Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jennifer Ackerman, Texas A&M University; América Soto-Arzat, Texas A&M University; Christine A Stanley, Texas A&M University; Reuben A Buford May, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

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

Education, 2023Intersectionality Between Race and Gender in LSAMP-NSF STEM Program MentorshipAbstractRace and gender disparities exist in Science, Technology, Engineering, and Mathematics (STEM)fields, where their intersectionality promotes the greatest achievement gap. Minority students andfaculty are less represented in these fields. In engineering, especially, a hostile climate develops ifyou are a person with disabilities and/or non-cisgender and/or non-White man; and it is highlylikely that you will be part of a minority in the field. This can lead to stress, anxiety, and feelingsof isolation and hopelessness in a person’s academic and career pursuits. We researched if raceand gender affect the relationship

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Meagan Eleanor Ita, Arvinas; Monica Farmer Cox, The Ohio State University

Tagged Topics

Diversity

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

Paper ID #39250Unexpected Accomplices: Effective Mentoring between a Black and WhiteWoman Despite Historical Issues of Privilege, Power, and PositionalityDr. Meagan Eleanor Ita, Arvinas Dr. Meagan Ita is a Research Scientist at Arvinas working to develop disease modifying therapies for neu- rodegenerative diseases. Her career passion is to develop novel biotechnologies and therapeutics to better understand human physiology with the goal of equitably extending healthspan, ideally at the intersection of healthcare and STEM education. Meagan has experience as a Postdoctoral Scholar in Engineering Education from The Ohio State

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

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

what, you know, what that entails. And like that it wasn’t really a career Iwanted to pursue. And she constantly told me, you know, like this is what you kind of limityourself to if you don’t pursue education.” Similarly, Melissa was motivated by her mother’sexpectation of upward mobility: “She never went to college, so she didn’t have anyunderstanding of what it entailed. But she just said that, in order for you to make money, youhave to get a degree, like, so that you don’t, like, be low-income like us. You have to get adegree.”The primary way that aspirational capital contributed to persistence in STEM was through itsmanifestation as encouragement/motivation/commitment. Students described the ongoing role oftheir family in helping them stay

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

Tagged Divisions

Culture & Social Justice in Education, Equity

mobilization of activists against marginalizing forces,such as the International Women’s Strike on March 8, 2017 [19]. However, revolutionary timecan take the form of daydreaming about a queered future on company time or pushing againstinstitutional norms which bar marginalized groups such as the GRSM community fromengineering institutions.This qualitative study utilizes the stories of four GRSM individuals who are currently or whoused to be pursuing an education/career in STEM. Using aspects of queer theory, Foucauldiananalysis, and revolutionary time, this study aims to answer the following research questions:What is the nature of the GRSM experience with power and privilege within the STEMinstitution? How do GRSM individuals imagine a revolutionary

Conference Session

Critical Conversations on Being Valued

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dustyn Roberts P.E., University of Pennsylvania; Robert W. Carpick, University of Pennsylvania

Tagged Topics

Diversity

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Culture & Social Justice in Education, Equity

Engineering and Applied Mechanics, University of Pennsylvania. He studies nanotribology, nanomechanics, and scanning probes. He is a recipient of the ASME Newkirk Award, a R&D 100 award, and a NSF CAREER Award. He is a Fellow of the American Society of Mechanical Engineers, the American Physical Society, the Materials Research Society, the AVS, and the Society of Tribologists and Lubrication Engineers. He holds 6 patents and has authored over 190 peer-reviewed publications. Previously, he was a faculty member at the University of Wisconsin-Madison. He received his B.Sc. (University of Toronto, 1991) and his Ph.D. (University of California at Berkeley, 1997) in Physics, and was a postdoctoral researcher at Sandia

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alan Cheville, Bucknell University; Stewart Thomas, Bucknell University; Rebecca Thomas, Bucknell University

Tagged Topics

Diversity

Tagged Divisions

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

to better preparestudents for their future engineering careers, partly because of conflicting beliefs about thepurposes and methods of education [9]. For those who believe that current methods are mostlysuccessful, technical preparation takes precedence over contextualizing engineering knowledgein societal contexts. Learning to work within larger social issues occurs on the job and later inone’s career. Such prioritization of disciplinary knowledge in the curriculum is, however, oftenbased on a zero-sum calculus that assumes the time spent on societal context is time taken awayfrom core engineering knowledge. There is evidence this perspective is not fully correct [10].Other perspectives emphasize the need for more professional or

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

Tagged Divisions

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

University of Washington. Engineering education is her primary area of scholarship, and has been throughout her career. In her work, she currently focuses on the role of reflection in engineering student learning and the relationship of research and practice in engineering education. In recent years, she has been the co-director of the Consortium to Promote Reflection in Engineering Education (CPREE, funded by the Helmsley Charitable Trust), a member of the governing board for the International Research in Engineering Education Network, and an Associate Editor for the Journal of Engineering Education. Dr. Turns has published over 175 journal and conference papers on topics related to engineering education

Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

R. Jamaal Downey, University of San Diego; Joel Alejandro Mejia, The University of Texas at San Antonio; Diana A. Chen, University of San Diego; Gordon D Hoople, University of San Diego

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Diversity

Tagged Divisions

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

increased dropout rates in engineering—all of whichare affected by institutional and systemic pressures and not solely individual failures. The sixmain factors they found were: (1) race and gender, (2) high school preparation, (3) self-efficacyand self-confidence, (4) academic and classroom climate, (5) grades and conceptualunderstanding, and (6) interest and career goals. As they state so directly: It is also true that a significant proportion of engineering students leave because the engineering educational system has failed to show them that the engineering endeavor is profoundly human, has failed to make relevant the key scientific, mathematical, and engineering principles needed for mastery of engineering, has

Conference Session

Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Monica Lynn Miles, University at Buffalo, The State University of New York; Alexandra Schindel, University at Buffalo, The State University of New York; Kate Haq, University at Buffalo, The State University of New York

Tagged Topics

Diversity

Tagged Divisions

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

Paper ID #41946Bridging the Equity Gap: Environmental Justice Education in K–16 for EngineeringTeaching and LearningDr. Monica Lynn Miles, University at Buffalo, The State University of New York Monica L. Miles, Ph.D. is an early career Assistant Professor of Engineering Education at the University at Buffalo in the School of Engineering and applied sciences. Dr. Miles considers herself a scholar-mother-activist-entrepreneur where all her identities work in harmony as she reshapes her community. She is a critical scholar who seeks transformative solutions to cultivate liberated and environmentally just environments for Black

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mayari I. Serrano, Purdue University, West Lafayette ; Natalia M. Rodriguez; Daniel Guberman; Jacqueline Callihan Linnes, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

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

., Proctor, D., and Plough, A. (2017). What is health equity? and what difference does a definition make?Buse, K., Bilimoria, D., and Perelli, S. (2013). Why they stay: Women persisting in us engineering careers. Career Development International.Center for Instructional Excellence (2023). Global Learning. Accessed on February 11, 2023.Cho, J. Y. and Lee, E.-H. (2014). Reducing confusion about grounded theory and qualitative content analysis: Similarities and differences. Qualitative Report, 19(32).Farrell, S., Godwin, A., and Riley, D. M. (2021). A sociocultural learning framework for inclusive pedagogy in engineering. Chemical Engineering Education, 55(4):192–204.Fong, H. and Harris, E. (2015). Technology, innovation and health equity.Friedman

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Michelle Choi Ausman, Virginia Tech; Qin Zhu, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

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

multiracialstudents to feel like they may not fit in with one racial identity, it is unknown whether multiracialstudents are fully immersed with their other racial identity(ies). Therefore, it is important tounderstand how multiracial student identity is formed, shaped, and enacted by various actorsthroughout a student’s engineering career. If faculty and administrators are unable to supportstudents holistically, including their identity development, they may be disservicing the studentsmeant to be served.Research on minority serving institutions and racial organizations have highlighted the benefitsfor providing resources to underserved students in engineering [36], [37], [38], [39]. Students ofmixed-race backgrounds may face difficulty in finding

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cole Hatfield Joslyn, Northern Arizona University; Peter Golding, University of Texas, El Paso

Tagged Topics

Diversity

Tagged Divisions

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

learned from year 1Abstract—An abundance of literature demonstrates that women’s and minorities’ sense ofbelonging, or lack thereof, influences their academic performance and persistence in STEMeducation and careers. To address this problem, we developed and piloted a holistic, socio-culturally responsive peer-mentoring program—with funding from the National ScienceFoundation—that provided a multidimensional (i.e., academic, institutional, and social) supportsystem for first-year engineering students, particularly Hispanic/LatinX/XicanX studentsinclusive of their intersectionalities (HLX+). The purpose of this pilot program, Promoviendo elÉxito Estudiantil a través de un Sistema de Apoyo (PromESA), is to increase HLX+ students’sense of belonging

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

Seattle, WA. Dr. Jarrett combines her practical experience and love of teaching to create welcoming classroom environments tailored to preparing stu- dents for their future careers and inspiring them to be lifelong learners. She is passionate about making engineering education and the engineering industry more innovative and more inclusive. ©American Society for Engineering Education, 2023 Creating Inclusive Classrooms: Work Developed during the ASEE Year of Impact on Racial Equity (YIRE)BackgroundThe ASEE Commission on Diversity, Equity, and Inclusion (CDEI) specified 2021–2022 as theYear of Impact on Racial Equity (YIRE). The inspiration and objectives for this work has

Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Moore, University at Buffalo; Rebecca Walton, Utah State University; Natasha N. Jones, Michigan State University

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Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

strategize this way. Pre-tenure faculty or graduate students would not be wise to contact some track coordinatorsbecause, depending on the conference, this can get early-career scholars blackballed or labeled as“difficult,” especially white women and scholars of color. Similarly, early-career scholars cannotalways risk withdrawing a paper that has been accepted for publication simply because thereviewer doesn’t accept their methodological or linguistic choices.Second, the power of the reject in most cases (as in this one) is that it is a coalitional move—thepurpose of a reveal is to seek out others who might be willing to work with you to replace unjustbehaviors, procedures, etc. In this case, the lead author was able to reveal directly to

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

Tagged Topics

Diversity

Tagged Divisions

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

sustainability, leveraging her expertise to address pressing challenges in the field.Dr. Scott R Hamilton P.E., York College of Pennsylvania Scott Hamilton is a Professor of Civil Engineering at York College of Pennsylvania. He is a registered Professional Engineer and has both a MS and PhD in civil engineering and a Masters in engineering management from Stanford University and a BS from the United States Military Academy, West Point. He is a retired US Army Corps of Engineers officer who has had assignments in the US, Germany, Korea, and Afghanistan. During his military career he spent over 10 years on the faculty at the US Military Academy at West Point teaching civil engineering. He also served as the Director, Graduate

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Heather R. Beem, Ashesi University

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Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

ability to produceindependent and productive workers. Rote memorization dominates pedagogical practice acrossmost of the nation.The results of the pervasiveness of rote pedagogies are far-reaching. Directly, studentsdisengage, learn less effectively, and lose interest in STEM careers. Engaging Ghanaian studentsin hands-on activities can, however, significantly counter these negative effects [2,3]. Byextension, rote memorization results in minimal technological innovation that Ghanaians canpoint to with pride as a local output. This falsely perpetuates the negative global narrative aroundwhat capabilities young Africans possess. The concept of stereotype threat has been used tounderstand how students who are viewed poorly because of their identity

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

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

careers and inspiring them to be lifelong learners. She is passionate about enhancing diversity, equity, and inclusion in engineering. ©American Society for Engineering Education, 2024 STEM 4 Kids: Improving Gender Diversity in STEM through a Collegiate Student-led OrganizationAbstractGender diversity has always been a low statistic in science, technology, engineering, andmathematics (STEM) fields. To see change, improvements must be made at every age point -from the selection of children’s play toys, to the recruitment of students from historicallymarginalized groups to pursue STEM degrees, to the pay disparity in career fields today. STEM4 Kids, a student-led organization at Colorado State

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Motahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus; Jennifer M Bekki, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

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

, E. J., Harper, S., Cashion, T., Palacios-Abrantes, J., Blythe, J., Daly, J., Eger, S., Hoover, C., Talloni-Alvarez, N., Teh, L., Bennett, N., Epstein, G., Knott, C., Newell, S. L., & Whitney, C. K. (2020). Supporting early career researchers: Insights from interdisciplinary marine scientists. ICES Journal of Marine Science, 77(2), 476–485. Scopus. https://doi.org/10.1093/icesjms/fsz247Anna (Kia) Nobre. (2017). Neuron, 96(1), 11–13. https://doi.org/10.1016/j.neuron.2017.09.023Announcements11Announcements are published free of charge for members of The American Society of Human Genetics (ASHG). Please e-mail announcements to ajhg@ajhg.net. Submission must be received at least 7 weeks before the month of

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Danielle Vegas Lewis, SUNY Fredonia

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Diversity

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

. The authors found that white women, in particular, softened the negative impact ofsexism with white privilege, relying on their race to help them form closer relationships withfaculty. Conversely, undergraduate women of Color found that race served as a barrier torelationship building with professors, which hindered their ability to access career-relatedopportunities. However, the findings of Salazar et al. [11] also indicated that exposure toprofessors of Color facilitated relationships with racially underrepresented students, which thengave these students access to networks that supported their career goals in STEM. Finally, theauthors found that the effects of both racism and sexism were lessened when students wereengaged in research. The

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rebecca Zarch, SageFox Consulting Group; Monica McGill, CSEdResearch.org

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Diversity

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

different points in their career paths, including early-, mid-, and late-career experience. Thesefactors influence their perspectives and lens on collaborative work and CI partnerships, both ingeneral and related to this Alliance. Understanding the basic heterogeneity of members involvedin this Alliance is important for interpreting the nuances of the findings and wider Alliance insights.All are collectively working towards the broader goal of increasing the number of students fromhistorically marginalized groups that are graduating from post-secondary institutions, approachingthe work through different lenses and networks.This study is important since NSF-funded alliances are a significant award designed to supportorganizations that seek to

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Janis P. Terpenny, National Science Foundation; Tracee Gilbert, System Innovation

Tagged Topics

Diversity

Tagged Divisions

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

Large Universities," Proceedings of the American Society for Engineering Education, 2020.[32] "The 2018 Status Report on Engineering Education: A Snapshot of Diversity in Degrees Conferred in Engineering," The Association of Public and Land-grant Universities, 2018.[33] J. B. Main, L. Tan, M. F. Cox, E. O. McGee and A. Katz, "The correlation between undergraduate student diversity and the representation of women of color faculty in engineering," Journal of Engineering Education, vol. 109, no. 4, pp. 843-864, 2020.[34] M. Gray and K. D. Thomas, "Strategies for Increasing Diversity in Engineering Majors and Careers," Advances in Higher Education and Professional Development, 2017.[35] "ASEE Diversity & Inclusion

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

Pacific University in 2021.Jabari Kwesi, Duke UniversityAlicia Nicki Washington, Duke University Dr. Nicki Washington is a professor of the practice of computer science and gender, sexuality, and femi- nist studies at Duke University and the author of Unapologetically Dope: Lessons for Black Women and Girls on Surviving and Thriving in the Tech Field. She is currently the director of the Cultural Compe- tence in Computing (3C) Fellows program and the NSF-funded Alliance for Identity-Inclusive Computing Education (AiiCE). She also serves as senior personnel for the NSF-funded Athena Institute for Artificial Intelligence (AI). Her career in higher education began at Howard University as the first Black female fac- ulty

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

students exhibiting highermath/science self-efficacy and identity were more likely to pursue careers in science, technology,engineering, and math (STEM). Further there is a technological divide in underrepresentedcommunities driven by financial factors, school structures, traditional pedagogical practices, andpeer dynamics informed by gender, race, and socioeconomic factors [6], [7], [8]. Master andMeltzoff [9] propose the STEMO (STEreotypes, Motivation, and Outcomes) to understandcultural stereotypes and foster a sense of belonging in STEM to counteract gender gaps. Theyrecommend interventions to broaden stereotypes, strengthen belonging, and foster a growthmindset to counteract preexisting dynamics contributing to a lack of belonging among

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

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Culture & Social Justice in Education, Equity

having to satisfy very real requirements such as having thecontent ready on time, integrating the newly-developed content to the already-preparedcurriculum, and how all of this would impact my end-of-semester student-teacher evaluations(which are extremely important for an early-career educator, particularly one from amarginalized identity). I was putting a lot of trust in these students to make something amazing,and it felt incredibly vulnerable. The experience worked out in the end, but it also presented challenges to my values whentrying to be fair to all the students in the course. I had initially planned to allow the cogen teamto drop their grade for one homework assignment in exchange for their education labor.However, about halfway

Conference Session

Critical Conversations on Being Valued

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Minha R. Ha, York University; Jeffrey Harris, York University; Aleksander Czekanski , CEEA-ACEG

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Diversity

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Culture & Social Justice in Education, Equity

Engineering at York University, Canada. Before beginning his academic career, Dr. Czekanski worked for over 10 years in the automotive sector. Dr. Czekanski attention is dedicated to newly established Lassonde School of Engineering (York). He devotes his efforts towards the enrichment of Renaissance Engineering program by including interdisciplinary learning, industry collaboration and designing for positive social impact which contributes to the uniqueness of York’s engineering program. As an active participant in the establishment of the undergraduate and graduate Mechanical Engineering programs, his attention is devoted to providing students with both experiential learning and soft skills

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Ellen Ko, Stanford University

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Diversity

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Culture & Social Justice in Education, Equity

transition- ing to an education-focused career track, Melissa taught at Stanford University, Santa Clara University, and Foothill College. These engagements have included courses within and outside the major, aimed at undergraduates at all years, high school students, and working adults. Melissa is now the Science and Engineering Education Fellow (SEEF) for the Bioengineering department, where she works on broader educational research projects and curricular change. Her work includes trying to better understand and support student development as ethical and quantitative thinkers. Through work with Stanford’s Center for Teaching and Learning (CTL), Melissa has also developed diversity and inclusion content for instruc

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

“effectivelydisrupt the systematic categorization of alternative neurological and cognitiveembodiment(s)”and “offers an emancipatory lens for representing and embodying neurologicaldifferences beyond traditional special education’s deficit-based discourses and practices.”C. INCLUDE ProjectThe INCLUDE project funded by the Revolutionizing Engineering Departments program of theNational Science Foundation has been established to transform department-wide practices andcreate an inclusive learning environment that empowers the diversity of learners present ininstitutions of higher education. This project aims to develop and refine a range of interventionstargeted towards multiple aspects of academic life, from recruitment to career development. TheINCLUDE team

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

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Diversity

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

, Srihari must take thepath of least resistance to protect her mental and physical health by requesting accommodationsfor her and her group. This is not a choice she would make on her own volition, which is also atheme she experiences when making decisions regarding her engineering career path as aninternational student. And another big part with the international status is I started off as an aerospace major. And when I was trying to make connections, talking about how I would, you know, go get a co-op or an internship, I was told I probably wouldn't because most aerospace engineering jobs are defense based. And since I don't have like, a green card or something like that in the country, it would be very difficult

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

, user-centered design principles and multidisciplinaryteamwork. It is expected that students will increase in understanding about how social andemotional competencies impact user-centered design. With increased understanding, students willintegrate these principles into their class projects and other learning activities. It is also anticipatedthat students will positively reflect on the contributions of their team members and betterappreciate the impact of multidisciplinary teams on the design process. Students from bothengineering and non-engineering programs will correctly identify how these same principles canapply to their specific career field and in context of their communities, enriching the professionalformation not only of engineers

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

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Diversity

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

Curitiba, Brazil; native communities in the Amazon in Villavicencio, Colombia; and underserved communities in Piura, Per´u. Dr. Santiago is passionate about providing experiential learning opportunities to both undergraduate and graduate students with a focus on Hispanic and female students. She is currently Co-PI of UTEP’s NSF-AGEP program focusing on foster- ing Hispanic doctoral students for academic careers; the Department of Education’s (DoE) STEMGROW Program to encourage students Latino(a) students and students with disabilities to pursue STEM careers; and DoE’s Program YES SHE CAN that provides support and mentoring to female pre-college students. She is also a member of two advisory committees to the UTEP’s