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

Alliance members brought with them based on their previous experiences, which ultimatelymay influence early dynamics within the Alliance as it formed, particularly as agendas were beingset and five-year plans were being created. Our two research questions for this study are:RQ1: What were the Alliance members’ prior experiences in collaborative networks that they bring into the new Alliance? 1 We use the definition of racial/ethnically underrepresented groups as defined by one of the partner organizations,which aligns with U.S. federal statute and the National Action Council for Minorities in Engineering. However, as re-searchers we recognize a need to include Southeast Asians, such as Hmong Americans, who are also underrepresentedin STEM

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Grace Wickerson, Northwestern University

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Diversity

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

policy, andenable environmental sustainability [42]. Under this model, participation where patients canco-plan, co-create, and co-evaluate new technologies to serve the goals of their communities isessential to creating more just, healthier futures. It requires building with and seeing technologynot as an end, but as one part of a greater strategy.What stops us from building with? Meritocracy, depoliticization, and objectivity inengineering educationEngineering education today is unprepared for the task to realize this community-driven,justice-based patient participation. Far too much of the instruction of engineering focuses solelyon the technical, teaching students’ how to solve complex math and science problems withsingular solutions. This

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

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

resources to pursue computing courses.3. *How much do you agree with the following statements? a. *Race has no impact on the work I plan to do professionally. b. *The technologies that we often use are neutral and racially unbiased. c. *University computing departments are neutral and racially unbiased. d. *Professional computing environments are neutral and racially unbiased. e. *My race advantages me in the field of computing in terms of internships and job opportunities.4. *Please note how much advantage (in terms of internships and job opportunities) do you think there is for being the following in computing: a. *A woman b. *A man c. *A non-binary person d. *A White person e. *An Asian person f. *A Black person g. *A

Conference Session

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Teirra K Holloman, Virginia Tech Department of Engineering Education; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Natali Huggins; Walter C. Lee, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University

Tagged Divisions

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

context, and the best ways to support students’ persistence to degree completion.Dr. Walter C. Lee, Virginia Polytechnic Institute and State University Dr. Walter Lee is an associate professor in the Department of Engineering Education and the director for research at the Center for the Enhancement of Engineering Diversity (CEED), both at Virginia Tech.Dr. David B Knight, Virginia Polytechnic Institute and State University David Knight is a Professor in the Department of Engineering Education at Virginia Tech and also serves as Special Assistant to the Dean for Strategic Plan Implementation in the College of Engineering. His research tends to be at the macro-scale, focused on a systems-level perspective of how engineering

Conference Session

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

Collection

2023 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

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Juan Sebastián Sánchez-Gómez, Universidad El Bosque; Maria Catalina Ramirez; Andrea Herrera, Universidad de los Andes, Columbia

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Diversity

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

improvements in economic institutions, which contradicts the belief that unrestrictedmigration produces institutional deterioration [24].MethodologyFollowing the methodology of [25], a systematic literature review was conducted in 3 phases:planning, development, and reporting (see Table 1). Phases Activities Planning Identify the needs of the review Formulate the research question. Define the review protocol. Development Identify relevant research. Extract and synthesize relevant data. Report

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

of separation. In theseinstances, she cannot make space for her identities as an international aerospace engineer, norcan she authentically make space for her disability identities as an engineering college student.While Srihari often describes instances that contribute to a narrative of separation among herdisability and international identities, she also experiences instances that contribute to a narrativeof coherence based on her involvement with extra-curricular activities. I'm one of the directors for the [event planning team at my school]. So we do the concerts and like the large scale events. And my professors always ask me, “How does that relate? How is that related to programming? It just doesn't add up.” But

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

Committee (NAC), that advises the Administrator of the EPA on environmental policy issues related to the implementation of the former North American Agreement on Environmental Cooperation and was a member of the Good Neighbor Environmental Board (GNEB) that advises the President and Congress of the United States on good neighbor practices along the U.S. border with Mexico. Dr. Santiago’s history of service started in Puerto Rico as Director of the Water Quality Area of the PR Environmental Quality Board, in charge of Compliance, Permit, and Planning Bureau, that included Industrial and Non-Industrial permits, Leaking Underground Storage Tanks (LUSTs), and watershed restoration activities. As Director, she implemented

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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

/content/article/sense-belonging-matters-s-why-academic-culture-needs-change (accessed Jan. 30, 2022).[7] J. R. Stark, “Black and African American Women Postdocs in STEM: Their Experiencesand Career Plans,” Ed.D., University of Pennsylvania, United States -- Pennsylvania, 2021.Accessed: Jan. 30, 2022. [Online]. Available:https://www.proquest.com/docview/2572582316/abstract/1D6772B35B5F423CPQ/1[8] I. H. Settles, M. K. Jones, N. T. Buchanan, and K. Dotson, “Epistemic exclusion:Scholar(ly) devaluation that marginalizes faculty of color,” Journal of Diversity in HigherEducation, vol. 14, pp. 493–507, 2021, doi: 10.1037/dhe0000174.[9] D. D. Bernal and O. Villalpando, “An apartheid of knowledge in academia: The struggleover the" legitimate

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joey Valle, Purdue University; Nafissa Aïda Maïga; Roshan Krishnan; Jessica Ng; John Mulrow

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Diversity

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

Principles of Environmental Justice. https://climatejusticealliance.org/ej-principles/18. Pulido, L. (2017). Geographies of race and ethnicity II: Environmental racism, racial capitalism and state-sanctioned violence. Progress in human geography, 41(4), 524-533.19. Robinson, C. J. (2020 [1983]). Black Marxism, revised and updated third edition: The making of the black radical tradition. UNC press Books.20. Pulido, L., & De Lara, J. (2018). Reimagining ‘justice’ in environmental justice: Radical ecologies, decolonial thought, and the Black Radical Tradition. Environment and Planning E: Nature and Space, 1(1-2), 76-98.21. Whyte, K. (2016). Indigenous experience, environmental justice and settler colonialism. Environmental Justice

Conference Session

Asset Sourcing for Remaking Engineering Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cara Margherio, University of Washington; Anna Lee Swan, 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; Elizabeth Litzler, University of Washington

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Diversity

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Culture & Social Justice in Education, Equity

researchers on the REDPAR team; in the third year of their RED grant, each teamis invited to participate in a follow-up focus group. Focus group discussions are conducted viavideo conference and/or telephone call and last for approximately 60 minutes each. This paperutilizes data from the second and third cohorts of RED teams’ baseline focus group discussions(n=12) and follow-up focus groups (n=13). The focus groups ranged in size from 2 to 10participants, with an average of 5 participants. Baseline focus groups were designed to gatherinformation on the initial stages of their change projects while follow-up focus groups discussedimplementation of their plans, adaptations that were made, and the skills utilized to createchange.Focus group transcripts

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

included in this data were those students with disabilities who considered to have a "Definitions" section. who "identified as students with were included in this data disability. The report also However, the disability disabilities under IDEA, according were those who "identified as(Q3) Is a definition wrote, "Disability is defined definitions state that it to an IEP, IFSP, or a services students with disabilitiesgiven for as an individual reporting at includes those who receive plan") under IDEA, according to an“disability” or how least moderate difficulty on services covered

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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

represent the livedexperiences of individuals who are dis/abled in one or more ways. Each of the dis/ability theoriesare imagined as a pigment being mixed into a one-gallon paint can, to create a particular shade,viscosity (thickness), and density of paint that is unique to each person. Figure 2 depicts thepigments being initially added to the bucket (representing the proposed framework) from a bird’seye or plan view. Each pigment can be imagined as having a different density and viscositycausing it to separate from the other pigments when initially added. “The pigments that arecommonly included in the mixture are the medical model of dis/ability, social model ofdis/ability, dis/ability studies in education, critical dis/ability studies, dis

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elahe Vahidi, University of Cincinnati; Mark Okoth Onyango, University of Cincinnati; Kaitlyn Anne Thomas, University of Nevada, Reno; Kelly J Cross, Georgia Institute of Technology; Whitney Gaskins, University of Cincinnati

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Diversity

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

Technology) from Moi University in Eldoret, Kenya. I am extremely passionate about teaching and public information dissemination. Creating a safe, friendly and productive environment for my target audience to learn is my top priority. With a strong background in electrical engineering, I am a meticulous python programming-based data analyst with vast experience working with a variety of synthetic aperture radar datasets, arising from my two years postgraduate research studies as a Master of Engineering student. A Critical thinker continuously looking at ways of improving teacher-student engagement processes, I am adept in organizing work flow, creating lesson plans, presenting ideas in a compelling way, interacting with

Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nyna Jaye DeWitt, University of Georgia; Animesh Paul, University of Georgia; Racheida S. Lewis, University of Georgia

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Diversity

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

college plans, facing significant challenges such as technologicalbarriers, financial hardships, and inadequate learning environments at home due to COVID-19[10], [11]. These issues were compounded by increased food and housing insecurities and mentalhealth struggles due to the stress of the pandemic [12]. Despite some support from institutions andorganizations, such as ScholarMatch, many students lacked sufficient resources and assistance,exacerbating educational inequalities, and underscoring the need for targeted support to ensuretheir academic success [13], [14]. A study by Lee et al found that students from low socioeconomicbackgrounds greatly valued the ability to study at their own pace, citing it as the primary benefitof online learning

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

undergraduate researchers and not large ambiguousresearch aims that is more commonly done in graduate school training.STEM Research - Future ThinkingWe next sought to understand the impact of undergraduate research on ND and NT individualfuture career plans. Previous research has indicated that participation in undergraduate researchopportunities significantly increases the chance of individuals pursuing graduate school [23].With the desire to increase representation and diversity in graduate school programs, we soughtto understand if participation in undergraduate research impacts career plans differently from NDto NT individuals. Both ND and NT participants had similar low percentages for disagreeing andstrongly disagreeing that they received quality

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

George Zaccheus Sikazwe, University of the Incarnate Word; Stephanie Gray; Diane L Peters P.E., Kettering University; Michael Frye, University of the Incarnate Word

Tagged Divisions

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

is adding newgames and activities to invoke critical thinking and team building. Adding a new curriculum iscritical to adjust the students attending year after year as well as remaining innovative.Furthermore, adding activities, there are plans to translate lessons from Coding Academy intoSaturday workshops. These short courses would help refresh students on material and/or buildupon previous lessons from the summer curriculum. By supplying students with these extralessons Coding Academy cultivates the learner and offers accessibility for students for whomsummer classes, and or weekday lessons are not possible.One question asked in the Coding Academy survey was if the students planned on learning othercoding languages. Thirty-two percent of

Conference Session

Culture, Agency, and Responsibility through Curriculum (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 5)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kelsey McLendon, University of Michigan; Katie Snyder, University of Michigan

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Diversity

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

observations, we are currently planning to conduct a formal studyof student-led case studies to better develop our methods and formally assess outcomes of thisapproach. During the 2025-2026 school year, the objective would be to bring this assignmentsection into 4-6 sections of ENGR 100, with the hope that we might recruit 1-2 colleagues to testthe approach in their own sections. Assignments could be modified to better fit the project ordiscipline-specific content of each section, with keeping the core task of asking students toresearch and develop case studies of their own. Following the Winter 2026 section, we wouldconduct student surveys, instructor reflections, and perhaps several small focus groups wherestudents could share their experience with

Conference Session

Engineering Education in Colonial and Local Contexts (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 8)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Austin Morgan Kainoa Peters, Purdue Engineering Education

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Diversity

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

economic, political, and cultural conditions as capitalism oftenoffers the tools to allow settler colonialism to permeate through a complex and intertwinedrelationship. I hope that my analysis moves towards the direction to meet the calls of Pawley [3]to exemplify naming and confronting systems of power, as well as Holly Jr. and Masta [21] tomake whiteness visible through contending with settler colonialism and capitalism.Kakaʻako as a Microcosm of the Settler Colonial Logic of PossessionKaka’ako is currently an urbanized district on the island of Oʻahu where construction projectsare planned for the next 20 years. Right after the new year, I took a quick trip with my friends toOʻahu as a goodbye before all of us moved away from Maui. We visited

Conference Session

Culture, Agency, and Responsibility through Curriculum (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 5)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mobina Beheshti; Julia Wilder; Annick M Manseau; Sofia Ella Migon; Isabella Stuopis, Brown University; Avneet Hira, Boston College

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Diversity

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

virtual environments. Students were introduced to TinkerCadand its essential tools, including navigating the workspace, drawing shapes, and adjusting objects. Forpractice, they designed personalized name tags. Students modeled a sustainable farm featuring elementssuch as solar panels, rainwater systems, and crop fields. They then progressed to designing sustainablecities, incorporating green buildings, public transit, renewable energy, and waste management systems.Working in teams, students prioritized key components such as renewable energy sources, public transit,and green spaces based on sustainability criteria. They reflected on their decisions and discussedtrade-offs involved in urban planning. These activities developed a deeper

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bahar Memarian, University at Buffalo, The State University of New York

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Diversity

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

push researchers andeducational practitioners to reformulate and package non-scientific ideas in a scientific andpositivist way to be able to achieve their goals (e.g., research funding, new course design). Toprevent such efforts and gain a better picture of different world views, we may utilize AIprograms as artificial assessors, reviewing proposals and plans primarily through textual andnatural language processing methods. However, we again need to set rule-based conditions andexceptions for AI programs on what to consider Scientific and Non-scientific and whereIndigenous ways of knowing fall into that spectrum. So for either AI or human decision-makers,choices need to be made on the chain of logic and reasoning employed to appropriately

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Susan Garver Stirrup, University of Colorado, Denver

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Diversity

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

datacorrectly and arrive at a logical conclusion based on the data. An outcome from ABET’scriteria for accrediting engineering programs was also included in this category: Shows an abilityto function effectively on a team whose members together provide leadership, create acollaborative and inclusive environment, establish goals, plan tasks, and meet objectives.Skills OutcomesThe Skills outcomes include general college skills that are important to work on in any course,particularly for new-to-college, first generation and traditionally underserved populations ofstudents. This category includes outcomes such as being able to properly cite sources, being ableto layout calculation work and explain process, and being able to use scientific

Conference Session

Asset Sourcing for Remaking Engineering Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Molly McVey, The University of Kansas; Caroline R. Bennett P.E., The University of Kansas

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Diversity

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Culture & Social Justice in Education, Equity

willingness: (1) Faculty were directly involved and enabled in questioning, data-gathering, and interpretation processes, (2) Faculty were grouped in departmentally-situated teams with the ability to talk and plan across teams, and (3) The data being considered were granular and allowed careful examination of student success markers across a variety of demographics.As this collaboration unfolded, we observed the process of faculty engagement with the dataleading to real-time, personal realizations that students were being educationally disadvantagedin non-equitable ways. When these “authentic realizations” are combined with the existingliterature focused on ways that student learning and success can be better supported at

Conference Session

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ioulia Rytikova, George Mason University; Mihai Boicu, George Mason University

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Diversity

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

weekly grades during the course, including the final course grade. • Answers to the end of module survey.We are planning to study various correlations between the answers provided in the survey andthe course activity.ConclusionThis paper presents work in progress, describing in detail a proposed intervention for includingthe selection of a professional role model in the curriculum of a given discipline. A pilotexperiment is under way, and we will have partial results available during the conference.Our long-term goal is to show that selecting a professional role model and analyzing it from thestudents’ own perspective will increase student identification with the domain of study, theirmotivation and engagement and will contribute to

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Allison Murray, Marquette University; Lisa Chase, Marquette University

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Diversity

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

user perspectives. In thefinal class discussions, students reported having a greater appreciation for the impact ofengineering design choices on populations and noticing exclusionary designs in many aspects oftheir day-to-day life.3.2 Instructional Team ReflectionAs described in Section 2.1, the instructional team was made up of a mechanical engineeringfaculty member and an instructional designer trained in secondary education. The makeup of thisteam is of note as the faculty member was encouraged to use pedagogical strategies in this coursebeyond the active, problem-based approach she has previously used. This often-created frictionwithin the instructional team as discussion heavy and fluid class session planning was outside ofthe comfort

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

University." HumboldtJournal of Social Relations 1 (45): 34-51. DOI: https://doi.org/10.55671/0160-4341.1219[6] Cal Poly Humboldt. Vision. Strategic Plan. 2023. https://strategicplan.humboldt.edu/[7] Brayboy, B. M. K. J. (2005). Toward a Tribal Critical Race Theory in education. Urban Review, 37(5),425–446. https://doi.org/10.1007/s11256-005-0018-y[8] Laurier Students’ Public Interest Research Group (LSPIRG). (2015). Know the Land TerritoriesCampaign. Retrieved from http://www.lspirg.org/knowtheland[9] Personal communication, Mark Parman, 2022[10] Archibald, J.A. (2008). Indigenous storywork: Educating the heart, mind, body, and spirit.Vancouver: UBC Press.[11] Wilson, S. (2008). What Is an Indigenous Research Methodology? Canadian Journal of

Conference Session

Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brean Elizabeth Prefontaine, Duke University; Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University; Brianna Blaser, University of Washington; Joanna Goode, University of Oregon; Valerie B. Barr, Union College

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

institutional and access barriers to CS advocacy are valued, encouraged, and courses and exams. incorporated throughout the learning process.KP.5 Provision of comprehensive educator preparation CP.4 Families and communities (including their and professional development programs that cultures and assets) are incorporated into the support identity-inclusive pedagogy and practices. design of learning opportunities.KP.6 Development of local, regional, and state CS CP.5 A range of experts who are incorporated into education plans that center identity-inclusive learning opportunities (including researchers computing practices

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel Funk, University of Nebraska, Lincoln; Leilani Marie Pai, Denison University; Johan Benedict Cristobal, University of Nebraska, Lincoln

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Diversity

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

, “He made a comment about how I would only be successful in thecareer just because I am the diversity quota, and that all the things that [I had accomplished]... isjust because they needed the diversity person.”Beyond facing challenges in interpersonal interactions with peers, participants identified hurdlesrelated to the structural and cultural domains of power. Kalani and Diana struggled to transfercollege credits into the university’s degree plan. Diana felt dismissed by advisors, and struggledto belong in her major. She later found an advisor who supported her success and helped herswitch to a different computing major, Yet, her experiences in computing did not changesignificantly. Rather, Diana expressed the continual pressure to fragment

Conference Session

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Hug, Colorado Evaluation and Research Consulting; Raena Cota, New Mexico State University; Ruth Constansa Torres Castillo, New Mexico State University; Enrico Pontelli, New Mexico State University; Adan Maximiliano Delval, New Mexico State University

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Diversity

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

, ournext steps are to develop an action plan that gives voice to counternarratives and brings truthsabout student experiences to the forefront of departmental decision making and climate work. Inthis way, we will create social justice action from the applied research effort we report at ASEE.Some possible mechanisms for creating dialog with faculty in computing at the universityinclude a) sharing current counternarratives with faculty with opportunity for discussion in afaculty meeting, b) proposing communications changes to departmental staff and leadership toclarify opportunities in the CS department, and c) developing student climate survey instrumentsthat relate to concerns demonstrated in counternarratives. We recognize issues of power

Conference Session

Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tyrine Jamella Pangan, Tufts University; Kristen B Wendell, Tufts University

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Diversity

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

our applications of the categories. After three rounds of codebookiteration, the exact match between the two raters’ codes is 73% and the Cohen’s Kappa score is0.46, indicating moderate agreement (Blackman, N. J. & Koval, J. J., 2000). For the resultsreported in this work-in-progress paper, the raters came to consensus on all the turns of talkwhere our codes disagreed. For future work, we plan to continue to refine the codebook until wereach a Cohen’s Kappa score of 0.8. The final codebook will then be applied to the remaining 26transcripts. Findings Our analysis allowed us to characterize two kinds of marginalizing moves (interrupting and taking up disproportionate space) and three kinds of inclusive moves (encouraging sharing