Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Adrian Rodriguez, zyBooks, a Wiley brand; Lauren Fogg, zyBooks, a Wiley Brand; Alicia Clark, zyBooks, A Wiley Brand; Jennifer L. Welter, Wiley; Gergely Sirokman, zyBooks, A Wiley Brand; Ryan Barlow, zyBooks, A Wiley Brand

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Diversity

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

the Blind, "Blindness Statistics," Published Apr. 2019. [Online]. Available: https://nfb.org/resources/blindness-statistics. [Accessed February 3, 2023].[2] W. Erickson, C. Lee, and S. von Schrader, Disability statistics from the American Community Survey (ACS). Ithaca, NY: Cornell University Yang-Tan Institute (YTI), 2022.[3] L. Schuck, R. Wall-Emerson, D.S. Kim, N. Nelson, "Predictors associated with college attendance and persistence among students with visual impairments," Journal of Postsecondary Education and Disability, vol. 32, no. 4, pp. 339-58, winter 2019.[4] M. Hersh and M. Johnson, Assistive technology for visually impaired and blind people. Cham, Switzerland: Springer, 2008.[5] S.I

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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

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

Conference Session

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

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

doing, we connect the dots among complex sustainability challenges, including their environmental justice dimensions. We support NY’s 2019 Climate Leadership and Community Protection Act that requires a complete transition to renewable energy, decarbonization and electrification of transportation, heating and cooling our buildings, manufacturing and agriculture. Our Sierra Club transition to a renewable energy economy must be based on economic, racial and Niagara Group environmental justice. The Niagara Group also is working to fulfill the goals in NY’s climate legislation including prevailing wages for all renewable energy jobs, a just

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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

. Brunhaver, and J. M. Bekki, “‘It is so exhausting to constantly have to explain to people’: Exploring the effects of faculty interactions on disabled students,” presented at the American Society for Engineering Education [ASEE] Annual Conference & Exposition, 2023.[14] R. Figard, S. Brunhaver, and J. M. Bekki, “About us, without us: A review of U.S. disability-related institutional policies and practices,” presented at the Frontiers In Education (FIE), 2023, vol. 17.[15] E. Seymour and A.-B. Hunter, Eds., Talking About Leaving Revisited: Persistence, Relocation, and Loss in Undergraduate STEM Education. Cham, Switzerland: Springer, 2019.[16] C. Zongrone, C. J. McCall, M. C. Paretti, A. Shew, D. R. Simmons, and L. D

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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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Diversity

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, “Transgender and Gender Nonconforming Undergraduate Engineering Students: Perspectives, Resiliency, and Suggestions for Improving Engineering Education.” Ph.D. thesis, Oregon State University, Corvallis, OR, 2021.[3] S. James, J. Herman, S. Rankin, M. Keisling, L. Mottet, and M. Anafi, “The Report of the 2015 U.S. Transgender Survey,” National Center for Transgender Equality, 2016.[4] G. Beemyn, “Campus Pride Trans Policy,” Clearinghouse, 2021, Available: www.campuspride.org/tpc[5] R. Figard, M. Dalal, J. Roarty, S. Nieto, and A. Carberry, “Understanding High School Student Experiences in an Engineering Course Designed For All (Fundamental, Diversity),” In Proc. ASEE Annual Conference & Exposition, 2022

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Qualla Jo Ketchum, Cal Poly Humboldt

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Diversity

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

NativeEducation, 25(2), 175–179.[12] H. M. Matusovich, H. Murzi, D. Gray, B. D. Chambers, and M. B. James. (June 2020). Aautoethnography: Outcomes from faculty engagement in course development in a large first yearengineering program. Presented at the 2020 ASEE Annu. Conf. [Online]. Available:https://peer.asee.org/34109[13] Carroll, T., Gordon, B., Hancock, P. I., Stenger, K., & Turner, S. S. (2022). Cultivating solidarity foraction on social justice in engineering: A collaborative autoethnography. International Journal ofEngineering, Social Justice and Peace, 9(1), 62-91. https://doi.org/10.24908/ijesjp.v9i1.15216.[14] Haverkamp, A., & Butler, A., & Pelzl, N. S., & Bothwell, M. K., & Montfort, D., & Driskill, Q.(2019, April

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

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Diversity

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

Visually Impaired’, ACM Trans. Access. Comput., vol. 15, no. 3, p. 17:1-17:34, Jul. 2022 [Online]. Available: 10.1145/3508364.[2] A. Stangl et al., ‘Defining Problems of Practices to Advance Inclusive Tactile Media Consumption and Production’, in Proceedings of the 21st International ACM SIGACCESS Conference on Computers and Accessibility, New York, NY, USA, 2019, pp. 329–341 [Online]. Available: https://dl.acm.org/doi/10.1145/3308561.3353778.[3] A. Stangl et al., ‘Transcribing Across the Senses: Community Efforts to Create 3D Printable Accessible Tactile Pictures for Young Children with Visual Impairments’, in Proceedings of the 17th International ACM SIGACCESS Conference on Computers & Accessibility, New York, NY

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Madeleine Jennings, Arizona State University

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Diversity

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Culture & Social Justice in Education, Equity

(e.g. white women, people of color, cisgender gaysand lesbians). These analyses are often made through liberal or systems-focused frameworks,largely ignoring the Gender, Romantic, and Sexual Minority (GRSM) community (See Gold,2019 [10]) for more information on the GRSM community; Be advised that ‘I’ refers to the firstauthor of this paper, and that I use ‘GRSM’ and ‘queer’ in place of LGBTQIA+. It is my beliefas a queer individual myself that these terms more accurately encompasses the diversity withinthe community to which it refers). According to a recent poll, nearly 5% of the United Statespopulation identifies as something other than cisgender or heterosexual, which corresponds toover 16 million Americans [11].Despite this statistic

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yume Menghe Xu, Tufts Center for Engineering Education and Outreach

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

. Values, vol. 39, no. 1, pp. 42–72, 2014.[4] C. McCall, L. D. McNair, and D. R. Simmons, “Advancing from outsider to insider: A grounded theory of professional identity negotiation in undergraduate engineering,” J. Eng. Educ., vol. 110, no. 2, pp. 393–413, 2021.[5] K. L. Meyers, M. W. Ohland, A. L. Pawley, S. E. Silliman, and K. A. Smith, “Factors relating to engineering identity,” Glob. J. Eng. Educ., vol. 14, no. 1, 2012.[6] Y. M. Xu and B. Gravel, “A case study: Making facilitates an engineering student’s (re)negotiation with her disciplinary relationships,” in 2023 ASEE Annual Conference & Exposition, Baltimore, Maryland, 2023.[7] A. Calabrese Barton, H. Kang, E. Tan, T. B. O’Neill, J. Bautista-Guerra, and C. Brecklin

Conference Session

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

Collection

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

., vol. 70, no. 4, pp. 324–345, 1997, doi: 10.2307/2673270.[4] A. Rainey, D. Verdín, and J. Smith, “Classroom Practices that Support Minoritized Engineering Students’ Sense of Belonging (Research),” in 2021 ASEE Virtual Annual Conference Content Access Proceedings, Virtual Conference: ASEE Conferences, Jul. 2021, p. 36797. doi: 10.18260/1-2--36797.[5] D. R. Johnson et al., “Examining Sense of Belonging Among First-Year Undergraduates From Different Racial/Ethnic Groups,” J. Coll. Stud. Dev., vol. 48, no. 5, pp. 525–542, 2007, doi: 10.1353/csd.2007.0054.[6] E. D. Tate and M. C. Linn, “How Does Identity Shape the Experiences of Women of Color Engineering Students?,” J. Sci. Educ. Technol., vol. 14, no. 5, pp. 483–493

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

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Diversity

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

, indigenous, and other students ofcolor, relatively little research has been devoted to Asians and Asian-Americans in engineering.Asian and Asian-American engineers comprise the majority of non-White engineers,representing 12.2% of science and engineering bachelor’s degrees earned and over one-third oftenured or tenure-track engineering faculty in the United States in 2018 (NCSES, 2018; ASEE,2018). As the largest non-White group, they have played a unique racialized role in engineering,at once being cast as the “model minority” yet often overlooked as a minoritized group or viewedas a “perpetual foreigner” within White-dominated engineering spaces. In addition, legacies ofAsian and Asian-American racialization, defined as the social, political

Conference Session

Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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

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Diversity

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

Transfer course. In this study, 28 seniorundergraduate engineering students were presented with a quantitative problem related to thelength of a pipe in a water heater and given context for the problem that created additional designconsiderations. Students wrote memos to present their final solutions and describe additionalconsiderations for solar water heating. Classroom observations and student memos demonstratedthat students were able to consider contexts to their heat transfer content that went beyondtraditional, technical considerations; however, most of the considerations that studentsbrainstormed were environmental, rather than economic or social [30].Similarly, in 2019, Lord et al. [35] described the design and implementation of three

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

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

the Learning Sciences, vol. 30, no. 2, pp. 330–349, Mar. 2021, doi: 10.1080/10508406.2020.1828089.[13] K. A. Ramos, J. Gardow, E. J. Louime, E. Y. Kang, and A. Hira, “Promoting Belonging and Breaking Down Gatekeeping in Youth-Centered Engineering Spaces,” presented at the 2023 ASEE Annual Conference & Exposition, Jun. 2023. Accessed: Apr. 30, 2024. [Online]. Available: https://peer.asee.org/promoting-belonging-and-breaking-down-gatekeeping-in-youth-center ed-engineering-spaces[14] D. A. Chen and S. Wodin-Schwartz, “Contextualizing Statics: Our Process and Examples,” presented at the 2019 ASEE Annual Conference & Exposition, Jun. 2019. Accessed: Feb. 08, 2024. [Online]. Available

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jacqueline Handley, University of Michigan

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Diversity

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Culture & Social Justice in Education, Equity

Diversity, Persistence, and Success,” BioScience, p. biu076, May 2014, doi: 10.1093/biosci/biu076.[5] A. Pawley and J. Hoegh, “Exploding Pipelines: Mythological Metaphors Structuring Diversity- Oriented Engineering Education Research Agendas,” in 2011 ASEE Annual Conference & Exposition Proceedings, Vancouver, BC, Jun. 2011, p. 22.684.1-22.684.21, doi: 10.18260/1-2-- 17965.[6] B. M. Capobianco, B. F. French, and H. A. Diefes-Dux, “Engineering Identity Development Among Pre-Adolescent Learners,” Journal of Engineering Education; Washington, vol. 101, no. 4, pp. 698–716, Oct. 2012.[7] B. M. Capobianco, J. H. Yu, and B. F. French, “Effects of Engineering Design-Based Science on Elementary School

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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

in structural engineering, earthquake engineering, construction management, transportation engineering, and engineering education. She also advises the Student Chapters of the Society of Women Engineers (SWE) and the American Society of Civil Engineers (ASCE) at New Mexico Tech.Thais Alves, San Diego State UniversityDr. Corrie Walton-Macaulay, Saint Martin’s University With degrees in both Bachelor of Science and Master of Science from the University of Arkansas, and a doctoral degree from the University of Kentucky, Dr. Corrie Walton-Macaulay is a Geotechnical Engineering Associate Professor in the Civil Engineering department at St. Martin’s University, where he has been part of the faculty since 2019. Dr

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

/pceea.v0i0.12977.[24] C. Morton, A. Huang-Saad, and J. Libarkin, “Entrepreneurship Education for Women in Engineering: A Systematic Review of Entrepreneurship Assessment Literature with a Focus on Gender,” in 2016 ASEE Annual Conference & Exposition Proceedings, New Orleans, Louisiana: ASEE Conferences, Jun. 2016, p. 26725. doi: 10.18260/p.26725.[25] M. Benitez Jr., “Resituating culture centers within a social justice framework,” in Culture centers in higher education: Perspectives on identity, theory, and practice, Sterling, Virginia: Stylus Publishing, LLC, 2010, pp. 119–134.[26] J. Jackson, M. Pearson, A. Huang-Saad, and J.-L. Mondisa, “Innovating Innovation: Advancing Racial Equity in STEM Entrepreneurship Programming,” J

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Knaphus-Soran, University of Washington; Daiki Hiramori, University of Washington; Elizabeth Litzler, University of Washington

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Diversity

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Culture & Social Justice in Education, Equity

Tokyo, Japan.Dr. Elizabeth Litzler, University of Washington Elizabeth Litzler, Ph.D., is the director of the University of Washington Center for Evaluation and Re- search for STEM Equity (UW CERSE) and an affiliate assistant professor of sociology. She has been at UW working on STEM Equity issues for more than 17 years. Dr. Litzler is a member of ASEE, 2020-2021 chair of the ASEE Commission on Diversity, Equity, and Inclusion, and a former board member of the Women in Engineering ProActive Network (WEPAN). Her research interests include the educational cli- mate for students, faculty, and staff in science and engineering, assets based approaches to STEM equity, and gender and race stratification in education and the

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachael E Cate, Oregon State University; Jacob Field, Oregon State University; Sierra Kai Sverdrup, Oregon State University

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Diversity

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

as a programmaticmeans to promote social justice in engineering education.References[1] Wenger, E., McDermott, R., & Snyder, W. Cultivating Communities of Practice, Harvard Business Review Press, 2002.[2] R. E. Cate and D. Heer, “Literature Review and Methods Paper: Identifying Influencers That Contribute to Transformative Learning in an Electrical and Computer Engineering Undergraduate Capstone Design Project and Selecting Action Research Methods to Frame a Study,” presented at the 2018 ASEE Annual Conference & Exposition, Jun. 2018. Accessed: Aug. 16, 2018. [Online]. Available: https://peer.asee.org/literature-review-and-methods-paper-identifying-influencers-that-co ntribute-to

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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

CoreCurriculum: An Interdisciplinary Engineering Studies Degree Program. Paper presented at 2020ASEE Virtual Annual Conference Content Access, Virtual Online, 2020. 10.18260/1-2--35373.[10] S. Farrell, A. Godwin, & D. M. Riley. A Sociocultural Learning Framework for InclusivePedagogy in Engineering. Chemical Engineering Education, 55(4), 2021.https://doi.org/10.18260/2-1-370.660-128660[11] D. S. Claussen, J. Y. Tsai, A. M. Boll, J. Blacklock, & K. Johnson. Pain and Gain: Barriersand Opportunities for Integrating Sociotechnical Thinking into Diverse Engineering Courses.Paper presented at 2019 ASEE Annual Conference, 2019.[12] M. Azizi, M. Imad, S. M. Foote, J. Caulkins, & B. Wuetherick. Humanizing STEMeducation: an exploratory study of

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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

Evaluation and Re- search for STEM Equity (UW CERSE) and an affiliate assistant professor of sociology. She has been at UW working on STEM Equity issues for more than 17 years. Dr. Litzler is a member of ASEE, 2020-2021 chair of the ASEE Commission on Diversity, Equity, and Inclusion, and a former board member of the Women in Engineering ProActive Network (WEPAN). Her research interests include the educational cli- mate for students, faculty, and staff in science and engineering, assets based approaches to STEM equity, and gender and race stratification in education and the workforce. She was awarded the 2020 WEPAN Founders Award.Dr. Cara Margherio, University of Washington Cara Margherio is the Manager of Qualitative

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eleazar Marquez, The University of Texas, Rio Grande Valley; Samuel Garcia, The University of Texas, Rio Grande Valley

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Diversity

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

. Prairie View, TX. Paper ID: 35739.[21] Marquez, E., Garcia Jr., S. Teaching Engineering Virtually: A Rapid Response to Address theAcademic Challenges Generated by COVID-19. 2021 ASEE Gulf-Southwest Annual Conference.March 24-26, Baylor University. Waco, Texas. Paper ID: 35065.[22] Marquez, E., Garcia Jr., S., Molina, S. Implementation of Visual Supplements to StrengthenPedagogical Practices and Enhance the Physical Understanding of Fundamental Concepts inEngineering Mechanics. 2019 ASEE Annual Conference & Exposition. June 16-19, Tampa, Fl.Paper ID: 24780[23] Murnane, R. J. (1975). The impact of school resources on the learning of inner-city children.Cambridge, MA: Ballinger Publishing.[24] Summers, A. A., & Wolfe, B. L. (1977). Do

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

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

American Society of Engineering Education (ASEE) provides a platform for engineers topresent findings that describe the importance of DEIJ in engineering education. In particularArmanios [19] and his colleagues outline the efforts of the Civil and Environmental Engineeringdepartment at Carnegie Mellon to incorporate diversity, equity and inclusion within theengineering curriculum. Carnegie Mellon’s work in DEI builds upon Baillie [20] and Riley’swork [5] as they present the connection between engineering and social justice in their respectivebooks. Specific examples of how this incorporation was carried out will be presented in asubsequent section. As Bucciarelli [1] mentions, to solve many of the world’s problems, thereneeds to be a more

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Claudia Calle Müller, Florida International University; Mais Kayyali, Florida International University; Mohamed ElZomor P.E., Florida International University

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Diversity

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

Conference Session

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Keith Fouch, California Polytechnic State University, San Luis Obispo; Zoey Camarillo, California Polytechnic State University, San Luis Obispo; Ben Lutz, California Polytechnic State University, San Luis Obispo

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Diversity

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

need for moreinclusive teaching approaches in engineering education. While there are numerous efforts toencourage and promote inclusive teaching in engineering (some within ASEE), relatively littleremains known about faculty and student beliefs and experiences surrounding inclusive teaching.The purpose of this paper is to examine faculty and student beliefs surrounding inclusive teachingand to draw out themes that emerge across these groups. To accomplish this goal, we present apreliminary analysis of a subset of engineering student and faculty interviews.In the following sections, we will introduce some relevant literature on inclusive teaching in STEMand engineering education, including current efforts and challenges. We then provide an

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

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Diversity

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

the waves: the usefulness of a pilot in qualitative research,”Qualitative Research, vol. 4, no. 3, pp. 383–402, Dec. 2004.[3] J. C. Harris, “Toward a critical multiracial theory in education,” International Journal ofQualitative Studies in Education, vol. 29, no. 6, pp. 795–813, Jul. 2016.[4] M. C. Ausman and Q. Zhu, “Mixed in Engineering: Introducing Critical Multiracial Theoryto Engineering Education Research,” presented at the 2023 ASEE Annual Conference &Exposition, Jun. 2023. Accessed: Feb. 08, 2024. [Online].[5] S. D. Museus, R. T. Palmer, R. J. Davis, and D. C. Maramba, “Racial and Ethnic MinorityStudents’ Success in STEM Education,” ASHE Higher Education Report, vol. 36, no. 6, pp. 1–140, Jan. 2011.[6] K. A. Renn, “Patterns of

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

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Diversity

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

, 2018, doi: 10.15585/mmwr.mm6732a3.[2] S. K. Kapp, Autistic Community and the Neurodiversity Movement. Singapore: Springer Singapore, 2020. doi: 10.1007/978-981-13-8437-0.[3] J. Halpern, M. Arral, and J. Gesun, “Work-in-Progress: Inclusive Mentoring Strategies for Neurodivergent Undergraduate Researchers in STEM,” in 2022 ASEE Annual Conference \& Exposition, 2022.[4] M. L. Arral, “10 Tips to Make Your Course More Accessible and Inclusive to Disabled Students,” in American Society for Engineering Education, 2022, Aug. 2022. Accessed: Apr. 15, 2023. [Online]. Available: www.slayte.com[5] “Women, Minorities, and Persons with Disabilities in Science and Engineering: 2019 | NSF - National Science Foundation.” Accessed: Jan. 27

Conference Session

Breaking barriers, building futures: Narratives of equity and inclusion in STEM education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bailey Bond-Trittipo, Florida International University; Stephen Secules, Florida International University; Jocelyn Garcia; Maria Oralia Tinoco Alegre, Florida International University; Malak Elaouinate, Florida International University; Andrew Green, Florida International University; Andres TREMANTE

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Diversity

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

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

success,” Innovation Showcase, vol. 10, no. 6, 2015.[5] V. Bocsi et al., “The discovery of the possible reasons for delayed graduation and dropout in the light of a qualitative research study,” Journal of Adult Learning, Knowledge and Innovation, vol. 3, no. 1, pp. 27–38, 2019.[6] E. J. Whitt, J. H. Schuh, J. Kinzie, and G. D. Kuh, Student success in college: Creating conditions that matter. Jossey-Bass, 2013.[7] V. Tinto, “Leaving college: Rethinking the causes and cures of student attrition University of Chicago Press, 5801 S Ellis Avenue,” Chicago, IL, vol. 60637, 1987.[8] G. L. Heileman, M. Hickman, A. Slim, and C. T. Abdallah, “Characterizing the complexity of curricular patterns in engineering programs,” in 2017 ASEE

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

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