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

justice, ethics, engineering education, and professors (see Table 1). Table 1 shows theresults of the searches for these key terms. Also note, (not included in the table), the followingsearch term combinations returned no results: 1) engineering education (EE) + ethics (ET) +social justice (SJ) + professor (PR), and 2) civil engineering (CE) + social justice (SJ) +professors, and (EE) + ethics (ET)+ professors (PR).Table 1: Key term variations used and number of articles found and excluded of Google Scholar, Web of Science,and EBSCO search engines.Table 1. Shows the number of papers found and included in both Web of Science (WS), EBSCO (EB) using thefollowing key terms: Civil Engineering (CE) , Social Justice (SJ), Ethics (ET), Engineering

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

beenpreviously documented in ASEE Prism [1], which is quoted below. “ASEE President Sheryl Sorby’s speech at the 2020 Annual Conference outlined a vision for both the organization and engineering education that reflects more diversity and equity. In light of this vision, as well as the societal momentum toward dismantling White supremacy and racism, ASEE has launched a Year of Impact on Racial Equity. Many aspects of engineering culture have origins and practices that center Whiteness and exclusivity. However, we are all caretakers of this culture and can either protect exclusionary traditions or strategically design models that better meet the diverse challenges and needs of our society. In order to

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kavitha Chintam, Northwestern University; Alexis N. Prybutok, University of Washington; Chloé M. Archuleta; Adrien Deberghes; Beth DiBiase; Ruihan Li; Jeffrey Richards; Linsey Seitz; Jennifer Cole, Northwestern University

Tagged Topics

Diversity

Tagged Divisions

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

equityEngineering and research, while crucial for technological advancement, cannot exist in avacuum, divorced from the society that those advancements impact [1]–[5]. The work ofengineers and researchers has human implications, both beneficial and detrimental, as well asequitable and inequitable [2]. Artificial intelligence, for example, is an area of research in whichadvancing technology can perpetuate harm when development is not paired with rigorous equitystandards. A 2019 study found that a popular healthcare algorithm used to assess risk levels ofpatients was racially biased; sicker Black patients were measured as equivalent to healthier whitepatients, resulting in reduced levels of care for some Black patients [6]. The algorithm usedhealthcare costs

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Crystal E. Peoples, Duke University; Alicia Nicki Washington, Ph.D., Duke University; Shaundra Bryant Daily, Duke University

Tagged Topics

Diversity

Tagged Divisions

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

computingenvironments [1]–[4]. In many ways, faculty from racial groups that are historicallyunderrepresented in computing (i.e., Black, Latinx, Native American, and Native Hawaiian orPacific Islander) experience similar issues as students of the same identities (e.g., discriminationfrom students, faculty, and staff; campus policing; microaggressions, and other policies andpractices that are inherently exclusive [5]–[7].Scholars are often marginalized when publishing academic papers, facing numerous obstaclesand systemic barriers that can impede their academic success [8]–[10]. Research demonstratesthat racial identity impacts whose work is considered scientific knowledge, reinforcing“idealized notions of meritocracy in science” [11]. Scholars often encounter

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nrupaja Bhide, Purdue University, West Lafayette ; Yağmur Önder, Purdue University, West Lafayette ; Sydney Free, Purdue University, West Lafayette ; Michael Dunham, Purdue University, West Lafayette ; Dhinesh Balaji Radhakrishnan, Purdue University, West Lafayette ; Jennifer Deboer, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

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

engineering education (EE) have played a significant role in thedevelopment of countries before, during, and since colonization [1]. Lucena & Schneider [1]remind us that while economic and political conditions may have differed across countries,engineers' primary goal during colonization was to transform nature into infrastructure to becontrolled, get a return on investments, and demonstrate superiority over indigenoustechnology. Across different colonizing powers, engineers filled a role in service to thecolonial project. Over time, as colonies became independent countries, engineering was - andstill is - considered an essential tool for helping these “traditional” societies on the path todevelopment [1]. In addition to engineering, formal

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

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

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

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cassandra Puletapuai, Colorado State University; Daniel Birmingham, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

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

. ©American Society for Engineering Education, 2023 Renewed hope: Utilizing Freirean pedagogies to enhance multicultural STEM classroomsAbstract The STEM field for the underrepresented is analogous to the "leaky pipeline" metaphor,which describes the mass exodus of minority students over the course of time [1]. Nationally,the attrition rate of STEM majors for underrepresented students failing to complete their degreehovers at 53 percent [2]. Students of Color have endured many challenges in the STEMclassroom, resembling isolation [2], stereotype threats, racial microaggressions, lack ofconfidence, diminished sense of belonging, and other hurdles as a result of race or gender [1].These factors contribute

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

also offers authentic real-world applications to engineering problems that may create amore human-centered approach to addressing problems within communities.Background and Rationale Research Context Makerspaces are often looked at as panaceas for inclusion, but in practice are often not[1], [2]. Makerspaces have the goal of encouraging underserved youth to express their creativityand learn through a hands-on technology-rich environment [3],[4]. However, there has been littleevidence that these makerspaces provide underserved youth with a sense of ownership andbelonging. Additionally, the engineering field has historically lacked the acknowledgment thatsome engineered projects and designs are harmful to society and have

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nivedita Kumar, Florida International University; Stephen Secules, Florida International University

Tagged Topics

Diversity

Tagged Divisions

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

Tribe. My neighbors were lovely, and we even had a biggarden to grow our own produce. I consider Kenya my second home now.In Chimamanda Adichie’s TED talk [1], she discusses the dangers of a single, and one-dimensional, story. This concept helped me reflect on the ways my travels opened more complexstories about the places I traveled to. There were simple stories that influenced my ideas of theUnited States and Kenya before I traveled and experienced them personally. Now those storieshave been replaced by more holistic and complex stories through lived experience.When I started a Ph.D. in engineering and computing education in 2021, and started reading theliterature, I saw different stories being told about women in computing. Some scholars

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Karen Dinora Martinez Soto, Virginia Tech; Homero Murzi, Virginia Tech; Jazmin Jurkiewicz, Virginia Tech; Rene Alberto Hernandez, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

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

themselves.Introduction"At this moment of our historical trajectory, it is a moral imperative to embrace decolonizingapproaches when working with populations oppressed by colonial legacies." [1, p. 1].As of 2021, the United States (US) Census Bureau [2] estimates that roughly 62.6 millionpeople, or 19% of the nation's population identify as having Latin American ancestry. These areindividuals with origins within Latin America, from Mexico down to Chile, as well as the islandslinked to Latin America who within the context and history of the US have used various labels toidentify themselves. Starting in 2014, the term Latinx started to appear in contrast to otherself-identifying labels like Hispanic and Latina/o. Labels that in themselves create a

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rebecca Campbell-Montalvo, University of Connecticut; Hannah Cooke, University of Connecticut; Chrystal Smith, National Science Foundation; Ellen Puccia, Beta Research Associates, Inc.; Michelle Hughes Miller, University of South Florida; John Skvoretz, University of South Florida; Hesborn Wao

Tagged Topics

Diversity

Tagged Divisions

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

harrowing for gender minority (GM, e.g.,transgender, gender nonbinary) students [1]–[8]. The STEM climate is important to address dueto its likely impact on the lower persistence of sexual and gender minority (SGM) students [9]–[12]. Professional STEM societies provide students with a range of resources that help thempersist in STEM [13]. Specific societies created to serve LGBTQIA+ STEM students, such asoSTEM, have been shown to help students manage their identities in STEM in the face ofunwelcoming STEM climates. At the same time, these societies may offer less professional andacademic resources and prioritize identity management [4], [14], [15]. Because the impacts ofprofessional society participation may be different for gender minority

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Theo Sorg, Purdue University

Tagged Topics

Diversity

Tagged Divisions

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

. Inaddition to popular discourse, many scholars are also engaging with neurodiversity, so much sothat a field of neurodiversity studies has begun to emerge. Scholarship in neurodiversity studies,along with the activism of the neurodiversity movement, has developed in response to thewidespread pathologizing of neurodivergent people that furthers discrimination and oppression.Prominent neurodiversity studies scholar Nick Walker [1] calls the cultural paradigm underlyingthis oppression the ‘pathology paradigm’ and notes that it is the dominant paradigm in the worldtoday. As an alternative, Walker has introduced the ‘neurodiversity paradigm,’ which has thepotential to radically alter the way we view neurodiversity (especially with respect

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

the unjust distribution system of Global Racial Empire has driven centuries ofhuman suffering and environmental devastation that have perturbed Earth systems to the point where theHolocene epoch may come to an end. Táíwò describes how Global Racial Empire is constituted from thecombined historical processes of the trans-Atlantic slave trade and colonialism, functioning to reproduce aglobal, unjust distribution system via accumulating advantages and disadvantages [1]. Theseinterconnected historical processes established the capacity and social institutions of colonial powers toexploit territory, plunder, and produce captive markets as three key advantages. The construction andexpansion of White supremacy has maintained the Global North as a

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

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

]. It engenders a fear that dis/abilityreduces productivity [13], uncoupled from value and quality [12], [14].1 AFAB is an acronym used in the queer community to describe people who were assignedfemale at birth. Commonly this refers to the sex that was assigned to them on their original birthcertificate. This sex may or may not represent their biological sex [13].Dis/ability is a complex, evolving, and nuanced concept. The first author previously proposed atheoretical framework through which we can examine the experiences of dis/abled STEMstudents based on DisCrit, Tribal Crit, Dis/ability Justice, and Critical Dis/ability Theory [12]. Itshould be noted that this framework is meant to expand and grow as we, the dis/abled andengineering

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Arielle Marie Rainey, Colorado School of Mines; Heather Renee Houlton, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

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

show that BIPOC students had an immediate increase in their withdraw rates during COVID, depicted in Figure 1, while White students had a decrease in their withdraw rates, depicted in Figure 2. This trend is particularly alarming because historically before COVID, BIPOC withdraw rates were lower than White students withdraw rates. However, during COVID, BIPOC students withdraw rates were higher than White students. Further investigation revealed that when comparing withdrawn students by race, student classification, and residential status pre-COVID (Spring 2017-Fall 2019) and during COVID (Spring 2020-Spring 2022), BIPOC Sophomores and BIPOC residential student populations saw large proportional increases in total number of withdrawn

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sara E. Lego, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

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

collaborativeand inclusive environment, establish goals, plan tasks, and meet objectives” [1]. The emphasison inclusivity and collaboration within this outcome is noteworthy, as its language impliesrecognition of the growing body of research indicating that team climates promoting diversity,psychological safety, and inclusivity perform more effectively and creatively than those that donot [2]-[6]. In addition, retention of engineers from underrepresented demographics continues tobe a concern at all levels – undergraduate, graduate, and professional - with multiple studiesindicating that departures from STEM fields are directly influenced by experiences stemmingfrom unwelcoming, exclusionary, and biased climates [7]-[10].Recognizing the need to directly

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Maria L. Espino, University of South Carolina; Brian Le, University of California, Los Angeles; Spencer Platt, University of South Carolina; Henry Tran, University of South Carolina

Tagged Topics

Diversity

Tagged Divisions

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

interview data to further understand the themes that emerged.FindingsFrom the data uncovered three major themes: 1. Service Overload 2. Racial Battle Fatigue, and 3. Cultural TaxEach of these themes provide the various levels in which the faculty identity developmentintersects with their Black and Hispanic identities.Service OverloadThe Service Overload theme refers to how BHEF often feels obligated to provide service workeven though the institution undervalues it despite its centrality to the mission. This phenomenonwas shared by many of our respondents. Andres, a Hispanic faculty said, I was asked to be the faculty mentor for the Society of Hispanic engineers. And I actually declined…I actually declined just because I just

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

Tagged Divisions

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

©American Society for Engineering Education, 2023 Talking tech: how language variety in engineering curriculum instruction can ease delivery and engage studentsAbstractBackground: As accreditation bodies globally become more specific about faculty responsibilityconcerning creating inclusive environments, faculty need to understand and be supported in theirefforts to transform the landscape of educator approaches in engineering education. Soon, facultymust, “…demonstrate knowledge of appropriate institutional policies on diversity, equity, andinclusion, and demonstrate awareness appropriate to providing an equitable and inclusiveenvironment for its students that respects the institution’s mission.” [1, pg. 51]. This is

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jerry Austin Yang, Stanford University

Tagged Topics

Diversity

Tagged Divisions

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

as a sum of marginalization brought upon by each identity,but as a unique product of all the interlocking oppressions they face as multiply marginalizedpeople [1]. However, as the term has become more popularized and mainstream, definitions ofintersectionality – and what it means to do (or not do) “intersectional” research – have shiftedover time [2]. Since its first use in engineering education literature in 2009 [3], intersectionalityhas gained steadily increasing prevalence in engineering education research, highlighting theneed to unpack its definitions, meanings, operationalization, and utilization within the context ofengineering education. In this paper, I introduce a brief history of intersectionality’s radical roots and

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva Alarcón, University of Florida; Homero Murzi, Virginia Tech; Marisela Martinez-Cola

Tagged Topics

Diversity

Tagged Divisions

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

about therole that these faculty can play in advocating for themselves towards work justice while beingsupported structurally in doing so. The purpose of this paper is to share how a structural mentoring hub for BIPOCxcontingent faculty in engineering was conceived and designed. While the mentoring hub is yet tobegin, the authors believe that sharing their conception process, that led to an NSF-funded project,can better support others to create similar types of initiatives at their home institutions. The 1mentoring hub, called Raíces (or roots in Spanish) Institute for Transformative Advocacy (RITA;Figure 1) is anticipated to start later

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

Tagged Topics

Diversity

Tagged Divisions

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

continueto develop and evolve. But while the field of cybersecurity is expanding, only certain populationsare entering the field. As illustrated in Table 1 [1], only 9% of Blacks and 4% of Hispanics holdcybersecurity jobs, even though they comprise 13% and 19% of the population, respectively.Furthermore, while women make up half the population, only one-fourth are employed in thecybersecurity field. Table 1. Race/Ethnicity and Gender of Population and Cybersecurity Workforce Race/Ethnicity and Gender of Percentage of Cybersecurity Percentage of Population Employees Workforce Asian

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

Tagged Topics

Diversity

Tagged Divisions

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

effectively in teams, and produce desired results has beenrecognized as an essential skill set that college graduates should possess [1]. The importance ofthis skill is even more highlighted in construction and engineering programs in which most of theproducts or work is usually performed in teams. The overarching goal of this study was toinvestigate various aspects of teamwork perceived by construction and engineering students.These features were investigated through research questions: 1) how do participants report theirteamwork experiences in different settings? 2) what factors do participants consider important todevelop teamwork skills? This paper reports on the data obtained and covers similarities anddifferences between students based on their

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jerry Austin Yang, Stanford University; Anthony Lising Antonio; Sheri D. Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

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

graduate design and education related classes at Stanford University, she conducts research on engineering education and ©American Society for Engineering Education, 2023 1 Overrepresented ≠ Not-Marginalized: AsianCrit’s Potential for Unpacking the Racialization of Asians and Asian-Americans in Engineering Education Jerry A. Yang, anthony l. antonio, Sheri D. Sheppard Stanford UniversityAbstractWhile there has been significant attention toward exploring the experiences of historicallyminoritized students in engineering, such as Black, Latinx

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Ellen Ko, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

of bias,increase a sense of agency, and ultimately empower students.1. IntroductionGiven clear evidence of disparities in educational attainment, much importance has been placedon increasing use of inclusive teaching to help close this so-called achievement gap [1]–[4]. Inscience, technology, engineering, and math (STEM) disciplines, deliberate inclusive practicemay reduce the “leaving” phenomenon where those underrepresented amongst STEM majorssuch as women and minoritized racial groups would otherwise fail to complete their STEMdegree program [5]–[7]. For example, active learning has been shown to improve learning gainsand reduce failure rates especially among underrepresented minority (URM) students [2].Similarly, current recommendations

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lizabeth L. Thompson, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

Conference Session

Asset Sourcing for Remaking Engineering Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chelsea Haines Lyles, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Reeping, University of Michigan

Tagged Divisions

Culture & Social Justice in Education, Equity

shift, many faculty lacked online teachingtraining and experience, and “97 percent of institutions moving classes online had to call onfaculty with no previous online teaching experience” [1]. Prior to COVID-19, only 60% ofuniversity chief online officers said faculty were required to have some formal training prior toteaching online [2]. Faculty teaching in undergraduate engineering programs were tasked withhandling large class sizes, strict pre-requisite requirements, and heavy technical content as theyconverted their courses to online formats. In addition, many engineering programs were alsostruggling with issues of diversity, equity, and inclusion, particularly of student populationsunderrepresented in STEM fields, a challenge that would be

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kirsten Heikkinen Dodson, Lipscomb University; Courtney Deckard, Lipscomb University; Hannah Duke, Lipscomb University; Makenzie Cohn; Natalie Shaffer, Lipscomb University; Elizabeth Buchanan, Marshfield Clinic Research Institute

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

engineering education practices to create more inclusive engineering professionals with thebroader impact of increased diversity in the field. This Work-in-Progress paper will detail thebackground and current progress of a 2-year National Science Foundation Professional Formationof Engineers: Research Initiation in Engineering Formation (NSF PFE:RIEF) project including theproject framing, team formation, research training, and questionnaire development.BackgroundThe engineering field has not always been welcoming of diversity despite attempts and calls byorganizations to change this in recent years [1-5]. Women and non-white people have showninterest and capacity for success in engineering but often become discouraged due to unnecessarybarriers in

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

learning and motivation.However, in our goal to create inclusive classrooms, we realized that students’ experiences inteams were a space with enormous potential for harm [e.g., 1]. Studies of teamwork find gendereffects on teamwork satisfaction [2], talk time and conversational roles in teams [3, 4],perceptions of voice safety [5,6] and task allocation [7-10]. We are aware of fewer studiesinvestigating how race/ethnicity affects student team experiences in undergraduate engineering,but Cross and Paretti [11] find African American men report feeling hypervisible on their teams,needing to disprove negative stereotypes, and feeling less likely to develop close friendships withteammates. Cohen and Garcia [12] note that African American students are at

Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anna Marie LaChance, University of Connecticut; Jennifer Pascal, University of Connecticut; Danielle Gan, University of Connecticut; Justyn James Paquette Welsh, University of Connecticut; Thomas James Pauly, University of Connecticut; Patrick Paul, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

environmental racism, as well as students whohave been involved in climate activism in their non-academic lives, in the delivery of the coursematerials. Collaboratively, the 4-student, 1-instructor cogen team co-developed course contentrelating to the role of chemical engineers in advancing awareness of environmental injustice andits local, national, and global impacts on public health, economic security, racist violence, mentalhealth, and more. By starting an in-class dialogue about the responsibilities of the members of our discipline,we hope to engage students in broader issues such as diversity, equity, and inclusion of Black,Indigenous, and People of Color (BIPOC) individuals within STEM fields as well as the disparitiesin access to housing

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

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

,feeding to their fear about saying the wrong thing.The disconnect between the two groups often results in explicitly marginalizing classroomenvironments, i.e., environments where students feel unwelcome from blatantly marginalizing ordiscriminatory behaviors [1]. The data demonstrates that faculty are interested in developingimplicitly inclusive classrooms but fear that their lack of expertise on these topics will lead tofailure and having a negative impact on students. However, students voiced strong support andinterest in having faculty discuss and teach about inclusivity and ethics in their engineeringclassrooms. To create implicitly inclusive environments, faculty are encouraged to acknowledgeand discuss such topics in their classes and