, and that any other engineering majors (e.g.,civil, industrial) may fall short. Moreover, the image of Iron Man – shown as “ready to fight,”with his fist on
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Hwangbo Bae, University of Florida; Denise Rutledge Simmons, P.E., University of Florida
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- Culture & Social Justice in Education Division (EQUITY), Equity
- force demographics, technology, and organizational structures. As director of the Simmons Research Lab, she researches competency development via education and training; interactions between humans and technology; and conceptualization of leadership in engineering. Supported by more than $7.5M in federal funding and with results disseminated across more than 100 refereed publications, her research aims to develop and sustain an effective engineering workforce with specific emphasis on inclusion. She has over ten years of construction and civil engineering experience working for energy companies and as a project management consultant; nearly 20 years of experience in academia; and extensive experience leading and
- Conference Session
- Equity, Culture & Social Justice Technical Session
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- 2023 ASEE Annual Conference & Exposition
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- Tomeka Carroll, University of Virginia; Diana Marcela Franco Duran, University of Virginia; Lindsay Ivey Burden
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- Culture & Social Justice in Education Division (EQUITY), Equity
major, engineering students tend to leave engineering programs due to the lack offocus on social impact and not centering change necessary for more inclusivity [10]. For thisreason, it is important diversity, equity, inclusion and justice work in conjunction with ethicaltenants within civil engineering curricula. Definitions are important to understanding the scopeof this work. The American Society of Civil Engineers pulls from two sources for the definitionof diversity, equity, inclusion and justice. We will use the definition of diversity, equity andinclusion as defined by the Accreditation Board for Engineering and Technology [11]. Diversityis a “range of human differences, encompassing the characteristics that make one individual orgroup
- Conference Session
- Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Muhammad Asghar, University of Cincinnati; Angela Minichiello, Utah State University; Oenardi Lawanto, Utah State University; Daniel Kane, Utah State University
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- Culture & Social Justice in Education Division (EQUITY), Equity
engineering education and their behavioral and cognitive problem-solving capabilities. He is actively involved in research related to the integration of positive psychological tools and methods in engineering education practice and research. Muhammad is also interested in the development and use of new technological and non-technological methods to enhance the learning processes of undergraduate engineering students. He is currently leading a second research project related to use of mobile learning technologies in undergraduate engineering education. This research is exploring available empirical evidence about the role mobile learning technologies may play in improving student accessibility to knowledge, academic
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- Institutional inclusion: Advancing equity and belongingness in engineering education
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- 2024 ASEE Annual Conference & Exposition
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- Monica Quezada-Espinoza, Universidad Andres Bello, Chile; Maria Elena Truyol, Universidad Andres Bello, Chile
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
foster a sense of belonging withintheir chosen disciplines and the wider academic community [1-3]. Empirical studies byHanauer [4], Kaufman et al. [5], and Whitcomb et al. [6] have established that strong self-efficacy and a profound sense of belonging significantly enhance students' persistence in theirchosen career trajectories. This relationship is especially evident in Science, Technology,Engineering, and Mathematics (STEM), where a heightened sense of belonging and elevatedself-efficacy are linked to superior academic achievements [7-8].Educators play a pivotal role in this dynamic, employing student-centered pedagogicalapproaches that include group work, reflective exercises, peer discussions, and constructivefeedback. These methods, as
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10
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- 2023 ASEE Annual Conference & Exposition
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- Jerry Austin Yang, Stanford University; Anthony Lising Antonio; Sheri D. Sheppard, Stanford University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
idealized STEM/engineering laborforce, as discussed above. 9Due to their consistent invisibilization, Asian(Americans) are not necessarily acknowledged orcredited for their scientific and intellectual contributions to technological advancements withinthe United States [6]. Chen and Buell note that Asian(Americans) likely account for much of thescientific and intellectual advancements leading to and during the Technological Revolution overthe past century. In particular, Chen and Buell discuss how Asian(American) immigrant womenformed the backbone of the semiconductor industry by working in Silicon Valley-basedfactories, and Asian(American) men
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- Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education
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- 2024 ASEE Annual Conference & Exposition
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- R. Jamaal Downey, University of San Diego; Joel Alejandro Mejia, The University of Texas at San Antonio; Diana A. Chen, University of San Diego; Gordon D Hoople, University of San Diego
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
engineers design technologies or solveproblems. Take for example the problematic use of face recognition technologies for policing ofcommunities of color [44]. These technologies are claimed to be race-neutral when they are, infact, aimed at defining what safety and security mean under the premise of benevolence but witha clear racial animus [44]. Adding to the list of colorblind ideologies in engineering spaces is that of enacting certainpractices in engineering classrooms in the name of pedagogical benefit or benevolence withoutquestioning racial bias. Some examples include placement of emergent bilinguals into LimitedEnglish Proficiency (LEP) programs where STEM education is seen as tangential from languageinstruction [45] rather than
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
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- 2023 ASEE Annual Conference & Exposition
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- Gabriel Van Dyke, Utah State University; Cassandra McCall, Utah State University; Maimuna Begum Kali, Florida International University; Stephen Secules, Florida International University
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- Culture & Social Justice in Education Division (EQUITY), Equity
Computing Education program at the School of Universal Computing, Construction, and Engineering Education (SUCCEED) at Florida Inter- national University (FIU). She earned her B.Sc. in Computer Science and Engineering from Bangladesh University of Engineering and Technology (BUET). Kali’s research interests center on exploring the ex- periences of marginalized engineering students, with a particular focus on their hidden identity, mental health, and wellbeing. Her work aims to enhance inclusivity and diversity in engineering education, con- tributing to the larger body of research in the field.Dr. Stephen Secules, Florida International University Stephen is an Assistant Professor Engineering and Computing Education at
- Conference Session
- Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education
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- 2024 ASEE Annual Conference & Exposition
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- Nyna Jaye DeWitt, University of Georgia; Animesh Paul, University of Georgia; Racheida S. Lewis, University of Georgia
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
revealedthat they struggle with internalizing the stigma of “deficient preparation and competence that theysensed was held by other students and by sometimes faculty, as well.” [20]. We feel that this mayprovide reasoning for why many students were reluctant to seek out help, struggled withengagement, and empathized with students who shared similar experiences.To address the need for support of low-income students in engineering, it is essential to firstunderstand how financial challenges can impact learning and engagement. Peña et al. compiled alist of ten rules for supporting low-income students in STEM (science, technology, engineering,and mathematics) [21]. In this context, the rules that would be beneficial given the patterns in thedata are
- Conference Session
- Bridging Content and Context in the Classroom
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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
Paper ID #34587The Disconnect Between Engineering Students’ Desire to Discuss RacialInjustice in the Classroom and Faculty AnxietiesDr. Tracy Anne Hammond, Texas A&M University Dr. Hammond is Director of the Texas A&M University Institute for Engineering Education & Innovation and also the chair of the Engineering Education Faculty. She is also Director of the Sketch Recognition Lab and Professor in the Department of Computer Science & Engineering. She is a member of the Center for Population and Aging, the Center for Remote Health Technologies & Systems as well as the Institute for Data Science
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- Critical Conversations on Being Valued
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- 2021 ASEE Virtual Annual Conference Content Access
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- Dustyn Roberts P.E., University of Pennsylvania; Robert W. Carpick, University of Pennsylvania
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- Diversity
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- Culture & Social Justice in Education, Equity
narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math,” Proc. Natl. Acad. Sci., vol. 117, no. 12, pp. 6476–6483, Mar. 2020, doi: 10.1073/pnas.1916903117.[2] E. A. Canning, K. Muenks, D. J. Green, and M. C. Murphy, “STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes,” Sci. Adv., vol. 5, no. 2, p. eaau4734, Feb. 2019, doi: 10.1126/sciadv.aau4734.[3] E. O. McGee, “Racial stereotypes drive students of color away from STEM, but many still persist,” The Conversation. http://theconversation.com/racial-stereotypes-drive-students-of- color-away-from-stem-but-many-still-persist-149379 (accessed Mar
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- Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- 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
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
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
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- 2023 ASEE Annual Conference & Exposition
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- 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
Paper ID #37075Influences on Displaced Engineering Student Professional IdentityDevelopment: A Scoping Literature Review Across Forced Migration Con-textsMargaret E.B. Webb, Virginia Tech Margaret (Maggie) Webb is a master’s and Ph.D. student in sustainable land development (civil engi- neering) and engineering education, respectively, at Virginia Tech. She graduated with her mechanical engineering degree from Rice University and worked for ExxonMobil as a subsea engineer and as a high school STEM teacher in a Houston charter school before starting grad school. Her research interests in- clude supporting the needs of
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- Working Against Unjust Social Forces
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- 2021 ASEE Virtual Annual Conference Content Access
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- Anna Marie LaChance, University of Connecticut; Jennifer Pascal, University of Connecticut; Danielle Gan, University of Connecticut; Justyn James Paquette Welsh, University of Connecticut; Thomas James Pauly, University of Connecticut; Patrick Paul, University of Connecticut
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- Diversity
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- Culture & Social Justice in Education, Equity
laboratory, she has mentored more than a dozen undergraduate students who are under-represented minorities in STEM. Additionally, she has been involved with her school’s Rainbow Center as well as anti-racist activism in both her department and outside of academia. Her goal is to bring social justice principles into STEM education and model what a queer, feminist, anti-racist engineer would be.Dr. Jennifer Pascal, University of Connecticut Jennifer Pascal is an Assistant Professor in Residence at the University of Connecticut. She earned her PhD from Tennessee Technological University in 2011 and was then an NIH Academic Science Education and Research Training (ASERT) Postdoctoral Fellow at the University of New Mexico
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3
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- 2023 ASEE Annual Conference & Exposition
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- Rachel Figard, Arizona State University; Sabina Anne Schill, Florida International University ; Medha Dalal, Arizona State University; Adam R Carberry, Arizona State University
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- Culture & Social Justice in Education Division (EQUITY), Equity
Westminster College in Salt Lake City, UT, and her PhD in Environmental Engineering from the University of Colorado Boulder. Sabina has research interests in the areas of K-12 engineering education, mentoring, and identity development.Dr. Medha Dalal, Arizona State University Dr. Medha Dalal is an associate director of scholarly initiatives and an assistant research professor in the Fulton Schools of Engineering at Arizona State University. She holds a PhD from Arizona State University in Learning, Literacies and Technologies with a focus on engineering education. Her research interests span four related areas: democratization of engineering education, ways of thinking, engineering curiosity among pre-college students, and
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- Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education
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- 2024 ASEE Annual Conference & Exposition
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- Kai Jun Chew, Embry-Riddle Aeronautical University
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- Culture & Social Justice in Education Division (EQUITY), Equity
Conference.Bates, N., Chin, M., & Becker, T. (2022). Measuring sex, gender identity, and sexual orientation. In Measuring Sex, Gender Identity, and Sexual Orientation. National Academies Press. https://doi.org/10.17226/26424Butterfield, A. E., McCormick, A., & Farrell, S. (2018). Building LGBTQ-inclusive chemical engineering classrooms and departments. Chemical Engineering Education, 52(2), 107– 113. http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=eric&AN=EJ11 74630&site=ehost-live%0Ahttp://journals.fcla.edu/cee/article/view/105856Cech, E. A. (2014). Culture of disengagement in engineering education? Science, Technology, & Human Values, 39(1), 42–72. https://doi.org/10.1177
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8
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- 2023 ASEE Annual Conference & Exposition
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- Anne M. McAlister, The State University of New York, Buffalo; Sarah Catherine Lilly, California State University, Channel Islands
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- Culture & Social Justice in Education Division (EQUITY), Equity
, Virtual Conference, Jul. 2021. doi: 10.18260/1-2- -36531.[9] G. Downey, “Are engineers losing control of technology? From ‘problem solving’ to ‘problem definition and solution’ in engineering education,” Chem. Eng. Res. Des., vol. 83, no. 6, pp. 583–595, Jun. 2005, doi: 10.1205/cherd.05095.[10] R. Stevens, A. Johri, and K. O’Connor, “Professional Engineering Work,” in Cambridge Handbook of Engineering Education Research, A. Johri and B. M. Olds, Eds. New York: Cambridge University Press, 2014, pp. 119–138. doi: 10.1017/CBO9781139013451.010.[11] L. Kamp, “Engineering education in sustainable development at Delft University of Technology,” J. Clean. Prod., vol. 14, no. 9–11, pp. 928–931, Jan. 2006, doi: 10.1016/j.jclepro