Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nicole Delgado, New Mexico State University; Hilda Cecilia Contreras Aguirre, New Mexico State University; Luis Rodolfo Garcia Carrillo

Tagged Topics

Diversity

Tagged Divisions

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

inall thirteen categories than their male counterparts and White workers. Another study looked atthe gains individuals from minoritized backgrounds made between 2010 to 2018 in degreeattainment overall then specifically in STEM. The findings indicated increased bachelor's,master's, professional doctorates, and research doctorates attainment in Black, Latinx, AsianAmerican, and others but still trailed their White counterparts [7]. Within each year and eachdegree designation, minorities were graduating in higher numbers than previously seen;however, those numbers remain below 30% combined for all Black, Latinx, Asian American,and other minoritized groups [8]. To better understand why those numbers remain low despiteefforts on behalf of colleges

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

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Diversity

Tagged Divisions

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

Associate Professor in the Department of Engineering Education at Virginia Tech. Homero is the leader of the Engineering Competencies, Learning, and Inclusive Practices for Success (ECLIPS) Lab where he leads a team focused on doing research on contemporary, cultur- ally relevant, and inclusive pedagogical practices, emotions in engineering, competency development, and understanding the experiences of traditionally marginalized engineering students from an asset-based perspective. Homero’s goal is to develop engineering education practices that value the capital that tra- ditionally marginalized students, bring into the field, and to train graduate students and faculty members with the tool to promote effective and

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Brianna N. Griffith, University of Arkansas; Eric Specking, University of Arkansas; Jena Shafai Asgarpoor, University of Nebraska, Lincoln; Stephanie G. Adams, University of Texas, Dallas; Meagan C. Pollock, Engineer Inclusion; Adrienne Minerick, Michigan Technological University; Patrice Nicole Storey

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Diversity

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

Paper ID #36878Improving Gender Equity in Engineering—Perspectives from Academia andLiteratureBrianna N. Griffith, University of Arkansas Brianna Griffith currently serves as a graduate research assistant at the University of Arkansas while pursuing a M.S. in Engineering Management. She received a B.S. in Biomedical Engineering from the University of Arkansas in May 2022. .Dr. Eric Specking, University of Arkansas Dr. Eric A. Specking serves as the Assistant Dean for Enrollment Management and Retention for the Col- lege of Engineering at the University of Arkansas. Specking received a B.S. in Computer Engineering, a

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

- ground is in Material Science and Engineering, with an emphasis on Biomaterials Design. She is inter- ested in, broadly, how best bridge engineering practice and education. More specifically, she is interested in how to support teachers in teaching engineering, and studying how students and teachers engage with engineering specific practice.Dr. Joi-lynn Mondisa, University of Michigan Joi Mondisa is an Assistant Professor in the Department of Industrial and Operations Engineering and an Engineering Education Faculty Member at the University of Michiganˆa C”Ann Arbor. Dr. Mondisa holds a PhD in Engineering Education, an MS in Industrial ©American Society for Engineering Education, 2023

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

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Diversity

Tagged Divisions

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

Native or Indigenous person h. *A Latinx person i. *A person with a disability j. *A person without a disabilityConstruct 5: DEI Policies and Practices in Computing1. *The Supreme Court is considering if college admissions policies that consider race should be allowed. Some people support these policies, while others are against them. Do you support or oppose considering race in the college admissions process?2. *Many university computing departments and companies have programs designed for Black, Native, and Latinx students and graduates (e.g., mentoring, pre-college programs, and affinity groups). Some people think these create more diversity. Do you agree?3. *Many universities created institutional anti-racism programs and

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Liliana Lozada-Medellin, University of Texas, El Paso; Ivonne Santiago, University of Texas, El Paso; Yuanrui Sang

Tagged Topics

Diversity

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

architect. During her time in UTEP graduate school, she conducted research for the civil engineering (CE) department on Unmanned Aerial Vehicles technology on construction-site workers safety. She also conducted joint research for the National Science Foundation’s ASPIRE (Advancing Sustainable through Powered Infrastructure for Roadway Electrification) Engineering Research Center and the US Department of Transportation’s CAR- TEEH (Center for Advancing Research in Transportation Emissions, Energy, and Health). She evaluated the environmental and social justice impacts of the electrified technologies (electric vehicles (EVs), EV charging stations, and electrified roadways) with a focus on underrepresented communities.Dr

Conference Session

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dustyn Roberts, University of Pennsylvania; William Schlatterer, University of Pennsylvania; Seon Woo Lee, University of Pennsylvania; Jonathan Singleton, University of Pennsylvania; Byron Lee, University of Pennsylvania; Michelle Jillian Johnson, University of Pennsylvania; Robert W Carpick, University of Pennsylvania

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Diversity

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

departmentand within the school of engineering.DEI Scholars ProgramThe DEI Scholars Program provides opportunities for mechanical engineering students(undergraduate and graduate) and postdocs to make an impact on DEI efforts in the department.DEI Scholars and Associates propose and execute projects in collaboration with departmentfaculty and staff. While the proposed projects could be grand in vision, the DEI Task Forcemembers selected projects that could first be implemented at a smaller scale in the mechanicalengineering department.Projects were also selected in part based on their ability to create systemic change in thedepartment, rather than activities relying solely on the DEI Task Force itself. The overarchinggoal is for projects to become self

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

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

Florida International Univer- sity. He has a prior academic and professional background in engineering, having worked professionally as an acoustical engineer. He has taught several courses on design, sociotechnical contexts, and engineer- ing education. He runs the Equity Research Group which incorporates qualitative, ethnographic, partic- ipatory, and action-oriented research methods to examine and improve equity in engineering education contexts. ©American Society for Engineering Education, 2023 Narratives of Identity Coherence and Separation in the Figured Worlds of Undergraduate Engineering EducationIntroductionOver the past decade, engineering education has

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Harpreet Auby, Tufts University; Milo Koretsky, Tufts University

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Diversity

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

courses at his undergraduate institution. This workaffords him experience in understanding learning and assessment practices.Author 2 identifies as an Ashkenazi Jewish, heterosexual, cisgender male. He is an advocate ofLAs in the classroom and is interested in the broader ways LAs influence cultural practices inSTEM. He incorporated LAs into the instructional team for many of his classes and has been aLA pedagogy seminar instructor for multiple terms. This study has allowed him to grapple withthe broad experiences of the learners that he works with.ValidationQualitative research requires a methodology to ensure credibility and trustworthiness as theresearcher acts as a sociohistorical interpreter who co-creates meaning within the context of

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

the USA,women represent only 19.7% of engineering graduates and 18.7% of computer sciencegraduates, lagging behind the 35.5% of women in all STEM fields [2]. The goal of this projectwas to understand student thinking about diversity and inclusion with the long-term aim ofimproving culture for females and under-represented groups. The engineering workforce andengineered products, infrastructure, and services can certainly benefit from designs created bydiverse teams. Prior researchers have linked diversity to increased creativity in teams andwork-groups [3, 4].Building an inclusive culture is challenging but very important. A negative campus climate canaffect students’ self-efficacy. A campus with a lack of diverse students can create a

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mariana A. Alvidrez; Elsa Q. Villa, University of Texas, El Paso; Elaine Hampton; Mary K. Roy; Tomas Sandoval; Andrea Villagomez

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Diversity

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

highly impacted by controversy and ethical considerations. It is imperative forcomputer science undergraduates to be prepared to face these issues as they enter the workforce.This paper describes how the design and pedagogical tools applied in a leadership course led togrowth in the ability of these students to effectively confront ethical issues and handlecontroversial topics. With U.S. Department of Education funding, an interdisciplinary,multicultural team of faculty, researchers, and evaluators implemented an equity-oriented pilotcourse in leadership for undergraduate computer science students. The site of courseimplementation was The University of Texas at El Paso, a Hispanic-Serving Institution with over85% Hispanics enrolled in

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrea Arce-Trigatti, Tennessee Technological University; Stephanie Jorgensen, Tennessee Technological University; Robby Sanders, Tennessee Technological University; Pedro E. Arce, Tennessee Technological University

Tagged Topics

Diversity

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Culture & Social Justice in Education, Equity

teams hosted a local STEM engagement eventfor elementary and middle school students wherein they designed, developed, and implemented aSTEM activity center that featured multicultural elements within STEM. These activitiesrequired students to acquire training in K-12 best practices, accessibility in curriculum, andapplications of multicultural elements in STEM activities (i.e., knowledge acquisition) whichwere then transferred to original ideas to create learning experiences for their target populations(i.e., knowledge transfer). For this event, the STEM FHF student teams worked with the OakleySTEM Center on campus to provide the venue, advertising, recruitment, and supplies in tandemwith established K-12 programming activities.For the second

Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jingfeng Wu, University of Michigan; Clay Walker, University of Michigan

Tagged Divisions

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

MERD draft in Figure 1, the final version of the MERD was expanded intoseven parts where the research design and findings box in the draft was split into two separateboxes named “knowledge” and “methods”. This change was made in order to show that a widevariety of knowledge, including both theoretical and practical knowledge, is required forprofessionals to design research methods and eventually solve ME problems. In addition, one ofthe participants mentioned that ME projects do not happen if the economics are not there. Thus,Figure 1. MERD initial draftFigure 2. Final version of the MERDwe added “economic” as a new application environment in the “context” box. Similarly, wespecified three aspects that the experts in ME might consider as the

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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

, 7 “Include design considerations appropriate to the discipline and degree level such as: industry and engineering standards and codes; public safety and health; and local and global impact of engineering solutions on individuals, organizations and society.” [18].NCEES recently passed a motion by a 45 to 20 margin to update their Position and PolicyStatement PS 35, Future Education Requirements for Engineering Licensure, to include4-yr ET graduates. The pathways to licensure are currently defined as: “A bachelor’s degree in engineering from a program accredited by EAC/ABET and a master’s or earned doctoral degree in engineering in the same technical area from an institution that offers EAC/ABET

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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

an understanding of how current undergraduate engineering students andengineering faculty understand power and power dynamics, the research team developed a set ofworkshops for students and faculty to co-design inclusive practices while exploring their ownidentities with respect to power. Part of this study was exploring the possibility of consciousnessraising for students and faculty in their understanding of power.The participants were recruited from the College of Engineering at a large public university inthe Pacific Northwest. Recruitment emails were sent to various mailing lists and students wererecruited through large courses. The final set of participants included two faculty members, onegraduate student who had served as an

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Susan J. Ely, University of Southern Indiana; Andrew Jason Hill, University of Southern Indiana; Kelly Marie Sparks, University of Southern Indiana

Tagged Divisions

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

to help [23]. Students mustengage with the project from a perspective of blended boundaries that meaningfully engages withboth the facts and values of a project – values which must be considered from the perspectives ofall peoples. This view is not one traditionally held by engineering systems, which often embracetraditional power roles, making determinations on who is worthy of being served [8, 23-25].Best practices in curriculum design must include students questioning how different contexts andperspectives impact the boundaries of a system and its priorities [6, 7, 13, 14, 20, 22, 23, 25, 26].To evaluate these concepts properly, previous research has determined a significant gap adequatelycapturing students' attitudes [6, 7, 13, 14] and

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

Tagged Topics

Diversity

Tagged Divisions

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

as not alwaysattentive to queries. Such a disparity in experience and support may dissuade female studentsfrom pursuing an engineering profession after graduation, given the crucial opportunityinternships provide for students to learn and practice key skills for their future employment [57]. The findings of this study also suggest that the role of female supervisors in the civilengineering workplace is critical for Asian women to share their concerns about difficulties andaspire to be like them. This study found that female supervisors were particularly helpful fordeveloping career interests. Previous research suggests that in order to be inspired by a rolemodel, one must be able to identify one's future self with that role model [33

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

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

women will not pursue careers in STEM unless they had women mentorship during theirundergraduate and graduate experience [3]. The need to diversify engineering faculty to create aholistic “global engineer”, is best highlighted in the book Educating the Engineer of 2020 thatwas published in 2005: Student demographics, with greater diversity from the perspective of academic preparation, career aspirations, and ethnic background that require approaches to learning, teaching, and research designed intentionally to respect (and celebrate) this diversity [9].Based on the literature, when discussing the addition of women to faculty, the course designschanged to include interdisciplinary work and mentorship [3

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joseph Valle, University of Michigan, Ann Arbor; Corin L. Bowen, California State University, Los Angeles; Donna M. Riley, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

culture’smisunderstanding and subordination of indigenous knowledge. It argues for the reassertion andrebuilding of traditional knowledge from its roots, its fundamental principles,” transgressingacademic boundaries, “when it requires that researchers also honor the methods and the goals ofinquiry toward which indigenous philosophical assumptions direct us” [24, p. 91]. Julia Watson’sconcept of Lo-TEK [25] positions itself at the intersection of Radical Indigenism and design, [Lo-TEK is] a movement that investigates lesser-known local technologies, traditional ecological knowledge (TEK), indigenous cultural practices, and mythologies passed down as songs or stories. In contrast to the homogeneity of the modern world, indigeneity is reframed

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Karina Ivette Vielma, The University of Texas, San Antonio; Joel Alejandro Mejia, The University of Texas, San Antonio

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Diversity

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

primarily teachinginstitution of higher education – will require learning about pedagogical methods. Engineering,however, continues to be a field where research is the main focus among graduate studentsincluding an emphasis on recognition, performance, and competence [3], leaving aside theimportance of being a an effective educator. Addressing the impact on the cultures ofengineering, including the prevalence of deficit ideologies in engineering, on how futureeducators see themselves and how they see their own students is important for theimplementation of better teaching practices.In this work in progress, we seek to demonstrate how deficit ideologies manifest in the responsesof engineering graduate students as they receive professional

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Erin Scanlon, University of Connecticut; Connie Syharat, University of Connecticut; Arash Esmaili Zaghi, P.E., University of Connecticut; Maria Chrysochoou, University of Connecticut; Rachael Gabriel, University of Connecticut

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Diversity

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

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

Conference Session

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

Paper ID #38679Renewed Hope: Utilizing Freirean Pedagogies to Enhance MulticulturalSTEM ClassroomsCassandra Puletapuai, Colorado State University Cassandra Puletapuai is a construction management graduate research assistant, graduate teaching assis- tant, a doctoral student at Colorado School University in the School of Education in Education, Equity, and Transformation focusing on Construction Management. Her research interests include sociocultural and participatory action research practices that connect both the individual’s and industry’s vision for beneficial and tangible outcomes and increasing multicultural

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

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Diversity

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Culture & Social Justice in Education, Equity

as the Filipino American Student Association (FASA). After graduating, she hopes to combine her technical skills with her passion for the environment in the chemical engineering industry.Mr. Justyn James Paquette Welsh, University of Connecticut Justyn Welsh (he/him) is a senior undergraduate in the Department of Chemical & Biomolecular Engi- neering at the University of Connecticut with a minor in Entrepreneurship & Technology Innovation. His on-campus research consists of designing a Portable Air Pollution Monitor under Dr. Kristina Wagstrom, however, his involvement expands beyond just the School of Engineering. He is a recipient of the UConn IDEA Grant for a startup titled ”breathe.” to promote and

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

Tagged Topics

Diversity

Tagged Divisions

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

student populated surveyed consisted of 68% male and 32%female, of which 95% are Hispanic/Latino. The authors employed a qualitative research design,and the primary method of data collection was a self-developed survey instrument consisting of atotal five open-ended questions. The process for developing the survey items consisted ofquestions that sought to examine instructional and pedagogical strategies implemented to teachstudents rigorous engineering concepts based on students’ experiences in the course. As such, thequestions provided students the opportunity to delineate, reflect, and share valuable insight andexperiences that can help develop and refine effective and equitable engineering pedagogy.The data analysis consisted of an open